Jamie Maxwell, Ryan L. Nelson, Jack S. Damico, Christine Weill
Background: In the field of communication disorders, practitioners work regularly with school-age children with autism. Routinely, socialization issues impact literacy in this population and consequently become areas of clinical concern. This study addressed common themes from an inquiry into the socialization processes of school-age children with autism as they engaged in writing events as a sociocultural tool in clinical contexts. Method: A qualitative methodology was employed to investigate how three students with autism used writing as a sociocultural tool, and what opportunities the writing activities created for socialization over the course of one semester in a group intervention setting. Results: Three general patterns emerged that highlight the strategies employed by participants which demonstrated their use of writing for socialization, and the sociocultural opportunities the writing process provided. Discussion/conclusion: This study demonstrated that the context of the writing events, where the sociocultural nature of writing was appreciated and valued, created unique opportunities for the participants to engage, socialize, and essentially create a local peer culture.
{"title":"sociocultural nature of writing in children with autism","authors":"Jamie Maxwell, Ryan L. Nelson, Jack S. Damico, Christine Weill","doi":"10.1558/jircd.21244","DOIUrl":"https://doi.org/10.1558/jircd.21244","url":null,"abstract":"Background: In the field of communication disorders, practitioners work regularly with school-age children with autism. Routinely, socialization issues impact literacy in this population and consequently become areas of clinical concern. This study addressed common themes from an inquiry into the socialization processes of school-age children with autism as they engaged in writing events as a sociocultural tool in clinical contexts.\u0000Method: A qualitative methodology was employed to investigate how three students with autism used writing as a sociocultural tool, and what opportunities the writing activities created for socialization over the course of one semester in a group intervention setting.\u0000Results: Three general patterns emerged that highlight the strategies employed by participants which demonstrated their use of writing for socialization, and the sociocultural opportunities the writing process provided.\u0000Discussion/conclusion: This study demonstrated that the context of the writing events, where the sociocultural nature of writing was appreciated and valued, created unique opportunities for the participants to engage, socialize, and essentially create a local peer culture.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42798911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: This study draws on data from a community-based participatory action research project conducted to develop and evaluate a communication partner training program for supporting parents of children with complex communication needs in South India. Method: The article focuses on one participant with cerebral palsy and his mother. The participant child’s communicative participation and social interaction opportunities were enriched using a conversation book co-constructed by him, his mother, and the trainer-researcher speech-language pathologist during the training program. Data were collected throughout the action research project, including interviews, group meetings, observations, and a trainer-researcher journal. Results and discussion: Applied thematic analysis was employed to analyze the longitudinal data, in order to highlight the changes in the participant child’s social interaction and communicative participation. By describing the process of developing the conversation book as a means of increasing communication and social interaction opportunities for the child, our data illustrate how personalized low-tech augmentative and alternative communication options can be a way to improve social participation for children with disabilities in culturally diverse and low resource contexts, where stigma toward disability provides significant obstacles to social inclusion.
{"title":"Conversation books for improving social interaction and social acceptance of children with complex communication needs in India","authors":"Monica Kaniamattam, Judith Oxley","doi":"10.1558/jircd.21070","DOIUrl":"https://doi.org/10.1558/jircd.21070","url":null,"abstract":"Introduction: This study draws on data from a community-based participatory action research project conducted to develop and evaluate a communication partner training program for supporting parents of children with complex communication needs in South India.\u0000Method: The article focuses on one participant with cerebral palsy and his mother. The participant child’s communicative participation and social interaction opportunities were enriched using a conversation book co-constructed by him, his mother, and the trainer-researcher speech-language pathologist during the training program. Data were collected throughout the action research project, including interviews, group meetings, observations, and a trainer-researcher journal.\u0000Results and discussion: Applied thematic analysis was employed to analyze the longitudinal data, in order to highlight the changes in the participant child’s social interaction and communicative participation. By describing the process of developing the conversation book as a means of increasing communication and social interaction opportunities for the child, our data illustrate how personalized low-tech augmentative and alternative communication options can be a way to improve social participation for children with disabilities in culturally diverse and low resource contexts, where stigma toward disability provides significant obstacles to social inclusion.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46318601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Clark, Laura Arrington, Ryan L. Nelson, Holly L. Damico, Jack S. Damico
Objective: Parent–child reminiscing is known to be facilitative of a child’s cognitive and language development. However, little research exists examining the reminiscing of preschoolers with language disorders. This article examines the interactional and symbolic challenges that parents and children with language disorders face during reminiscing. Method: Two small groups of parent–child participants – one including children with a diagnosed disorder impacting language function and one with typically developing children – were recruited. Reminiscing conversations were elicited, and qualitative methods of analysis were employed to describe patterns of interaction related to the accomplishing of mutual orientation. Results: Reminiscing interactions are framed as occurring in negotiations between topics and in negotiations within a topic. Parents and their children with language disorders faced greater challenges in aligning expectations and mutually orienting to shared understandings of past experiences. Understanding the mechanisms underlying these challenges can support parents in reminiscing and in recognizing learning opportunities.
