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Social psychologists interested in interaction have demonstrated that help‐seeking is a fruitful area for understanding how people relate to one another, but there is insufficient knowledge on how people navigate emotional involvement in help activities. Drawing on discursive psychology and conversation analysis, this article examines third‐party calls to a crisis helpline, with emergency calls as a point of comparison, to see how participants manage emotional involvement related to callers' concerns for others. The analysis unpacks how participants orient to helplessness—callers' uncertainty and inability to move forward—as justifying a focus on the at‐risk person or on the caller's emotions. While dispatchers at emergency centres work to get pertinent information to send help, call‐takers at the crisis helpline are trained to offer emotional support. In the latter case, a caller's displays of helplessness may be treated as a sign of danger for the person at‐risk, but it can also be taken as a disposition to worry, warranting a focus on the caller's emotional state. Showing how participants manage this challenge as they navigate 'whom to help', the paper contributes to research on the accomplishment of subjectivity and objectivity and demonstrates the utility of this framework in suicide prevention. [ABSTRACT FROM AUTHOR]

Recent statistics reveal alarming flaws in the Criminal Justice System's (CJS) handling of rape cases, undermining the pursuit of justice for complainants seeking legal redress. This paper takes a novel approach to explore police rape stereotype use in interviews with rape complainants, utilising critical discourse analysis and conversation analysis and discursive psychology to understand and critique the balance of power within an interview and how this might impact attrition and prosecution decisions. Ten police interviews with rape complainants were analysed with several suspect discursive constructions present throughout, including the interviewer constructing the suspect as misunderstanding, the complainant as miscommunicating non-consent, or agentless and passive talk. A significant and original finding was the way constructions interacted with the spectrum of stranger-to-partner rapes. In stranger rape cases, passive language often obscures the suspect and emphasises the complainant's behaviour. Acquaintance rapes frequently involved misunderstandings centred on visible distress and mixed signals. Partner rapes highlighted issues around consent and coercion, with officers often ignorant of coercive control and domestic abuse. These findings align with Operation Bluestone Soteria (OSB); thus, the recommendations align with those made by OSB's Pillar One. [ABSTRACT FROM AUTHOR]

In this editorial, we introduce the special issue entitled, ‘Language and psychosocial oppression: Methodological approaches, challenges, and opportunities’. This special issue includes seven articles that were produced in relation to the growing attention being given to the psychological phenomena associated with (in)justice and (in)equity, with a particular focus on how justice-oriented agendas and interventions might be advanced. Specifically, the included articles point to ways in which more micro-oriented approaches to studying languaging practices might serve to analytically and theoretically foreground justice-oriented research aims. [ABSTRACT FROM AUTHOR]

Childhood vaccination consultations are considered an important phase in parents' decision‐making process. To date, only a few empirical studies conducted in the United States have investigated real‐life consultations. To address this gap, we recorded Dutch vaccination conversations between healthcare providers and parents during routine health consultations for their newborns. The data were analysed using Conversation Analysis and Discursive Psychology. We found that the topic of vaccination was often initiated with 'Have you already thought about vaccination?' (HYATAV), and that this formulation was consequential for parental identity work. Exploring the interactional trajectories engendered by this initiation format we show that: (1) interlocutors treat the question as consisting of two types of queries, (2) conversational trajectories differ according to which of the queries is attended to and that (3) parents work up a 'good parent' identity in response to HYATAV, by demonstrating that they think about their child's vaccination beforehand and make their decisions independently. Our findings shed new light on the interactional unfolding of parental vaccination decisions. [ABSTRACT FROM AUTHOR]

In this article, we show how elderly clients in Dutch dietary consultations adjust dietitians’ history taking questions that suggest a cause for weight loss. Using conversation analysis and discursive psychology, we analyzed the history taking phase of recorded primary care conversations of 7 dietitians with 17 clients with malnutrition (risk). In response to the dietitian's history taking question, clients repeatedly present: 1) a problem in which weight loss is presented as unexpected and a conscious reduction in dietary intake is (therefore) not an issue, 2) a problem for which they cannot be held responsible, but which at the same time acts as a reason for reduced dietary intake, 3) a problem in which higher dietary intakes have been recommended by a third party that have proved impracticable. In these adjusted diagnostic explanations, clients emphasize the multidimensionality of their weight loss, which concurrently provides an explanation as to why they cannot be (solely) held responsible for their reduced dietary intake. Clients’ adjusted diagnostic explanations make relevant an evaluation by the dietitian. Dietitians’ subsequent lack of uptake leads to clients recycling diagnostic explanations to still get a response from the dietitian. Our findings offer insight into improving client-centered counseling by paying attention to clients’ adjusted diagnostic explanations.

