Conference Presentations by Nadia Daly
“Three Ways of Looking at Culture:
Social Class, Dialogues & Borders, Camps & Refugees”
Symposiu... more “Three Ways of Looking at Culture:
Social Class, Dialogues & Borders, Camps & Refugees”
Symposium Abstract:
(1) Background
Culture has supplanted class as a determinant of health with an essentialist approach. Global migrants challenge established notions of borders while refugee camps create their own culture with new forms of mental/social suffering.
(2) Foci
This symposium employs three ways of looking at culture through class, dialogues/borders, and camps/refugees, culminating in the creation of undifferentiated refugees in a “Refugee Culture.”
(3) Propositions
(a) “The Still Hidden Injuries of Class”
To examine changing definitions of culture, social class is revisited as a critical factor in mental health, largely supplanted by the notion of culture. Beyond ignoring social determinants of health, this approach minimizes economic and social impacts of class.
(b) “Borders, Dialogues, & Culture”
To criticize definitions of culture as essentialist, based on a “cultural-deficit approach,” and offer Bakhtin’s approach to culture as dialogue and interface that identifies “interactional breakdowns.” To review Nail's deployment of “border” as separator and theory of culture/ migration/belonging, with economic/political/social impacts for psychiatric care.
(c) “Refugee Culture”
To frame forced migration as a process of dislocation, forced immobility, and revocation of agency. Refugee camps level class/personal history/individuality, manufacturing undifferentiated “refugees” and “Refugee Culture.” The refugee submits to sociopolitical demands to integrate/assimilate Western systems of knowing and doing, silencing needs/status/agency. Refugee Culture breeds its own brand of psychological/psychiatric states.
(4) Outcomes
Culture emerges as a dialogue/interface, with interactional breakdowns as generators of boundaries and culture. Nail’s border theory views history through movement rather than sedentary communities, seeing humans in motion/liminal rather than in essentialist/static terms.
(5) Implications/Discussion
Nail calls for “limology” – the study of motion/liminality.
To avoid seeing migrants as threats, assaults on borders/sovereignty.
To abandon essentialist and deficit models of culture to see race/class, borders/camps as emerging from “interactional breakdowns” that generate static categories in the face of undifferentiated camp experiences.
Symposium Learning Objectives:
Learning Objective #1:
Explore clinical, research and policy implications of re-visioning class and culture as dialogues and borders.
Learning Objective #2:
Formulate refugee mental health in the context of a manufactured refugee culture.
Symposium Citations/References:
Matusov, E., Smith, M., Albuquerque Candela, M, and Lilu, K. (2007). “Culture has no internal territory”: Culture as dialogue. In: Jaan Valsiner and Alberto Rosa, eds., The Cambridge Handbook of Sociocultural Psychology. New York: Cambridge University Press, pp. 460-483.
McPherson, M. (2010) “I integrate, therefore I am”: Contesting the normalizing discourse of integrationism through conversations with refugee women. Journal of Refugee Studies, 23: 546–570.
Nail, T. (2016). Theory of the Border. 2016. Oxford, UK: Oxford University Press.
Sennett, R. and Cobb, J. (1972/2008). The Hidden Injuries of Class. New York: Knopf. (Re-issued New Haven: Yale University Press, 2008)
under-serviced areas (social class).
Presenter #2 Abstract:
Title of Paper:
“Dialogues, Borders, and Culture”
Abstract:
1) Background
With shifting definitions of culture towards essentialist and static categories and to avoid the fragmentation of identity politics, other views of culture may be explored.
(2) Focus
Mikhail Bakhtin’s “dialogical” approach is one alternative. Bakhtin argued that “the realm of culture has no internal territory,” being “entirely distributed along the boundaries” such that “boundaries pass everywhere” creating a “systematic unity of culture.” This revolutionary approach implies that it's not cultural differences that create “interactional breakdowns” but rather that such “interactional breakdowns constitute boundaries and create cultures” (Matusov, et al., 2007). Culture is thus interactive, face to face, and dialogic.
(3) Propositions
“Culture as a boundary.” To demonstrate definitions of culture as essentialist, based on a cultural-deficit approach, and offer Bakhtin’s dialogic approach to culture as interface, identifying “interactional breakdowns.”
