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Life History as Text and Context. A Psycho-Societal Approach to Human Service. Thematic Symposium Linda Lundgaard Andersen, firstname.lastname@example.org Dept of Educational Research Roskilde University Esrea, Life History and Biography Network: 2006 Conference Volos, March 2006. Opening statement .
Linda Lundgaard Andersen, email@example.com
Dept of Educational Research
Esrea, Life History and Biography Network: 2006 Conference
Volos, March 2006
- a multiannual research programme investigating the implications of a life history approach in formal and informal education and learning
- investigating the learning processes and work life learning in human service and health care from the perspectives of professionals and recipients
” The opportunities for influence are many. At the same time, the political decisions lead you to say no to people, … maybe I feel, that this sick person (client) should be rehabilitated, but I know very well that my manager does not think as we do. That’s where you’re forced to throw your own professio-nalism away. Then I have to remind myself, that this is what I am trained for – that the work I am doing will not necessarily harmonise with my my own profes-sionalism. I was employed to follow rules.
(Karen, social worker)
”That’s how it is for me too. We basically don’t have a jot of influence and is not allowed to act professional”.
(Lone, social worker)
We have been reorganising our workplace quite a bit. All the time, we have unexpected breakdowns and people developing psychological problems: depression and burnout. This constantly destroys the atmosphere and is always there smouldering. Of course, it is not just the workplace that is responsible. We have not been efficient in adapting the work structure so this is not amplified. A divorce, for example, can start a lot but then work adds to that—and then things overflow. There is little one can do then. We must be better at structuring work so that staff want to do it. They must be involved and have much more influence since they have to live with the clients and deal with the interaction.
(Søren, head of office)
1. life history as a psycho-societal theory –
human beings live, think and act influenced by consciouss as well as unconsciouss processes and these are closely formed by and form themselves the societal structures and power-relations
2. the dialectic of the subject and the societal -
individual action and understanding is influenced by a plurality of conditions that are interdependent: societally formed childhood, different forms of consciousness and societal and cultural conditions
in everyday interaction human beings are involved in a multitude of conscious and unconscious processing on cognitive, emotional and bodily matters
4. the potentials of a theoretical perspective
theory should be able to retell and transform the empirical object - and its generalised ideas of itself, and hereby dissolve the tension between reality and the potentials
(Leithaüser & Volmerg, 1976 & 1998; Adorno, 1972 )