This study examines invited reports of racism in broadcast interviews. Guided by discursive psychology (DP) and conversation analysis (CA), the investigation focuses on the interactional moments wherein the interviewee (is invited to) describe a racist incident. Expanding existing DP and CA research on complaints of racism, this analysis shows how reported speech is treated by speakers as an indispensable device in reproducing the incident and providing evidence for the racism reported. This investigation provides further evidence for how speakers treat reporting racism as a sensitive business. This is reflected in the interviewee's accounts as they begin by describing the circumstance of the incident, and the interviewer's collaboration in co‐constructing the interviewee's accounts and co‐managing the trajectory of the interview. Overall, the analysis spotlights how an auspicious environment for victims to talk about their experiences of racism is created and fostered at both institutional and interactional levels. [ABSTRACT FROM AUTHOR]

Purpose: The integration of mental health rehabilitees into the labour market is an important policy objective everywhere in the world. The international Clubhouse organization is a thirdsector actor that offers community-based psychosocial rehabilitation and supports and promotes rehabilitees' state of acting and exerting power over their lives, including their (re)employment. In this article, we adopt the perspective of discursive psychology and ask how mental health rehabilitees' agency is constructed and ideally also promoted in the Clubhouse-based Transitional Employment (TE) programme. Methods: The data consisted of 26 video-recorded TE meetings in which staff and rehabilitees of one Finnish Clubhouse discussed ways to further their contacts with potential employers. The analysis was informed by discursive psychology, which has been heavily influenced by conversation analysis. Results: The analysis demonstrated how rehabilitees adopt agentic positions in respect to TErelated future activities, and how Clubhouse staff promote and encourage but also discourage and invalidate these agentic positionings. The analysis demonstrated the multifaceted nature of agency and agency promotion in the TE programme. Conclusions: Although ideally, Clubhouse activities are based on equal opportunities, in everyday interaction practices, the staff exercise significant power over the question whose agency is promoted and validated in the TE programme. [ABSTRACT FROM AUTHOR]

Purpose The integration of mental health rehabilitees into the labour market is an important policy objective everywhere in the world. The international Clubhouse organization is a third-sector actor that offers community-based psychosocial rehabilitation and supports and promotes rehabilitees’ state of acting and exerting power over their lives, including their (re)employment. In this article, we adopt the perspective of discursive psychology and ask how mental health rehabilitees’ agency is constructed and ideally also promoted in the Clubhouse-based Transitional Employment (TE) programme. Methods The data consisted of 26 video-recorded TE meetings in which staff and rehabilitees of one Finnish Clubhouse discussed ways to further their contacts with potential employers. The analysis was informed by discursive psychology, which has been heavily influenced by conversation analysis. Results The analysis demonstrated how rehabilitees adopt agentic positions in respect to TE-related future activities, and how Clubhouse staff promote and encourage but also discourage and invalidate these agentic positionings. The analysis demonstrated the multifaceted nature of agency and agency promotion in the TE programme. Conclusions Although ideally, Clubhouse activities are based on equal opportunities, in everyday interaction practices, the staff exercise significant power over the question whose agency is promoted and validated in the TE programme.

"Analysing Digital Interaction" is a book that explores the study of online communication and interaction. The editors highlight the importance of understanding the details of interaction in order to comprehend the changing nature of contemporary society. The book showcases microanalytic methods from conversation analysis, membership category analysis, and discursive psychology to analyze the digital nature of interaction and how it is impacted by being online. The chapters address key methodological issues, such as research ethics and the complexities of online contexts, and demonstrate the performative nature of textual actions and the management of affordances in mediated interaction. The book provides valuable insights into the rapidly evolving forms of life in the digital age. [Extracted from the article]

