PSYCHOLOGY 107: APPROACHES TO PSYCHOLOGICAL RESEARCH
INTERPRETIVE PSYCHOLOGY
Spring Semester 2007 --- T, TH 10:25-11:40 --- JC 001
Instructor: Michael Bamberg JC 316 mbamberg@clarku.edu <answers within the next 8 hours>
Office hours: Tu & Th 9:30-10:15 --- and by appointment <to be arranged via e-mail> ---
Martin Moeller -------- Office hours: <posted first day of class> -------- Office: JC 320
Section: W 1:25 - 2:15 -- JC 106 ------------------------------- E-mail: mmoeller@clarku.edu
INTERPRETIVE PSYCHOLOGY presents an introduction (in one half of a semester - taught over 7 weeks) into the underlying principles of how to do qualitative, interpretive, inquiry. Interpretive Psychology is a valid tool in making sense of people's experiences, their lives, and everyday actions (behavior) -- particularly of what they ‘tell us’ in the form of storied accounts. The following three components form the central structure of the course:
(I) Why this focus on QUALITY and INTERPRETATION in Psychology: Here we will address issues/questions like: What is the ‘aim’ of doing psychological inquiry (what are we interested in)? What is the status of 'the person' and what is 'inquiry' (as a better term for "research")? What is the status of 'knowledge' in the business of making sense of humans and their actions? What is the role of us as ‘researchers’? <<first three classes: Jan 16 - Jan 23>>
(II) Observing people in social settings: How do we understand 'from observation' what people are "up to"? What is 'participant observation' as a methodological tool? How can we employ this tool in psychological inquiry? What are the potential merits of using observational methods? Being "objective" versus "neutral", versus "interested" and "involved"? Can the everyday-mundane and boring become interesting for us as psychologists? <<Jan 25 – Jan 30>>
(III) Interpreting people's verbal accounts: What do people do, when they give verbal accounts? Why do people tell stories? What do interview data 'reveal', particularly 'in-depth' or 'narrative' interview data? How are we to interpret people's stories? What is the role of 'conversations' in Interpretive Psychology? We will use issues around ‘Gender and Masculinity’ as examples <<Feb 06 - Mar 01>>
The course consists of a mixture of (a) (theoretical and practical) readings and (b) practical training: The readings will cover general issues such as ‘interpretation’ and ‘observation’ and will introduce methodological concepts such as ‘discourse’ and ‘narratives’ – working toward a qualitative analysis of ‘gender’ and ‘masculinity’; which are EXAMPLES for conducting analysis with real data. The practical training consists of an observation project that is carried out over the seven weeks. In order to link all components productively and engage in the business of actively learning, a continuous involvement is absolutely necessary. The assigned readings have to be read before class <with the option of handing in squibs>! There are no midterms or finals, but quizzes each class instead; and the observation project is to be continuously worked on in the form of a portfolio <which is to be handed in to the instructor at three different occasions before the end of this course (for final deadline check below)>. Additional readings will be discussed in the sections, such as participant observation projects in shelters and TV-talk shows, interviewing of young adolescents on issues of 'romantic involvement' and identity development, as well as 'alternative writing'.
Interpretive Psychology is a half-semester course, taught over seven weeks of a 14-weeks long semester. The other seven weeks are taught by Dr. Stevens and will cover quantitative, experimental methodologies.
CLASS-SCHEDULE
<<for Spring 2007 - First Half>>
Jan 16 First Class: Introduction to "Interpretive Methods" <LA-Law>
Jan 18 APPROACHES TO PSYCHOLOGICAL RESEARCH I:
Reading 1: Fish, S. (1980). Is there a text in this class? (Chapter 14: How to recognize a poem – When do you see one?” pp. 322-337). Cambridge, MA: Harvard University Press. SAME DAY: bring portfolio to class <portfolio check 1: first observ. report due + answers to questions>
Jan 23 APPROACHES TO PSYCHOLOGICAL RESEARCH II:
Reading 2: Maracek, J. (2003). Dancing through minefields: Toward a qualitative stance in psychology. In P.M.Camic, J.E. Rhodes, & L. Yardley, Qualitative research in psychology (pp. 49-69). Washington, DC: American Psychology Association.