“Theory of the border.” To review Nail’s (2016) deployment of “border” as separator and as a way to think about culture and migration, identity and belonging with economic and political impacts for psychiatric care.
(4) Outcomes
To avoid essentialist definitions of culture, we should jettison notions like ethnicity.
While culture supplants social class as a determinant of health, with unproductive consequences, Bakhtin’s dialogic argument posits “interactional breakdowns” as generators of boundaries and hence culture. Nail’s border theory offers another way to imagine history and geography through movement rather than sedentary communities, seeing human existence in motion and liminality rather than through essentialist and static definitions. Nail calls for “limology” – the study of people in motion and liminality (Di Nicola, 1997).
(5) Implications
To abandon essentialist/deficit models of culture and to see race/class, borders/culture as emerging from “interactional breakdowns” in dialogues that create static, unrealistic categories.
Essentialist approaches to culture lead to unilateral world views while the dialogic approach promotes collaboration/dialogue.
To avoid seeing migrants as threats, assaults on borders/national sovereignty.
Presenter #2 Learning Objectives:
Learning Objective #1:
Investigate culture as a dialogue with its interactional breakdowns and the border as a new theory of culture and migration.
Learning Objective #2:
Recognize the clinical, research and policy implications of re-visioning culture for social and cultural psychiatry as dialogues and borders.
Citations/References:
Di Nicola, V. (1997). A Stranger in the Family: Culture, Families, and Therapy. New York & London: W.W. Norton & Co.
Matusov, E., Smith, M., Albuquerque Candela, M., and Lilu, K. (2007). “Culture has no internal territory”: Culture as dialogue. In: J. Valsiner and A. Rosa, eds., The Cambridge Handbook of Sociocultural Psychology. New York: Cambridge University Press, pp. 460-483.
Nail, T. (2016). Theory of the Border. 2016. Oxford, UK: Oxford University Press.
Atelier - Le mentorat pour les jeunes psychiatres
Présenté au Congrès annuel de l'Association de... more Atelier - Le mentorat pour les jeunes psychiatres
Présenté au Congrès annuel de l'Association des Médecins Psychiatres du Québec, Québec, QC, Canada, 3.06.2017
Papers by Nadia Daly
World Social Psychiatry
The COVID-19 pandemic creates a cascade of social and mental health consequences for children, ad... more The COVID-19 pandemic creates a cascade of social and mental health consequences for children, adolescents, and their families. After reviewing the known pediatric and epidemiological data on children, we discuss key features of children's mental health in response to this crisis, their specific needs, and the impacts of social distancing, confinement, and adverse childhood events. While acknowledging potential long-term consequences in this psychosocially vulnerable population, we also caution health and social care workers against pathologizing normal reactions to an abnormal global crisis.
World Social Psychiatry, 2020
The COVID-19 pandemic creates a cascade of social and mental health consequences for children, ad... more The COVID-19 pandemic creates a cascade of social and mental health consequences for children, adolescents, and their families. After reviewing the known pediatric and epidemiological data on children, we discuss key features of children's mental health in response to this crisis, their specific needs, and the impacts of social distancing, confinement, and adverse childhood events. While acknowledging potential long-term consequences in this psychosocially vulnerable population, we also caution health and social care workers against pathologizing normal reactions to an abnormal global crisis. Keywords: Adverse childhood events, child and adolescent psychiatry, children, COVID-19, families, mental health, narrative resources, pandemic, psychosocial support Di Nicola V, Daly N. Growing up in a Pandemic: Biomedical and Psychosocial Impacts of the COVID-19 Crisis on Children and Families. World Soc Psychiatry [serial online] 2020 [cited 2020 Aug 16];2:148-51. Available from: http://...
Journal of the American Academy of Child & Adolescent Psychiatry
Academic Psychiatry, 2017
Non-Refereed Publications by Nadia Daly
Global Mental Health & Psychiatry Newsletter, 2018
This brief report on mentoring in psychiatry at the Université de Montréal/University of Montreal... more This brief report on mentoring in psychiatry at the Université de Montréal/University of Montreal to promote the goal of the Global Mental Health Movement takes the form of a "relational dialogue" between Dr. Nadia Daly, a PGY4 resident in psychiatry, and Dr. Vincenzo Di Nicola, a Professor of Psychiatry and her mentor. It appears in the Global Mental Health & Psychiatry Newsletter of the Washington Psychiatric Society in the January 2018 issue, Vol IV, No. 1, pp. 4-5.