{"title":"Orienting to shared memories and the reminiscing of parents and their children with language disorders","authors":"C. Clark, Laura Arrington, Ryan L. Nelson, Holly L. Damico, Jack S. Damico","doi":"10.1558/jircd.21139","DOIUrl":"https://doi.org/10.1558/jircd.21139","url":null,"abstract":"Objective: Parent–child reminiscing is known to be facilitative of a child’s cognitive and language development. However, little research exists examining the reminiscing of preschoolers with language disorders. This article examines the interactional and symbolic challenges that parents and children with language disorders face during reminiscing.\u0000Method: Two small groups of parent–child participants – one including children with a diagnosed disorder impacting language function and one with typically developing children – were recruited. Reminiscing conversations were elicited, and qualitative methods of analysis were employed to describe patterns of interaction related to the accomplishing of mutual orientation.\u0000Results: Reminiscing interactions are framed as occurring in negotiations between topics and in negotiations within a topic. Parents and their children with language disorders faced greater challenges in aligning expectations and mutually orienting to shared understandings of past experiences. Understanding the mechanisms underlying these challenges can support parents in reminiscing and in recognizing learning opportunities.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41688680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Understanding the strategies children use to negotiate interactional breakdowns is important, as it can help clinicians to recognize, orient, and mediate the breakdowns collaboratively with the child, in order to re-establish intersubjectivity. In previous clinical and research contexts, one participant we observed evidenced many behaviors initially coded as ‘avoidance’ or ‘failure to maintain topic’ or as problematic in some way. These behaviors often contained specific linguistic devices (e.g., ‘hmmm,’ ‘bu:t,’ and ‘well’). The functions of well as a discourse marker have been documented extensively by conversation analysts in neurotypical populations (e.g., Heritage, 2015; Kovarsky, 1990; Pomerantz, 1984; Schegloff and Lerner, 2009; Schiffrin, 1987). This study employs principles of conversation analysis (CA) to investigate the function of well in the clinical contexts observed. Method: Interactional analysis, a hybrid approach to CA, was employed to investigate one child’s use of well in writing interactions. Data were collected over the course of one semester. Three sessions were chosen for analysis, transcribed, and analyzed for instances of well. Each occurrence was analyzed and coded individually. Thematic analysis followed, in order to arrive at an overall understanding of how the participant employed well interactionally. Results: Well in turn-initial places occurred 40 times across the three sessions. These instances could be organized into four different themes of use: issue with question posed; response may not meet listener expectations; difficulty formulating response; and loss of intersubjectivity. Discussion/conclusion: This analysis highlights how the participant’s use of well in the interactions analyzed was meaningful. Turns prefaced by well signaled breakdowns in intersubjectivity, a need for conversational support, disagreement, issues with the previous speaker’s turn, or a warning/acknowledgement that the response might be different than the listener’s expectation. Clinical and research implications are explored.
