Investigating teachers’ work in Singapore from interviews: An analysis based on Discursive Psychology

2021 ◽  
Author(s):  
Yew-Jin Lee
Keyword(s):  
Discursive Psychology

scholarly journals Biosociality in Online Interactions: Youths’ Positioning of the Highly Sensitive Person Category

Young ◽  
2021 ◽  
pp. 110330882110158
Author(s):  
Fanny Edenroth-Cato ◽  
Björn Sjöblom
Keyword(s):  
Young People ◽  
Personality Trait ◽  
Discursive Psychology ◽  
Online Forum ◽  
Online Interactions ◽  
Structuralist Theory ◽  
Highly Sensitive ◽  
Sensitive Person

This article examines how young people in a Swedish online forum and in blogs engage in discussions of one popularized psychological personality trait, the highly sensitive person (HSP), and how they draw on different positionings in discursive struggles around this category. The material is analysed with concepts from discursive psychology and post-structuralist theory in order to investigate youths’ interactions. The first is a nuanced positioning, from which youths disclose the weaknesses and strengths of being highly sensitive. Some youths become deeply invested in this kind of positioning, hence forming a HSP subjectivity. This can be opposed using contrasting positionings, which objects to norms of biosociality connected to the HSP. Lastly, there are rather distanced and investigative approaches to the HSP category. We conclude that while young people are negotiating the HSP category, they are establishing an epistemological community.

Rethinking emotion in discursive psychology: A systemic functional perspective

2019 ◽  
Vol 26 (2) ◽  
pp. 211-233
Author(s):  
Jiaxing Jiang ◽  
Jingyuan Zhang
Keyword(s):  
Conceptual Analysis ◽  
Significant Part ◽  
Discursive Psychology ◽  
Emotion Words ◽  
Rich Variety ◽  
Functional Perspective ◽  
The Rich ◽  
Psychological Studies

Emotion, as a classic topic in psychological studies, has been intensively investigated by scholars across disciplines. In discursive psychology, emotion discourse refers to the rich variety and situated uses of emotion words and metaphors. Many studies of emotion in discursive psychology focus on the rhetorical contrasts of emotion. Conceptual analysis is another significant part of emotion discourse, and one that requires further investigation. To reveal how people describe and evoke emotions in discourse, this article starts with a reinterpretation of emotion in discursive psychology, followed by setting up an emotion system from a systemic functional perspective to illustrate how conceptual analysis may be conducted and rhetorical contrasts explored. During the process of establishing the emotion system, the paper elaborates upon the emotion concept and rhetorical contrasts on the basis of four illustrative examples taken from authentic extracts (including news and testimonies). The paper discusses the purpose behind the construction of the emotion system in terms of (1) the constituents in conceptual analysis and rhetorical contrasts of discursive psychology from a functional perspective, (2) the collaboration between conceptual analysis and rhetorical contrasts, (3) the traits of the emotion system as a method of discursive psychology analysis.

scholarly journals Discursive psychology as a method of analysis for the study of couple and family therapy

2018 ◽  
Vol 44 (3) ◽  
pp. 409-425 ◽  
Author(s):  
Michelle O'Reilly ◽  
Nikki Kiyimba ◽  
Jessica N. Lester
Keyword(s):  
Family Therapy ◽  
Discursive Psychology ◽  
Couple And Family Therapy

scholarly journals Learners’ anxiety in audiographic conferences: a discursive psychology approach to emotion talk

ReCALL ◽  
2009 ◽  
Vol 21 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Beatriz de los Arcos ◽  
James A. Coleman ◽  
Regine Hampel
Keyword(s):  
Language Learning ◽  
Methodological Approach ◽  
Psychological State ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Discursive Psychology ◽  
Social Construct ◽  
Learner Beliefs ◽  
Negative Feelings

AbstractSuccess and failure in language learning are partly determined by the learners’ ability to regulate their emotions. Negative feelings are more likely to frustrate progress, while positive ones make the task of learning a second language (L2) a more effective experience. To date no significant body of research has been carried out into the role of anxiety in the field of computer-assisted language learning (CALL). The present study adopts discursive psychology (DP) as its methodological approach to examine anxiety not as a psychological state, but as a social construct in the context of an audiographic conferencing tool. After interviewing a sample of learners of Spanish at the Open University (OU), our findings reveal a strong connection between emotion and learner beliefs.

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