Jan 25 OBSERVATION I:
Reading 3: Shank, G.D. (2002). Qualitative research. A personal skills approach (pp. 18-33). Upper Saddle River, NJ: Merrill Prentice Hall.
Jan 30 OBSERVATION II:
Reading 4: Goldenberg, Sheldon (1992). Thinking methodologically (pp. 321-344). New York: Harper Collins Publishers.
Feb 01 DISCOURSE
Reading 5: Potter, J. (2005). Making psychology relevant. Discourse & Society, 16, 739-742.
SAME DAY: bring portfolio to class <portfolio check 2>
Feb 06 THE DISCURSIVE STUDY OF GENDER I:
Reading 6: Eckert, P., & McConnell-Ginet, S. (1995). Constructing meaning, constructing selves: Snapshots of language, gender and class from Belten High. In K. Hall & M. Bucholtz (Eds.), Gender articulated: Language and the socially constructed self (pp. 469-508). New York: Routledge.
Feb 08 NARRATIVE I:
Reading 7: Bochner, A.P. (1997). It's about time: Narrative and the divided self. Qualitative Inquiry, 3, 418-438.
Feb 13 NARRATIVE + INTERVIEWING I:
Reading 8: Mishler, E. G. (1986). The analysis of interview-narratives. In T.R. Sarbin (Ed.), Narrative psychology (pp. 233-255). New York: Praeger.
Wed Feb 14_OPTIONAL MEETINGS FOR OBSERVATION DISCUSSION: (please bring Valentine's presents)
Meetings at 9:30am and at 11:00am <instructor's office – JC 316>
Feb 15 NARRATIVE + INTERVIEWING II:
Reading 9: Talbot, J., Bibace, R., Bokhour, B., & Bamberg, M. (1996). Affirmation and resistance of dominant discourses. The rhetorical construction of pregnancy. Journal of Narrative and Life History, 6, 225-251. SAME DAY: bring portfolio to class <portfolio check 3>
Feb 20 NARRATIVE + INTERVIEWING III:
Reading 10: Murray, M. (2003). Narrative psychology and narrative analysis. In P.M.Camic, J.E. Rhodes, & L. Yardley, Qualitative research in psychology (pp. 95-112). American Psychology Association, Washington, DC.
Feb 22 THE DISCURSIVE STUDY OF GENDER II:
Reading 11: Edley, N. (2001). Analysing masculinity: Interpretive repertoires, ideological dilemmas and subject positions. In M. Wetherell, S. Taylor & S.J. Yates (Eds.), Discourse as data (189-228). London, UK: Sage Publications.
Feb 27 THE DISCURSIVE STUDY OF GENDER III:
Reading 12: Frosh, S., Phoenix, A., & Pattman, R. (2002). Young masculinities. (Chapters 4 <“Boys Talking about Girls”> & 5 <“Girls about Boys”>). Houndmills, UK: Palgrave.
Mar 01 THE DISCURSIVE STUDY OF GENDER IV:
Reading 13: Bamberg, M., & Georgakopoulou, A. (2007) Small stories as a new perspective in narrative and identity analysis.
OBSERVATION PORTFOLIO DUE! (NO EXTENSIONS!) Please maker sure that ALL hand-written notes, postings and correspondence between instructor and student are included!!!
FINAL GRADES for this part of the course will be based on:
- quizzes: 35%
- the observation project: 40%
- class participation: 10%
- Black-Board Forum Discussions*: 5%
- 10% section grade <<quizzes (to be scheduled) + participation for these 10%>>
(Squibs on class readings are optional, but can add an extra 5%)
Students will have information regarding their standing in class in light of their performance in quizzes and squibs, and their participation in class and in sections. The final grades for the portfolios will be available after reading days. The final grade for Psychology 107 will consist of the averaging over the two halves of the semester (Quantitative/Experimental AND Interpretive Psychology. An F-grade in one of the two halves will automatically result in an overall F. Due to the continuous project work on the portfolio, there will be no "Incompletes" available in this class <except in very special circumstances>.