{"title":"Investigating the interactional significance of the use of well by a child with ASD during writing interactions","authors":"Jamie Maxwell, Jack S. Damico","doi":"10.1558/jircd.21245","DOIUrl":"https://doi.org/10.1558/jircd.21245","url":null,"abstract":"Background: Understanding the strategies children use to negotiate interactional breakdowns is important, as it can help clinicians to recognize, orient, and mediate the breakdowns collaboratively with the child, in order to re-establish intersubjectivity. In previous clinical and research contexts, one participant we observed evidenced many behaviors initially coded as ‘avoidance’ or ‘failure to maintain topic’ or as problematic in some way. These behaviors often contained specific linguistic devices (e.g., ‘hmmm,’ ‘bu:t,’ and ‘well’). The functions of well as a discourse marker have been documented extensively by conversation analysts in neurotypical populations (e.g., Heritage, 2015; Kovarsky, 1990; Pomerantz, 1984; Schegloff and Lerner, 2009; Schiffrin, 1987). This study employs principles of conversation analysis (CA) to investigate the function of well in the clinical contexts observed. Method: Interactional analysis, a hybrid approach to CA, was employed to investigate one child’s use of well in writing interactions. Data were collected over the course of one semester. Three sessions were chosen for analysis, transcribed, and analyzed for instances of well. Each occurrence was analyzed and coded individually. Thematic analysis followed, in order to arrive at an overall understanding of how the participant employed well interactionally. Results: Well in turn-initial places occurred 40 times across the three sessions. These instances could be organized into four different themes of use: issue with question posed; response may not meet listener expectations; difficulty formulating response; and loss of intersubjectivity. Discussion/conclusion: This analysis highlights how the participant’s use of well in the interactions analyzed was meaningful. Turns prefaced by well signaled breakdowns in intersubjectivity, a need for conversational support, disagreement, issues with the previous speaker’s turn, or a warning/acknowledgement that the response might be different than the listener’s expectation. Clinical and research implications are explored.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42796700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: This conceptual article outlines the sociopsychological cost that speakers of African American English (AAE) may incur when having to use the Standard dialect of American English (SAE) in academic and professional settings. Its goal is to detail the challenges to speakers’ self-concept resulting from this cost, to outline how clinical work may be affected by it, and to issue a call of action to qualitative researchers in the field of communication sciences and disorders. It will be argued that a symbolic interactionist account of identity, informed by qualitative research data, can guide clinicians into action regarding therapy and advocacy. Methods: A contrastive definition of code-switching versus code-mixing/code-meshing or translanguaging will be provided. Existing research, cultural artifacts, and personal accounts will be used to illustrate the sociopsychological cost of code-switching, and the ways in which it can have important impacts on individuals’ self-concept and their attitude toward learning. In order to conceptualize these dynamics in interactional terms, Mead’s model of the self will be deployed. Results: It can be expected that a sizable portion of African American children and adolescents incur sociopsychological cost when faced with the expectation to code-switch from AAE to SAE at school. This cost can be explained using a Meadian model of identity. Little research has explored this cost, the interactional dynamics in which it is incurred, or its impact on speech-language therapy. Summary and conclusion: Speech-language pathologists’ scope of practice includes therapeutic work with students who speak AAE, as well as advocacy for all students, disordered or not, who are faced with the cost of this particular type of code-switching. Qualitative research in the field of communication sciences and disorders is uniquely well suited to illuminate the precise form of the interactional dynamics in question, and to develop ways of addressing them in clinical and advocacy work. Such research should employ a symbolic interactionist model of identity that is not tied to psychological assumptions, but which can be derived entirely from empirical observations.
