Philosophy & Husserl on Intersubjectivity

According to Husserl, inter subjective experience plays a vital role in the constitution of the self as subjects that exist objectively, other experiencing object and the objective world governed by space and time. That’s why transcendental phenomenology tries to reconstruct the basic rational structures that enable constitutive achievements. From a first person perspective, intersubjectivity occurs when people undergo acts of empathy because an intersubjective experience is highly empathetic. This is because it occurs in the course of person’s consciousness and conscious attribution of acts that are intentional and directed towards other subjects. This is happens when people put themselves in the shoes of others and studying this experience suing a phenomenological attitude calls for bracketing of beliefs in the existence of the very targets of a persons acts ascription through the experiencing subject and ask questions whether internal beliefs justify our underlying intersubjective experience (Carrs, 1999) . Therefore it takes phenomenal investigation to expose these beliefs which are usually unconscious when the world is experienced in the natural attitude. One of the fundamental beliefs the Husserl uncovered is the expectation that any being that resembles and has similar mannerisms as myself always displays traits that are also familiar with mine which means that perception will be from an egocentric perspective.

This means a person would look at another and the things the other one does from their own perspective allowing them to go into other persons shoes and this beliefs lets one to ascribe intentional acts to others instantly without drawing an external inference or making an analogy to ones case. This means that the belief in question must be in tandem with the personal belief system because it forms part of the pre-given intentional background which is also referred to as the life word. It is this life world that forms a basis where all acts ascriptions and all constuitive achievements tend to make sense initially before they get the ultimate justification. Husserl’s perception of the life world may be quite difficult but it is also very important. This perception can be approached in two different ways which are very compatible. It can be thought in terms of belief and in terms of things like senses which are culturally or socially established. Restricting ourselves to just one experience as a subject can make the lifeworld look like a rational structure that underlies a natural attitude which means that if the subject’s lifeworld has beliefs against which they base their every day attitude towards themselves, it is the objective world that receives the utmost justification.

However, in principle, the beliefs that form a subject’s lifeworld are not immune to revision which means that Husserl is not an epistemological phenomenologist. What if people consider a single community of subjects within their common lifeworld or even the homeworld? This can be looked upon by first approximating the systems of senses and meanings which make up their common form of life as long as they conceive the world and themselves using parameters provided by this form of life. Considering subjects that belong to different communities, their lifeworld can be looked upon as an overall framework of senses and meanings that give room for collective translations of their respective home worlds. One of the intuitive achievements based on this explanation of the lifeworld and the practice of act ascription is a person self image which becomes a fully fledged person who exists as an element that has physical and psychological spatio temporal order. This self image is usually referred to as iterated empathy where one puts themselves into the shoes of another subject in a conscious manner that simulates them especially when the other person puts themselves into your shoes in return (Lauer, 1996).

This way, one can make configurations wherereby for the other subject to manage to ascribe intentional acts upon you, he has to bodily identify with you as a full human being with flesh and blood and with the egocentric perspective having differences with their own This creates a conclusion that ones egocentric perspective is just one of the many perspectives that are used in the theory of intersubjectivity and from all the other strange perspectives, one appears as a physical subject in the midst of others in that world dictated by space and time. This means that the criterion of subject vs. identity applies to oneself and others too meaning that there is one living human body with one experiencing subject. However, Husserl does not want to deny that people ascribe to experiences especially the intentional experience like the animals. This is where the biggest problem and difficulty lies because there is a big bodily behavioral and bodily difference between human beings and animals. According to Husserl empathy also provides a background upon which practical, aesthetical and moral evaluations analysis of intercultural understanding can be given a critique which means that the foreign world can be constituted against a background of ones world or home world. Husserl’s asserts that even the objective world that is governed by space and time, and which is a significant part of people’s daily lifeworld is also constituted intersubjectively the same is true for the spatio- temporal set up that is made up of objective time and space.

This brings in a question of how an abstraction of the spatio temporal object which is different from the same notion because it does not make a presupposition of any other subject can manage to observe another object from its won perspective. Husserl answers this question by arguing that for someone to put him or herself into the shoes of another subject and manage trio simulate their perspective upon the adjacent world dictated by time and space, one does not have to assume that that world is similar to their own though the conditions under which the subjects symbolizes the world should be different because they are based on an ego centric viewpoint. This means that all the spatio temporal objects that form ones worlds exist separately from ones subjective perspective and the specific experiences that one performs which must be part and parcel of an objective reality. It also means that perceptual subjects are transcendent because in any particular moment, they portray a very large number of features that are could not be perceived or expected earlier and some manifest themselves after further observation.

However, this does not mean that the objective world found in the intersubjective experience is completely separate from the aspects under which the world is represented. According to Husserl another condition that makes intersubjective experience possible is the assumption that the other subjects mould the world into objects just as oneself does. This means that Husserl sticks to both Realist and idealist versions. Levinas critique For Husserl, the major philosophical question is the understanding of the link between contingent particular experience on one side and objective knowledge that is scientific on the other side meaning that one person’s intentional consciousness and the other person’s intentional consciousness are usually directed towards the same object (Cains, 1999). This means that the person that emerges fro Husserl analysis is just an alter ego meaning that the ego is me while the alter ego is the other. This is a postulation that was rejected by Emanuel Levinas because the question of intentionality is basically ethical instead of being epistemological and he claims that intentionality is just a form of representation. Levinas critiqued Husserl’s assertion because according to him, the latter has defied the Cartesian account of consciousness as a holder of ideas.

He claims that the intentional object is not the existing object because of the bracketing of the existence of the intentional object. He claims that if experience is accounted for in terms of representation that is comprehended from this perspective, then the object of experience depends on consciousness and its from this point of view that it can be meaningful. Intentionality is therefore understood basically from an optical point of view where sight and light are involved. However according to Levinas, it is not what is seen that that speaks. For example, one can see a face but seeing it does not make if different from any other object. The face of another person is however always viewed in relation to my own and that is where Levinas make a distinction between the autre and the autrui and the two words are borrowed from French.

The two words mean other but in different context. This reduces the world of phenomenological consciousness which should be widened though analogies projected by the other however, the other breaks in on such a world creating disruptions. Levinas therefore disagrees with Husserl by claiming that the other is not placed on a horizontal axis as Husserl had claimed, it is actually placed on a vertical axis according to Levinas. The other therefore addresses me and that address may not be verbal but that face will definitely speak to me about things which may not be there in the face that is on itself understood as an object of ones intentional consciousness List of references Cains, D, 1999, Formal and Transcendental Logic, The Hague: Nijhoff Carr, D ,1999, The Crisis of European Sciences and Transcendental Phenomenology. Evanston: Northwestern University Press Carl, D, 1980, Ideas Pertaining to a Pure Phenomenology and to a Phenomenological Philosophy – Third Book: Phenomenology and the Foundations.

