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.

Early infancy is a critical period for the development of food likes and dislikes, but very little is known about the role of the social context and parent-child interaction within this process, and even less about what happens in the home environment. The current paper addresses this issue by examining how and when parents utter food assessments about their infants eating practices during mealtimes in the home, and the practices through which infant likes become established as knowledge. A data corpus of 77 video-recorded infant mealtimes from six infants (aged 5-9 months) and their parents was analysed using discursive psychology, with a specific focus on the use of object-side and subject-side assessments. Data were recorded in English-speaking family homes in Scotland and Sweden. The analysis highlights three key findings: (1) infants interactional rights to assess food are invoked during first tastes, (2) infants food likes are established through anchoring in family food prefer-ences and as shared knowledge among family members, and (3) infants potential food dislikes are challenged by parents using object-side assessments and claims about previous likes. Parents thus play a crucial role in the establishment of infant food likes through the formulation of subject-side category assessments during early infant mealtimes. The research suggests that more focus should be placed on examining infant eating practices as collaborative and interactional events in everyday contexts.

This study investigates the practice of "sounding for others," wherein one person vocalizes to enact someone elses putatively ongoing bodily sensation. We argue that it constitutes a collaborative way of performing sensorial experiences. Examples include producing cries with others strain or pain and parents sounding an mmm of gustatory pleasure on their infants behalf. Vocal sounds, their loudness, and duration are specifically deployed for instructing bodily experiences during novices real-time performance of various activities, such as tasting food for the first time or straining during a Pilates exercise. Vocalizations that are indexically tied to the body provide immediate displays of understanding and empathy that may be explicated further through lexicon. The existence of this practice challenges the conceptualization of communication as a transfer of information from an individual agent - even regarding assumedly individual body sensations - instead providing evidence of the joint nature of action and supporting dialogic theories of communication, including when language-marginal vocalizations are used.

Expressions of disgust have typically been studied as isolated faces or voices but rarely as embodied practices in everyday interaction. Building on multimodal interactional research on emotions and sensoriality, this paper addresses disgust as a unique topic at the intersection between psychological theory and interactional facts. A case of an adult enacting post-consumption disgust is analysed, detailing the transformation of the facial, auditory, and embodied expressions across interactional sequences and in collaboration with others. The paper showcases the variability of disgust expressions and their involvement in social actions such as displaying stamina or stoicism toward challenges.

Young children’s eating practices and mealtimes within early childhood education and care have attracted considerable attention over the past 30 years, with an increasing focus on nutrition and family-style meals. Research in this field is typically conducted in parallel strands that would benefit from an overview perspective and critical discussion. This article addresses that need, reviewing international research from 166 empirical papers published between January 1990 to December 2020. A scoping literature review was used to inductively identify three core areas of research: i) factors influencing children’s eating practices, ii) teacher’s and children’s perspectives on mealtimes, and iii) situated meal practices. Key trends included a focus on repeated exposure, modeling behavior, teachers’ feeding practices, rules and norms vs. playfulness, and participation in the meal as event. Future research could work across disciplinary boundaries and combine a focus on nutritional concerns with an examination of the multimodal interaction within the mealtimes.

Providing food for the family can feel more complex than a large-scale research project: a balance of economics, time, ethics, knowledge, skills, and the patience to deal with a four-year-old who wont eat the Bolognese because they can taste the onions. When it comes to children, our knowledge of their food likes and dislikes becomes both a marker of how much we know them and also a matter for negotiation...

Tasting as a social practice can be enacted on behalf of others through precisely positioned nonlexical vocalizations as gustatory mmms. This paper uses multimodal interaction analysis to detail the coordination of parents and infants while starting to feed solid foods; data are from families in Scotland. The analysis focuses on the organization of parental mmms in relation to eye gaze, sequentiality, and the temporal coordination of hands, food, and mouths to demonstrate their use in beginning, continuing, and refocusing on taste. The paper proposes that in order to fully understand the sociality of tasting, infant feeding research should include real-time vocal and embodied behavior, which is also key to the functional analysis of sensoriality-related vocalizations at the margins of language.

The lip-smack is a communicative sound object that has received very little research attention, with most work examining their occurrence in nonhu- man primate interaction. The current paper aims to dissect the social poten- tial of lip-smacks in human interaction. The analysis examines a corpus of 391 lip-smack particles produced by English-speaking parents while feeding their infants. A multimodal interaction analysis details the main features: (1) rhythmical production in a series, (2) facial-embodied aspects, and (3) tem- poral organisation. Lip-smacks occurred in prosodically grouped chains of mostly 3 or 5 particles, with accompanying facial expressions, and were co- ordinated with the infants’ chewing. They highlight the mechanics of chew- ing while framing eating as a pleasant interactional event.