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Conference Presentations by Nadia Daly
Social Class, Dialogues & Borders, Camps & Refugees”
Symposium Abstract:
(1) Background
Culture has supplanted class as a determinant of health with an essentialist approach. Global migrants challenge established notions of borders while refugee camps create their own culture with new forms of mental/social suffering.
(2) Foci
This symposium employs three ways of looking at culture through class, dialogues/borders, and camps/refugees, culminating in the creation of undifferentiated refugees in a “Refugee Culture.”
(3) Propositions
(a) “The Still Hidden Injuries of Class”
To examine changing definitions of culture, social class is revisited as a critical factor in mental health, largely supplanted by the notion of culture. Beyond ignoring social determinants of health, this approach minimizes economic and social impacts of class.
(b) “Borders, Dialogues, & Culture”
To criticize definitions of culture as essentialist, based on a “cultural-deficit approach,” and offer Bakhtin’s approach to culture as dialogue and interface that identifies “interactional breakdowns.” To review Nail's deployment of “border” as separator and theory of culture/ migration/belonging, with economic/political/social impacts for psychiatric care.
(c) “Refugee Culture”
To frame forced migration as a process of dislocation, forced immobility, and revocation of agency. Refugee camps level class/personal history/individuality, manufacturing undifferentiated “refugees” and “Refugee Culture.” The refugee submits to sociopolitical demands to integrate/assimilate Western systems of knowing and doing, silencing needs/status/agency. Refugee Culture breeds its own brand of psychological/psychiatric states.
(4) Outcomes
Culture emerges as a dialogue/interface, with interactional breakdowns as generators of boundaries and culture. Nail’s border theory views history through movement rather than sedentary communities, seeing humans in motion/liminal rather than in essentialist/static terms.
(5) Implications/Discussion
Nail calls for “limology” – the study of motion/liminality.
To avoid seeing migrants as threats, assaults on borders/sovereignty.
To abandon essentialist and deficit models of culture to see race/class, borders/camps as emerging from “interactional breakdowns” that generate static categories in the face of undifferentiated camp experiences.
Symposium Learning Objectives:
Learning Objective #1:
Explore clinical, research and policy implications of re-visioning class and culture as dialogues and borders.
Learning Objective #2:
Formulate refugee mental health in the context of a manufactured refugee culture.
Symposium Citations/References:
Matusov, E., Smith, M., Albuquerque Candela, M, and Lilu, K. (2007). “Culture has no internal territory”: Culture as dialogue. In: Jaan Valsiner and Alberto Rosa, eds., The Cambridge Handbook of Sociocultural Psychology. New York: Cambridge University Press, pp. 460-483.
McPherson, M. (2010) “I integrate, therefore I am”: Contesting the normalizing discourse of integrationism through conversations with refugee women. Journal of Refugee Studies, 23: 546–570.
Nail, T. (2016). Theory of the Border. 2016. Oxford, UK: Oxford University Press.
Sennett, R. and Cobb, J. (1972/2008). The Hidden Injuries of Class. New York: Knopf. (Re-issued New Haven: Yale University Press, 2008)
under-serviced areas (social class).
Presenter #2 Abstract:
Title of Paper:
“Dialogues, Borders, and Culture”
Abstract:
1) Background
With shifting definitions of culture towards essentialist and static categories and to avoid the fragmentation of identity politics, other views of culture may be explored.
(2) Focus
Mikhail Bakhtin’s “dialogical” approach is one alternative. Bakhtin argued that “the realm of culture has no internal territory,” being “entirely distributed along the boundaries” such that “boundaries pass everywhere” creating a “systematic unity of culture.” This revolutionary approach implies that it's not cultural differences that create “interactional breakdowns” but rather that such “interactional breakdowns constitute boundaries and create cultures” (Matusov, et al., 2007). Culture is thus interactive, face to face, and dialogic.