The Intersubjectivity of Children’s Plays

Cooperative play, Parallel play, and Associative play are examples of play behavior showing intersubjectivity in children. In the Cooperative play, children work together to accomplish a common goal. They tend to think together and help each other and learn the intention of each other. In parallel play children often play together but using different toys. They share and copy ideas from one another and express their thoughts on the basis of the reaction of one another. Associative play is a behavior whereby children spontaneously show an interest with one another besides their play objects. They regularly exchange intersts in the mid of their activities although they play differently.

Intersubjectivity first begins between the mother and her infant child when both respond to each other using glances and emotions they both understand. Cooperative play children come together to achieve a common task of which they could not accomplish by themselves. They have to depend on one another and create a uniform environment that will facilitate understanding and agreement. Often, they are intersubjective to the skills of achieving a common goal together. Intersubjectivity in a Parallel play is expressed when a younger child tries to imitate an older, another child or playmate. They rely on the reaction or behavior of the other in responding to their activities. This leads to the latter developing or gaining new knowledge, skills, and characteristics similar to the subject and applying them later. Additionally, Parallel play shows imitation or mirroring and leads to child growth and innovation.

Associates play drives a child to sharing attention. In the Associative play, children measure the extent of attention they are given by their playmates. They can also try to draw attention by participating in activities that will bring more attention to others for them to share their experience. Intersubjectivity is a concept used to relate the behavior of a person and how they respond to the action creating a humorous environment. A play is an activity that engages children’s physical and mental reaction during a specific time. How a child responds will determine their willingness to participate in a play. Intersubjectivity occurs differently; example, gender differences influence the behavior in children’s play. Boys engage in more vigorous and daring activities while girls are involved in social activities. Impaired children or children from impaired parents especially the deaf lack intersubjectivity in their interactions.

Cooperative play requires a high level of intersubjectivity compared to associative and parallel play. SDP is a method that has been used to engage a child’s intersubjectivity in their play by creating an imaginary scenario. SDP defines play as an expression dialogic in nature where partners communicate through non-verbal expressions. Engaging SDP in a play lengthens intersubjectivity in children resulting in more engagement and participation in the play.

A play is an intersubjective activity because it facilitates the building of internal and external realities which affects a child’s psychological organization by increasing robustness and autonomy. Every parent should ensure their children engage in playing either at home or school.

The Psychoanalysis Concepts of Intersubjectivity

There are many ways to conduct therapy, in this essay I will start off by giving insight on what is Psychoanalytic theory and then critically discuss a few ways of conducting therapy which are relational psychoanalysis psychotherapy, intersubjectivity and the analytic third. I will also discuss how these concepts assist the therapist in working with clients

Psychoanalytic theory was coined by Sigmund Freud in the during the late 19th century between 1939 and 1956. His theory was based on the idea that a human behaviour can be established through interactions between the Id, Super ego and the ego. He focused on finding ways to treat mental health problems by establishing the connecting between the conscious mind and the unconscious. Freud began psychoanalysis when he worked together with his mentor Dr Josef Breuer to try and diagnose and provide treatment for their patient Anna O. She had problems with hallucinations, speech problems, visual disturbances etc. Her case was very important and led to the development of psychoanalysis. The word unconscious can be described as a person not being aware of their surroundings or their environment. The unconscious expresses how we feel, our emotions and thoughts. Psychoanalysis has a number of techniques that can be used to understand a person’s behaviour which are dream analysis, free association, interpretation and transference. Dream analysis can be used to express unconscious thoughts. Free association is where clients talk about random things that come to mind and this technique helps with repressed memories.

Interpretation is when the client and the therapist have a conversation and then the therapist looks for the client to slip up and reveal something important when having that conversation. Transference occurs between the therapist and the client, where the client expresses how they feel about someone from the past towards the therapist. Psychoanalysis has its advantages and disadvantages. The benefits of it is that it gets to the root of the problem, gives us a broader view of why we feel a certain way, our behaviour and our thoughts. It can sometimes help people who don’t respond that well to conventional therapy. There’s also research evidence supporting a portion of Freud’s theory. There is criticism about theory psychoanalytic theory is that it doesn’t give too much attention to the role of the environment and focus more on sexual drive, it very expensive and takes a lot of time which requires you to be fully committed and the cure rates are very low.

There are many definitions of intersubjectivity, a term which was introduced by Edmond Husserl which simply refers to an interaction between two subjects which can be me and another person. When we break down the word, inter refers to between or among and then subjectivity refers to how an individual’s judgement is based on personal beliefs, opinions, feelings and desires as opposed to outside influences. Intersubjectivity is a concept that has been used a lot by researchers to discuss the early ways of communication between an infant and the mother. Meltzoff and Moore came up with experiments to study the correspondence of movements between infants and mothers. They argue that infants respond better to movements or actions that correspond with their own and also infants develop that at an earlier stage which is at about 6 weeks. Meltzoff (1985, 1990) argues that the matching of movements between the infant and the mother is a form of intersubjectivity.

Christopher (2015) argues that several theorists have used early infant-parent communication studies to explain the analytic procedure in work with adults. Furthermore, the earliest type of interaction between mother and child plays a significant part in nonverbal communication in adult therapy. Christopher (2015) argues that the analysand’s inner state can be registered by the analyst in the form of sensations, images, confused state of minds etc. According to Christopher (2015, p. 618), “the view of intersubjectivity as the interplay between verbal and nonverbal modes of communication between patient and analyst, and the interaction of transference and countertransference in the analytic couple, is a notion that has been widely accepted.” Benjamin (2005, 2010) argues that the mind cannot be understood as a distinct unitary body, and the position of the analyst is not to assist the affected person understand how his or her mind works. Auerbach (2001) argues that the intersubjectivity theory holds that children become independent subjects only if he or she acknowledges his or her caregiver’s autonomous subjectivity – independence and separation in a more familiar language. According to Povinelli & Prince (1998) the cognitive-affective capacity, which is also an end results of the evolutionary improvement of the human brain, enables an infant in turn to come to recognize their parent’s mind and in that recognition between the infant and the mother it constitutes an intersubjective situation.

