Professional interventions are rarely successful when used to “normalize” the behaviour of a disruptive group of Dutch-Caribbean migrants. Surprisingly a large number of professionals have not succeeded in assimilating a relatively small group. Foucault developed a means of analysing power mechanisms, which is essential to understanding how non-conformist groups are turned into “normal” subjects. If, following Foucault, we conceive of professional interventions as power strategies, we may wonder what might undermine their effectiveness. This is part of a broader research question which asks whether Foucault’s description of normalizing power offers sufficient means to describe power strategies as reciprocal interaction. My thesis is that the concept “logics”, as used by Mol, offers tools that are a useful addition to Foucault’s theory. The ways in which Dutch professionals view problematic Dutch-Caribbean migrants and the interventions they use can be described as different logics.This enables us to recognize the similarities and frictions between different practices.
Background to the problem Dutch society demonstrates a development which is apparent in many societies in the 21st century; it is becoming ethnically heterogeneous. This means that children who are secondlanguage speakers of Dutch are learning English, a core curriculum subject, through the medium of the Dutch language. Research questions What are the consequences of this for the individual learner and the class situation?Is a bi-lingual background a help or a hindrance when acquiring further language competences. Does the home situation facilitate or impede the learner? Additionally, how should the TEFL professional respond to this situation in terms of methodology, use of the Dutch language, subject matter and assessment? Method of approach A group of ethnic minority students at Fontys University of Professional Education was interviewed. The interviews were subjected to qualitative analysis. To ensure triangulation lecturers involved in teaching English at F.U.P.E. were asked to fill in a questionnaire on their teaching approach to Dutch second language English learners. Thier response was quantitatively and qualitatively analysed. Findings and conclusions The students encountered surprisingly few problems. Their bi-lingualism and home situation were not a constraint in their English language development. TEFL professionals should bear the heterogeneous classroom in mind when developing courses and lesson material. The introduction to English at primary school level and the assessment of DL2 learners require further research.
PURPOSE: To study the preliminary effects and feasibility of the “Traffic Light Method for somatic screening and lifestyle” (TLM) in patients with severe mental illness. DESIGN AND METHODS: A pilot study using a quasi-experimental mixed method design with additional content analyses of lifestyle plans and logbooks. FINDINGS: Significant improvements were found in body weight and waist circumference. Positive trends were found in patients’ subjective evaluations of the TLM. The implementation of the TLM was considered feasible. PRACTICE IMPLICATIONS: The TLM may contribute to a higher quality of care regarding somatic screening and lifestyle training.
