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Stephen Frosh
Marita Vyrgioti
Julie Walsh
Editors
The Palgrave
Handbook of
Psychosocial
Studies
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The Palgrave Handbook of Psychosocial
Studies
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Stephen Frosh • Marita Vyrgioti •
Julie Walsh
Editors
The Palgrave Handbook of
Psychosocial Studies
With 6 Figures and 1 Table
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This Handbook is dedicated to the memory
of Amal Treacher Kabesh, May 31,
1954–January 10, 2022. Amal was one of the
founders of psychosocial studies in the UK
and a friend to many of us working in the area.
She was writing a chapter for the Handbook
when she died. She is very fondly remembered
by people all over the world.
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Preface
The invitation to edit a Major Reference Work on Psychosocial Studies grew out of
the successful Palgrave series, Studies in the Psychosocial. Quite quickly, it became
obvious that the Handbook of Psychosocial Studies would be a huge undertaking
and was best thought of as a fully independent project. Finding authors to produce
five hundred thousand words spread over 50 chapters was always likely to be a
challenge, especially in the context of the enormous work pressures that university
staff have been experiencing in recent years. Identifying authors, persuading and
then commissioning them to write without financial reward, but as part of their
academic work, and then undertaking the editing process were not something we
agreed to lightly. However, several things have made it manageable and even
enjoyable. First, the editorial group has been efficient, friendly, and totally frictionfree. Each of us, Stephen Frosh, Julie Walsh, and Marita Vyrgioti, have our own
ideas and interests, but we have shared a vision for the Handbook that it should be as
open as possible to different understandings of psychosocial studies, different
approaches and modes of expression, and we believe that this has helped produce
a lively and very varied collection of essays. We have also been very well supported
by the Palgrave-Springer editorial team, especially Beth Farrow, Ruth Lefevre, and –
on an almost daily basis – Jacob Arun Raj Z., the Production Editor in India. Jacob
has responded to all inquiries and requests with unfailing efficiency and friendliness
and the editors are extremely grateful to him for this. Palgrave-Springer’s online
system for receiving documents and prompting authors worked remarkably well and
has saved us a great deal of labor time.
We are also, of course, enormously in the debt of our authors, who have produced
what we believe is a very impressive state-of-the-art volume, reflecting a very large
range of the many different voices or “dialects” out of which psychosocial studies is
constituted. These authors have without exception been responsive to our promptings and editorial suggestions and highly imaginative in how they have taken
up the original brief that we gave them. The field of psychosocial studies is blessed
with powerful thinkers who are able to write in accessible and lively ways, and we
are honored to have collected many of them together in this volume.
It is especially noteworthy that this Handbook was produced during a particularly
challenging period marked by the COVID-19 pandemic, alongside other local,
national, and global crises (for instance, Brexit and the Russian invasion of Ukraine).
vii
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viii
Preface
We recognize the profound impact of large-scale social events on our personal and
social lives and those of our colleagues, and we would like to express our gratitude to
those who managed to contribute to the Handbook and our understanding for those
who had planned to do so but in the event were not able to.
Furthermore, this Handbook is being published during a significant moment in
the history of the field of psychosocial studies in the UK. In the summer of 2023, the
Department of Psychosocial Studies at Birkbeck, University of London, where one
of the editors worked and another had received her PhD, was dissolved as part of the
university’s institutional restructuring, marking the end of its 15-year existence. This
Department was one of the major centers for psychosocial studies and a very
influential player in the emergence of the field. This loss leaves psychosocial studies
in a vulnerable position within academia, disrupting cross-institutional collaboration
and dialogues. But more importantly, it symbolizes an assault on spaces that foster
critical, creative, and transdisciplinary thinking – the kind of thinking which can help
us understand deeply the current conditions of oppression and injustice in our
society. Nevertheless, we hope that this initial attempt to map the field will open
up new opportunities for international and global connections, and new configurations to come.
Overall, what makes psychosocial studies so exciting is that it is not yet consolidated into a few “orthodox” ways of thinking and writing, but remains fresh and
uncertain, and therefore, a home for innovative social science. We hope and believe
that this Handbook both reflects and will advance the ambition that psychosocial
studies should continue to develop in this creative vein.
London, UK
Colchester, UK
Colchester, UK
March 2024
Stephen Frosh
Marita Vyrgioti
Julie Walsh
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Contents
Part I
.......................................
1
..............
3
Formations of the Field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
2
Freud’s “Mourning and Melancholia” . . . . . . . . . . . . . . . . . . . . . .
Ranjana Khanna
17
3
Re-reading Riviere’s “Womanliness as a Masquerade”: Putting
Sex and the (trans) Body Back into Question . . . . . . . . . . . . . . . . .
