Social Setting, Stigma, and Communicative Competence : Explorations of the conversational interactions of retarded adults.

Social Setting, Stigma, and Communicative Competence : Explorations of the conversational interactions of retarded adults.

Mentally retarded individuals have been studied almost exclusively as clinical entities, not as persons immersed in the stream of social life. This has led not only to a lack of appreciation for the complexity of their lives and concerns, but also to an underestimation and incomplete understanding o...

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Bibliographic Details
Main Author: Sabsay, Sharon
Other Authors: Platt, Martha
Format: eBook
Language:English
Published: Amsterdam/Philadelphia : John Benjamins Pub. Co., 1985.
Series:Pragmatics & beyond ; VI:6.
Subjects:
People with mental disabilities > United States.
Social interaction > United States.
Interpersonal communication > United States.
Stigma (Social psychology)
Interpersonal communication
People with mental disabilities
Social interaction
United States
Online Access:Click for online access
Table of Contents:
  • SOCIAL SETTING, STIGMA, AND COMMUNICATIVE COMPETENCE: Explorations of the Conversational Interactions of Retarded Adults; Editorial page; Title page; Copyright page; Table of contents; 1. INTRODUCTION; 2. "ABOUT OSTRICHES COMING OUT OF COMMUNIST CHINA": MEANINGS, FUNCTIONS, AND FREQUENCIES OF TYPICAL INTERACTIONS IN GROUP MEETINGS FOR RETARDED ADULTS; 2.1 Introduction; 2.2. Example 1; 2.2.1. Introductions; 2.2.2. Practical problems; 2.2.3. The purpose of the meetings; 2.3. Example 2; 2.3.1. Labeling; 2.3.2. The personalization of problems; 2.4. Example 3; 2.4.1. On societal norms and values.
  • 2.4.2. Consensus-seeking2.5. Example 4; 2.5.1. Personal problems with peers; 2.5.2. Workshop social rules; 2.6. Example 5; 2.6.1. An arena of normalcy; 2.7. Example 6; 2.7.1. Eventfulness reporting; 2.7.2. Turntaking: Getting and holding the floor; 2.8. Example 7; 2.8.1. Personal problems at home; 2.8.2. Explaining problems; 2.8.3. Resolving problems; 2.8.4. Peer-counseling; 2.9. Example 8; 2.9.1. Recurrent problems; 2.9.2. Persistent problems; 2.10. Example 9; 2.10.1. Competency claims; 2.11. Example 10; 2.11.1. Humor; 2.11.2. Dreams; 2.12. How group meetings benefit the members.
  • 3. TAKING SIDES: RESOLUTION OF A PEER CONFLICT IN A WORKSHOP FOR RETARDED ADULTS3.1. Introduction; 3.2. Sources of the data; 3.3. Background; 3.3.1. The workshop; 3.3.2. The group meeting; 3.3.3. Kinds ofproblems; 3.3.4. ''Taking sides"; 3.4. John shifts sides; 3.4.1. The context of John's "conversion"; 3.4.2. The May 19 meeting; 3.4.3. Phil's moves in "converting" John; 3.4.4. "Trouble"; 3.4.5. Steps in John's "conversion"; 3.4.6. Beneath the surface: Resolution of a conflict between John and Timmy?; 3.4.7. Summary; 3.5. Discussion; 3.5.1. Workshop norms and notions.
  • 3.5.2. The competence of retarded adults4. DISPLAYING COMPETENCE: PEER INTERACTION IN A GROUP HOME FOR RETARDED ADULTS; 4.1. Introduction; 4.2. Objectives; 4.3. Data base and methodology; 4.4. The setting; 4.4.1. Physical characteristics; 4.4.2. Residents; 4.4.3. Goals of the group home; 4.4.4. Dinnerpreparation; 4.5. A situated definition of competence; 4.6. Verbal strategies for displaying competence; 4.7. Summary; 4.8. Implications; 5. WEAVING THE CLOAK OF COMPETENCE: A PARADOX IN THE MANAGEMENT OF TROUBLE INCONVERSATIONS BETWEEN RETARDED AND NONRETARDED INTERLOCUTORS.
  • 5.1. Some background to the study5.2. Trouble; 5.3. Managing trouble; 5.4. The paradox; 5.5. Conclusion; FOOTNOTES; REFERENCES; APPENDIX A; APPENDIX B; Transcription Conventions; Key to Speakers.

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