Diskursiv psykologi är en teoretisk ansats och en analytisk metod för att undersöka hur psykologiska begrepp är konstruerade i samtal, och konsekvenserna av dessa konstruktioner för social interaktion. Vissa kallar ansatsen diskurspsykologi, men det vanligaste och det som stämmer bäst överens med ursprungsbetydelsen är diskursiv psykologi. Ansatser kan användas på video- och ljudinspelningar och på skriven text. Den är användbar när man har särskilda psykologiska spörsmål som man vill utforska i social interaktion.

Mealtimes shared with other people define how, what, how much, and with whom we eat. On such occasions, whether in private or public spaces, and as formal or informal events, our eating practices are inseparable from our interactions with other people. In this Editorial for the Special Issue on Interactional approaches to eating together and shared mealtimes, we provide an overview of the interdisciplinary field of research on eating together and shared mealtimes to illustrate the breadth and depth of work that has been developed in this area to date. The overview is divided into three broad clusters of research that focus primarily on (1) cultural or societal aspects, (2) individual outcomes, or (3) interactional practices. Commonalities across these clusters are discussed, the need for more research across a greater global and cultural diversity of eating practices is highlighted, and the potential for interdisciplinary collaboration on research on eating together and shared mealtimes across diverse scientific disciplines is explored. The papers in this Special Issue showcase a sample of contemporary work from within the cluster of research on interactional practices, and a brief overview of these papers is discussed. Finally, it is argued that as a common area of interest, social interaction as the foundation of eating practices within shared mealtimes poses considerable potential for interdisciplinary collaboration across scientific disciplines, and between scientists, professionals, and participants from the study populations.

Repetition has often been argued to be a semiotic device that iconically signifies 'more content', such as intensity and plurality. However, through multimodal interaction analysis of materials in English, Estonian, and Swedish, this paper demonstrates how self-repetition is used to coordinate actions across participants and temporally organize the ongoing activity. The data are taken from infant mealtimes, pilates classes, dance training, boardgames, rock climbing, and opera rehearsals. Repetition of both lexical and non-lexical tokens can prolong, postpone, and generally organize segments of action as well as co-create rhythms and moves in a moment-by-moment reflexive relationship with other (non-vocalizing) participants. A crucial feature of repetitions is that they can be flexibly extended to fit the other's public performance, its launching, continuation, and projectable completion. We argue that the iconicity of repetition emerges through its indexical relationship to other bodies, as a real-time jointly achieved phenomenon.

Collaboration across professional boundaries is an essential aspect of health care, and interprofessional education (IPE) is a common way to help increase students collaborative abilities. Research on how and when IPE should be arranged in a curriculum remains, however, inconclusive. How students actually develop interprofessional competencies have been difficult to demonstrate and is still an under-researched area. Studying IPE in context is therefore important to understand its full complexity. This paper examines how students work with scenarios from professional health care contexts when learning together in interprofessional problem-based learning tutorials during the first year of undergraduate education. The data are video-recorded tutorials of students from medicine, nursing, occupational therapy, speech and language pathology, and physiotherapy programmes. The analysis focuses on students discussing their readings of the literature. Drawing on "Communities of Practice," findings show that students discuss and connect professional knowledge, with "brokers" (the tutors) and "boundary objects" (scenarios) supporting the emergence of students professional knowledge. The scenarios, as boundary objects, also enabled the students to turn into brokers themselves. The paper contributes to research on interprofessional learning and offers support for implementing IPE in the early stages of undergraduate education.

Being able to work and communicate effectively in groups is a core pedagogical approach, particularly in psycholo-gy teaching, yet students and tutors rarely receive communication skills training. Existing training approaches areoften aimed only at tutors and are primarily based on theorized versions of conversation or role-play. What is lack-ing is training for tutors and students, based on real-life examples of group work in digital and face-to-face settings,and one that is accessible regardless of geographical location. This presentation will report on the development ofan evidence-based teaching resource that is designed to train students and tutors working in small group settings,using examples from real-life group interaction. The project uses the conversation analytic role-play method (CARM)and conversation analysis as a micro-analytical approach to social interaction to examine critical moments in groupinteraction. The data corpus consists of over 75 hours of problem-based learning tutorials, of which 25 hours wereconducted online, recorded in Sweden. Instances from this corpus will be analysed, focusing on critical momentssuch as how to discuss and argue effectively, how to evaluate group work, and how and when tutors should interve-ne at critical moments. The training resource will be composed of short packages featuring anonymised video clipsand training materials that can be adapted to suit the needs of different students and teachers. The presentation willreport on existing work to date and an early prototype of the training resource.

Play has long been understood as an important pedagogical practice, particularly in early childhood education and care settings. Playing with food, however, has typically been overlooked, and very little is known about food play during mealtimes. The apparent dichotomy between rule-following and playfulness at mealtimes has led to a paucity of research on playing while eating. This paper raises the profile of food play and examines instances in which young children initiate pretend play with their food during shared mealtimes. Data are taken from a large corpus of video-recorded lunches in Swedish preschools, and episodes featuring pretend play with food were analysed using multimodal interaction analysis. The results illustrate how play signalling is multimodally achieved, directed first to teachers, often involves other children, and enables the multiactivity of playing and eating. Children invited teachers into their imaginary worlds and teacher’s responses enabled the play narrative to develop and co-exist with the institutional demands of eating lunch together. The paper provides empirical evidence that pretend play with food during meals offers affordances for generating and sharing imaginary worlds with teachers and peers.

Play has long been understood as an important pedagogical practice, particularly in ECEC  settings, yet playing with food during mealtimes has been overlooked or undervalued. The apparent dichotomy between rule-following and playfulness at mealtimes has led to a paucity of research on food play. Adopting an ethnomethodological approach that seeks to describe social activities from the participants’ own perspectives, this paper examines instances in which young children initiate pretend play with their food during mealtimes. Data is taken from a large corpus of video-recorded lunches in Swedish preschools and a collection of pretend play sequences were analysed using multimodal conversation analysis. The results show that pretend play is multimodally achieved, directed first to teachers, often involves other children, and enables the multiactivity of playing and eating. Moreover, the analysis illustrates how food is handled to allow for the initiation of pretence scenarios and for sharing those imaginary worlds with other participants at the table, especially the teachers. Accepting the invitation, teacher’s responses were fitted to narratively build on and contribute to the imaginary events, while at the same time orienting towards the progression of the meal. The findings are discussed in terms of the pedagogical work of teachers, whose efforts to ratify the children’s perspectives and trigger their imagination co-exist with the institutional demands of eating lunch together.