What does it mean to claim that somebody's personality is disordered? The aim in this paper is to examine how the process of diagnosing personality disorders (PD) unfolds on a practical level. We take an in-depth look at PD interviews, paying close attention to the occasional discrepancies in the clinicians' and the patients' approaches to generalising the behaviour of patients to describe their personality. Clinicians are guided by the medical model and structured interviews in their approach. We regard the interview situation as interplay between the institution, the clinician and the patient – and the final diagnosis as an interactional construction between them. Our data consists of video-recorded interviews in Finland with 10 adult patients and three psychiatric nurses. The collection was compiled from 22 excerpts in which the participants orient differently to the generalisability of personality traits. Our observations show that, in these interviews, patients frequently make sense of their behaviour differently from what is expected – not as a reflection of their personality traits, but as an outcome of many situational factors. Our understanding leads us to emphasise the importance of making visible the practices that shape the diagnostic process in psychiatry. [ABSTRACT FROM AUTHOR]

Introduction: Emotionography studies emotion: (a) as it occurs naturally in display, reception, attribution, and avowal; (b) within and across diverse stretches of interaction and varied institutional contexts; (c) grounded purposefully in the perspectives of the interactants as those perspectives are displayed in real-time through unfolding talk; (d) using materials that are recorded and transcribed in su cient precision to capture the granularity consequential for the interactants. We overview contemporary research on "mixed emotion" highlighting theoretical and methodological issues and explore the potential of emotionography as a generative alternative. Methods: The analysis will use contemporary conversation analysis and discursive psychology to illuminate the workings of organized helping using a collection of recordings froma child protection helpline all of which include laughter alongside crying. Results: Analysis shows, on the one hand, how crying and upset display the caller's stance on the trouble being reported, andmark its action-relevant severity; on the other, how laughter manages ongoing parallel issues such as advice resistance. We show that the "mixture" is public and pragmatic, displaying di erent concerns and stances, and dealing with di erent issues; all is in the service of action. Discussion: When analyzing the specifics of interaction, the concept of "mixed emotion" loses clarity, and it is more accurate to observe competing pragmatic endeavors being pursued in an intricately coordinated fashion. These practices would not be captured by conventional emotion measurement tools such as scales, vignettes, or retrospective interviews. Broader implications for theories of emotion and methods of emotion research are discussed. [ABSTRACT FROM AUTHOR]

In "cold" sales calls, the salesperson's job is to turn call-takers, or "prospects," into clients while, very often, the latter resist them. In contrast to laboratory-based research, "cold" calls provide a natural environment where the stakes are real and resistance is manifest. We collected and transcribed 159 "cold" calls the goal of which was for salespeople to secure an appointment to meet prospects. Using discursive psychology and conversation analysis, we identified two practices—"blocks" and "stalls"—through which prospects resisted salespeople's attempts to schedule a sales appointment while also moving to terminate the interaction or delay the scheduling of an eventual appointment. Our findings show that, when approached as an interactive and situated discursive accomplishment, rather than a cognitive process, the practices involved in resisting can be better identified, described, and shared in ways that transform our understanding of resistance as a social psychological phenomenon. [ABSTRACT FROM AUTHOR]

In this introductory article to the special issue on Resistance in Talk-in-Interaction, we review the vast body of research that has respecified resistance by investigating it as and when it occurs in real-life encounters. Using methodological approaches such as ethnomethodology, conversation analysis, and discursive psychology, studies of resistance "in the wild" treat social interaction as a sequentially organized, joint enterprise. As a result, resistance emerges as the alternative to cooperation and therefore, on each occasion, resistant actions are designed to deal with the sequential and moral accountabilities that arise from the specifics of the situation. By documenting the wide array of linguistic, prosodic, sequential, and embodied resources that individuals use to resist the requirements set by interlocutors' prior turns, this article provides the first comprehensive overview of existing research on resistance as an interactional accomplishment. [ABSTRACT FROM AUTHOR]

The Open Science Movement aims to enhance the soundness, transparency, and accessibility of scientific research, and at the same time increase public trust in science. Currently, Open Science practices are mainly presented as solutions to the 'reproducibility crisis' in hypothetico‐deductive quantitative research. Increasing interest has been shown towards exploring how these practices can be adopted by qualitative researchers. In reviewing this emerging body of work, we conclude that the issue of diversity within qualitative research has not been adequately addressed. Furthermore, we find that many of these endeavours start with existing solutions for which they are trying to find matching problems to be solved. We contrast this approach with a natural incorporation of Open Science practices within interaction analysis and its constituent research traditions: conversation analysis, discursive psychology, ethnomethodology, and membership categorisation analysis. Zooming in on the development of conversation analysis starting in the 1960s, we highlight how practices for opening up and sharing data and analytic thinking have been embedded into its methodology. On the basis of this presentation, we propose a series of lessons learned for adopting Open Science practices in qualitative research. [ABSTRACT FROM AUTHOR]