The paper contributes not only to the distinctly social functions of a sound object hitherto ignored in linguistics but also to research on interac- tional exchanges in early childhood and their potential connection to the sociality of nonhuman primates.

This commentary provides a short reflection on the current status of discursive psychology in a fluctuating academic landscape. It focuses on three points: how discursive psychological research situates itself in relation to other research (both within and outside of psychology), how psychology itself can be respecified as a discipline (rather than only topic areas within psychology), and on the need for further development of methodological aspects and learning resources within discursive psychology. The piece concludes by noting the strengths of discursive psychology as a detailed analytical approach and of the benefits of talking to, and engaging with, other researchers.

The first time that students meet for a problem-based learning (PBL) tutorial is important for setting the framework for the rest of the PBL process (Hempel & Jern, 2000). This occasion typically involves introducing themselves, meeting the tutor, writing a group contract, and starting work on the first scenario or case. When students are working in interprofessional groups—with peers from other educational programmes—there is the additional complexity of establishing common ground while maintaining one’s own professional focus. It is within this context of interprofessional health education that the current chapter is based. We provide a discursive analysis of the early moments of the first tutorial in which students introduce themselves to their fellow group members. The research question is: How do students present themselves in the first tutorial of a new PBL group in which they come from different professional programmes? In the remainder of the introduction, we situate this work within a broader theoretical and empirical context of work on interprofessional learning and communication, group formation, and academic identities.

With the increasing complexity of the engineering role, todays graduates must be capable of confronting both technical and societal problems; underpinned by effective teamwork at their core. Problem-based learning has been implemented in engineering to better prepare students for modern industry. However, limited research has examined the complex social processes involved in PBL. The present study, therefore, reports on how students working in tutorless PBL groups - owing to teaching limitations - must effectively self-manage their team efforts if they are to succeed. This PBL arrangement involved a floating facilitator but the analysis focuses exclusively on the students tutorless interactions. The data collected is from 22 chemical engineering undergraduates in four groups, and consists of naturalistic video-recordings of 32 PBL meetings (35 h). This corpus was examined empirically using conversation analysis to elucidate students recurrent communicational practices. The microanalyses showed how students continuously established PBL as the collective responsibility of the group. Furthermore, students maintained average, equal social identities, and used humour/self-deprecation in constructing an informal learning environment. In the absence of the tutor who would normally maintain cohesion, these strategies offer a means through which students adapt to the unfamiliarity of the tutorless setting, where no member is positioned as the substitute tutor.

I detta kapitel visar vi vikten av en psykologi som analyserar hur människor i vardagen gör sig förstådda inför varandra och multimodala resurser som används för att åstadkomma detta. Utifrån exempel som belyser två centrala intresseområden inom psykologi: emotion och kognition, vill vi visa på relevansen hos det särskilda perspektiv som kommit att kallas diskursiv psykologi. Kapitlet visar också hur detta perspektiv skiljer sig från mera kognitivistiskt orienterande psykologiska perspektiv.

In this new era of education, employers require graduates who are not only academically proficient, but who also possess a variety of attributes such as being communicators, leaders, and networkers (Davidson & Major, 2014). As well as technical and practical subject knowledge, today’s students of the 'Information Age' (Lee, Huh & Reigeluth, 2015) must be capable of working with others and jointly making decisions, regardless of the unpredictable work-based challenges that they may face (Woods, Briedis & Perna, 2013). Essentially, employers demand the professional skills which gear graduates directly towards industry needs, and these competencies must be cultivated by educational institutions throughout (Imafuku, 2012). Problem-based Learning (PBL) – a group-based pedagogical approach where students are placed at the core of their learning – has been shown to foster these very skills (Boud & Feletti, 1997).

Diskursiv psykologi (i fortsättningen DP) är en metodansats för att undersökahur psykologiska begrepp är konstruerade och görs relevanta i socialinteraktion. Ansatsen kan användas på video- och ljudinspelningar och på skriventext. Den är användbar när man har särskilda psykologiska spörsmål somman vill utforska i social interaktion. I det här kapitlet ger vi en kortfattad beskrivning av den teoretiska bakgrunden,med andra ord antagandena och idéerna bakom DP. Därefter beskriver vi de olika stegen i analysen så att du kan använda dem själv.Vi illustrerar analysen med ett exempel.

