Abstract
Emotional Textual Analysis (ETA) is a psychoanalytically informed method of text and discourse analysis that was developed in the 1980s as a tool for psychological research and intervention with social groups, institutions, and organizations. ETA hypothesizes that emotions expressed in language are a fundamental organizer of relationships. By detecting clusters of emotionally dense words within a text (through a procedure that combines quantitative—software supported—and qualitative data analysis), this method enables the exploration of the unconscious emotional dynamics underpinning processes of sense-making within social groups and organizations. This chapter aims to discuss the contribution that the ETA methodology can offer today to mental health studies. We will present two case studies. (a) In the first one, ETA served to shed light on a new issue that has arisen in the mental health field: an unprecedented increase over the last few decades in psychiatric diagnosis related to children’s difficulties at school. (b) In the second one, ETA was used within the framework of a 3-year intervention-research with a healthcare organization providing services for adult disability. The organization was stuck in a growing conflict with the family members of the service users. Our results corroborate the hypothesis that contemporary mental health risks—as well as demands and developmental trajectories—cannot be understood by looking solely at the individual; it is crucial to bring them back into the current dynamics of social coexistence, by means of methodologies that allow us to study the relationship between individuals and changing social contexts.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Fornari’s theory of affective codes (1976) builds on Melanie Klein’s object relations theory, in which we find for the first time a distinction between internal and external objects.
- 2.
All the interviewees’ associations, references, and the new connections they establish starting from the proposed question are significant for the detection of the emotional sense organizing their discourse, while the narrative coherence of their speech is deemed irrelevant in this kind of analysis.
- 3.
Depending on the context, a word may acquire particular emotional relevance. Thus, the dense words’ selection is guided by knowledge of the local research context.
- 4.
To be precise, these programs cut the text into segments of similar length (sentences or fragments of sentences called Elementary Context Units, ECUs), which are automatically delimited by punctuation. Thus, once the dense words have been isolated and the context units delimited, the software constructs a matrix crossing ECUs and dense words. On this matrix the program conducts a cluster analysis (based on a factorial correspondence analysis) designed to classify the context units according to the similarity or dissimilarity of the words occurring in them so as to map the most significant lexical repertoires in the text. For each cluster we have a list of the dense words that characterize it, ordered by chi−square value (χ2). The larger this value, the more significant the occurrence of the word within the ECUs belonging to that cluster. This means that the words with larger χ2 in each cluster are those that most significantly distinguish one cluster from the other. We know also how the different clusters are in relation to the so−called illustrative variables, that is socio−demographic and other structural variables characterizing the interviews or the interviewees in a study (for greater detail on the ETA procedure see Carli & Paniccia, 2002; Carli et al., 2016).
- 5.
A comprehensive description of ETA’s analytic models can be found in Carli and Paniccia (2002).
- 6.
The models included in this area describe a range of emotional dynamics whose common thread is to put barriers against the experience of foreignness which is inevitably implied in any social experience, such as the dynamics of provoking, controlling, reclaiming, possessing, mistrusting, complaining, feeling obligated.
- 7.
Models in this area include for example the emotional difference between compliance and commitment in organizational life or the difference between the organization experienced as a given entity or as a constructed entity.
- 8.
Factorial correspondence analysis is a multivariate statistical technique developed by Benzécri and his research team, starting from the 1960s, particularly in order to study linguistic and textual data. More exactly, ETA uses multiple correspondence analysis, which enables the detection of underlying structures in a data set, by representing data as points in a multidimensional Euclidean space.
- 9.
Education in Italy is compulsory from 6 to 16 years of age.
- 10.
- 11.
As stated above, we call socio−demographic and other structural variables characterizing the interviews and the groups interviewed in a study illustrative variables: in this study, we took the different levels of education as an illustrative variable. Unlike dense words, these variables do not enter actively in the formation of the clusters. Nonetheless, the software that we use to support the quantitative part of ETA estimates the extent to which the different clusters of dense words are connected to the illustrative variables (this relation is also expressed in terms of chi−square value), which indicates, in our case, that certain associations between words occur more frequently in the speech of teachers who work in the primary school, for example, or in the secondary school, and so on. If there are no statistically significant relationships with the illustrative variables, this means the cluster concerned has a wider relevance.
- 12.
