‘Like the boy who cried wolf’: The tensions of hospitality and role of deconstruction in dyadic discursive therapy interactions with children and their caregivers

• Published in: Qualitative social work : QSW : research and practice Vol. 22; no. 6; pp. 1108 - 1123
• Main Authors: Reid, Katherine, Mark Brough
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.11.2023; Sage Publications Ltd
• Subjects: Caregivers; Children; Critical theory; Discourse analysis; Emotional regulation; Neoliberalism; Political factors; Power structure; Self control; Social workers; Therapy; hospitality; children; mental health; therapy; deconstruction; logocentrism
• ISSN: 1473-3250; 1741-3117
• DOI: 10.1177/14733250221123332

There’s a particular ‘common sense’ required of the contemporary neoliberal subject to ‘self-regulate, self-fashion, and self-produce’ (Houghton, 2019: 618). Crucially, this work on the self happens within a political context of a dominant discourse which valorises the resilient, self-regulating and enterprising individual. It is somewhat unsurprising then, that children who struggle to contain intense emotions are referred to therapy. Their experience of therapy, however, ought to then be examined within this broader socio-political context. This article examines the power dynamics of a therapeutic encounter with a child ostensibly in need of greater emotional self-regulation. To investigate how children are positioned in therapy, therapy transcripts are investigated, drawing on Derrida’s concepts of hospitality and deconstruction. Utilising a critical discourse analysis of therapy transcripts, we explored the tensions in hosting children in therapy interactions from a counselling session with a 9-year-old girl, Emily, along with her female caregiver, Kate, and her social worker, in the role of therapist. Our Foucauldian inspired power analysis revealed these tensions at work in the therapeutic encounter. We show how Emily enacted her own deconstruction of the story ‘The boy who cried wolf’, opening the door to a relational understanding of emotional regulation. The findings highlight the need for social workers to engage in reflexive practice; to be able to listen to children without transforming their insights into opportunities to reinforce dominant narratives.