Migration has been theorised as an act motivated by pull and push factors often linked to structural determinants of human behaviour. This article contributes to the critical literature on migration with its examination of individual accounts of migrations to South Africa. The present study utilises conversation analysis and discursive psychology to analyse five interviews with foreign nationals currently residing in South Africa. The findings suggest that individuals constructed accounts that oriented to their migration as a non-normative act, and provided no-fault accounts that eliminated desire and preference from their decision to migrate. In particular, participants routinely use the 'had-to' device as a method for constructing normative accounts of migration. These findings are significant because they demonstrate a participant orientation to migration as an accountable action, displaying some of the interactional practices for 'doing accounts' of migration that are both embedded in, and constitutive of, a shared moral order. [ABSTRACT FROM AUTHOR]

IntroductionEmotionography studies emotion: (a) as it occurs naturally in display, reception, attribution, and avowal; (b) within and across diverse stretches of interaction and varied institutional contexts; (c) grounded purposefully in the perspectives of the interactants as those perspectives are displayed in real-time through unfolding talk; (d) using materials that are recorded and transcribed in sufficient precision to capture the granularity consequential for the interactants. We overview contemporary research on “mixed emotion” highlighting theoretical and methodological issues and explore the potential of emotionography as a generative alternative.MethodsThe analysis will use contemporary conversation analysis and discursive psychology to illuminate the workings of organized helping using a collection of recordings from a child protection helpline all of which include laughter alongside crying.ResultsAnalysis shows, on the one hand, how crying and upset display the caller's stance on the trouble being reported, and mark its action-relevant severity; on the other, how laughter manages ongoing parallel issues such as advice resistance. We show that the “mixture” is public and pragmatic, displaying different concerns and stances, and dealing with different issues; all is in the service of action.DiscussionWhen analyzing the specifics of interaction, the concept of “mixed emotion” loses clarity, and it is more accurate to observe competing pragmatic endeavors being pursued in an intricately coordinated fashion. These practices would not be captured by conventional emotion measurement tools such as scales, vignettes, or retrospective interviews. Broader implications for theories of emotion and methods of emotion research are discussed.

Teacher cognition has been an important agenda of language teacher education in recent decades, and it has advanced the field's understanding of L2 teachers' work. Thus far, language teacher cognition has been understood from different epistemological perspectives and researched with different methodological approaches. Given that teacher cognition is social and situational, more research is needed from an emic perspective to understand how teachers develop and renew their cognitions in their professional context. This paper adopts a discursive psychological perspective on teacher cognition, investigating novice teacher cognition using applied conversation analysis. As part of a more extensive study, the study offers an in-depth analysis of novice Chinese EFL teachers' thinking, knowing, understanding, conceptualising, and stance-taking regarding language teaching. The teachers were recruited through a combination of convenience and snowball sampling strategies. The dataset includes 330 minutes of classroom teaching, 217 minutes of interviews, and 605 minutes of video-based guided reflection on teaching. The data revealed the key theme in teachers' understanding of 1) focusing on linguistic knowledge, 2) establishing teacher authority, and 3) developing practical pedagogical knowledge. The findings reveal teachers' moment-by-moment cognition-in-interaction and multiple roles in facilitating learning. Substantial implications are put forward for teacher learning and teacher education. [ABSTRACT FROM AUTHOR]

This study examines how experiences of racism are talked about during broadcast interviews. Inspired by discursive‐psychological and conversation‐analytic investigations on experience in interactions, this study approaches experience as a 'loose term' and as a participant's issue in the unfolding sequence of talks. The analysis documents a range of interactional moments wherein experiences are invoked and negotiated over the course of reporting racism in the interviews. The findings align with the existing discursive‐psychological and conversation‐analytic research on experiences, and provide further evidence on how speakers jointly orient to and manage the issues of who knows and owns an experience, and has the premier authority to claim an experience, in relation to reporting racism. The analysis unveils the intricacy of inquiring and talking about a victim's experience of racism. People's (use of) common sense understanding of the detrimental nature of racism is met and complicated by an orientation to our unlevelled access to an experience of racism, which is a category‐based societal problem. [ABSTRACT FROM AUTHOR]