Analytic third is a concept that was coined by Thomas Ogden (1994) which refers to “the intersubjectivity of the analyst – analysand” (1994). He argued that the motherinfant unit as well as the intersubjectivity of the analyst- analysand coexist in dynamic tension with the mother and the infant in their separateness. According to Ogden (1994) “neither the intersubjectivity of the mother-infant nor that of analyst-analysand (as separate psychological entities) exists in pure form. The intersubjectivity and the individually subjective create, negate, and preserve the other.” Ogden (2001) argues that the analyst and analysand’s experience in the analytic third represents an experiential base, a pool of unconscious experience to which analysts and analysand contribute and from which they draw on their own experience of analytic relationship. Morton (2003) proposed that like other types of the unconscious, the analytic third derivatives to the conscious in disguise metaphorically linked to the unconscious material, which is disclosed and revealed in the process. Reveries was the term used by Ogden to refer to the conscious derivatives. Reverie can be defined as the process or stage where one is lost in their own thoughts like daydreaming for example.

In this setting, reverie was used to talk about a mother’s ability to contain an infant’s projections. Morton (2003) argues that the analyst and the patient don’t know the analytic third directly, so they depend on metaphors to give them a sense of what the unconscious is like. Analysts based on their personality and history will experience the analytic third separately. Ogden (1994) argues that the analytical third inflects the experience of the analyst is such a manner as to induce extremely private connections that nevertheless represent the nature of the intersubjective between the analyst and the patient. According to Morton (2003) “the analytic third cannot be described, because it does not exist within the realm of categories accessible to consciousness. The analyst must be able to talk to herself in order to conduct analytical work meaning she should be able to talk about her feelings regarding her the patient even though such experiences are unconscious. Project identification was also a dimension of the analytic third which made it possible to understand transference and countertransference and these terms also play a very huge role in Ogden’s theory or technique.

Relational psychoanalysis was a term coined by Stephen A. Mitchell (1983) who wrote the book called Object Relations in Psychoanalytic Theory which was regarded as an introduction to relational psychoanalysis with the help of Jay Greenberg who cowrote the book. He was considered as one of the most influential relational psychoanalyst. According to Hoffman (2012) “relational psychoanalysis emphasizes one’s relatedness to others, mutual recognition, the importance of early attachment, interpersonally mediated subjective experience, that is, intersubjectivity.” In relational psychoanalysis the mother and infant relationship or early stages of any relationship creates personality. Social constructionism is a field that is closely related to relational psychoanalysis. Relational psychoanalysis is very different from Freud’s psychoanalysis in a few ways, relational argues that the urge to be in relationships with other is the motivation of the subconscious.

Relational psychoanalysis was a term coined by Stephen A. Mitchell (1983) who wrote the book called Object Relations in Psychoanalytic Theory which was regarded as an introduction to relational psychoanalysis with the help of Jay Greenberg who cowrote the book. He was considered as one of the most influential relational psychoanalyst. According to Hoffman (2012) “relational psychoanalysis emphasizes one’s relatedness to others, mutual recognition, the importance of early attachment, interpersonally mediated subjective experience, that is, intersubjectivity.” In relational psychoanalysis the mother and infant relationship or early stages of any relationship creates personality. Social constructionism is a field that is closely related to relational psychoanalysis. Relational psychoanalysis is very different from Freud’s psychoanalysis in a few ways, relational argues that the urge to be in relationships with other is the motivation of the subconscious.

How do these concepts assist the therapist in working with clients? With the concept of intersubjectivity children are able to reflect better on their traumatic memories and experiences without being poorly regulated when in a therapeutic relationship, they eventually develop the ability to tolerate growing amounts of affect. The child will reach a point where they are able to self-regulate after a while. Intersubjectivity has made it possible in therapy for children to be able to make sense of their feelings and memories. It has led to better parenting skills with the clients and understanding how children function. The analytic third also played a role in the improvement of therapy, Ogden showed how therapists should avoid acting on countertransference and also provided a theoretical model for therapists to be able to comprehend it. According to Ogden (1994) “the concept of the analytic third provides a framework of ideas about the interdependence of the subject and object, of transference and countertransference, that assist the analyst in his efforts to attend closely to, and think about, the myriad of intersubjective clinical facts encountered by the analyst, whether they be the apparently self-absorbed ramblings of his mind, the analyst’s bodily sensations that seemingly have nothing to do with the analysand, or any other “analytic object” intersubjectively generated by the analytic pair.”

Relational psychoanalysis psychotherapy has helped the therapists to be able to build strong collaborative relationships with their clients that can go on for forever. It has helped therapists to better understand and assess family issues, issues in the workplace. With relational psychoanalysis the therapist has to keep in mind the gender, race, class and culture to better understand the problem of the client. It also helps assess mental health disorders like depression, anxiety and figure out how these disorders affect the social relationships of the client. The therapist will be able to strengthen the sense of the self.

The aim of this essay was to critically discuss, analyse, interpret or evaluate certain concepts in the Psychoanalytic field which include the intersubjectivity, the analytic third and relational psychoanalysis psychotherapy and end by discussing how those terms have assisted therapists in dealing with their clients. Intersubjectivity to my understanding is the interaction between two subjects, it is used by many researchers and played a big role in understanding the mother and infant relationship or interaction better. The field also got a lot of criticism of which I agree with because there can be false intersubjectivity, there is a lot of contradiction in intersubjectivity which makes it not to be accurate all the time. The analytic third simply refers to the intersubjectivity of the analyst and analysand and it is a term which I strongly believe in because of the assess dreams and thoughts. Relational psychoanalysis psychotherapy also is a very important in therapy as it has helped people better their relationships and it is probably the kind of therapy I would opt for.

Essay on Contemporary Sociological Theory: Alfred Schultz’s Phenomenology and Intersubjectivity

Contemporary sociological theory

Alfred Schultz’s Phenomenology

The contemporary sociological theory covers the theoretical orientations that have been influential in shaping up society since the mid-twentieth century. Schutz is gradually being recognized as one of the twentieth century’s leading philosophers of social science. He related Edmund Husserl’s work to the social sciences and influenced Max Weber’s legacy of philosophical foundations for sociology and economics through Schutz’s major work, Phenomenology of the Social World.

The term phenomenon is used to describe things as they appear to our senses. Some philosopher argues that we can never have a definite knowledge of what the world outside our minds is really ‘in itself’- we only know what our senses tell us and we cannot determine whether or not our senses see, smell, etc… true picture. Phenomenology is the study of things as they appear (phenomena). It is also often said to be descriptive rather than explanatory. The central task of phenomenology is to provide a clear, undistorted/ alternative description of the way things appear.

Schutz’s work begins with a critique to social action theory of Weber. Social action occurs when actors are consciously aware of each other and attribute meanings to their common situation. For Weber, a science of society must seek to understand social reality at the level of meaning.