We have devoted several works over the years to investigating the education systems’ problems (Carli, Dolcetti, Giovagnoli, Gurrieri, & Paniccia, 2015; Giovagnoli, Caputo, & Paniccia, 2015; Paniccia, 2012a, 2012b, 2013; Paniccia, Giovagnoli, Bucci, & Caputo, 2014: Paniccia, Giovagnoli, Di Ruzza, & Giuliano, 2014).
- 13.
We use “inward-looking” to describe the tendency of an organization to function as a closed system, that is a system tending to assimilate any variability connected to the relationship with the external reality (including the relationship with the users/clients) in terms of an internal operative model designed to pursue given organizational patterns (Bucci & Vanheule, 2018; Thompson, 1967).
- 14.
- 15.
Disability is part of a tripartite system that includes also impairment and handicap. Impairment is defined as “any loss or lack of any physiological, anatomical, psychological structure or function”; handicap is instead defined as “a disadvantage, for an individual, caused by an impairment or a disability, that limits or prevents the assumption of a role considered normal (in regards to age, sex, social and cultural factors) for that individual” (World Health Organization, 1980, p. 183). As in the case of the psychiatric syndromes of the DSM V (which includes intellectual disability), this is a categorial system that tends to be inward-looking since there is no external validator of the classification system itself (Di Ninni, 2004).
- 16.
GAP was founded by Felice Bisogni and Stefano Pirrotta and provides organizational consultancy services for public bodies and third sector organizations (www.apsgap.it).
References
Almalaurea. (2018). XX Indagine Condizione occupazionale dei Laureati 2017. Sintesi del Rapporto 2018 [Analysis of the graduates’ 2017 employment survey. Summary of the report 2018]. Retrieved from https://www.almalaurea.it/universita/profilo/profilo2017.
Beck, U. (1992). Risk society: Towards a new modernity. London: Sage.
Benzécri, J.-P. (1973). L’Analyse des Données (tome 1 et 2) [Data analysis (T.1 and T.2)]. Paris: DUNOD.
Bisogni, F., & Pirrotta, S. (2018). Research-intervention for the development of organizational competence in a sociosanitary service for adults with disability and their family members. Rivista di Psicologia Clinica, 1, 32–65.
Bucci, F., & Vanheule, S. (2018). Families of adult people with disability: Their experience in the use of services run by social cooperatives in Italy. International Journal of Social Welfare, 27(2), 157–167.
Bucci, F., & Vanheule, S. (2020). Investigating changing work and economic cultures through the lens of youth employment: A case study from a psychosocial perspective in Italy. YOUNG, 28(3), 275–293. https://doi.org/10.1177/1103308819857412.
Canguilhem, G. (1975). ll normale e il patologico [On the normal and the pathological]. Firenze: Guaraldi (Original work published 1966).
Carli, R. (2006a). Collusion and its experimental basis. Rivista di Psicologia Clinica, 2(3), 1–11.
Carli, R. (Ed.). (2006b). La scuola e i suoi studenti, un rapporto non scontato. L’école et ses élèves, des rapports à ne pas tenir pour acquis. La escuela y sus estudiantes, una relaciòn que non se da por descontado [School and its students, a relationship that cannot be taken for granted]. Milano: FrancoAngeli.
Carli, R. (2017). Il Ripiego: Una fantasia incombente [The fallback: An impending fantasy]. Rivista di Psicologia Clinica, 2, 5–24.
Carli, R. (2018). Inconscio, culture locali e linguaggio: Linee guida per l’Analisi Emozionale del Testo (AET) [Unconscious, local cultures and language: Guidelines for the Emotional Textual Analysis (AET)]. Rivista di Psicologia Clinica, 2, 7–33.
Carli, R., Dolcetti, F., Giovagnoli, F., Gurrieri, R., & Paniccia, R. M. (2015). La cultura locale del Servizio di assistenza specialistica nelle scuole della Provincia di Roma [The local culture of the special assistance service in schools of the Province of Rome]. Quaderni della Rivista di Psicologia Clinica, 2, 16–32.
Carli, R., & Giovagnoli, F. (2011). A cultural approach to clinical psychology: Psychoanalysis and analysis of the demand. In S. Salvatore & T. Zittoun (Eds.), Cultural psychology and psychoanalysis: Pathways to synthesis (pp. 117–150). Charlotte, NC: IAP-Information Age Publishing.
