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The situated self and the negotiation of a "bad" identity in therapeutic foster care

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  • S. McKinney, Jason

Abstract

This article presents one of the three main findings from twenty-three observations over four months. The study critically analyzed the naturally occurring discourse used in two foster homes between caregiver and youth to negotiate the self. Three main discourse genres included, "you're bad," "boys to men," and "learn the hard way." This article focuses on the "you're bad" genre and the linguistic tools used to impose and refute the "bad" identity. The findings elicit theoretical considerations, such as addressing aspects of selfhood (e.g., behavioral demonstrations) apart from the naturally occurring day-to-day context within which the self developed (e.g., the pre-placement living environment). It is recommended that future discourse analytic research examines the ongoing development of self upon the return to the pre-placement living environment or other permanent environment.

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  • S. McKinney, Jason, 2011. "The situated self and the negotiation of a "bad" identity in therapeutic foster care," Children and Youth Services Review, Elsevier, vol. 33(7), pages 1217-1223, July.
    • Handle: RePEc:eee:cysrev:v:33:y:2011:i:7:p:1217-1223
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    References listed on IDEAS

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    1. Schwartz, Ann, 2007. ""Caught" versus "Taught": Ethnic identity and the ethnic socialization experiences of African American adolescents in kinship and non-kinship foster placements," Children and Youth Services Review, Elsevier, vol. 29(9), pages 1201-1219, September.
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    Cited by:

    1. McKinney, Jason, 2014. "Speaking of self: “Winners” and “losers” in therapeutic foster care," Children and Youth Services Review, Elsevier, vol. 39(C), pages 84-90.

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