Assumptions

  1. it rejects the concept of objective research.
  2. phenomenology believes that analyzing daily human behavior will provide one with a comprehensive understanding of nature.
  3. individuals, should be explored and questioned. Sociologically speaking, this is in part because people can be better understood by the unique ways they reflect and symbolize the society he or she lives in.
  4. phenomenologists prefer to gather conscious experience, rather than traditional data.
  5. Finally, phenomenology is considered to be oriented on the discovery, and therefore phenomenologists gather research using methods that are far

less restricting than in other sciences

Husserl argues that the world only makes senses because we impose meaning or order on it by constructing mental categories from our senses. For example; we identify a four-legged piece of furniture for eating off as a table, and we know where it should be placed in a household. It Focuses on how people actively produce and sustain the meaning of situations. It focuses on everyday life, that is, on mundane and commonplace activities of people throughout society and the way people’s actions constitute situations. (Endress, 2006).

The central task of phenomenology is to explain the reciprocal interactions that take place during human action, situational structuring, and reality construction. That is, phenomenologists, seek to make sense of the relationships between action, situation, and reality that take place in society. The Phenomenology does not view any aspect as causal but rather views all dimensions as fundamental to all others. It aims to reveal what role human awareness plays in the production of social action, social situations, and social worlds. In essence, phenomenology is the belief that society is a human construction. (Endress, 2006).

Intersubjectivity: seeks to answer questions such as: How do we know others’ minds? Other selves? How is reciprocity of perspectives possible? And how is mutual understanding and communication possible? An inter-subjective world is not a private world, but it is common to all. We derive intersubjectivity as we speak and listen to each other. We share the same time and space with each other. Intersubjectivity leads to experiences and consciousness of the social world. (Husserl, 1989).

Typification and Recipes: people develop and use Typifications (first-order constructs in the social world). Typifications take many forms. For example, men, Tables, chairs, etc. Any time we are using language we are typifying. Schutz calls language as “the typifying medium par excellence”. Typifications exist in a larger society and people acquire them through the process of socialization throughout their lives. (Husserl, 1989).

Schutz uses the terms recipes and typifications synonymously, however, Recipes tend to deal with situations, while typifications refer more to people. People use recipes to handle routine situations they encounter every day. Thus when someone greets us with the recipe “ How are you” we respond with the recipe “ Fine, and You”( that recipe and typification is stored in Cook Book Knowledge) But Schutz and Luckmann say that if there is no recipe available to handle a new situation or if a recipe does not allow to handle than we have created new recipes. In other words, when is the stock of knowledge currently available is inadequate, we must add to the Stock of knowledge by creating new recipes or typifications. (Psathas, 2004).

Institutionalization: people develop habituated patterns of acting and interacting in recurrent situations. Habituated actions set the development of institutionalization. This occurs when people stock knowledge of typification of what others are doing in a given situation. For example, children perceive the institutional world as an objective reality; that is, it was there before they were born and it will be there until we die. The role is another important component in the process of institutionalization. Legitimations explain the institutional order by ascribing cognitive validity to its objectivated meaning. Then it leads to the formation of social reality. (Endress, 2006).

Criticism

  1. Typification / Recipe: we live in different Life and social world. We have different consciousness/experiences. In the process of typifying and making Recipes we are undermining our own consciousness and experience.
  2. Peter Berger & Thomas Luckmannargues Schutz gives more focus on commonsense knowledge, although the reality is socially constructed. Once constructed it becomes an external reality. For example, Religion may start off in our consciousness but once embodied in a structure like Church. Then changes Laws and expectations around us, which influences our thought of what is Right and Wrong. So, there is a question of Intersubjectivity.
  3. To Cuff & Payne (1979) in their view, said although Schutz can be seen to have laid the groundwork for a “Phenomenology of social life”, he did little himself to operationalize it by producing research to demonstrate how his ideas can be applied to the empirical study of the social world.

The social phenomenology of Alfred Schutz served as an important tool for the study of the construction of social reality. Social reality still serves as a framework for explaining the inherent characteristics of rural and urban societies in the country. Schutz believed that if there is no recipe available to handle a new situation or if the recipe does not allow to handle then people have created new recipes. In other words, when is the stock of knowledge currently available is inadequate, people must add to the Stock of knowledge by creating new recipes or typifications.

Reference

  1. Endress, M. (2006). Explorations of the life-world.
  2. Husserl, E. (1989). Ideas Pertaining to a Pure Phenomenology and to a Phenomenological Philosophy. Kluwer Academic.
  3. Psathas, G. (2004). Alfred Schutz’s influence on American Sociologists and Sociology.

Applying Piaget’s and Vygotsky’s Theory of Cognitive Development: Issues of Social Interaction and Intersubjectivity

Applying Piaget’s and Vygotsky’s Theory of Cognitive Development to the case

Introduction

This essay will interpret the cognitive processes of the case of a K2 student who is called Andrew, recommend an intervention practice in promoting the cognitive development of the child and expound on the roles of the teacher.

Cognitive processes and stages

Schema for birds

Firstly, schema occurs. “Schema is a psychological structure to make sense of the experience in organized ways, which is changed with age”(Kail, 2016, Chapter 6). Children’s knowledge changes when they attempt to fathom new information as well as incorporate it with his existing knowledge (Parke & Gauvain, 2009). In the case of Andrew, his schema for birds is that birds are animals that can fly in the sky, so any flying object that have wings and is laid from eggs is an animal.

Assimilation

Secondly, assimilation occurs in Andrew’s case. “Assimilation is the application of the existing scheme to a novel task” (Mitchell&Ziegler, 2007, P.25). Kail (2016) also stated that assimilation occurs when new experiences are promptly incorporated into a preschooler’s existing theories. It can be wrongly or correctly assimilated. In this case, Andrew used his current schemes to expound on the external world through assimilation. Piaget (as cited in Parke & Gauvain, 2009) stated that “ As children encounter new information, they actively try to fit it in with the knowledge they already possess” (P.274). Piaget has given a useful perspective to this case. Andrew thinks that butterflies are animals, which are the same type as birds. Since butterflies can fly in the sky, have wings, and are laid from eggs, it hence fits in Andrew‘s schema regarding birds. Yet, it is wrongly assimilated.

Disequilibrium

Moreover, disequilibrium occurs in Andrew’s case. “Disequilibrium is a state that generates a cognitive discomfort” (Kail, 2016, Chapter6). Kail(2016) found that “preschoolers always find the latest information does not match their current schemes, they hence always shift from assimilation to accommodation”(Chapter 6). In the case of Andrew, he looked puzzled and confused after the teacher told him butterfly was under the category of insect, he thus generates cognitive discomfort. He may have other experiences treating other animals as birds and may be told by adults that his concept is incorrect, he hence was wrong several times concerning this concept and had confused feelings. Therefore, disequilibrium occurs in this case.

