Double stimulation “in the wild”: Services for families with children at-risk

Hopwood, N; Gottschalk, B

Double stimulation “in the wild”: Services for families with children at-risk

Hopwood, N

Gottschalk, B

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Publication Type:: Journal Article
Citation:: Learning, Culture and Social Interaction, 2017, 13 pp. 23 - 37
Issue Date:: 2017-06-01

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Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834	en_US
dc.contributor.author	Gottschalk, B	en_US
dc.date.available	2020-05-25T19:12:39Z
dc.date.issued	2017-06-01	en_US
dc.identifier.citation	Learning, Culture and Social Interaction, 2017, 13 pp. 23 - 37	en_US
dc.identifier.issn	2210-6561	en_US
dc.identifier.uri	http://hdl.handle.net/10453/123673
dc.description.abstract	© 2017 Elsevier Ltd The concept of double stimulation provides a framework for understanding the promotion of volitional action. In this article the concept is applied “in the wild”, to analyse professional practice in parenting services for parents with young children at risk. We answer questions about (i) how concepts of double stimulation account for features of professional–parent interactions and what new insights are offered by this, and (ii) how double stimulation in the wild relates to the processes specified in a recently articulated model of double stimulation, and wider concepts of expansive learning. Examples of interactions between a professional (nurse) and a new mother illustrate how an absence of auxiliary stimuli may trap parents in conflicted situations. We found that in promoting double stimulation, professionals work simultaneously in two dialectically related fields: getting the parent to act using new auxiliary stimuli and getting them to think differently about the object. Such work may unfold in non-linear and discontinuous fashion and places complex demands on professionals.	en_US
dc.relation	http://purl.org/au-research/grants/arc/DE150100365
dc.relation.ispartof	Learning, Culture and Social Interaction	en_US
dc.relation.isbasedon	10.1016/j.lcsi.2017.01.003	en_US
dc.title	Double stimulation “in the wild”: Services for families with children at-risk	en_US
dc.type	Journal Article
utslib.citation.volume	13	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1701 Psychology	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	13	en_US

Abstract:

© 2017 Elsevier Ltd The concept of double stimulation provides a framework for understanding the promotion of volitional action. In this article the concept is applied “in the wild”, to analyse professional practice in parenting services for parents with young children at risk. We answer questions about (i) how concepts of double stimulation account for features of professional–parent interactions and what new insights are offered by this, and (ii) how double stimulation in the wild relates to the processes specified in a recently articulated model of double stimulation, and wider concepts of expansive learning. Examples of interactions between a professional (nurse) and a new mother illustrate how an absence of auxiliary stimuli may trap parents in conflicted situations. We found that in promoting double stimulation, professionals work simultaneously in two dialectically related fields: getting the parent to act using new auxiliary stimuli and getting them to think differently about the object. Such work may unfold in non-linear and discontinuous fashion and places complex demands on professionals.

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http://hdl.handle.net/10453/123673