{"title":"sociopsychological cost of AAE-to-SAE code-switching","authors":"T. Kroll, Christopher Townsend","doi":"10.1558/jircd.21167","DOIUrl":"https://doi.org/10.1558/jircd.21167","url":null,"abstract":"Objective: This conceptual article outlines the sociopsychological cost that speakers of African American English (AAE) may incur when having to use the Standard dialect of American English (SAE) in academic and professional settings. Its goal is to detail the challenges to speakers’ self-concept resulting from this cost, to outline how clinical work may be affected by it, and to issue a call of action to qualitative researchers in the field of communication sciences and disorders. It will be argued that a symbolic interactionist account of identity, informed by qualitative research data, can guide clinicians into action regarding therapy and advocacy.\u0000Methods: A contrastive definition of code-switching versus code-mixing/code-meshing or translanguaging will be provided. Existing research, cultural artifacts, and personal accounts will be used to illustrate the sociopsychological cost of code-switching, and the ways in which it can have important impacts on individuals’ self-concept and their attitude toward learning. In order to conceptualize these dynamics in interactional terms, Mead’s model of the self will be deployed.\u0000Results: It can be expected that a sizable portion of African American children and adolescents incur sociopsychological cost when faced with the expectation to code-switch from AAE to SAE at school. This cost can be explained using a Meadian model of identity. Little research has explored this cost, the interactional dynamics in which it is incurred, or its impact on speech-language therapy.\u0000Summary and conclusion: Speech-language pathologists’ scope of practice includes therapeutic work with students who speak AAE, as well as advocacy for all students, disordered or not, who are faced with the cost of this particular type of code-switching. Qualitative research in the field of communication sciences and disorders is uniquely well suited to illuminate the precise form of the interactional dynamics in question, and to develop ways of addressing them in clinical and advocacy work. Such research should employ a symbolic interactionist model of identity that is not tied to psychological assumptions, but which can be derived entirely from empirical observations.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45400712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Research on the discursive construction and representation of dementia has mainly focused on often problematic public mainstream discourses in which persons living with dementia (PWD) and their family care partners (FCPs) usually do not get a voice. This study aims to highlight differences between public mainstream and FCPs’ discourses, in order to provide a more differentiated picture based on detailed linguistic analysis. Method: The study analyzes FCPs’ discursive construction of PWD and their own role in the caring process in forum interaction in Talking Point, a public support platform managed by the Alzheimer’s Society (UK). The study applies a combination of categories well established in qualitative (Critical) Discourse Analysis, namely, semantic topoi and the so far less often utilized semantic category of clusivity. Results: The study reveals that FCPs, although resorting to some of the problematic mainstream discourses, exploit a more finely grained range of lifeward-oriented alternative discourses contesting dominating mainstream discourses.
{"title":"Constructing dementia in discourse","authors":"Sonja Kleinke","doi":"10.1558/jircd.20401","DOIUrl":"https://doi.org/10.1558/jircd.20401","url":null,"abstract":"Introduction: Research on the discursive construction and representation of dementia has mainly focused on often problematic public mainstream discourses in which persons living with dementia (PWD) and their family care partners (FCPs) usually do not get a voice. This study aims to highlight differences between public mainstream and FCPs’ discourses, in order to provide a more differentiated picture based on detailed linguistic analysis.\u0000Method: The study analyzes FCPs’ discursive construction of PWD and their own role in the caring process in forum interaction in Talking Point, a public support platform managed by the Alzheimer’s Society (UK). The study applies a combination of categories well established in qualitative (Critical) Discourse Analysis, namely, semantic topoi and the so far less often utilized semantic category of clusivity.\u0000Results: The study reveals that FCPs, although resorting to some of the problematic mainstream discourses, exploit a more finely grained range of lifeward-oriented alternative discourses contesting dominating mainstream discourses.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43620306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: The rapid online expansion of social media can decrease social isolation for both caregivers and persons with dementia (PWD) through the digital communities they create. Background: PWD and their caregivers are increasingly turning to social media to express their own concerns and offer advice to each other. Material analyzed: Multimodal methods were used to analyze three online sites – two caregiver sites and one site for PWD. The sites are StoryCall, a video archive recorded by South Carolina caregivers about caring for US veterans with dementia; Molly and Joey, a video series of Joey’s interactions with his mother Molly, who had Lewy body dementia; and Dementia Diaries, oral diaries transcribed by volunteers. Results: The topics discussed online by people who wish to advise caregivers often differ from the issues and topics that most concern or interest caregivers. Persons with dementia openly shared that they still wished to live as well as possible and wanted to be seen as real people. Implications and conclusions: Through social media, PWD remind themselves and others that they are more than their condition; similarly, caregivers of PWD educate themselves and others through sharing experiences and asking questions.