Blackboard: Go to: http://cicada.clarku.edu/index.html - LOGIN - click on COMMUNICATION – click on DISCUSSION BOARD and you’ll find YOUR FORUM and the DISCUSSION Forum ---- see also your BLACKBOARD HANDOUT <attached to Syllabus> ----
OBSERVATION PROJECT:
Pick either (1) or (2) or (3) or (4):
(1) Go to a church, mosque, synagogue, temple (etc.) and observe "doing service"
(2) observe "doing lunch" in Clark's main dining hall
(3) observe "doing mall" in the Greendale Mall
(4) observe “doing library” in Goddard Library
<<DOING, because we observe what people are DOING === their actions + activities>>
Write up a FIRST observation report from your first visit (2-3pp) and hand it in by Jan 18 (before class). This 'first' report will form the groundwork for further elaborations (to be collected in your OBSERVATION PORTFOLIO) as we proceed in the course. You will be constantly reminded and updated (in the section meetings and in class) with regard to how to progress with this project. The second time the portfolio is to be handed in is Feb 1, and the third on Feb 15. In case you want additional check-ups, feel free to contact the TA or the instructor; but keep in mind that the observation project is a continuous learning process - organized by yourself - conducted over the period of seven weeks, collected and documented in your portfolio. Keep also in mind to collect ALL your thoughts and notes (in whatever format, but date them) in your PORTFOLIO which is due on Mar 01 before class <portfolios will NOT be accepted after this date>.
You will receive a further hand out regarding your observation project; but keep Feb 14 in mind, if you are interested in a (voluntary) update discussion on issues concerning your observation project. There are plenty of final write-ups of previous students available - on Black-Board as well as through this LINK.
CLASSREADINGS:
All assigned readings are available <on reserve> in Goddard Library. Due to copyright laws, there is only ONE copy of each paper/article. Please make sure that you have access to the assigned readings well ahead before class. – Readings are for sale as packages at Curry Printing, University Center.
GENERAL GUIDELINES FOR THE OBSERVATION PROJECT
<<please read before you start your observations>>
January 16th, 2007 <First day of classes>
WHAT’S THE PORPOSE OF THIS PROJECT? ---- TWOFOLD PURPOSE:
|
|
At the end of this seven week project I can show and tell <by way of my portfolio collection> how I progressively learned to make use of observations as a method for psychological inquiry (exploring the lives + subjectivities of “the natives”). I will be able to show how I collected data and how I worked with them to make sense of people’s actions and interactions (identities). |
|
|
I picked a site ("field") where I am learning from “the natives", i.e., others, who are the experts, where I am the learner, “the novice". I hope that within the seven weeks of the project I will find out (learn) something about these natives that I didn’t know before. |
Questions to answer BEFORE THE FIRST VISIT TO THE FIELD:
posted as short statements/answers on blackboard before January 18
|
STUDENTS COMMENTING ON THE OBSERVATION PROJECT: |
|
<<QUOTES from previous class evaluations>> |
|
The observations are stupid. I didn’t learn anything from staring at others stuffing food into their mouths, it was a total waste of time. |
|
I wished I had been given more structure, what to look for, and what to write down in my notes. I too often got lost and didn’t know what to focus on. |
|
Some more structure would have been helpful, though I understand that it was OUR project and it was on us to decide what to select and make relevant. |
|
I plunged into it not knowing what I was doing – what I was looking for and what to pay attention to. But then, gradually, with the help of the readings and the help of our discussions in class, I became more and more focused and was able to make the best of the observation project, which I first thought would be a boring experience. |
|
I enjoyed the open-ended structure of the project. It gave me space to learn on my own terms and at my own pace. Otherwise I never would have realized what an interesting place Clark’s cafeteria really is. Thank you!