Equilibration & Accommodation

Besides, equilibration occurs in the case of Andrew. “Equilibration is a process when disequilibrium occurs, children recognize their theories to return to a state of equilibrium” (Kail, 2016, Chapter 6). As aforementioned, Andrew felt puzzled and confused regarding the concept of butterflies and birds, disequilibrium thus occurs. In this case, so as to restore his balance, current but now-outmoded ways of thinking that any flying objects which have wings and are laid from eggs are animals, are replaced by a more advanced theory. “Equilibration functions to remove conflict and in the process generate new schemes that function on a higher cognitive level” (Mitchell & Ziegler, 2007, p.27 ), it is a valid perspective.

As a result, accommodation occurs in this case. “Accommodation means modifying a scheme to adapt it to a new application” (Mitchell&Ziegler, 2007, P.26). Piaget ( as cited in Mitchell & Ziegler, 2007) stated that children are stimulated to exercise their schemes, especially when they are lately acquired, and also there are lots of opportunities for accommodation to occur and for schemes to develop. In the case of Andrew, the butterfly, after being corrected by his teacher, is under the category of insects instead of animals. Andrew then adjusts his theory of birds to make it more precise as well as creating a new scheme. In terms of the modified schema, birds are animals with bigger bodies and plain wings, they are flying animals with feathers and hard beaks, they breathe with their lungs and trachea. In the aspect of the new schema, butterflies are insects with thin bodies and colorful wings, they are flying insects with no feathers and no beak, they breathe with a trachea solely due to not having lungs, which are different with birds.

Equilibrium

Furthermore, equilibrium occurs eventually. “Equilibrium occurs when assimilation and accommodation in balance” (Kail, 2016, chapter 6). Piaget ( as cited in Mitchell & Ziegler, 2007) suggested that the best is when assimilation and accommodation contribute evenly. In this case, Andrew can mostly assimilate after doing the accommodation with regard to birds and butterflies. He will understand that butterflies do not belong to the category of animal and butterflies are not the same type as birds. He will be able to find that he can assimilate most experiences into his existing theories. Therefore, he will be in an equilibrium state.

Preoperational Stage

Egocentrism

As Andrew is at the age of 5, he is in the preoperational stage. In the study of Berk (2013), preschoolers learn how to use symbols to represent objects, but it relates to the world solely through their own perspectives in the preoperational stage. In this case, Andrew is plagued with egocentrism. According to Mitchell and Ziegler (2007), Piaget used the word “egocentrism” in reference to a cognitive restriction that avoids children from seeing stuff from others’ perspectives. Mitchell and Ziegler hence stated that egocentrism means the child fails to fathom that people may hold different opinions from her or his own. In this case, Andrew felt puzzled and confused because of the difficulty in understanding the world from his teacher’s perspective, he cannot fathom why butterflies are not animals due to egocentrism. He believed that butterflies are the same type as birds, which are both under the category of animals. Yet, butterflies are insects instead of animals. Therefore, egocentrism occurs in the stage of Andrew.

Centration

Being a child in the preoperational stage, Andrew has the thinking of centration. Centration is a kind of thinking in egocentrism, it means “focusing children’s attention on only one dimension or characteristic of an object or situation” (Parke & Gauvai, 2009, P.289). In this case, Andrew thought that butterflies are animals because butterflies can fly in the sky and have wings. It shows that Andrew centered on the flying process of birds and butterflies but he failed to notice the breathing system and the appearance between birds and butterflies. Since Andrew solely focused on one aspect and ignore other aspects, he has the concept of centration.

An intervention practice

In order to promote Andrew’s cognitive development, it is suggested that the educator can adopt the intervention practice which is cooperative learning. The educator can offer a group task for the K2 students so as to see if they understand clearly and deeply regarding their modified and new schemes. Not only can the teacher provide pictures concerning birds and butterflies to let them distinguish together, but the educator can also ask Andrew and his group-mates questions in a more detailed way. For instance, the teacher can ask them to answer the features of birds and butterflies respectively. If Andrew and his classmates cannot answer the questions or cannot complete the group task correctly, the educator can hence give a verbal prompt or the occasional reminder to them instead of providing direct instruction solely. On the other hand, if they can answer the questions and distinguish the photos correctly in the group task, Andrew and his classmates will fathom the knowledge regarding birds and butterflies, this intervention practice will hence be successful to promote Andrew’s cognitive development.

Rationales

The rationales of this intervention practice are letting students to share responsibility in a group to reach intersubjectivity in peers and resolve differences of opinion. During the practice, children will communicate with each other, intersubjectivity will be achieved. “According to Vygotsky, intersubjectivity means a mutual and shared understanding among participants in an activity” (Kail, 2016, P.182-186). Vygotsky (as cited in Kail, 2016) stated that preschoolers gain their cognitive enhancement when they collaborate with others who have the higher ability. By distinguishing the differences of butterflies and birds in the group, students who are more skilled and Andrew work together to find out which photos belong to birds and butterflies respectively, they hence share an understanding of the goal as well as roles in this activity. It demonstrates the concept of intersubjectivity and this interaction is guided by participation. Thus, it strengthens Andrew’s cognitive development.

Leigh (2015) found that preschoolers come to a cooperative understanding within the communication, they negotiate their opinions and utilize their knowledge to contribute to the interaction with group mates. In my opinion, Leigh has given a valid perspective. Through communicating and cooperating with other students in cooperative learning, social interaction is strengthened. Andrew can also learn how to resolve differences of perspectives in this activity. If some classmates are having different ideas, Andrew can learn to accept their opinions as well as being tolerant. Parke and Gauvain (2009) found that preschoolers learn not only to fathom others’ perspectives but also to distinguish with their own ideas. In my opinion, they have given a useful perspective. According to Zehnder (2002), Group interaction is a necessary factor in cooperative learning, and preschoolers’ performance depends on their experiences in the group. I concur with her idea when students who have higher ability cooperate with students who have the lower ability in the group, both of them will gain social interaction and intersubjectivity, the more they interacted, the more beneficial to their cognitive development.

Therefore, this intervention practice aims to assist those K2 students to promote their cognitive development by sharing responsibility to reach intersubjectivity in peers as well as social interaction.