导读:社交媒体的快速在线扩展可以通过护理人员和痴呆症患者创建的数字社区减少他们的社会孤立。背景:残疾人士及其照顾者越来越多地利用社交媒体来表达自己的担忧，并相互提供建议。资料分析:采用多模式方法分析三个在线网站-两个护理者网站和一个PWD网站。这两个网站分别是StoryCall，这是一个由南卡罗来纳州护理人员录制的关于照顾患有痴呆症的美国退伍军人的视频档案;《莫莉和乔伊》(Molly and Joey)系列视频，记录了乔伊与患有路易体痴呆的母亲莫莉(Molly)的互动;痴呆日记，由志愿者记录的口头日记。结果:在线讨论的主题，谁希望建议照顾者往往不同的问题和主题，最关心或感兴趣的照顾者。痴呆症患者公开表示，他们仍然希望生活得尽可能好，并希望被视为真正的人。影响和结论:通过社交媒体，残疾人提醒自己和他人，他们不仅仅是他们的状况;同样，残疾人士护理人员也通过分享经验和提问来教育自己和他人。
{"title":"Digital outreach in online dementia discourse","authors":"Boyd H. Davis, M. Maclagan, C. Pope","doi":"10.1558/jircd.22571","DOIUrl":"https://doi.org/10.1558/jircd.22571","url":null,"abstract":"Introduction: The rapid online expansion of social media can decrease social isolation for both caregivers and persons with dementia (PWD) through the digital communities they create.\u0000Background: PWD and their caregivers are increasingly turning to social media to express their own concerns and offer advice to each other.\u0000Material analyzed: Multimodal methods were used to analyze three online sites – two caregiver sites and one site for PWD. The sites are StoryCall, a video archive recorded by South Carolina caregivers about caring for US veterans with dementia; Molly and Joey, a video series of Joey’s interactions with his mother Molly, who had Lewy body dementia; and Dementia Diaries, oral diaries transcribed by volunteers.\u0000Results: The topics discussed online by people who wish to advise caregivers often differ from the issues and topics that most concern or interest caregivers. Persons with dementia openly shared that they still wished to live as well as possible and wanted to be seen as real people.\u0000Implications and conclusions: Through social media, PWD remind themselves and others that they are more than their condition; similarly, caregivers of PWD educate themselves and others through sharing experiences and asking questions.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41413883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Boyd H. Davis, M. Maclagan, C. Pope, Birte Bös, C. Schneider, Sonja Kleinke
.
{"title":"Introduction to section on dementia","authors":"Boyd H. Davis, M. Maclagan, C. Pope, Birte Bös, C. Schneider, Sonja Kleinke","doi":"10.1558/jircd.21310","DOIUrl":"https://doi.org/10.1558/jircd.21310","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43395201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning from the Talk of Persons with Dementia: A Practical Guide to Interaction and Interactional Research Edited by T. Stickle (2020) Cham: Palgrave Macmillan, xix + 255pp.
{"title":"Learning from the Talk of Persons with Dementia: A Practical Guide to Interaction and Interactional Research Edited by T. Stickle (2020)","authors":"L. Hydén","doi":"10.1558/jircd.22558","DOIUrl":"https://doi.org/10.1558/jircd.22558","url":null,"abstract":"Learning from the Talk of Persons with Dementia: A Practical Guide to Interaction and Interactional Research Edited by T. Stickle (2020) Cham: Palgrave Macmillan, xix + 255pp.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42185376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pathologist of the Mind: Adolf Meyer and the Origins of American Psychiatry By S. D. Lamb (2014) Baltimore: Johns Hopkins University Press, xii + 299pp.
{"title":"Pathologist of the Mind: Adolf Meyer and the Origins of American Psychiatry By S. D. Lamb (2014)","authors":"J. Duchan","doi":"10.1558/jircd.22563","DOIUrl":"https://doi.org/10.1558/jircd.22563","url":null,"abstract":"Pathologist of the Mind: Adolf Meyer and the Origins of American Psychiatry By S. D. Lamb (2014) Baltimore: Johns Hopkins University Press, xii + 299pp.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46770637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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