Resistance through difference:the co-constitution of dissent and inclusion

This article argues that discursive constructions of difference can shape practices of organizational resistance. Drawing on an inductive study of international teams in a global leadership programme, the paper reveals how difference is discursively produced and reproduced in team members’ talk. In conditions of normalizing control, the majority of teams engage in individuating practices that reinforce internal differences, preclude group cohesion and marginalize certain members. One team, however, explicitly resists programme stipulations in ways that express members’ heterogeneity and simultaneously reinforce group solidarity. Referring to these oppositional practices as ‘resistance through difference’, the article describes how dissent challenges the hierarchies and disciplinary practices embedded in the leadership programme, and theorizes the co-constitution of inclusion and resistance. By examining the construction of difference not as ‘a problem’, but as a productive resource, the paper also addresses the generative outcomes of this managerial resistance. We argue that ‘resistance through difference’ is an important form of dissent that could well become more prevalent as globalized business processes expand

Perspectives of Behavioral Health Providers in School Based Health Clinics (SBHC) About Behavioral Health Services and Low-Income Adolescent Males’ Academic Achievement

ABSTRACT Low-income adolescent males are subject to both health and educational inequities. Male adolescents are the least likely of all pediatric age and gender groups to access either primary care or behavioral health services. This same population is most likely to not complete high school or college. Health and educational outcomes are both affected by social determinants. School-based Health Centers (SBHCs) are known for providing access to primary care and behavioral health services for low-income and vulnerable populations. The purpose of this qualitative descriptive study was to identify themes from one-on-one semi-structured qualitative interviews with behavioral health providers, who provide services to low-income adolescent males in SBHCs in high schools in New Mexico, in order to learn the providers’ perspectives on how behavioral health services may impact adolescent males academically. Another purpose was to identify providers’ stories for policy messaging. Seventeen behavioral health providers from SBHCs across New Mexico were interviewed and data from those interviews was analyzed using content, thematic, and narrative analyses. Providers described seeing adolescent males for behavioral health diagnoses, post-traumatic stress disorder, depression, anxiety, substance abuse and adverse life events. Many providers attributed adolescents’ behaviors to family conflict and trauma. Providers described masculinity norms, at home and at school, as barriers to accessing behavioral health services and academic achievement. Additional themes included lack of school resources and unfavorable school environments; trusting relationships with behavioral health providers and safe space provided by SBHCs. When asked what they would say if they were advocating for policy related to behavioral health services, providers shared long stories to explain students’ lives and provide context. Clinical implications include the need for more gender-based approaches as well as trauma informed schools and SBHCs. Further research that includes voices of adolescent males is needed as well as more quantitative data that helps to further illuminate the protective factors that SBHCs provide to students. More collaboration is needed between all social services such as housing, Children Youth and Families, and transportation, that touch the lives of students and families in New Mexico, in particular the health and educational systems

Puentes y barreras en la formación en interpretación en los servicios públicos: la docencia a intérpretes con experiencia no profesional

This paper reports on an action-research study with a dual purpose: (1) to design a PSI training programme adapted to the needs of the City of Québec’s public healthcare institutions, and (2) to assess its contribution to the development of trainees’ PSI competences. The course was designed adapting ÉSIT’s special regime methodology to PSI training, and delivered to a group of non-professional interpreters (N=23). The evaluation was undertaken qualitatively, through two focus groups (n=11). The data collected was submitted to content analysis and contrasted with the trainer’s action-research report. Findings reveal (1) that the special regime methodology can be applied to PSI training programmes, if combined with pedagogical approaches adjusting it to the group’s needs, and (2) that trainees’ preconceptions about PSI add up to the list of challenges of training non-professional longserving interpreters. Our concluding remarks present several recommendations on how to overcome the detected difficulties.Este artículo da cuenta de un estudio de investigación-acción con doble objetivo: (1) diseñar un programa de formación en ISP adaptado a las necesidades de las instituciones sanitariaspúblicas de la ciudad de Quebec y (2) evaluar su contribución al desarrollo de las competencias necesarias para la ISP. El curso, que adapta la metodología del régimen especial de la ÉSIT a la formación en ISP, se impartió a un grupo de intérpretes no profesionales (N=23) y se evaluócualitativamente mediante dos grupos focales (n=11). Los datos recopilados se sometieron a un análisis de contenido y se contrastaron con el informe de investigación-acción de la formadora. Los resultados revelan que (1) la metodología de régimen especial puede aplicarse a la formación en ISP, si se combina con enfoques pedagógicos que la ajusten a las necesidades del grupo, y (2) las ideas preconcebidas sobre la ISP se suman a la lista de retos que supone instruir a intérpretes con experiencia no profesional. A modo de conclusión, presentamos una serie de sugerencias para superar las dificultades detectadas