Across the social sciences, there is a wealth of research on the role of language in persuasion in interpersonal communication. Most of these studies have been conducted in laboratories using experimental methods, have taken a social cognitive perspective, and have focused on the effects of particular linguistic practices on how persuasive messages are understood, processed, and ultimately complied with. By contrast, less attention has been paid to how language can be used to create sequential, interactional, and social obligations, in everyday interactions, like sales encounters or business negotiations, where persuasion occurs naturally and is built into the fabric of the conversation. In reviewing the former approach to studying language and persuasion, in this paper, I highlight several critical shortcomings. Then, I argue that, when studying naturally occurring persuasion‐in‐interaction, a discursive psychological approach is better suited for investigating and theorising the interactional structures underpinning persuasion and the role of language therein. [ABSTRACT FROM AUTHOR]

Analyzing a thread of online interaction, I apply conversation analysis and discursive psychology methods to explicate how experiences of racism are reported and contested by participants in interaction. The person reporting their experience of racism (the reporter) applies commonsense knowledge to assess the perpetrator's racist intent. Recipients of the report contest the reporter's rights to assess the perpetrator's intent while managing their lack of independent access to the reported encounter. In milder contestations, they cast doubt while avoiding assessing the situation themselves, which leads to negotiations over the accusation without contesting the correctness of the reporter's assessment. In aggravated contestations, recipients explicitly contest the reporter's assessment of the perpetrator, which leads to interactional breakdowns where moral culpabilities of both sides are implicated. Implications for understanding the moral difficulties involved in accusing racism, the interactional contingencies involved in responding to and contesting such accusations, and members' understandings of racism are discussed. [ABSTRACT FROM AUTHOR]

This study examines response cries produced by student spectators reacting to imagined pain in the setting of feminist self-defence classes. It investigates the vocal, verbal and embodied resources that constitute reactive displays to demonstrations and descriptions of physical techniques that can thwart attacks. It asks what the pain cries accomplish, considering their form and sequential organisation. Video-recordings of the classes were data. Drawing on discursive psychology and using multi-modal conversation analysis, the results detail how the conventionalised composition and positions of the cries make them mutually intelligible as reacting to a painful experience. They functioned to support the progression of the instructional activity that created a make-believe space where girls and women can resist violence. The findings confirm and extend what is known about the interactional environments and activities in which pain figures, further advancing the distinctive insights that an interactional approach brings. Data are in New Zealand English. • A video study of empowerment self-defence classes. • Pain cries responding to imagined hurt have conventionalised features but are also nuanced to the specific context of use. • Pain cries align and affiliate with demonstrations of effective delf-defence. • Pain cries show students attention and engagement with the self-defence demonstrations. [ABSTRACT FROM AUTHOR]

Copyright of Przeglad Socjologiczny is the property of Lodz Scientific Society / Lodzkie Towarzystwo Naukowe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Przeglad Socjologiczny is the property of Lodz Scientific Society / Lodzkie Towarzystwo Naukowe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To date, little is known regarding if and how healthy eating is discussed, and how the concept of healthy eating is used in everyday interactions of families with a low socioeconomic position (SEP). This is an underrepresented study population in which many health benefits can be gained. By deploying an interactional approach to healthy eating, this study explored how healthy eating is constructed and oriented to during evening mealtimes in families with a low SEP. The data corpus comprised video recordings of 79 mealtimes from ten families with a low SEP. Healthy eating was rarely oriented to explicitly, as shown by the identification of only sixteen cases in which family members referred to (un)healthy eating. Using discursive psychology and conversation analysis, the examination of these cases showed that, how and with what function health claims were produced and designed as either identity-centered health claims or food-centered health assessments. By deploying identity-centered health claims parents constructed a desired prospective identity for their children to manage their eating behavior, whereas by deploying food-centered health assessments speakers accounted for their own behavior, particularly eating or providing food. The findings give a unique insight into how healthy eating is oriented to and constructed in the everyday life of families with a low SEP. In addition, the findings extend the discursive psychological body of literature on healthy eating talk during family mealtimes, and add to the knowledge base on discursive practices deployed to get children to eat.

