Introduktionen av digital teknik i socialt arbete har beskrivits som full av motsättningar (Harris, 2021). Å ena sidan har förändringen av socialt arbete, visavi andra professioner, ibland beskrivits som långsam när det kommer till att acceptera och implementera ny teknik i sina praktiker och i sin verksamhet (López Peláez & Marcuello-Servós, 2018). Å andra sidan har andra beskrivit långsamheten som en befogad försiktighet i att introducera ny teknik i verksamheten (Bullock & Colvin, 2015) – inte minst när det kommer till frågor om etik och förmågan att skydda klienters integritet och anonymitet. Det råder inte heller någon konsensus om vilken terminologi som ska användas för att beskriva de nya teknologiska arbetssätt som används i socialt arbete. Exempel från forskningen är informations- och kommunikationsteknologi (IKT), e-socialt arbete, teknologiskt medierat socialt arbete och nätbaserat socialt arbete (Afrouz & Lucas, 2023).

This article is a single case analysis of trouble talk taking place between teachers and care workers at a Swedish special residential home for boys and young men (aged 12-20). The topic of the talk is a potentially unwarranted solitary detention of a student. Using sequential- and Membership Categorisation analyses, we examine the participants methods for talking about the event as institutionally problematic while avoiding to blame the teacher responsible for the disciplinary action. Specifically, we demonstrate how the grounds for the confinement were initially disputed by the care workers and how an extended negotiation with the teachers eventually lead to a jointly acceptable account of the event. This involved recasting the event as a real-life experience that should afford the student important opportunities for socialisation into the social and institutional orders which inform daily life at the residential home. More generally, the analysis demonstrates how presumed knowledge of social and institutional structures and practices is mobilised and negotiated - through categorial ordering work (Hester & Eglin, 1997) - in the service of coming to terms with the complex accountability arrangements of the special residential home.

"Discursive psychology has proved exceptionally fruitful in showing us how people use talk to do "psychological" things like remember, recognise, judge, and so on. Now we have a collection which goes one major step forward, and shows us how they do those things - and more - using gesture, movement and bodily orientation. A hugely welcome contribution to our understanding of psychology in everyday life."- Charles Antaki, Professor of Language and Social Psychology, Loughborough University, UK For over thirty years, discursive psychology has offered a robust challenge to cognitivist approaches to psychology, demonstrating the relevance of discursive practices for understanding psychological topics and social interaction. Matters of embodiment – the visceral, sensory, physical aspects of psychology – have, however, so far received much less attention. This book is the first text to address the theoretical and analytical challenges raised by bodies in interaction for discursive psychology. The book brings together international experts, each of which tackles a different topic area and interactional setting to examine embodiment as a social object. The authors consider the issue of subject-object relations and how ‘inner’ psychological subject-side states are constructed and enacted in relation to object-side states through embodied discursive practices. How do bodily processes become particular kinds of embodiment through and within social interaction? How are bodies psychologised as social objects? Moving beyond dualisms of the subject/object that construct an ‘inner’ and ‘outer’ psychological state, the book pushes forward contemporary theory and analysis within discursive psychology. Discursive Psychology and Embodiment is therefore an essential resource for researchers across the social sciences working within discourse, social interaction, and the ‘turn to the body’. Sally Wiggins is Associate Professor in Psychology at Linköping University, Sweden. Her research interests focus on eating practices in everyday social interaction, and she has previously authored a textbook entitled Discursive Psychology, and has published numerous empirical articles and book chapters on discursive psychology. Karin Osvaldsson Cromdal is Associate Professor in Social Work at Linköping University, Sweden. She has published on identities and social interaction in primarily institutional settings such as detention homes for troubled youth, helpline and emergency rescue service interaction, and social work counselling.

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.

Fundera på hur många gånger du bara under den du läser detta kapitel har berättat en historia. Ringde du en vän för att tala om vad du gjorde under helgen? Eller har du kanske skrivit ett inlägg på sociala medier? Människors värld är fylld av berättelser, så kallade narrativ. Vi berättar hur saker hänger ihop, vad som hänt först och vad som kommer efter. Narrativ analys innebär att metodologiskt arbeta med att analysera såväl enskilda människors som olika institutioners berättelser.

This article sets out to explore how a Swedish children’s rights organization has accounted for adults’ capability or incompetence to address children’s interests and how such notions have chan-ged over time and have been negotiated between actors within the organization. Since its esta-blishment in 1971, The Children’s Rights in Society (BRIS – Barnens rätt i samhället) has been an organization of adults working for children. Children’s rights organizations often stress that their work is guided by a child perspective, although much children’s rights advocacy is performed by adults. What is the bearing of this discrepancy when it comes to the formulation of child rights policies? Is it possible to distinguish an adult perspective operating in the shadow of the embraced child perspective? The results demonstrate that in the 1970s, the organization identified parents as the children’s main betrayers, but that the importance of child experts and child welfare profes-sionals as advocates for children’s voices and opinions was gradually emphasized more. During the second period of study (2007–16) the need for increased resources and competences of child welfare professionals has been accentuated as welfare institutions such as school, social services and child and adolescent psychiatry are simultaneously seen as the cause of and key to children’s problems while the generational conflict between children and parents has been downplayed

In this chapter, we offer a commentary of the individual chapters as well as the contribution of the volume as a whole. Specifically, we discuss the notion of children’s social competence advanced in this book, as well as its intellectual history in ethnomethodology, against the reductionist conceptualisations of children and young persons often found in mainstream social and behavioural science literature. Moreover, we also discuss the relatively broad approach taken towards children’s mental health and well-being, and conclude by identifying some implications that the chapters bring to this research field as well as to professional practitioners working with troubled children.