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  • 1.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Rindstedt, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Alignments and facework in paediatric visits: Toward a social choreography of multiparty talk2011In: Handbook of communication in organisations and professions: / [ed] Christopher N. Candlin, Srikant Sarangi, Mouton de Gruyter, 2011Chapter in book (Other academic)
    Abstract [en]

    This chapter concerns alignments and disalignmnets, focusing on paediatric visits, and the ways in which doctors, patients and parents overlty or covertly align iwth each other and the activities at hand. First, prior work in the area is reviewed, foregrounding detailed analyses of paediatric interactoins. Secon, social distance, which has been discussed as a bakground factor in work on facework is here disussed as an emergent phenomenon, negotiated in interactions. A model of social choreography is presented, whre alignment is discussed with respect to the gradual emergence of social distance, upgradings, and resistance. Conversely, doctors recurrently exploit playful respectfulness, first naming, collaborative we-constructons, as well as other mitigations as ways of indexing increased alignment.

    The multiparty pediatric visits constitute a rich arena for analyzing alignment in that parents third party contributions recurrently disambiguate doctors' covert recommendations. Doctors and parents step by step covertly negotiate diagnostic matters as well as treatment recommendations through talk, pauses and other minute conversational resources. What is covert or overt is therefore to a large extent an accomplishment in interaction.

  • 2. Frankenberg, Sofia Johnson
    et al.
    Holmqvist, Rolf
    Rubenson, Birgitta
    Rindstedt, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Sibling negotiations and the construction of literacy events in an urban area of Tanzania2012In: International Journal of Educational Development, ISSN 0738-0593, E-ISSN 1873-4871, Vol. 32, no 6, 773-786 p.Article in journal (Refereed)
    Abstract [en]

    This study presents findings from analyses of naturally occurring literacy events, where children jointly focus on reading and writing letters of the alphabet, illustrating social constructions of learning created through language and embodied action. Video recorded data from two different families living in an urban low-income area in Tanzania is presented to illustrate the findings. The analysis shows how participation frameworks are negotiated in terms of symmetries and asymmetries between younger and older siblings with both older and younger siblings initiating these frameworks: older siblings using different directives to guide the younger child's focus of attention and younger children both following and resisting such strategies.

  • 3.
    Frankenberg, Sofia Johnson
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Rindstedt, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Rubenson, Birgitta
    Holmqvist, Rolf
    Being and becoming a responsible caregiver: Negotiating guidance and control in family interaction in Tanzania2013In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 20, no 4, 487-506 p.Article in journal (Refereed)
    Abstract [en]

    This study explores how siblings in Tanzania actively engage in their own socialization through the negotiation and local design of caregiving practices and control between younger siblings (age 1-3), older siblings (age 3-13) and adults. Analyses of moment-to-moment embodied, multimodal sequences of interaction illustrate how caregiving responsibility is negotiated. The analysis is multidisciplinary drawing on concepts developed in the traditions of sociology, language socialization and applied linguistics. The findings highlight the usefulness of a concept of socialization which recognizes the agency of the child and are discussed in relation to constructions of the caregiving child as both being and becoming.

  • 4.
    Rindstedt, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Barn möter vården2013Book (Other academic)
    Abstract [sv]

    Denna bok handlar om barn i vården. Den presenterar forskning om barns röster i vårdsammanhang och om barns plats i möten i vården. Olika sätt att diskutera barnperspektiv presenteras utifrån tidigare forskning.

    Barn möter vården bygger på ett videoetnografiskt fältarbete utfört på ett barnonkologiskt centrum på ett svenskt barnsjukhus, och som en röd tråd genom hela studien löper frågan om barns plats i samspel med läkare, sjuksköterskor och föräldrar. De empiriska data som boken bygger på visar att barn inte framträder som bifigurer i vårdarbetet, utan i hög grad som aktörer eller aktiva deltagare.

    Barn möter vården är avsedd för lärar- och vårdutbildningar, men den vänder sig också till en bredare grupp läsare som intresserar sig för barns röster och barns perspektiv i vårdsammanhang. Boken bör också vara av intresse för kommunikationsforskare,  socialantropologer och andra samhällsvetare som är intresserade av barns villkor på ett mer generellt plan.