This article investigates how age categorisation and prejudicial use of age are mobilised in talk by job applicants during job interviews and how recruiters affiliate with these. The institutional goal of recruitment is to ensure an unbiased process and evaluation, nevertheless, ageism against older workers emerges as unchallenged and culturally acceptable in authentic job interviews. In line with the discursive psychology (DP) approach, the analysis focuses on -isms as discursively constructed and categories as resources to accomplish social actions. A case study is conducted based on video recordings of 24 real job interviews held at an Italian staffing agency and analysed through membership categorisation and conversation analysis. The analysis provides evidence of how job applicants resort to age co-membership with recruiters to achieve affiliation – or remedy misalignment – by complaining about older workers. The study contributes to DP's re-specification of prejudices as interactional practices and links microanalysis to macro phenomena, such as ageism, through categorisation practices. [ABSTRACT FROM AUTHOR]

Approaches to discourse analysis in educational research tend to operate within the boundaries of particular video-based research traditions. We examine four of these traditions that are especially relevant to the learning sciences – conversation analysis, discursive psychology, interaction analysis, and video-cued ethnography – and instead of assuming that they are incommensurate, we examine their interconnections and areas of synthesis to make space for methodological innovations. In looking for unforeseen or de-emphasized points of synergy, we consider four approaches to each tradition: (1) making claims about internal processes; (2) inviting research participants to reflect on the video records; (3) formulating conjectures about the video data; and (4) noticing and documenting patterns. We examine the above approaches in the context of a research-practice partnership between educational researchers and a non-profit organization focused on outdoor family play, focusing in particular on autonomy-supportive parenting. Through this methodological reflection, we raise a number of novel considerations regarding how video-based educational researchers can understand what is relevant to the participants, engage with data selection, and formulate claims about recognizable phenomena in the data. We conclude by discussing problems of practice in video-based educational research that this mixed-tradition approach can address. [ABSTRACT FROM AUTHOR]

In this paper, I examine deficit talk, utterances that depict students and/or families based on their perceived deficits, in an equity-oriented professional development (PD) setting. Researchers often attribute deficit talk by mathematics teachers (MTs) to their biased beliefs and perceptions. From an interactional approach, namely conversation analysis and discursive psychology, I offer an alternative perspective on how deficit talk is produced in PD interactions. The analysis shows the rhetorical functions of deficit talk, which are designed for MTs to manage their accountability with a range of potential issues and to portray themselves as competent teachers. The analysis also reveals the action-performing nature of deficit talk (e.g., refusing a request) situated in the social interaction. To conclude, this paper suggests that mathematics teacher educators need to attend to the micropolitical nature of deficit talk and their co-participation in the production of deficit talk as they formulate ways to respond to deficit talk in PD interactions. [ABSTRACT FROM AUTHOR]

Democratic participation is widely viewed as a crucial underpinning of legitimate governance; however, little is known about how this participation is practically accomplished. This study contributes to a better understanding of what democratic citizenship encompasses in actual practices of public engagement. Using conversation analysis and discursive psychology, we analyze interactions between government officials and citizens in Dutch public meetings on the effects of livestock farming. We examine situations where citizens treat officials' closing-implicative moves as "wanting to shelve" issues. We demonstrate how this uptake is preceded by officials treating citizens as not understanding what is within the scope of discussion, thereby challenging their democratic competence. Citizens subsequently turn the tables on the officials, treating them as not wanting to fulfill their democratic duties. We argue that these practices point to broader relational issues between government and citizens, transforming what seem mere agenda issues into negotiations about what constitutes good democracy. [ABSTRACT FROM AUTHOR]

In this article we illustrate how trainers and trainees negotiate epistemic and deontic authority within systemic family therapy training. Adult education principles and postmodern imperatives have challenged trainers' and trainees' asymmetries regarding knowledge (epistemics) and power (deontics), normatively implicated by the institutional training setting. Up-to-date, we lack insight into how trainers and trainees negotiate epistemic and deontic rights in naturally occurring dialog within training. Drawing from discursive psychology and conversation analysis, we present an analysis of eight transcribed, videotaped training seminars from a systemic family therapy training program, featuring three trainers and eleven trainees. Our analysis highlights the dilemmatic ways in which participants resist and affirm the normatively implicated trainers' deontic and epistemic authority. Trainers are shown as mitigating directives and trainees as resisting them, with both displaying (not)knowing, while attending to concerns about (a)symmetry. We discuss our findings' implications for systemic family therapy training. [ABSTRACT FROM AUTHOR]

