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The dilemma for staff in 'playing a game' with a person with profound intellectual disabilities: empowerment, inclusion and competence in interactional practice.

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The dilemma for staff in 'playing a game' with a person with profound intellectual disabilities: empowerment, inclusion and competence in interactional practice. / Finlay, W. M. L; Antaki, Charles; Walton, Chris et al.
In: Sociology of Health and Illness, Vol. 30, No. 4, 05.2008, p. 531-549.

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Finlay WML, Antaki C, Walton C, Stribling P. The dilemma for staff in 'playing a game' with a person with profound intellectual disabilities: empowerment, inclusion and competence in interactional practice. Sociology of Health and Illness. 2008 May;30(4):531-549. doi: 10.1111/j.1467-9566.2007.01080.x

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@article{9609c7ee75ae4035a858f2c30857f2ab,
title = "The dilemma for staff in 'playing a game' with a person with profound intellectual disabilities: empowerment, inclusion and competence in interactional practice.",
abstract = "Games between staff and people with intellectual disabilities serve to promote social engagement and inclusion. However, when the person has limited and idiosyncratic communicative abilities, it may be hard to gauge what his/her own view of the matter is. We examine video-taped records of two episodes in which a staff member of a group home prompted a resident with profound intellectual disabilities to play a verbal and a non-verbal 'game'. We examine how the staff member in these two cases designs her actions to solve the dilemma she faces between, on the one hand, abandoning an activity when the resident does not provide clear indications that she/he wants to continue or, on the other hand, persisting with it until the resident begins to enjoy it or, at least, participate more fully. The solution lies in a pervasive institutional practice: treat resistance or ambiguity as temporary reluctance. We discuss these interactions as examples of how principles of empowerment, inclusion and independence play out in the details of everyday interaction.",
keywords = "intellectual disabilities • social interaction play • empowerment • conversation analysis • video",
author = "Finlay, {W. M. L} and Charles Antaki and Chris Walton and Penny Stribling",
note = "The definitive version is available at www.blackwell-synergy.com",
year = "2008",
month = may,
doi = "10.1111/j.1467-9566.2007.01080.x",
language = "English",
volume = "30",
pages = "531--549",
journal = "Sociology of Health and Illness",
issn = "0141-9889",
publisher = "Blackwell Publishing Ltd",
number = "4",

}

RIS

TY - JOUR

T1 - The dilemma for staff in 'playing a game' with a person with profound intellectual disabilities: empowerment, inclusion and competence in interactional practice.

AU - Finlay, W. M. L

AU - Antaki, Charles

AU - Walton, Chris

AU - Stribling, Penny

N1 - The definitive version is available at www.blackwell-synergy.com

PY - 2008/5

Y1 - 2008/5

N2 - Games between staff and people with intellectual disabilities serve to promote social engagement and inclusion. However, when the person has limited and idiosyncratic communicative abilities, it may be hard to gauge what his/her own view of the matter is. We examine video-taped records of two episodes in which a staff member of a group home prompted a resident with profound intellectual disabilities to play a verbal and a non-verbal 'game'. We examine how the staff member in these two cases designs her actions to solve the dilemma she faces between, on the one hand, abandoning an activity when the resident does not provide clear indications that she/he wants to continue or, on the other hand, persisting with it until the resident begins to enjoy it or, at least, participate more fully. The solution lies in a pervasive institutional practice: treat resistance or ambiguity as temporary reluctance. We discuss these interactions as examples of how principles of empowerment, inclusion and independence play out in the details of everyday interaction.

AB - Games between staff and people with intellectual disabilities serve to promote social engagement and inclusion. However, when the person has limited and idiosyncratic communicative abilities, it may be hard to gauge what his/her own view of the matter is. We examine video-taped records of two episodes in which a staff member of a group home prompted a resident with profound intellectual disabilities to play a verbal and a non-verbal 'game'. We examine how the staff member in these two cases designs her actions to solve the dilemma she faces between, on the one hand, abandoning an activity when the resident does not provide clear indications that she/he wants to continue or, on the other hand, persisting with it until the resident begins to enjoy it or, at least, participate more fully. The solution lies in a pervasive institutional practice: treat resistance or ambiguity as temporary reluctance. We discuss these interactions as examples of how principles of empowerment, inclusion and independence play out in the details of everyday interaction.

KW - intellectual disabilities • social interaction play • empowerment • conversation analysis • video

U2 - 10.1111/j.1467-9566.2007.01080.x

DO - 10.1111/j.1467-9566.2007.01080.x

M3 - Journal article

VL - 30

SP - 531

EP - 549

JO - Sociology of Health and Illness

JF - Sociology of Health and Illness

SN - 0141-9889

IS - 4

ER -