(3) Propositions
“Culture as a boundary.” To demonstrate definitions of culture as essentialist, based on a cultural-deficit approach, and offer Bakhtin’s dialogic approach to culture as interface, identifying “interactional breakdowns.”
“Theory of the border.” To review Nail’s (2016) deployment of “border” as separator and as a way to think about culture and migration, identity and belonging with economic and political impacts for psychiatric care.
(4) Outcomes
To avoid essentialist definitions of culture, we should jettison notions like ethnicity.
While culture supplants social class as a determinant of health, with unproductive consequences, Bakhtin’s dialogic argument posits “interactional breakdowns” as generators of boundaries and hence culture. Nail’s border theory offers another way to imagine history and geography through movement rather than sedentary communities, seeing human existence in motion and liminality rather than through essentialist and static definitions. Nail calls for “limology” – the study of people in motion and liminality (Di Nicola, 1997).
(5) Implications
To abandon essentialist/deficit models of culture and to see race/class, borders/culture as emerging from “interactional breakdowns” in dialogues that create static, unrealistic categories.
Essentialist approaches to culture lead to unilateral world views while the dialogic approach promotes collaboration/dialogue.
To avoid seeing migrants as threats, assaults on borders/national sovereignty.
Presenter #2 Learning Objectives:
Learning Objective #1:
Investigate culture as a dialogue with its interactional breakdowns and the border as a new theory of culture and migration.
Learning Objective #2:
Recognize the clinical, research and policy implications of re-visioning culture for social and cultural psychiatry as dialogues and borders.
Citations/References:
Di Nicola, V. (1997). A Stranger in the Family: Culture, Families, and Therapy. New York & London: W.W. Norton & Co.
Matusov, E., Smith, M., Albuquerque Candela, M., and Lilu, K. (2007). “Culture has no internal territory”: Culture as dialogue. In: J. Valsiner and A. Rosa, eds., The Cambridge Handbook of Sociocultural Psychology. New York: Cambridge University Press, pp. 460-483.
Nail, T. (2016). Theory of the Border. 2016. Oxford, UK: Oxford University Press.
Présenté au Congrès annuel de l'Association des Médecins Psychiatres du Québec, Québec, QC, Canada, 3.06.2017
Papers by Nadia Daly
Non-Refereed Publications by Nadia Daly
Social Class, Dialogues & Borders, Camps & Refugees”
Symposium Abstract:
(1) Background
Culture has supplanted class as a determinant of health with an essentialist approach. Global migrants challenge established notions of borders while refugee camps create their own culture with new forms of mental/social suffering.
(2) Foci
This symposium employs three ways of looking at culture through class, dialogues/borders, and camps/refugees, culminating in the creation of undifferentiated refugees in a “Refugee Culture.”
(3) Propositions
(a) “The Still Hidden Injuries of Class”
To examine changing definitions of culture, social class is revisited as a critical factor in mental health, largely supplanted by the notion of culture. Beyond ignoring social determinants of health, this approach minimizes economic and social impacts of class.
(b) “Borders, Dialogues, & Culture”
To criticize definitions of culture as essentialist, based on a “cultural-deficit approach,” and offer Bakhtin’s approach to culture as dialogue and interface that identifies “interactional breakdowns.” To review Nail's deployment of “border” as separator and theory of culture/ migration/belonging, with economic/political/social impacts for psychiatric care.
(c) “Refugee Culture”
To frame forced migration as a process of dislocation, forced immobility, and revocation of agency. Refugee camps level class/personal history/individuality, manufacturing undifferentiated “refugees” and “Refugee Culture.” The refugee submits to sociopolitical demands to integrate/assimilate Western systems of knowing and doing, silencing needs/status/agency. Refugee Culture breeds its own brand of psychological/psychiatric states.
(4) Outcomes
Culture emerges as a dialogue/interface, with interactional breakdowns as generators of boundaries and culture. Nail’s border theory views history through movement rather than sedentary communities, seeing humans in motion/liminal rather than in essentialist/static terms.
(5) Implications/Discussion
Nail calls for “limology” – the study of motion/liminality.
To avoid seeing migrants as threats, assaults on borders/sovereignty.