I always liked to watch people in their mundane and everyday interactions. That’s where a LOT of things are happening and that’s where a LOT of things become visible. I just didn’t know that I actually could train my eyes and my observation skills by doing all this more systematically. The project was a really productive experience and I am sure I can transfer the skills I learned in the caff to classroom observations where I will spend my next semesters of training. |
First two paragraphs from two students’ previous final portfolio write-ups
(1) In late October we were assigned an observation project. The instructions were to go to the Clark cafeteria, the Greendale Mall, or a service, and observe the people and their behavior. We were also instructed to write down what we had observed. Many of my classmates struggled with the vagueness of the assignment. They asked questions after questions of the professor and the T.A. They were not satisfied with the vague responses. These students wanted to know what to look for, for how long, and how often. They wanted this to be like their other assignments - straightforward, clear cut. They didn't get what they wanted. Our teachers refused to give them all the answers; refused to show us the "right way" to do it. For this, I'm glad.
Unlike my classmates, I never struggled with the vagueness of the assignment. I wasn't thrilled about having to take time to go to the cafeteria to sit and watch people at lunch, but at least I had some freedom. Within the given setting, I could observe what I wanted. I could use my own format for recording my observations. I could choose how long I wanted to stay and how often I went. More importantly I understood why the assignment was set up the way it was and I agreed with the teacher's goals for what he wanted us to achieve. He wanted us to learn from doing! At least that's what I think, and that's what I wanted to yell at my classmates when they were asking all those questions. I wanted to explain to them that we learn more from experiences than we do from textbooks, and that's what this assignment was - an experience. We were assigned to experience, a method of research, observation. While I'm still not excited with having to spend afternoons in the cafeteria watching people, I am glad that I had a professor who upset some of his students in order to provide them with a learning experience. So, I took my unexcited self and my notebook to the cafeteria and begun. I chose ….
<<please comment – what kinds of attitudes and identities are displayed?>>
(2) We were assigned an observation project where we could choose either a mall, the cafeteria, library, or church to observe. We were supposed to watch the “natives” (people who are experts at what they are doing) and record what they do. I was supposed to be the outsider who had no preconceptions of what was going on in order to make no assumptions. Although I wrote down everything I saw, I was not able to approach the task exactly as the instructor wanted. I tried to keep on observing, but I was discouraged. My second portfolio check was not what the instructor was looking for. I had no idea what was acceptable and what was completely in the wrong direction. I was not realizing that I had to do more observations, I am still unsure. Was I supposed to study like a Martian? Was I supposed to follow people? Was I supposed to abandon what I had been finding? It was difficult. I tried to have a positive attitude, but class instruction never really helped me to get on with my observations. Giving no clear structures were not really guides for me at all. I know I cannot expect the answer handed to me on a silver platter, but I did not expect such vague answers and criticism for “not having enough notes”, “not doing enough”, “not doing it right”, “not having the right attitude”, “not putting enough time into it”, “not understanding” etc. This negative response is not going to motivate me; it discourages me from ever wanting to observe anything at all. In this project we were supposed to use the tool of observation, but after spending all this time just staring at people, I felt I was seeing the same stupid stuff. And it became obvious that this tool doesn’t work for me.
<<please comment – what kinds of identities and attitudes are displayed?>>
ADDITIONAL INFORMATION
Quizzes: Each class (except our first class on Jan 16) will BEGIN with a QUIZ: ---
At the end of each class you will receive a number of 3-5 study questions that are meant to guide your reading of the reading assignment for the next class. At the beginning of the next class you will be asked to write an answer/response to one of those study questions in the form of an extended paragraph (short essay) - in about 5-8 minutes. --- Out of the 13 quizzes the ten best will count for your final ‘quiz grade’ (= 35% of the grade for this half of the course). In case you miss 3 classes (or three quizzes) you should withdraw from the course and re-do it in the next semester. Each quiz will receive a percentage grade: 91-100% = A-range; 81-90% = B-range; 71-80% = C-range; and 61-70% = D-range. Following the quiz, we will discuss the readings in class and/or exemplify them with data from other sources. Leaving class after taking the quiz will result in zero points for the quiz.
Postings: Postings for credit in the Discussion Forum should be substantial contributions. Other Fora are there for questions and for gossip, whingings + complaints <even for anonymous ones, but no more flame wars, please>.
Sections: Sections are scheduled on W 1:25 –2:15pm; keep in mind that you will be able to collect 10% of the overall grade for this half of the semester in sections. – In sections we will work with discursive material and discuss how we can reach interpretations that are ‘grounded’ in what the participants in these interactions ‘accomplish’. We also will touch on issues of SELF and IDENTITY, and ADOLESCENCE and GENDER as well as discuss the ‘observation project’. (Though note that observing is only ONE aspect of Interpretive Psychology; thus not all our time is devoted to it.)
