Empowering Words, Disempowering Actions: An Analysis of Interactions between Staff Members and People with Learning Disabilities in Residents' Meetings

Autor/inn/en	Jingree, T.; Finlay, W. M. L.; Antaki, C.
Titel	Empowering Words, Disempowering Actions: An Analysis of Interactions between Staff Members and People with Learning Disabilities in Residents' Meetings
Quelle	In: Journal of Intellectual Disability Research, 50 (2006) 3, S.212-226 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-2633
DOI	10.1111/j.1365-2788.2005.00771.x
Schlagwörter	Learning Disabilities; Power Structure; Verbal Communication; Group Homes; Meetings; Residential Institutions; Health Personnel + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Gruppenheim; Meeting; Tagung; Wohnumgebung; Medizinisches Personal
Abstract	Background: This study examined power dynamics in verbal interactions between care staff and people with learning disabilities. Method: Recordings of residents' meetings in a group home for people with learning disabilities were examined. Results: The analysis showed some of the ways in which power was exercised in verbal interactions between care staff and residents. It was found that staff adopted various techniques to guide the discussion and produce certain kinds of statements and decisions. It could be said that in these cases, the staff were having to decide between two or more conflicting institutional objectives. Conclusion: The effect was that staff contributions sometimes produced interactional patterns which were contrary to the goal of encouraging the residents to speak up and have more say in the management of their home. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10