Claudia Lapping
33
4
“Black Skin, White Masks” by Frantz Fanon
Colin Wright
................
51
5
D.W. Winnicott: “Transitional Objects and Transitional
Phenomena” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vicky Lebeau
71
6
Derrida’s “Specters of Marx” . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Peter Salmon
87
7
Pierre Bourdieu’s “Distinction and Beyond” . . . . . . . . . . . . . . . . .
Elizabeth B. Silva
105
8
Slavoj Žižek’s “The Sublime Object of Ideology”
Calum Neill
.............
125
9
Rosi Braidotti’s “Nomadic Subjects” . . . . . . . . . . . . . . . . . . . . . . .
Ana Carolina Minozzo
137
10
Graham Dawson’s “Soldier Heroes”: An Overlooked Classic of
Psychosocial Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Peter Redman
159
1
Introduction
Handbook of Psychosocial Studies Introduction
Stephen Frosh, Marita Vyrgioti, and Julie Walsh
Part II
ix
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x
Contents
Part III
Sites of Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
183
11
The Purpose of Psychosocial Studies
Michael Rustin
.......................
185
12
Psychoanalysis as a Psycho-social Hyphen in History:
Approaching Freud and Walter Benjamin . . . . . . . . . . . . . . . . . . .
Belinda Mandelbaum
205
13
Freedom, Resonance, Interaction . . . . . . . . . . . . . . . . . . . . . . . . . .
Helene Aarseth, Steffen Krüger, and Harriet Bjerrum Nielsen
14
What Is Called “Process Thought”: A Transdisciplinary Process
Ontology for Psychosocial Studies . . . . . . . . . . . . . . . . . . . . . . . . .
Paul Stenner
15
Psychosocial Studies and Psychiatry . . . . . . . . . . . . . . . . . . . . . . . .
David W. Jones
16
Social Unconscious Theory: Contributions of Group Analysis to
Psychosocial Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Carla Penna
219
239
267
289
17
Colonialism and Postcolonial Theory . . . . . . . . . . . . . . . . . . . . . . .
Omnia El Shakry
307
18
The Psychosocial and Racialized Hauntings . . . . . . . . . . . . . . . . . .
Ann Phoenix
331
19
Fleeing the Scene of Sex and Race . . . . . . . . . . . . . . . . . . . . . . . . .
Annette-Carina van der Zaag
349
20
The Scene of Love . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Margarita Palacios
367
21
Social Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Valerie Walkerdine
389
22
Ethical Relationality, Precarity, and Vulnerability: “a way of
facing things without fear” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Simone Drichel
23
Revising Trauma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Amal Ziv and Shaul Bar-Haim
Part IV
24
Sites of Practice
411
437
..................................
453
Affects and Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vladimir Safatle
455
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Contents
xi
25
Populism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Yannis Stavrakakis and Antonis Galanopoulos
26
Freedom Versus Belonging: A Core Ambivalence in
Contemporary Political Dynamics . . . . . . . . . . . . . . . . . . . . . . . . .
Barry Richards
473
493
27
Social Psychoanalysis: From Theory to Practice . . . . . . . . . . . . . .
Lynne Layton
515
28
Carcerality and Carceral Spaces
Andrew Shepherd
..........................
535
29
Violence and Young Masculinities . . . . . . . . . . . . . . . . . . . . . . . . .
Malose Langa and Bandile Bertrand Leopeng
553
30
“He’s Shown Me the Road”? Youth Work and Young
Masculinities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pete Harris
571
31
Psychoanalysis and Trans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Jordan Osserman
591
32
Homophobia and the Psychic Life of LGBTQ People . . . . . . . . . .
Poul Rohleder
611
33
The Politics of Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Joanna Kellond
631
34
Living Prior Being
Magda Schmukalla
.....................................
651
35
Towards an Eco-Psycho-Social Analysis of Climate Change . . . . .
Wendy Hollway
667
36
Sensing the Urban Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Andrés Di Masso
689
37
The Multiple Lives of Diversity in Post-dictatorship Chile
Tomás Ojeda
......
709
38
Media Studies and the Psychosocial Subject
Steffen Krüger
.................
733
39
Digital Lives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Jacob Johanssen
757
40
Psychosocial Theory for Social Work: The Example of Shame . . .
Liz Frost
775
41
Psychosocial Reflexivity in Counseling Education . . . . . . . . . . . . .
Nini Fang
795
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xii
Contents
Part V
Questions of Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
811
42
Jouissance as Tool of Psychosocial Analysis . . . . . . . . . . . . . . . . . .
Derek Hook
813
43
Narrative and Discursive Research . . . . . . . . . . . . . . . . . . . . . . . . .