Missing Class: Please try to let us know beforehand if you can’t make it to class (of course, if you’re in an emergency…). Our email addresses are: mbamberg@clarku.edu + mmoeller@clarku.edu
Observation Project: Please hand in on Jan18 your first observation report and post on blackboard your rationale for why you picked the particular observation site AND how you plan to proceed through the next weeks with your observations (simply work up the questions on your syllabus into short statements/answers). – Observing will be a continuous act (with about two visits per week) consisting of planning your visits, taking elaborate notes and working these notes up into summary reports to be posted on BB and filed in your portfolio. Wed Feb 14 is marked for coming in to discuss individually or in small groups the progress of the observation project. – ALL observation notes should be entered into your portfolio and collected there. They should be marked with the date and duration of your visit, and followed by an evaluation/summary report. At portfolio check points 2 and 3 ALL material that has been collected thus far in your portfolio is to be handed in to the instructor! At these points your portfolio also should contain a brief SELF-ASSESSMENT: What have I accomplished thus far? – With your final write-up you will be asked to add an overall summary with an evaluation of your progress and your “findings” to your portfolio to be handed in Mar 01. This ‘final write-up’ will be based on all the material collected up to this point. It should be carefully prepared starting a week before the last day of our classes (= the due date for the portfolio) (previous write-ups are posted on BB). – In my assessment of your portfolio (40% of the overall grade for this half of the semester) I will take into account the involvement and continuity of the work put into it, and how you yourself assessed its productivity and your achievements. Please keep in mind that all ‘plans’ and ‘summaries’ are to be posted on the blackboard discussion list.
Observation Portfolio: Please collect ALL material in a folder (== your “portfolio)
Overall Grade: Although attending sections and participating in class are up to you, without them your best chance will be a B (assuming that you scored an A grade in both quizzes and the portfolio).
Squibs: To assist with your reading assignments and to collect up to 5% extra credit, you can hand in a ‘squib’ (i.e., a summary and discussion – with emphasis on the study questions – of the assigned reading). This is particularly helpful in case you feel that your quiz-answers might not reflect your level of understanding of (or work with) the assigned reading. Squibs have to be handed in before the quiz is taken.
Miner, H. (1956). Body ritual among the Nacirema. American Anthropologist, 58, 503-507Pictures from First Day of Classes Fall '06 - 2nd Half
10 Supplementary Readings for
INTERPRETIVE PSYCHOLOGY
<<OLD>>
(for Psychology 107)
Admi, H. (1996). Growing up with a chronic health condition: A model of ordinary lifestyle. Qualitative Health Research, 6, 163-183.
Bamberg, M. (1996). Positioning between structure and performance: Narrative and identity. Journal of Narrative and Life History, 7, 335-342.
Bochner, A.P. (1997). It's about time: Narrative and the divided self. Qualitative Inquiry, 3, 418-438.
Cohen, J.R. (1997). Poverty: Talk, identity and action. Qualitative Inquiry, 3, 71-92.
Dordick, G.A. (1996). More than refuge. The social world of a homeless shelter. Journal of Contemporary Ethnography, 24, 373-404.
Hollway, W. & Jefferson, T. (1997). Eliciting narrative through the in-depth interview. Qualitative Inquiry, 3, 53-70.
Merton, D.E. (1996). Going-with. The role of a social form of early romance. Journal of Contemporary Ethnography, 24, 462-484.
Milkie, M.A. (1994). Social world approach to cultural studies. Mass media and gender in the adolescent peer group. Journal of Contemporary Ethnography, 23, 354-380.
Nelson, E.D.& Robinson, B.W. (1994). "Reality talk" or "telling tales"? The social construction of sexual and gender deviance on a television talk show. Journal of Contemporary Ethnography, 23, 51-76.
Woodgate, R.& Kristjanson, L.J. (1996). "Me hurts": Hospitalized children's perceptions of acute pain. Qualitative Health Research, 6, 184-201.