Carli, R., & Paniccia, R. M. (1981). Psicosociologia delle organizzazioni e delle istituzioni [Psychosociology of the organisation and of the institution]. Bologna: Il Mulino.
Carli, R., & Paniccia, R. M. (2002). L’analisi emozionale del testo: Uno strumento psicologico per leggere testi e discorsi [Emotional textual analysis. A psychological tool for reading texts and discourses]. Milano: Franco Angeli.
Carli, R., & Paniccia, R. M. (2003). Analisi della domanda [Analysis of the demand]. Bologna: Il Mulino.
Carli, R., & Paniccia, R. M. (2005). Casi clinici: Il resoconto in psicologia clinica [Clinical cases: The reporting in clinical psychology]. Bologna: Il mulino.
Carli, R., & Paniccia R. M. (2011). La cultura dei servizi di salute mentale in Italia. Dai malati psichiatrici alla nuova utenza: L’evoluzione della domanda d’aiuto e delle dinamiche di rapporto [The culture of the mental health services in Italy. From the psychiatric patient to the new users: The evolution of the demand for help and of relational dynamics]. Roma: Franco Angeli.
Carli, R., Paniccia, R. M., Giovagnoli, F., Carbone, A., & Bucci, F. (2016). Emotional Textual Analysis. In L. A. Jason & D. S. Glenwick (Eds.), Handbook of methodological approaches to community-based research: Qualitative, quantitative, and mixed methods (pp. 111–117). New York, NY: Oxford University Press.
Censis. (2018). 52° Rapporto sulla situazione sociale del Paese [52nd Report on the social situation of the country]. Retrieved from http://www.censis.it/rapporto-annuale/52%C2%B0-rapporto-sulla-situazione-sociale-del-paese2018-0.
Di Ninni, A. (2004). L’intervento per la salute mentale dalle lezioni del corso di epidemiologia psichiatrica per psicologi [The intervention for mental health from the leschildren of the course of psychiatric epidemiology for psychologists]. Roma: Kappa.
Eurydice. (2018). La carriera degli insegnanti in Europa: accesso, progressione e sostegno [Teachers’ career in Europe: Entry, progress and support]. I Quaderni di Eurydice Italia, Ediguida S.r.l. Retrieved from http://www.eurydice.indire.it.
Fornari, F. (1976). Simbolo e codice: Dal processo psicoanalitico all’analisi istituzionale [Symbol and code: From psychoanalytic process to institutional analysis]. Milano: Feltrinelli.
Fornari, F. (1981). I fondamenti di una teoria psicoanalitica del linguaggio [Foundations for a psychoanalytic theory of language]. Torino: Bollati Boringhieri.
Giddens, A. (1991). Modernity and self identity: Self and society in the late Modern Age. Oxford: Polity.
Giovagnoli, F., Caputo, A., & Paniccia, R. M. (2015). L’integrazione della disabilità nella scuola primaria e secondaria di primo grado italiana: Una ricerca presso un gruppo di assistenti all’autonomia e alla comunicazione [Integration of disability at primary and lower secondary schools in Italy: A research study on assistants for autonomy and communication]. Rivista di Psicologia Clinica, 1, 167–200.
INDIRE. (2014). Gli insegnanti in Europa e in Italia: contesto demografico, formazione e stipendi [Teachers in Europe and in Italy: Demographic context, training and salaries]. Retrieved from http://www.indire.it.
Istat. (2018). L’integrazione degli alunni con disabilità nelle scuole primarie e secondarie di primo grado [The integration of pupils with disability in primary and secondary school]. Retrieved from https://www.istat.it/it/files//2018/03/alunni-con-disabilit%C3%A0-as2016-2017.pdf.
Lancia, F. (2004). Strumenti per l’analisi dei testi [Tools for text analysis]. Rome: Franco Angeli.
Matte Blanco, I. (1975). The unconscious as infinite sets: An essay in bi-logic. London: Gerald Duckworth.
Matte Blanco, I. (1988). Thinking, feeling and being. London: Routledge.
Miur. (2015). L’integrazione scolastica degli alunni con disabilità a.s. 2014/2015. Camera dei deputati, Servizio Studi, XVIII Legislatura. Retrieved from http://www.camera.it.