To abandon essentialist and deficit models of culture to see race/class, borders/camps as emerging from “interactional breakdowns” that generate static categories in the face of undifferentiated camp experiences.
Symposium Learning Objectives:
Learning Objective #1:
Explore clinical, research and policy implications of re-visioning class and culture as dialogues and borders.
Learning Objective #2:
Formulate refugee mental health in the context of a manufactured refugee culture.
Symposium Citations/References:
Matusov, E., Smith, M., Albuquerque Candela, M, and Lilu, K. (2007). “Culture has no internal territory”: Culture as dialogue. In: Jaan Valsiner and Alberto Rosa, eds., The Cambridge Handbook of Sociocultural Psychology. New York: Cambridge University Press, pp. 460-483.
McPherson, M. (2010) “I integrate, therefore I am”: Contesting the normalizing discourse of integrationism through conversations with refugee women. Journal of Refugee Studies, 23: 546–570.
Nail, T. (2016). Theory of the Border. 2016. Oxford, UK: Oxford University Press.
Sennett, R. and Cobb, J. (1972/2008). The Hidden Injuries of Class. New York: Knopf. (Re-issued New Haven: Yale University Press, 2008)
under-serviced areas (social class).
Presenter #2 Abstract:
Title of Paper:
“Dialogues, Borders, and Culture”
Abstract:
1) Background
With shifting definitions of culture towards essentialist and static categories and to avoid the fragmentation of identity politics, other views of culture may be explored.
(2) Focus
Mikhail Bakhtin’s “dialogical” approach is one alternative. Bakhtin argued that “the realm of culture has no internal territory,” being “entirely distributed along the boundaries” such that “boundaries pass everywhere” creating a “systematic unity of culture.” This revolutionary approach implies that it's not cultural differences that create “interactional breakdowns” but rather that such “interactional breakdowns constitute boundaries and create cultures” (Matusov, et al., 2007). Culture is thus interactive, face to face, and dialogic.
(3) Propositions
“Culture as a boundary.” To demonstrate definitions of culture as essentialist, based on a cultural-deficit approach, and offer Bakhtin’s dialogic approach to culture as interface, identifying “interactional breakdowns.”
“Theory of the border.” To review Nail’s (2016) deployment of “border” as separator and as a way to think about culture and migration, identity and belonging with economic and political impacts for psychiatric care.
(4) Outcomes
To avoid essentialist definitions of culture, we should jettison notions like ethnicity.
While culture supplants social class as a determinant of health, with unproductive consequences, Bakhtin’s dialogic argument posits “interactional breakdowns” as generators of boundaries and hence culture. Nail’s border theory offers another way to imagine history and geography through movement rather than sedentary communities, seeing human existence in motion and liminality rather than through essentialist and static definitions. Nail calls for “limology” – the study of people in motion and liminality (Di Nicola, 1997).
(5) Implications
To abandon essentialist/deficit models of culture and to see race/class, borders/culture as emerging from “interactional breakdowns” in dialogues that create static, unrealistic categories.
Essentialist approaches to culture lead to unilateral world views while the dialogic approach promotes collaboration/dialogue.
To avoid seeing migrants as threats, assaults on borders/national sovereignty.
Presenter #2 Learning Objectives:
Learning Objective #1:
Investigate culture as a dialogue with its interactional breakdowns and the border as a new theory of culture and migration.
Learning Objective #2:
Recognize the clinical, research and policy implications of re-visioning culture for social and cultural psychiatry as dialogues and borders.
Citations/References:
Di Nicola, V. (1997). A Stranger in the Family: Culture, Families, and Therapy. New York & London: W.W. Norton & Co.
Matusov, E., Smith, M., Albuquerque Candela, M., and Lilu, K. (2007). “Culture has no internal territory”: Culture as dialogue. In: J. Valsiner and A. Rosa, eds., The Cambridge Handbook of Sociocultural Psychology. New York: Cambridge University Press, pp. 460-483.
Nail, T. (2016). Theory of the Border. 2016. Oxford, UK: Oxford University Press.
Présenté au Congrès annuel de l'Association des Médecins Psychiatres du Québec, Québec, QC, Canada, 3.06.2017