Roles of teacher

The role of the teacher is crucial in children’s learning. Firstly, the educator can adjust interventions to each child’s ZPD so as to guide preschoolers’ learning (Berk, 2009, P.264-271). Vygotsky (as cited in McLeod, 2019) stated that the ZPD refers to “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peer” (p.1). For instance, distinguishing one feature of birds and butterflies on his own is Andrew’s prior knowledge, with help from teachers and group mates, Andrew can be able to distinguish six features of birds and butterflies, the difference is 5 features and this is ZPD. The educator can utilize her role to enrich children’s knowledge by adjusting the interventions, such as pretend play and cooperative learning, the interventions should be appropriate to the children’s level. With the help of teachers and classmates who are more skilled, children will not feel confused and be afraid to learn, because they are not working alone by themselves.

Secondly, the teacher can utilize scaffolding to strengthen children’s ZPD and provide the appropriate amount of support. Educators’ suitable styles of scaffolding can strengthen the complexity of preschoolers’ thinking (Berk, 2009, P.264-271). Kail (2012) stated that “Scaffolding is a teaching style that matches the amount of assistance to the learner’s needs” (P.182-186). In this case, the educator gives verbal prompts and occasional reminders to students when they have difficulties in finishing the group task. For example, the teacher can ask them to think about the breathing system of the birds and butterflies respectively instead of giving the answers to children directly. Besides, teachers can also utilize questioning to develop children’s potential and assist them to think from different aspects.

Conclusion

To conclude, this essay is mainly expounded the cognitive processes of Andrew with regard to the child development stage, the intervention practice as well as the roles of the teacher. It is hoped that the aforementioned intervention practice is useful to enhance Andrew’s cognitive development.

(Total words: 1878)

References

  1. Berk, L.E. (2013). Child development (9th ed.). Boston, MA: Pearson Education/ Allyn & Bacon.
  2. Kail, R.V. (2016). Children and their development (7th ed.). Upper Saddle River, N.J.: Pearson Education.
  3. Leigh, A. J. (2015). Children teaching and learning in peer collaborative interactions (Master dissertation, The Virginia Polytechnic Institute, and State University). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.532.9358&rep=rep1&type=pdf
  4. Mitchell, P., & Ziegler, F. (2007). Fundamentals of development: the psychology of childhood. USA and Canada: Psychology Press.
  5. McLeod, S. A. (2019). The Zone of Proximal Development and Scaffolding. Simply Psychology. Retrieved from https://www.simplypsychology.org/Zone-of-Proximal-Development.html
  6. Parke, R. D., & Gauvain, M. (Eds.). (2009). Child psychology: a contemporary viewpoint. America, New York: McGraw-Hill.
  7. Zehnder, S.C. (2002). Student learning and cognition in cooperative small groups: towards a fourth metaphor of human learning (Doctoral dissertation, Edith Cowan University). Retrieved from
  8. https://pdfs.semanticscholar.org/8e97/90166114be18b8ea26f806593d7ee42b8b8b.pdf

Critical Systemic Intersubjectivity of Contemporary Social Work Practice: Analytical Essay

Paradigms in building a trauma-informed, infant-led, relationally reflective system of care: A contemporary exploration of the intersection of the Australian child protection system, the child protection practitioner, and the care of the infant.

Introduction

National child protection data gives evidence of a growing proportion of infants entering out-of-home care (AIHW, 2015). Out-of-home care (OOHC) is a system of care that encompasses short to long-term fostering or kinship care arrangements for children who have been removed from their families due to evidence of severe neglect, harm, or life-threatening risks (Queensland Government, 2019). Across Australia in 2016–17, infants (aged less than 1) were more likely to have received child protection services (37.2 per 1,000) and in the ages 1 – 4 it was around 29 of 1,000 (AIHW, 2018). More specifically, in Queensland as of June 2018, the percentage of substantiated harm (all types) included 7.6% of unborn and 30.5% of 0 – 4 ages (DCSYW, 2019). These findings demonstrate that younger children are more vulnerable, inviting specific protective policies and procedures and an increased national emphasis on early intervention, through assessment and treatment to reduce the adverse effects of trauma and harm and to improve longer-term outcomes (DCSYW, 2019). Considerable research in this field identifies an increased risk of problems with physical health, developmental delays, and relational capacity (Dozier, Bick, and Bernard, 2011; Silver, 2000; Wulczyn, Hislop, and Harden, 2005), due to the infant’s complete dependency on adults who are responsible in attending to their needs (Zhou and Chilvers, 2008). When the parent or carer cannot be considered appropriately cared for, child protection authorities must intervene to safeguard the infant’s wellbeing (McIntosh, 2008).

Increasingly, the research addresses the role of the Child Protection Practitioner (CPP) within the Child Protection System (CPS) that aims to keep these young children safe. There are a great many complexities to consider around the challenges that CPPs face within their practice, within the system, and with the interaction with families, foster carers, and non-government departments (Ferguson, 2017). This research shows concerns regarding the capacity and decision-making ability (Gillingham, 2017), appropriate levels of support (Hunt, Goddard, Cooper, Littlechild, & Wild, 2016), and the ongoing education for CPPs to undertake this very complex role. Nevertheless, limited research has been undertaken concerning the intersubjective nature of the CPP, the system, and the infant in OOHC in Queensland (QLD), in Australia, or internationally. Whilst it is important to continue to develop research in all areas of the infant in OOHC; enhancing a local knowledge base to support the CPP, the child protection system, and policy developments in QLD are warranted. An anticipated outcome of this research is a critical understanding of the nature of systemic intersubjectivity (Helm, 2016) within the complexity of the relationship between the infant, their carers, the CPP, and the CPS. This critical systemic intersubjectivity may then translate into the holistic care of the infant in OOHC through policies, procedures, and targeted training for practitioners to directly address matters confronted by these young children. Understanding the relationship of these roles and care systems through an infant-led, trauma-informed lens (Bloom and Farragher, 2013) is required to explore how to support the complex intersubjective relationship of infants the CPP, and the care system. According to Bunston (2018), an infant-led approach reflects the experience of the infant, as being a dynamic member in the process of any potential growth or change. Working then from the infant and child viewpoint rather than the adults invites a more robust way of approaching thought and intervention (Bunston, 2018). Conversely, it is equally important to consider the needs of the worker and the carers, for if the managers of systems cannot respond to the safety needs of the workers then how can the workers be empowered to see all the safety needs of the linguistically limited infant (Bloom, 1998).