Needham, C. (2011). Personalising public services: Understanding the personalisation narrative. Bristol: The Policy Press.
OECD. (2018). A broken social elevator? How to promote social mobility. Retrieved from http://www.oecd.org/social/broken-elevator-how-to-promote-social-mobility-9789264301085-en.htm.
Olivetti Manoukian, F. (2016). Oltre la crisi: Cambiamenti possibili nei servizi sociosanitari [Beyond the crisis: Possible changes in the sociosanitary services]. Milano: Guerini e Associati.
Paniccia, R. M. (2012a). Psicologia Clinica e disabilità: La competenza a integrare differenze [Clinical psychology and disability: The competence in integrating differences]. Rivista di Psicologia Clinica, 1, 91–110.
Paniccia, R. M. (2012b). Gli assistenti all’autonomia e all’integrazione per la disabilità a scuola: Da ruoli confusi a funzioni chiare [Disability assistants for autonomy and social integration at school: From confused roles to clear functions]. Rivista di Psicologia Clinica, 2, 165–183.
Paniccia, R. M. (2013). Disabilità. La domanda rivolta alla psicologia attraverso i resoconti di esperienze di giovani psicologi. Quaderni della Rivista di Psicologia Clinica, 1, 80–87.
Paniccia, R. M., Dolcetti, F., Cappelli, T., Donatiello, G., & Di Noja, G. (2018). The culture of migrant reception services in Italy: An exploratory research. Rivista di Psicologia Clinica, 2, 93–120.
Paniccia, R. M., Giovagnoli, F., Bucci, F., & Caputo, A. (2014). Families with a child with a disability: The expectations toward services and psychology. Rivista di Psicologia Clinica, 2, 84–107.
Paniccia, R. M., Giovagnoli, F., Bucci, F., Donatiello, G., & Cappelli, T. (2019). The increase in diagnosis in the school: A study amongst a group of Italian teachers. Rivista di Psicologia Clinica, 1, 61–94.
Paniccia, R. M., Giovagnoli, F., Di Ruzza, F., & Giuliano, S. (2014). La disabilità nelle scuole superiori: L’assistenza specialistica come funzione integrativa [Disability in higher middle schools: The specialist assistance as integrative function]. Quaderni della Rivista di Psicologia Clinica, 2, 64–73.
Pirrotta, S., & Bisogni, F. (2018). The demand of the clients of a sociosanitary service for adults with disability and their family members: A research-intervention with the Emotional Text Analysis. Rivista di Psicologia Clinica, 2, 121–147.
Plamper, J. (2018). The history of emotions: An introduction. Oxford: Oxford University Press.
Reinert, M. (1983). Une méthode de classification descendante hiérarchique: application à l’analyse lexicale par contexte. Les cahiers de l’analyse des données, 8(2), 187–198.
Reinert, M. (1990). ALCESTE: Une méthodologie d’analyse des données textuelles et une application: Aurélia de Gérard de Nerval. Bulletin de méthodologie sociologique, 26, 24–54.
Salvatore, S., & Freda, M. F. (2011). Affect, unconscious and sense making: A psychodynamic, semiotic and dialogic model. New Ideas in Psychology, 29, 119–135.
Shakespeare, T. (2006). Disability: Rights and wrongs. London, UK: Routledge.
Söder, M. (2009). Tensions, perspectives and themes in disability studies. Scandinavian Journal of Disability Research, 11(2), 67–81.
Thompson, J. D. (1967). Organizations in action. New York: MacGraw-Hill.
World Health Organization. (1980). International classification of impairments, disabilities, and handicaps: A manual of classification relating to the consequences of disease, published in accordance with resolution WHA29. 35 of the Twenty-ninth World Health Assembly, May 1976. World Health Organization.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Bucci, F. et al. (2021). Bringing Mental Health Back into the Dynamics of Social Coexistence: Emotional Textual Analysis. In: Borcsa, M., Willig, C. (eds) Qualitative Research Methods in Mental Health. Springer, Cham. https://doi.org/10.1007/978-3-030-65331-6_9
Download citation
DOI: https://doi.org/10.1007/978-3-030-65331-6_9
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-65330-9
Online ISBN: 978-3-030-65331-6
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)