  • 5.
    Rindstedt, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Children's strategies to handle cancer: a video ethnography of imaginal coping2014In: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 40, no 4, 580-586 p.Article in journal (Refereed)
    Abstract [en]

    Background: This article explores how children use fantasy, play, and coping (imaginal coping) in order to handle chronic illness. Imaginal coping, as a theoretical construct, is defined as the use of imagination to deal with the hardships of illness. The overarching aim has been to investigate the various ways in which categories of staff members (doctors, nurses, play therapists, and hospital clowns) and parents support children in their coping. Focus has thus been on collaborative or interactive aspects of playful coping.

    Method: A large proportion of the data collected consists of 93 h of video-recorded interactions between children, parents and staff. The collection of data involved fieldwork carried out with the use of a video ethnographic method, making it possible thereby to analyse and work with data in greater detail. For more than one year, five children with leukaemia were followed as each made their regular visits to a children's cancer clinic in a children's hospital in Sweden.

    Results: Collaborative storytelling, humorous treatment practices, playful rituals, as well as role-reversal play, were all types of events involving staff–child collaboration and creative improvisation.

    Conclusions: Staff, along with parents, played a significant role in the coping process. In various ways, the staff members helped the parents to respond to their children in ways adaptive for coping. It can be seen that imaginal coping is a highly interactional business. In this study it is shown that parents socialize coping; this is sometimes undertaken explicitly, for example, through coaching (in the form of instructions or suggestions) and teaching. But often it is achieved through modelling or intent participation, with the child observing staff members' treatment practices.

  • 6.
    Rindstedt, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Conversational openings and multiparty disambiguations in doctors' encounters with young patients (and their parents)2014In: Text & Talk, ISSN 1860-7330, E-ISSN 1860-7349, Vol. 34, no 4, 421-442 p.Article in journal (Refereed)
    Abstract [en]

    Drawing on a video ethnography at a pediatric unit at a Swedish children's hospital, this study presents analyses of How are you (HAY) routines and problem elicitations. Such conversational openings are ambiguous in that they can either be read as casual greetings, or as genuine questions about the patient's health. Moreover, there is a double ambiguity in that the doctor, at times, employs third person pronouns (e. g., How is Elinor?) or second person plurals (e. g., So how are you doing?) which means that there is a second type of ambiguity, an ambiguity around who is addressed: the child and/or the parent(s). This study also shows that there is a great variation in conversational openings according to the age of the child in that the odds that the doctor might invite the child as a conversational partner increase with the child's age. The preschool children almost never respond to the doctor's HAY, and it does not matter if it is an ambiguous or unambiguous question. If they answer, it is in the form of a minimal uptake or after a whole series of questions. In contrast, the schoolchildren always respond to the doctors' HAY and offer quite elaborate and detailed responses.

  • 7.
    Rindstedt, Camilla
    Stockholm University.
    Hermanos, juego y trabajo entre niños quichuas en Ecuador2003In: Acta Americana, Vol. 11, no 1, 17-29 p.Article in journal (Refereed)
  • 8.
    Rindstedt, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    'Illness stories': berättelser av en tonårsflicka vid ett barnonkologiskt centrum2012In: Locus, ISSN 1100-3197, no 4, 43-58 p.Article in journal (Other academic)
  • 9.
    Rindstedt, Camilla
    Stockholm University.
    I'm the wand: Peer play as an arena for collaborative learning2004In: Sociala handlingar och deras innebörder: Lärande och identitet, 2004Chapter in book (Other academic)
  • 10.
    Rindstedt, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Negotiating illness in medical interactions: Narrative styles of two children with leukaemia2016In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 30, no 4, 278-289 p.Article in journal (Refereed)
    Abstract [en]

    The illness narratives presented in this paper were video-recorded as part of child patient–staff interaction, during more than a year of ethnographic fieldwork at a paediatric oncology centre. The two children tended to ‘do illness’ differently, producing different types of narrative accounts. One of them presented accounts that invoked ‘fight’ metaphors, whereas the other one invoked patient identities. Also, the medical staff deployed different interactional strategies with different children in response to their narrative constructions of themselves and their leukaemia.

