The primary objective of applying discursive psychology (DP) in these settings is to transform practice by moving beyond academic analysis to generate ideas that actively adjust service delivery. Bottema-Beutel suggests that the work should aim to redesign interactions to foster meaningful engagement and improved well-being rather than closing down pathways for participation. In the specific sector of special education, this requires moving away from "correct response" models to instead design communication supports that allow for genuine student agency. Similarly, within mental health care, clinicians must critically engage with their own role in co-constructing diagnoses and conditions to transform how they conceptualize mental health.

The Overarching Goal

Future DP work must make necessary distinctions, specifically distinguishing between supports—interventions that provide genuine benefit—and reification, which refers to systems designed to help that actually serve to complicate or cement a child's impairment status. Furthermore, analysts must distinguish between non-normativity and distress; this involves separating caregiver complaints focused on a child simply not adhering to social norms from discourses focused on actual suffering that is "not reducible to their child’s non-normativity". Separating these categories allows practitioners to identify which issues genuinely require support versus those that are merely complaints about difference.

The Necessary Distinctions

- The Overarching Goal
- The Necessary Distinctions (The "What" of Analysis)

State University of New York at Binghamton

Chapter 9, written by Kristen Bottema-Beutel, serves as a response to the research presented in Chapters 3 and 5. She argues that interactions are not shaped solely by a student/patient's abilities, but are structured by pedagogical/therapeutic practices and the systems they are embedded in.
Discursive Psychology (DP) reveals both interactional practices and institutional norms, providing insight into how disability/mental health categories are created and maintained by the service providers themselves.

Chapter 9: Using Discursive Psychology (DP) in Special Education & Mental Health

Lester, J. N. (Ed.). (2021). Discursive Psychology and Disability. Palgrave Studies in Discursive Psychology. Springer Nature Switzerland AG.

Reference For: Discursive Psychology and Disability

- Special Education: (Response to D’Ardenne et al., Chapter 5)
-  Mental Health Care (Response to O’Reilly, Chapter 3)

Learn Before

Related

Learn After

Learn After

Related