The enjoyment of food and the sharing of mealtimes is a normative cultural and social practice. Empirical research on eating enjoyment has, however, been a rather neglected area across the social sciences, often marginalized in favor of health or focusing on individual preferences rather than shared enjoyment. Even with regards to children, their enjoyment of food is typically rated retrospectively via parental reports of mealtime behavior. What is missing is an understanding of how enjoyment becomes a normative, cultural practice during mealtimes. This paper examines this issue in the context of parents feeding their 5-8-month-old infants in the family home, since it is within this context that we can see the early emergence of such practices in often highly routinized situations. The enactment of eating as enjoyable, and of the food as appreciated or "liked" in some way, is a culturally normative practice that becomes recognizable through particular non-lexical ("mmm," "ooh") or lexical ("this is nice, isnt it?") utterances. The data comprise 66 infant mealtimes video-recorded over almost 19 h, from five families living in Scotland. The analysis uses discursive psychology and focuses on the sequential position of different types of parental gustatory mmms as produced during the infant meals. A classification of four types of mmm were identified in the corpus - announcement, receipting, modeling, and encouragement mmms -each associated with features of sequential and multimodal organization within the mealtime. In the majority of instances, mmms were uttered alone with no other assessment terms, and parents typically produced these as an orientation to the enjoyment of their infants, rather than their own, eating practices. The receipting mmms, for instance, occurred at the precise moment when the infants mouth closed around the food. It is argued that eating enjoyment can be considered as much an interactional practice as an individual sensation, and that non-lexical vocalizations around food are an essential part of sensory practices. The paper thus aims to bridge the gap between cultural and psychological studies of eating enjoyment and contribute to developmental studies of infant feeding in everyday interaction.

As a pedagogical approach that aims to develop students’ group-working skills and to challenge their current knowledge, problem-based learning (PBL) provides a unique setting in which to examine disagreements in interaction. Previous research on disagreements in classrooms has typically examined tutor–student interaction or student–student interaction in which a tutor is present. This paper, however, examines tutorless PBL tutorials and focuses specifically on those moments in which knowledge claims are challenged by other students. The data comprise 30 h of video recordings from 24 chemical engineering PBL tutorials in a Scottish university. Conversation analysis was used to identify 101 disagreement formulations, many of which follow the format seen in other classroom settings (e.g. agreement-prefaced disagreements). A subset of disagreement formulations manage epistemic responsibility through invoking expert sources (e.g. tutor-provided worksheets and academically superior out-group members). Through invoking an expert source in this way, students attend to the pedagogical activities – without tutor assistance – while minimising the conversational trouble associated with the act of ‘doing’ disagreement (i.e. indirectly enacting disagreements whilst maintaining a neutral stance). This paper thus contributes to CA literature on disagreements, while providing a unique insight into PBL tutorial interaction. Directions for future research are suggested.

The growing prevalence of group work in psychology places requirements on students to learn not only their subject matter, but also social and educational skills such as working with their peers. In problem-based learning (PBL), a crucial element is that students should challenge each other in terms of ideas or assumptions (Azer, 2004). Through disagreeing, it is argued that students will develop a more sophisticated understanding of the knowledge. Disagreements in conversation, however, have already been shown by conversation analytic work to be socially troublesome (Pomerantz, 1984), so it is vital that students learn to disagree‘ appropriately’ (Marra, 2012). The aim of this paper is to demonstrate how research in social psychology and discourse can provide empirical insights into how students might learn to interact more effectively in group-work settings. The paper reports on analyses from a project that aims to understand how engineering students develop the ‘soft skills’ of group work alongside their academic knowledge by examining the interactional practices and processes within PBL tutorials. In particular, we focus on how students ‘do’ disagreements in tutorial interaction. The data is taken from 30 hours of video-recorded data from PBL tutorials at a Scottish university. Using conversation analysis, we focus on sequences in which students disagree with one another, and illustrate the different ways in which this is achieved. The paper will discuss the interactional barriers to disagreeing with other students in group work and will offer insights from empirical data to illustrate how these might be overcome.

Social and group psychology has much to offer in terms of applicable knowledge and the development of psychological literacy in students. One area that is particularly suited for application is the formation of groups: how we select group members, and how we understand how group roles can impact on the effectiveness of group work. In light of many university courses using group work as part of teaching and learning activities, this is an ideal opportunity in which to apply psychological knowledge to the students’ own learning practices. This paper reports on the use of a group selection exercise as part of a social/group psychology course at Linköping University. The students are enrolled in the psychologist programme - a five-year educational programme that results in students becoming licensed psychologists – which uses problem-based learning (PBL) throughout its entirety. PBL is a pedagogical approach that is based on problem-solving, self-directed learning and group interaction. The group selection exercise involves: a lecture, the group-selection exercise (in which students must allocate themselves into groups of 6-8 people on the basis of their existing knowledge of group psychology theory), a whole-class reflection and finally a focused reflection on the task in their newly formed groups. This paper will report on each part of this task and will discuss how it enables students to put their understanding of group psychological theory into practice.

