How to foster dialoguing in uncertain situations CIF
- Slides: 20
How to foster dialoguing in uncertain situations CIF Conference 2009 Tom Erik Arnkil Research professor, National institute for Health and Welfare (THL), Finland Associate professor/social policy/social work, University of Helsinki, Finland
Our team at THL: Methods and practices for co-operation • Method development and action research in successive projects for two decades • In close collaboration with municipalities: players at all levels • Central idea: dialogues for combining strengths and resources; from expert-centred work to open cooperation • At present: intensive developmental work and research with two municipalities (Nurmijärvi and Rovaniemi 2003 -2009): all the professionals & superiors & administration working with children, adolescents and families (from maternity clinics to schools, from kindergartens to social work…) • Manuals, guidelines and training programs (nationwide; 2009: Oslo/Norway)
Context: “Full blown” (or “late”) modernization Diversified professional system (Luhmann: Modernization=society diversifies into systems and sub-sub-systems that operate on specialized codes) Individualization (Beck: Modernization=profound transformation of society <->individual relationships)
In Finland ü Emphasis on public services (less on commercial & third sector) ü Emphasis on professional help (less on personal networks) ü High degree of specialization ü High value on individuation/independence: turn 18 and you’re out in the world. . . = Multi-agency networks around individuals
Multi-agency situations In stead of "multi-problem families/clients" one should talk about multi-agency families/clients because ü extensive problems lead to client-relationships with various agencies simultaneously ü multi-agency situations are complex; further specialization increases complexity ü new integration is necessary ü talk about "multi-problem families/clients" is stigmatising (Imber-Black 1988)
The dilemma: It is necessary to cross boundaries horizontally and vertically ü across sectors, agencies and professions ü towards clients and their personal networks ü across hierarchical levels of management ü between public, private and 3 rd sector players Bureaucracies are sectored, everyday life is not Sektori B Sektori A Ysikkö A 1 Yksikkö A 2 B Yksikkö A 3 Yksikkö B 1 Yksikkö B 2 Yksikkö B 3
Dialogue: The art of crossing boundaries Reaching out accross boundaries calls for responsiveness - instead of dictating how others should think & act Dialogue is thinking together • Monologue: finite utterances. • Dialogue: words do not have fixed meanings. A joint language area is formed in dialogues, new meanings are generated
Uncertain situations Giddens, Beck & Lash (1994): Reflexive modernity • Actions have intended and unintended consequences - and the present is a mix of both • Everything ”echoes back” (think of global warming/green house effect, for example) • The certainty & credibility of expert systems (c. f. the 50’-60’ ”social engineering”) evapourates • Complexity: less control (and fantasies of control) <-> need for tolerating uncertainty
Have you ever been in a "grey zone of worry"? If you ü know or have a hunch that there are others somehow connected with the situation you are working with ü anticipate that things are not going in the right direction ü would welcome more resources of help ü feel that you are somehow in the dark of what is going on ü feel that what others do affects what you can achieve ü would welcome more control of the whole you are in a grey zone of worry
Zones of subjective worry (Arnkil & Eriksson) NO WORRY SMALL WORRY GREY ZONE GREAT WORRY Feelings of slight worry or wonder; confidence in one's own possibilities to support -> Thoughts of a need for additional resources Worry growing; confidence in own possibilities diminishing or running dry. -> Clearly felt need for extra supporters and controllers. Constant strong worry: child/client/ patient in danger. Own means exhausted. ->Change and safety needed immediately.
Appeal: Do not classify clients! The zone-instrument was made for ü "sensitising" professionals and encouraging them to take action ü encouraging appreciative communication between perspectives ü reflecting upon good practices (for lessening worries) ü working out guidelines for action The zone-instrument is not for classifying/labelling clients. It is the observer who finds her/himself "in" a zone. Worries change, labels stick.
Our methods for worry-zones NO WORRY SMALL WORRY GREY ZONE GREAT WORRY Dialogues for reflecting & exchanging local knowledge: what works, what are we doing right in each zone Early dialogues: Taking up worries in respectful ways Anticipation Dialogues/ Future Dialogues with families & personal networks Developed by others: Family Group Conferencing for child protection Open Dialogues for mental health work
Uncertainty and authoritative discourse • When one feels that the situation is slipping out of control and uncertainty rises, one is tempted to add control by trying to control how others should think and act. • Bakhtin 1981: Authoritative discourse demands obedience; internally persuasive discourse allows dialogic co-generating.
Dialogicity & tolerating uncertainty • Each person has a unique point of view (literally: point from which a view opens) • Polyphony, plurality of voices adds to possibilities to think differently, to generate and develop thoughts • Each individual lives in different "positions" and is therefore multi-voiced • At the interface of inner dialogues and external dialogues rich polyphony emerges.
Anticipation dialogues: recalling the future with families …interview Facilitators Family & friends Professionals …take public notes (on flap chart, etc. )
Facilitators' questions To the family group: 1. A year has passed and things are quite well. How are they for you? (What are you especially happy about? ) 2. What did you do to bring about this positive development - and who helped you and how? 3. What made you worried "a year ago" and what lessened your worries? To the professionals: 1. As you heard, things are quite well in the family. What did you do to support the good development - and who helped you and how? 2. What made you worried "a year ago" and what lessened your worries?
• Before closing, participants "return" from the future and discuss co-operation & make a plan • The next step(s) are crucial and need to be planned concretely: who does what with whom next • A follow-up meeting is agreed upon - if found necessary. (Follow up supports commitment of each party) • Immediate feed-back for research is gathered at the very end of the meeting • Evaluation/research data is gathered also in follow up-meetings
Dialogue is orienting to responses, responsiveness (Bakhtin 1981, 1986): • “For the word (and, consequently, for a human being) there is nothing more terrible than a lack of response”. • “Being heard as such is already a dialogic relation”.
At the heart of dialogism (at least) listening and being heard, enhanced by: ü space, reflective structures; dealying comments, separating talking and listening ü talking in the first person (vs. "representing the general view") ü responsiveness; taking the Other into account ü open sentences inviting responses (vs. finitite utterances) In dialogue, one attempts to nourish possibilities for developing joint understanding It is crucial to foster possibilities to go on
Further reading: Jaakko Seikkula & Tom Erik Arnkil: Dialogical Meetings in Social Networks. Karnac Books 2005. (Also available in German, Swedish, Danish, Norwegian and Finnish)
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