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How Social Workers Interpret Deviant Adolescent Behaviour

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How Social Workers Interpret Deviant Adolescent Behaviour - 1- BOYS IN CARE; HOW SOCIAL WORKERS INTERPRET DEVIANT ADOLESCENT BEHAVIOUR KIM ROSALIND LEWIS Submitted for the Degree (tf PhD. at the London School of Economics and Polidad Science, 1991 UMI Number: U048593 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Disscrrlation Publishing UMI U048593 Published by ProQuest LLC 2014. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 X(â) \ \u-0'?s7 ^ -2 ABSTRACT The purpose of this thesis is to offer an ethnomethodological analysis of institutional life at St. Nicholas’, a community home for deviant adolescent boys. I have been particularly concerned to examine the therapeutic mode of reasoning which the staff so often employed in interpreting the boys’ behaviour as the surface manifestation of theirunderlying emotional disturbance. This constitutes the main focus of chapters three and four. The psychological problems from which the boys were typically seen to suffer were routinely attributed to their past, punctuated as it was by a variety of deprivations. I examine the construction of such historical links in chapters five to eight. To procure the material necessary for a detailed empirical exploration of institutional discourse I spent a year and a quarter “in the field” at St. Nicholas’. In addition to my everyday observation of myriad institutional routines and practices I also recorded the vast majority of sta^meetings and case conferences, and photocopied dozens of case histories. This form of data collection provided the empirical precision necessary for the methodological purpose in hand. I attempted to bring to the data an anthropological sensitivity. This involved the partial suspension of my normal, practical orientation to the world. By dint of this distancing process one is able to identify and analyze the common sense methods through which institutional realities are accomplished. These are usually concealed by their very proximity. By subjecting the empirical material to such close methodological scrutiny, “children with problems”, or “disturbed adolescents” emerge not as i\i& starting point, but \h&product of the social knowledge and discursive procedures through which staff called their environment to account. -3 CONTENTS Page A b stra ct .................................................................................................................................... 2 Contents Page........................................................................................................................... 3 Acknowledgement ....................................................................................................................7 Preface and Chapter Summary................................................................................................. 8 List of Pseudonyms ................................................................................................................ 15 List ofAbbreviations ..............................................................................................................21 List of Transcription Symbols................................................................................................. 22 1. The Theoretical and Methodological Context................................................................24 A) The Nature of Institutional Order.............................................................................24 Introduction i) The Typifying Process as Analytical Object........................................................ 25 ii) The Tension between Cultural Immersion and Anthropological Alienation............................................................................................................ 31 iii) Ethnomethodological (or Reflexive) Ethnography........................................... 34 iv) Degrees of Detail and Descriptive Dilemmas .....................................................36 Conclusion..................................................................................................................41 B) The Fieldwork Process ............................................................................................. 41 Introduction i) Selecting an Appropriate Setting......................................................................42 ii) Negotiating Access............................................................................................ 43 iii) The Cultivation of a Suitable Fieldwork Role.....................................................44 iv) Methods of Data Collection............................................................................... 51 v) Methods of Data Analysis .................................................................................57 vi) The Presentation of Data.................................................................................... 60 Conclusion..................................................................................................................61 4- 2. The Historical and Institutional Context ....................................................................... 64 A) An Historical Overview............................................................................................. 64 Introduction i) The Segregation of Children as Legal Objects...................................................66 ii) The Conflation of the Troubled and Troublesome ........................................... 68 iii) The Systematization of Services and Emergence of a Family Focus.................69 iv) The 1969 Children and Young Persons Act: the Growth of Social Work Knowledge and Power - and its Limits ................................................................72 v) The Emergence of a Therapeutic Orientation and its Residential Application.......................................................................................................... 76 Conclusion..................................................................................................................78 B) A Brief History of St. Nicholas’................................................................................ 78 C) The Institutional Setting............................................................................................85 Introduction i) The Structure and Organization of St. Nicholas’...............................................85 ii) The Referral and Admission Process..................................................................87 iii) The Philosophy and Working Practices of St. Nicholas’....................................90 iv) Education at St. Nicholas’ .................................................................................104 Conclusion................................................................................................................ 107 3. Therapeutic Reasoning................................................................................................. 108 Introduction....................................................................................................................108 A) The Problem Child as Child with Problems ............................................................ 112 B) Therapeutic Figuration............................................................................................121 i) Metaphorical Messages 1: Actions Speak Louder than Words .......................121 ii) Metaphorical Messages 2: The Case of Displacement......................................130 iii) Attention Seeking and Testing Out: From Metaphor to Irony.......................138 iv) Ironical Messages: he kicked me because he wants to be loved .......................151 - 5- v) The Irony of Denial................................................... 161 vi) Metonyny and the Family System ......................................................................174 Conclusion................................................................................................................ 190 4. Normalization. Criminalization and Patholopization.................................................. 191 Introduction.................................................................................................................... 191 A) Routine Cynicism..................................................................................................... 191 B) Normalization, Criminalization and Pathologization: What, When, Why and Who?.................................................................................................................. 199 Conclusion......................................................................................................................228 5. Doing History ............................................................................................................... 230 Introduction....................................................................................................................230 i) The Dissolution of Dualism.................................................................................... 230 ii) The Historian’s Task..............................................................................................
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