As mobile phone technology becomes more advanced, so too does its presence in everyday life. Research has shown, for instance, that students are using their mobile phones in classroom settings, a practice that holds both potential advantages and disadvantages. In group work, these interactions may have consequences for group dynamics in that orienting to a mobile phone can display a shift in an individual’s attention to the group. The current essay details a research project conducted on problem-based learning (PBL) tutorials in the United Kingdom in which student groups were video-recorded as they worked. A discursive psychological analysis focused on instances of interaction in which a group member picked up his or her mobile phone in the middle of a working session and how the accountability for the phone use was managed by either the phone user or a fellow group member. In understanding more about the microprocesses that take place in such environments, we are better positioned to support students’ learning and socialization as they progress through college.

Suicide is a global health concern, though little is known about the social practices that might support those who are contemplating suicide. Online forums provide a unique insight into the anonymous discussion of suicide, including sociocultural norms about suicide and the delicate management of online interaction. In this article, we examine the provision and acknowledgment of support in an online discussion forum about suicide, using discursive psychology to analyze the textual interaction. The analysis illustrates how forum threads function as case studies and enable members to gain support on numerous occasions. In this way, members can gain help at crisis points as and when these occur, while still maintaining authenticity as a valid forum member. The analysis also provides additional evidence for models of suicide which highlight the fluid nature of suicidality and contributes to the preventative work on suicide by demonstrating how support can be provided at crisis points.

Research has shown that educators may be reluctant to implement group work in their teaching due to concerns about students partaking in off-task behaviours. However, such off-task interactions have been shown to promote motivation, trust, and rapport-building. This paper details a study in which student groups were video recorded as they engaged in problem-based learning tutorials, with the aim of examining the social interaction within such settings. Eighty-five hours of data were collected from nine groups, with discursive psychology being used to analyse how group cohesion is constructed through off-topic talk such as gossiping and teasing. Two case studies are detailed in which we demonstrate how cohesion is established through a process of collective action against the ‘other’: highlighting the differences between ‘us’ and ‘them’, and how this can impact on group dynamics. There is often a discrepancy between self-reported and observed behaviour in groups and so the more we know about what actually happens in such environments, the better placed we are to support student learning. The paper concludes with recommendations on how analyses of social interaction and the management of psychological issues in problem-based learning tutorials can inform the use of problem-based learning as a teaching and learning approach.

Food preference is now a ubiquitous concept in eating research, and closely associated with actual consumption, particularly in relation to children's food preferences. Research in this area is beginning to reveal the effects of parent-child interaction on eating practices though relatively little attention has been paid to the discursive and lexical processes involved. Food preferences are typically associated with the terms 'likes' and 'dislikes' in food preference research. By contrast, adults and children typically use the terms 'love', 'like', 'don't like' and 'hate' to construct and manage food preferences in everyday meal conversations. A corpus of 270 video- and audio-recorded English and Scottish family mealtimes, involving children aged 1-17 years, was searched and analysed for any and all occurrences of subjective category assessments (SCAs; e.g., 'I like X'), featuring the terms 'love', 'like', 'don't like' and 'hate'. Discursive psychology was used to analyse the transcripts and recordings, and illustrated the disparity between adult and child use of SCAs and food preference talk. Within the data set, parents typically made claims about what their children like, and in doing so claimed epistemic primacy over their children's food preferences. Children, by contrast, typically made claims about their own 'don't likes' and likes, and these were frequently countered by their parents or treated as inappropriate claims. Implications for how parents and researchers might reorient to the food preferences lexicon are discussed

In the academic and medical literature on alopecia, wigs (hair prostheses) are typically recommended as a coping strategy: a device to camouflage, conceal, or cover hair loss, and cope with the psychological impact of a dramatic change in body image. This paper used Goffman's (1959) theory of impression management to demonstrate (a) the social significance of self-presentation, and (b) how adults with alopecia managed their wig use in their daily lives. Data from 14 interviews, two focus groups and six video diaries with 22 Caucasian adults (19 females, 3 males; 29-74 years, SD= 13.75) with alopecia in Scotland were analysed using discursive psychology. The analysis detailed how participants managed their wig use and behaviours in relation to social interaction with different categories of people. The paper raises concerns about health and medical discourse about wigs as a coping mechanism, and provides practical suggestions for wig users in social settings