Societies are undergoing enormous upheavals in the wake of the COVID-19 pandemic. High levels of psychological distress are widespread, yet little is known about the exact impacts at the micro-level of everyday life. The present study examines the ordinary activity of buying bread to understand changes occurring early in the crisis. A dataset of over 50 social interactions at a community market stall were video-recorded, transcribed and examined in detail using multi-modal conversation analysis. With COVID-19 came an orientation to a heightened risk of disease transmission when selling food. The bread was placed in bags, a difference which was justified as a preventative measure and morally normalised by invoking a common-sense prohibition of touching produce. Having the bread out of immediate sight was a practical challenge that occasioned the expansion of turns and sequences to look for and/or confirm what was for sale, highlighting a normative organisation between seeing and buying. The analysis shows how a preventative measure related to the pandemic was adjusted to interactionally. More broadly, this research reveals the small changes to daily life that likely contribute to the overall negative impacts on health and well-being that have been reported. [ABSTRACT FROM AUTHOR]

Recognition and misrecognition have been theorized as key concepts for social justice. Misrecognition involves being disrespected or labelled in ways which do not accord with a person's self‐identify. Racism can be understood as a specific form of misrecognition but little research has explored this form or drawn on notions of misrecognition in the discursive psychological study of racism. Our study addresses this gap by drawing on discursive psychology and conversation analysis to examine reports of racial encounters in public spaces, where misrecognition of the targets' nationality is invoked. We demonstrate that instances of misrecognition are judged as racism through the selection and use of categories and/or category‐sensitive predicates that exclude the target of them from (national) category membership to which they claim entitlement. People reporting racialized encounters and those responding to them treat the description and evaluation of such incidents sensitively, orienting to the delicacy of alleging racism. In this article, we enhance theoretical understandings of misrecognition by showing how it is constructed interactionally and demonstrate the value of notions of recognition and misrecognition for the study of racism. [ABSTRACT FROM AUTHOR]

The nature of the link between identity and action is a fundamental question for social science. One focus in psychology is how actions like seeking help are implicated in matters of identity. This paper presents a discursive psychology study of identity and help in social interaction. Drawing on a corpus of nearly 400 recorded calls to a victim support helpline, I analysed how participants oriented to the link between identity and help. With attention to epistemic, deontic, and affective relations between participants, I analysed how identity was demonstrably relevant and procedurally consequential for building and interpreting help‐seeking requests. Participants displayed an understanding that seeking help from Victim Support necessarily implicates identity. Callers' identities as victims or clients rendered their help‐seeking accountable and invoked identities for call‐takers as representatives of a support service. The findings show that identity and help are mutually constitutive. Seeking help constituted callers' identities as victims; and their identities as victims constituted their requests for help. I suggest that analysing identity and help in social interaction provides evidence for the mutually constitutive link between identity and action. [ABSTRACT FROM AUTHOR]

Advice-giving and requesting is a complex interactional task that has been well-explored by the theoretical and analytical approaches of Discursive Psychology (DP) and Conversation Analysis (CA). However, these approaches have not previously been employed to analyse advice in the context of an online forum for carers of people living with dementia (PLWD). In this article I present how DP, with insights from both DP and CA research, can be employed to explore advice in the specific context of peer interaction on the Carers UK online forum. A single extract is presented as evidence for how a troubles-telling format can be employed to request advice in a way which places little obligation upon a potential commenter - a low-contingency request. As found in other research, this format resulted in advice being provided by commenters. The deontic and epistemic authority of the advice given by commenters will be used to display the sophistication with which commenters frame their advice to align to the indirect nature in which the advice was requested. [ABSTRACT FROM AUTHOR]

Currently cellphone fraudsters often use language to threaten and bully victims. From discursive psychological perspective, the present study applies conversation analysis to discuss fraudsters' threatening language in Chinese cellphone fraud conversations. The authentic data are collected from Chinese media which report legal news or conduct public legal education on the battle against cellphone frauds. Results of the study show that: (1) cellphone fraudsters construct their false identities through information gap and information sharing in their turn-taking designs, which brings victims into the threatening fraud interactions; (2) fraudsters use such conversational skills in a threatening tone as repetition, interruption, higher pitch, louder speech and so on to trigger victims' psychological panic; (3) fraudsters' discursive practices are situated for the threatening actions based on prepared and designed scripts. The findings of the study are expected to provide references for preventing cellphone fraud and fighting against fraudsters' threats and bullies. [ABSTRACT FROM AUTHOR]

We provide an introduction to some of the conceptual and methodological debates with respect to the focus of this special issue on -isms (a term used to refer to phenomena, e.g., racism, sexism, and heterosexism), focusing on the definition and identification of these phenomena. We offer an overview of the different approaches to research in this regard and conclude by summarizing the contributions to this special issue.