Rekeying Cultural Scripts for Youth Suicide: How Social Networks Facilitate Suicide Diffusion and Suicide Clusters Following Exposure to Suicide

2019 ◽  
Vol 10 (2) ◽  
pp. 112-135 ◽  
Author(s):  
Seth Abrutyn ◽  
Anna S. Mueller ◽  
Melissa Osborne

Research suggests that suicide can socially diffuse through social relationships and social contexts; however, little is known about the mechanisms that facilitate this diffusion. Using data from an in-depth case study of a cohesive community with an enduring youth suicide problem (N = 118), we examine how, after repeated exposure to suicide, the community’s cultural script for suicide may have been rekeyed such that suicide became a more imaginable option for some community youth. Essentially, we found evidence that a series of sudden, shocking, suicide deaths of high-status youth may have triggered the formation of new locally generalized meanings for suicide that became available, taken-for-granted social facts. The new meanings reinterpreted broadly shared adolescent experiences (exposure to pressure) as a cause of suicide facilitating youth’s ability to imagine suicide as something someone like them could do to escape. We conclude by discussing the implications of our findings for the scientific understanding of (1) suicide and suicide clusters, (2) social diffusion processes, and (3) suicide prevention.

2008 ◽  
Vol 17 (3) ◽  
pp. 93-98
Author(s):  
Lynn E. Fox

Abstract Linguistic interaction models suggest that interrelationships arise between structural language components and between structural and pragmatic components when language is used in social contexts. The linguist, David Crystal (1986, 1987), has proposed that these relationships are central, not peripheral, to achieving desired clinical outcomes. For individuals with severe communication challenges, erratic or unpredictable relationships between structural and pragmatic components can result in atypical patterns of interaction between them and members of their social communities, which may create a perception of disablement. This paper presents a case study of a woman with fluent, Wernicke's aphasia that illustrates how attention to patterns of linguistic interaction may enhance AAC intervention for adults with aphasia.


2011 ◽  
Vol 17 (6) ◽  
pp. 54-67
Author(s):  
A.S. Potapov ◽  
◽  
E. Amata ◽  
T.N. Polyushkina ◽  
I. Coco ◽  
...  
Keyword(s):  

Author(s):  
Werner Reichmann

How do economic forecasters produce legitimate and credible predictions of the economic future, despite most of the economy being transmutable and indeterminate? Using data from a case study of economic forecasting institutes in Germany, this chapter argues that the production of credible economic futures depends on an epistemic process embedded in various forms of interaction. This interactional foundation—through ‘foretalk’ and ‘epistemic participation’ in networks of internal and external interlocutors—sharpens economic forecasts in three ways. First, it brings to light new imaginaries of the economic future, allowing forecasters to spot emerging developments they would otherwise have missed. Second, it ensures the forecasts’ social legitimacy. And finally, it increases the forecasts’ epistemic quality by providing decentralized information about the intentions and assumptions of key economic and political actors.


2021 ◽  
Vol 10 (6) ◽  
pp. 386
Author(s):  
Jennie Gray ◽  
Lisa Buckner ◽  
Alexis Comber

This paper reviews geodemographic classifications and developments in contemporary classifications. It develops a critique of current approaches and identifiea a number of key limitations. These include the problems associated with the geodemographic cluster label (few cluster members are typical or have the same properties as the cluster centre) and the failure of the static label to describe anything about the underlying neighbourhood processes and dynamics. To address these limitations, this paper proposed a data primitives approach. Data primitives are the fundamental dimensions or measurements that capture the processes of interest. They can be used to describe the current state of an area in a multivariate feature space, and states can be compared over multiple time periods for which data are available, through for example a change vector approach. In this way, emergent social processes, which may be too weak to result in a change in a cluster label, but are nonetheless important signals, can be captured. As states are updated (for example, as new data become available), inferences about different social processes can be made, as well as classification updates if required. State changes can also be used to determine neighbourhood trajectories and to predict or infer future states. A list of data primitives was suggested from a review of the mechanisms driving a number of neighbourhood-level social processes, with the aim of improving the wider understanding of the interaction of complex neighbourhood processes and their effects. A small case study was provided to illustrate the approach. In this way, the methods outlined in this paper suggest a more nuanced approach to geodemographic research, away from a focus on classifications and static data, towards approaches that capture the social dynamics experienced by neighbourhoods.


2021 ◽  
Vol 1 (1) ◽  
pp. 39-47
Author(s):  
Christine Price

This paper problematises the dominance of global north perspectives in landscape architectural education, in South Africa where there are urgent calls to decolonise education and make visible indigenous and vernacular meaning-making practices. In grappling with these concerns, this research finds resonance with a multimodal social semiotic approach that acknowledges the interest, agency and resourcefulness of students as meaning-makers in both accessing and challenging dominant educational discourses. This research involves a case study of a design project in a first-year landscape architectural studio. The project requires students to choose a narrative and to represent it as a spatial model: a scaled, 3D maquette of a spatial experience that could be installed in a public park. This practitioner reflection closely analyses the spatial model of one student, Malibongwe, focusing on his interest in meaning-making; the innovative meaning-making practices and diverse resources he draws on; and his expression of spatial signifiers of the Black experiences portrayed in his narrative. This reflection shows how Malibongwe’s narrative is not only reproduced in the spatial model, it is remade: the transformation of resources into three-dimensional spatial form results in new understandings and the production of new meanings.


2021 ◽  
pp. 001458582098650
Author(s):  
Gloria De Vincenti ◽  
Angela Giovanangeli

Researchers examining nationalistic conceptions of language learning argue that nationalist essentialism often shapes the way languages are taught by educators and understood by learners. While numerous studies focus on how frameworks informed by Critical Discourse Analysis (CDA) and intercultural education offer alternative approaches to national stereotyping, these studies tend to focus on theoretical approaches, teacher perspectives or innovative teaching and learning resources. The literature to date, however, does not provide case studies on student responses to activities designed by the teacher to open up the classroom with opportunities that move beyond essentialist representations. This article responds to the need for such scholarship and presents a case study involving a focus group with tertiary students in an Italian language and culture subject. It reveals some of the ways in which students enacted and reflected upon alternatives to nationalist essentialising as a result of language learning activities that had been informed by the discursive processes of CDA. The findings suggest that students demonstrated skills and attitudes such as curiosity, subjectivities and connections with broader social contexts. Some of the data also indicates student engagement in critical inquiry and their potential for social agency.


2021 ◽  
Vol 63 (4) ◽  
pp. 408-415
Author(s):  
Maria Rubio Juan ◽  
Melanie Revilla

The presence of satisficers among survey respondents threatens survey data quality. To identify such respondents, Oppenheimer et al. developed the Instructional Manipulation Check (IMC), which has been used as a tool to exclude observations from the analyses. However, this practice has raised concerns regarding its effects on the external validity and the substantive conclusions of studies excluding respondents who fail an IMC. Thus, more research on the differences between respondents who pass versus fail an IMC regarding sociodemographic and attitudinal variables is needed. This study compares respondents who passed versus failed an IMC both for descriptive and causal analyses based on structural equation modeling (SEM) using data from an online survey implemented in Spain in 2019. These data were analyzed by Rubio Juan and Revilla without taking into account the results of the IMC. We find that those who passed the IMC do differ significantly from those who failed for two sociodemographic and five attitudinal variables, out of 18 variables compared. Moreover, in terms of substantive conclusions, differences between those who passed and failed the IMC vary depending on the specific variables under study.


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