The Child Protection System in Australia

In Australia, child welfare legislation and service provision are the responsibility of the community services department in each State and Territory. In the state of QLD, the responsible government body at the time of this research is the Department of Child Safety, Youth and Women. The evolving nature of the child protection system within the Australian context has been central to much controversy over its lifetime as well as being hybridized through many political changes (Fernandez and Atwool, 2013). However, there has developed a lasting impact through the lens of the stolen generation with a pervasive and transgenerational impact on Aboriginal and Torres Strait Islander communities (Home, 1997). This transgenerational trauma experienced through the loss of connection to country (land), family, and community has translated to an ongoing disadvantage (Dudgeon, Watson, and Holland, 2017). Statistics for 2016-17 outline that Indigenous children were 7 times more likely than non-Indigenous children to receive child protection services, which equated to 164.3 per 1,000 children, next to 22.3 per 1,000 for non-Indigenous children (AIHW, 2018). This is further evidenced through the over-representation within systems such as the juvenile and adult justice systems (Grace, Knight, McMahon, McDonald, and Comino, 2017). There exists an intergenerational progression of trauma through the historical events of colonization to increases in family violence, child sexual abuse, and family breakdown (Dudgeon, Watson, and Holland, 2017). Holding ethical regard for all infants in OOHC and connecting to this country demands an ongoing deeper exploration and understanding of the child protection system.

The Research Aims and Questions

There are three core aims within this research; Firstly, an infant-led contemporary exploration into the nature of a child-centered and trauma-informed practice that is pivotal for the mental health and wellbeing of the infant in out-of-home care. Secondly, to seek a deeper understanding of the critical systemic intersubjectivity of contemporary social work practice (CPP) within the public child protection system in QLD, Australia. Then, thirdly, to crystallize the role of child protection policies and practices in relation to early mental health intervention support and approaches for infants in out-of-home care.

The main research question asks;

  • What is the nature of the current model of mental health early intervention for infants in out-of-home care that can strengthen social work practitioners’ attention and skills in a child-centered, trauma-informed approach, which simultaneously mirrors a trauma-informed system of care that supports practitioners?

There are also several sub-questions asking;

  1. What is the nature of contemporary social work practice in the public child protection system in Australia?
  2. What does the research data and best practice evidence suggest needs to be included in a proactive, child-centered, and trauma-informed mental health intervention model?
  3. What refinements are suggested to the model after an engagement of child protection workers in trialing it in their practice? And lastly, what recommendations arise from the research to influence government policies and practices in relation to early mental health intervention approaches for infants in out-of-home care?

Methodology

Critique of research paradigm elements with reference to theorists and exemplar papers.

A research paradigm is made up of ontology, epistemology, methodology, and axiology. Ontology can be described as your way of being or what you believe is real in the world; Epistemology, as how you think about that reality; Research methodology, is how you are going to use your ways of thinking to gain more knowledge about your reality; and the axiology, as a set of morals or ethics (Wilson, 2001).

Critical methodological approaches will direct the core paradigm that informs the current directions in this research. Through this perspective, it is anticipated that the researcher can begin to deconstruct and reconstruct assumptions influencing a deeper investigation within the research design (Hickson, 2016). Fook and Gardner (2007) explain that critical reflection can be used as a framework for approaching research or it can be used to supplement other research approaches. However, according to Hickson (2016) using qualitative research methodology can inform an interpretive and subjectively constructed approach to inform the ultimate design of the research study. Therefore, the end design will also hold an Interpretivist lens, because as a researcher the goal is to seek an understanding around one’s own and another’s meaning as constructed within and of their experiences, interpretations, and perceptions. This meaning-making concept leads into the intersubjective angle of the research and brings to attention a key infant-focused lens of felt relationships (Fonagy, 2010; Siegal, 2016).

According to Wilson (2001), critical theorists align with a single reality, but that it is fluid and contingent on gender, culture, and social class. The influence of these factors are connected to the individual’s experience and identity that are changeable and impactable, suggesting the epistemology is contextually based, meaning a situation impacts your idea of reality. The critical theory it could be said is working toward social change with the goal of improving the current reality through a deeper exploration and understanding (Wilson, 2001). According to Denzin (2017), there is an increasing need for the critical qualitative inquiry to attend to matters in the public arena and calls for interpretive, critical, performative qualitative research that matters in the lives of those who daily experience social injustice. Foucault (1990) articulated that societal-level power relations both shape and are shaped by concrete small-scale action and that they permeate our lives, and of how ‘power passes through individuals’ (Foucault, 2003, p. 29). Making sense of these socially organized hierarchies takes place through critical investigation for potential action which opens up for those positioned on the bottom of whichever hierarchy being explored (Chapman, 2011). The infant in OOHC it could be argued being quite possibly the most vulnerable within any hierarchy. Whilst these hierarchies intersect in complex ways through a critical lens we must see ourselves within this web and occupying a power differential. We, therefore, need to reflexively navigate how power is passing through us (Chapman, 2011), as a concept to understand how to experience the power differential for the infant and therefore the CPP within the hierarchy of Child Protection.

Furthering this idea of complex hierarchy through the critical lens can be done by assuming an analytical position known as ‘intersectionality’. This is a paradigm that allows researchers to further analyze identity and oppression. This can further challenge the hierarchical and complex nature that exists among the interrelatedness of social systems, considering how an intersectional perspective can shape and better inform the role of the CPP at the micro, mezzo, and macro levels (Mattsson, 2014). Bronfenbrenner’s (2018) ‘ecological systems model’ now known as the ‘bioecological model’ brings these complexities into the conversation for children as those crucial political, economic, and social factors that impact on their development emphasise the wider environmental issues uniquely layered. Mattsson (2014) argues that an intersectional approach, focussing on the interplay and complexity between gender, sexuality, class, and race, critical reflection allows ongoing attention to core power relations.

Critical intersectionality will be overlayed with intersubjective systems theory, coming together to form a deeper critical perspective that lends itself to the interactions that take place in between all dimensions of the infant’s experience; the carer, the CPP, and the child protection system.

Application of the research paradigm to the proposed research project.

The research design intention lies then in an intersectional angle of the critical paradigm along with an intersubjective understanding that can be guided by a Critical Narrativist approach (Hickson, 2016). This critically reflective approach can then be used to deconstruct the participants’ stories to question the construction of knowledge, power, and reality, as the researcher then reflexively attunes to implicit and explicit influences on the research. The practical design will be through participant observation utilizing an Infant Observation as a Research Approach (Rustin, 2006) which is ethnographic in nature. Through a critical ethnographic interchange with Infant observation there is a critically reflexive connection; an intersubjectivity of felt relationship enabling the researcher to share in the experience of the researchee. Infant Observation being a naturalistic participant observation approach aims is to observe as much as possible, be responsive as required, without initiating interaction or giving advice, staying present to the intersubjectivity and the researcher’s emotional responses to what is being seen and felt in the development of the baby, or in this case the CPP, over time (Wakelyn, 2011). Ingold (2014) highlights that there can be no observation without the participation and that there is always an intimate connection, in perception and action, of the observer and observed inviting an ontological commitment of involvement and formation of shared experience and knowledge.

