Interpersonal, Discursive and Narrative Studies(in Psychology and Educational Sciences)

The research group IDNS started at the end of 2007 as a non-binding collaboration with the aim of developing the postmodern, social-constructionist perspective that developed within different psychological and orthopedagogical research projects theoretically and methodologically, and to develop a theoretical and methodological framework to further study psychological and orthopedagogical themes. The collaboration led to the development of its own social-constructionist perspective that studied psychological and (ortho) pedagogical themes from interpersonal, discursive and narrative research approaches. As a result, the group gained its own unique research position within the Faculty of Psychology and Educational Sciences, which distinguishes itself not only epistemological and methodological, but also substantively from topical research within faculty subjects.
In substance, IDNS distinguishes itself through the central theme from which psychological and orthopedagogical subjects are studied. This central theme is the intersubjective construction and reconstruction of the self within interpersonal interaction processes. These interaction processes generate shared meaning, give shape to the subjectivity of the participants and are regarded as a crucible and expression of historical-cultural discourse within which the participants position themselves.

Within this central theme, the research focuses on the following aspects:

1. The study of interaction processes and the way in which they generate meaning.
2. The study of historical-cultural discourse and the way in which they express themselves in the interaction processes.
3. The study of subjectivity / self and the way in which that form is expressed and expressed in the interaction processes.

The priority areas within which IDNS studies are designed to contribute to the further development of the above theoretical and methodological perspective regarding the social construction and reconstruction of the self are:

1. The early education and parent-child interaction, with particular attention to deaf children.
2. Social and psychological well-being of children and adolescents in situations of war, migration and extreme poverty in the South.
3. Psychological and psychotherapeutic care processes.

These three domains were chosen on the basis of the expertise acquired over the last few years within the group.