  • 11.
    Rindstedt, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Pain and nurses' emotion work in a paediatric clinic: Treatment procedures and nurse-child alignments2013In: Communication & Medicine. An Interdisciplinary Journal of Healthcare, Ethics and Society, ISSN 1612-1783, E-ISSN 1613-3625, Vol. 10, no 1, 51-61 p.Article in journal (Refereed)
    Abstract [en]

    In the treatment of cancer in children, treatment procedures have been reported to be one of the most feared elements, as more painful than the illness as such. This study draws on a video ethnography of routine needle procedure events, as part of fieldwork at a paediatric oncology clinic documenting everyday treatment negotiations between nurses and young children. On the basis of detailed transcriptions of verbal and nonverbal staff–child interaction, the analyses focus on ways in which pain and anxiety can be seen as phenomena that are partly contingent on nurses’ emotion work. The school-age children did not display fear. In the preschool group, though, pain and fear seemed to be phenomena that were greatly reduced through nurses’ emotion work. This study focuses on three preschoolers facing potentially painful treatment, showing how the nurses engaged in massive emotion work with the children, through online commentaries, interactive formats (delegation of tasks, consent sequences, collaborative‘we’-formats), as well as solidarity-oriented moves (such as praise and endearment terms). Even a young toddler would handle the distress of needle procedures, when interacting with an inventive nurse who mobilized child participation through skilful emotion work.

  • 12.
    Rindstedt, Camilla
    Linköpings universitet.
    Quichua children and language shift in an Andean community: School, play and sibling caretaking2001Doctoral thesis, monograph (Other academic)
  • 13.
    Rindstedt, Camilla
    Stockholm University.
    Syskonskap, lek och arbete i Ecuador2009In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, 2009Chapter in book (Other academic)
  • 14.
    Rindstedt, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Children's intent participation in a pediatric community of practice2013Conference paper (Refereed)
  • 15.
    Rindstedt, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Children’s intent participation in a pediatric community of practice2011In: , 2011Conference paper (Other academic)
  • 16.
    Rindstedt, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Children's intent participation in a pediatric community of practice2012In: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 19, no 4, 325-341 p.Article in journal (Refereed)
    Abstract [en]

    This study analyzes informal learning, drawing on video recordings of staff-child interaction in a pediatric unit. It is shown that even very young patients engage in intent community participation, carefully noting fine variations in examination and treatment practices. They orient to everyday routines in successively more complex ways, gradually acquiring novel repertoires of practices; advancing from nonverbal uptake to an active use of medical terminology, and to actively assisting staff members. Ultimately, the children themselves assume almost full responsibility for routine procedures. The unit had adopted partnership-oriented routines, and the doctors and nurses spent much time in securing the children's consent and participation in their own treatment. In contrast to much earlier work in pediatric settings which has shown children to be marginal participants; even the youngest patients were engaged, and they successively acquired a set of novel practices related to treatment procedures. Together with doctors and nurses, the children could be seen to form a community of practice. But community is not something fixed; instead it is seen as an emergent phenomenon, dependent on staff members' and children's mutual alignments and collaborative action. Learning is thus analyzed as a social and relational phenomenon.

  • 17.
    Rindstedt, Camilla
    et al.
    Department of education, Uppsala University.
    Karin, Aronsson
    Department of child studies, Linköping University.
    Growing up monolingual in a bilingual community: The Quichua revitalization paradox2002In: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 31, no 5, 721-742 p.Article in journal (Refereed)
    Abstract [en]

    The present investigation concerns language ideology and language practices in relation to a language shift – from Quichua-Spanish bilingualism to Spanish monolingualism – that seems to be under way. The analyses are based on fieldwork in an Ecuadorian sierra community characterized by ethnic revitalization. Among adult essential part of their Indian cultural heritage. In the children’s daily lives, the adults, particularly women and the elderly, speak Quichua among themselves, yet children are not addressed in the vernacular by either parents or elder siblings, and those under 10 years of age are generally more or less monolingual in Spanish. The paradoxical mismatch between ideology and daily practices – the ethnic revitalization paradox – is analyzed in light of Quichua speaking practices in intergenerational encounters, and in children’s play dialogues. Ultimately, being Quichua means something different to members of each generation. (Quichua, language shift, ethnic revitalization, language socialization)

1 - 17 of 17
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