The method or steps in the research will seek to invite CPPs from three Child Safety Service Centres on the Sunshine Coast who currently have at least one infant (0 – 2) on their caseload they are actively involved with. The general steps seek to include: a) a pre-questionnaire of current knowledge around infant mental health; identifying baseline care practices and needs in the infant, b) a narrative semi-structured interview of CPP’s experience within CPS and what drew them to this work; c) then undertake at least one home visit with each CPP, to observe the interactions either using a checklist; Such as the Mental Health Screening Tool (Brown et al, 2000), as a guide. The last step, d) will consider the benefit of a post-observation questionnaire or semi-structured interview either individually or as a group, using reflective supervision practices. A reflective supervision model requires the CPP to pay explicit attention to the emotional and relational aspects of their work with families. Through this exploration, the CPP can have an opportunity for open dialogue and a safe place to express and explore their feelings thus modeling what is asked of them in their relationship with the infant and their family (Gatti, Watson, and Siegal, 2011).

An alternate paradigm: Indigenous Methodology

In keeping with this researcher’s inquiry into issues within child protection and hierarchy the second key paradigm investigated is Indigenous Methodology. This was chosen for a number of reasons including but not limited to; the transgenerational trauma impacting the Aboriginal and Torres Strait Islander peoples (Grace, et, al., 2017); the increasing call to relationship focus in social work (Howe, Kohli, Smith, Parkinson, McMahon, Solomon, and Walsh, 2018); the need for increased attention to post-colonial discourse (West, Stewart, Foster and Usher, 2012) and a growing sense of being limited to a worldview through a modern critical lens (Wilson, 2001) and the desire for a deeper understanding for this research.

Habermas (1984) outlines that one of the consequences of colonization is the impact on intersubjectivity, or how individuals relate to each other, in particular around the establishment of mutual understanding. Indigenism is a term defined by indigenous scholars conceptualizing methodological reform drawing on approaches that are compatible with the experience and interests of indigenous people (West, et. al., 2012). Wilson (2001) explores Indigenous methodology as an approach to dialogue about relational accountability and that the researcher is accountable to all relations when doing research. This approach whilst incorporating moves beyond a critical paradigm in that the goal is not in answering questions of what is valid or reliable nor is it about making judgments of what is best but instead the call is to connect in relationship with the world around you (Wilson, 2001). Whilst indigenist research has its origins in critical theory, Denzin and Lincoln (2008) highlight that critical theory will not encapsulate the indigenous experience unless it is localized and grounded in the unique meanings, traditions, customs, and community connections. These research methodologies then are required to reflect researcher reflexivity and encompass an ethical, critical, deeply respectful, and humbled approach (Denzin & Lincoln, 2008).

Indigenous methodology in moving forward is required to evolve into a new anticolonial epistemology and methodological paradigm carrying within them the potential to fortify the struggle for cultural liberation from subjugation. West et, al, (2012) bring to the conversation specifically Dadirri*, to represent elements of the critical paradigm which can reflect an indigenous way of life. ‘Ungunmerr-Baumann (2002), a distinguished Aboriginal educator and artist from Daly River, described the importance of Dadirri for both indigenous and nonindigenous people’ (West, et, al, 2012, p.1584). Reflexivity is represented through this paradigm as pivotal in that, “Dadirri means listening to and observing the self as well as, and in relationship with, others” (Atkinson, 2002, p. 19). West et. al (2012) claim that Dadirri can stand alone as a methodological approach and a critical lens for data analysis. Dadirri considers; knowledge and consideration of the community; diversity and uniqueness each individual brings to the community; ways of relating and acting within the community; nonintrusive observation, or quiet, aware, watching; deeply listening; reflective, nonjudgmental consideration of what is, and what is heard; based on what is learned from listening informed by wisdom and the responsibility that comes with knowledge (West, et, al, 2012). Kovach (2009) states that any such research, whether it is ‘positivist, constructivist or transformative, is still researching us’ (p. 29). Kovach (2009) also highlights that there is an ongoing need for united approaches to research that take a relational stand to support Indigenous methodologies to flourish.

“In this contested space between the two knowledge systems, the cultural interface, things are not clearly black or white, Indigenous or Western. In this space are histories, politics, economics, multiple and interconnected discourses, social practices, and knowledge technologies that condition how we all come to look at the world, how we come to know and understand our changing realities in the everyday, and how and what knowledge we operationalize in our daily lives” (Nakata, 2007, p. 9).

This research’s methodology asks different questions which are focussed on relationships rather than asking about validity or reliability, the researcher will also ask ‘how am I fulfilling my role in this research relationship? And What are my obligations in this relationship?’. This axiology or morals according to an indigenous methodology need to be an integral part so that when the researcher is gaining knowledge, this is not just an abstract pursuit but one that the researcher is responsible for upholding their end of the research relationship (Wilson, 2001). This becomes an Indigenous methodology, by looking at relational accountability or being accountable to all my relations.

In seeking the narrative of CPPs around their relationship with the infants in their charge, and their experience within child protection services, the research, and the researcher is entering a sensitive and complex world. Whilst it is important to hold a critical paradigm in this work and in the preliminary exploration of these complex systems, it could be said that the storytelling and methods of personal narrative fit an indigenous epistemology because when relating a personal narrative, there exists a relationship with someone (Wilson, 2001; West, et. al, 2012). Wilson (2012) explains that participatory action research is useful for Indigenous people because it aligns with axiological beliefs and whilst action research may have its roots in constructivist or critical paradigms, it also fits into an indigenous paradigm because the idea is to improve the reality of the people with whom you work.

Conclusion

Through a critical and systemic intersubjective lens; which is now influenced by the relationally based indigenous methodology, the research will seek to address the complexity of the relationship from the infant’s experience and need to the CPP experience and need to the capacity of the system and the gaps in knowledge and skill to relate to the whole system of care. Reflexively speaking and in with the impact of indigenous methodology supporting the CPP to see through the eyes of the infant will require that the researcher investigates through the eyes of the CPP. This research then will be presented through a critical paradigm and an indigenous narrative approach, with the intention of increasing the reflective capacity of the infant’s system of care.

*N.B, permission was not sought for the use of Dadirri at this time, however, is referenced accordingly, for any future use or publications permission will be sought.