Lisa Saville Young
839
44
Emotional Investments in Narrative Interviews . . . . . . . . . . . . . . .
Helene Aarseth
861
45
Psychosocial Aesthetics and Sensory Research Methods . . . . . . . .
Lynn Froggett
879
46
Deleuzian Approaches to Social Dreaming and Related
Psychosocial Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Julian Manley
901
A New Case Study Pedagogy for Teaching Psychoanalytic
Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Noreen Giffney
921
47
48
Psychosocial Studies and Literature . . . . . . . . . . . . . . . . . . . . . . . .
Marilyn Charles
945
49
Ethnographies of the Psychosocial . . . . . . . . . . . . . . . . . . . . . . . . .
Erol Saglam
967
50
Death, Priests, Pollution, and Me . . . . . . . . . . . . . . . . . . . . . . . . . .
Khyati Tripathi
987
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1005
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About the Editors
Stephen Frosh is Emeritus Professor in Psychology
at Birkbeck, University of London. He was Pro-ViceMaster of Birkbeck from 2003 to 2017. He has a background in academic and clinical psychology and was
Consultant Clinical Psychologist and latterly Vice Dean
at the Tavistock Clinic, London, throughout the 1990s.
He is a Fellow of the Academy of Social Sciences, an
Academic Associate of the British Psychoanalytical
Society, a Founding Member of the Association of Psychosocial Studies, and an Honorary Member of the
Institute of Group Analysis. He is Visiting Professor at
the University of Witwatersrand, South Africa, and at
the University of São Paulo, Brazil. Stephen Frosh is the
author of many books and papers on psychosocial studies and on psychoanalysis. His most recent book is
Antisemitism and Racism: Ethical Challenges for Psychoanalysis, published by Bloomsbury in 2023. Previous books include Those Who Come After: Postmemory,
Acknowledgement and Forgiveness (2019), Hauntings:
Psychoanalysis and Ghostly Transmissions (2013),
Feelings (2011), A Brief Introduction to Psychoanalytic
Theory (2012), Psychoanalysis Outside the Clinic
(2010), Hate and the Jewish Science: Anti-Semitism,
Nazism and Psychoanalysis (2005), For and Against
Psychoanalysis (2006), After Words (2002), The Politics
of Psychoanalysis (1999), Sexual Difference (1994), and
Identity Crisis (1991).
xiii
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xiv
About the Editors
Marita Vyrgioti is Lecturer in the Department of Psychosocial and Psychoanalytic Studies, University of
Essex, where she is also the Director of the BA in
Psychosocial and Psychoanalytic Studies. Her latest
article is titled “A Child Is Being Eaten: Psychoanalysis
in Times of Antiblackness,” published by Psychoanalysis and History (December 2023). She is a trainee psychodynamic psychotherapist at the Tavistock and
Portman NHS Trust. She is currently working on a
monograph titled The Cannibal Scene: Psychoanalysis
in Times of Antiblackness.
Julie Walsh is Senior Lecturer in the Department of
Psychosocial and Psychoanalytic Studies at the University of Essex and a psychoanalyst in private practice.
Prior to her appointment at Essex in 2017, she held a
5-year Global Research Fellowship at the Institute for
Advanced Study, University of Warwick. Her research
connects critical and cultural theory, gender and sexuality studies, medical humanities, psychoanalysis, and
psychosocial studies. Her books include Narcissism
and Its Discontents (2014) and (with Barry Sheils) Narcissism, Melancholia and the Subject of Community
(2017) and Shame and Modern Writing (2018). She is
currently researching a new monograph, Influencer Culture: Investigating the Reflexivity of Contemporary
Charismatic Authority.
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Contributors
Helene Aarseth Centre for Gender Research, University of Oslo, Oslo, Norway
Shaul Bar-Haim University of Essex, Colchester, UK
Marilyn Charles Austen Riggs Center/ Harvard Medical School, Stockbridge,
MA, USA
Andrés Di Masso University of Barcelona, Barcelona, Spain
Simone Drichel University of Otago, Dunedin, New Zealand
Omnia El Shakry University of California, Davis, CA, USA
Nini Fang School of Health in Social Science, University of Edinburgh, Edinburgh,
UK
Lynn Froggett Psychosocial Research Unit, Institute of Citizenship, Society and
Change, University of Central Lancashire, Preston, UK
Stephen Frosh Department of Psychosocial Studies, Birkbeck, University of London, London, UK
Liz Frost University of the West of England, Bristol, UK
Antonis Galanopoulos School of Political Sciences, Aristotle University of
Thessaloniki, Thessaloniki, Greece
Noreen Giffney School of Communication and Media, Ulster University, