ABS014 - Double stimulation as a means to understand the role of professional expertise in partnership with clients

1.2 Children’s development and childhood
5:00 PM, Tuesday 29 Aug 2017 (20 minutes)
This paper explores how ideas introduced by professionals can shift parents’ understanding of and responses to problems, tracing concepts in use in coconfigured practices. It applies a Vygotskian model of double stimulation (DS), as recently developed further by Sannino, to early-childhood services where professionals work in partnership with parents to assist in resolving complex problems. Observations of over seventy professional-parent interactions provide a rich basis for exploring forms of DS in practice, and the analytical value of this conceptual model. Findings revealed that observed interactions displayed varying qualities associated with the DS model, with DS sometimes, but not always, functioning as a basis for resolution. This has implications for professionals in understanding how their expertise can help parents develop volitional action in a framework of partnership. This analysis:
1. Highlights the importance of recognising conflicting stimuli as a productive basis for intervention.
2. Confirms the importance of identifying and working with motives, rather than stimuli.
3. Elucidates what is demanded of professionals seeking to work in partnership, what can make such work difficult.
4. Provides a set of principles through which specialist expertise can be put to work without undermining values of partnership.
5. Provides an analytical basis for both specifying what might count as success in an intervention and for explaining why this is accomplished or not.

This paper advances cultural-historical work through application and adaptation of a model of double stimulation to capture and explain crucial features of coconfigured professional practices.
University of Technology Sydney
University of Technology Sydney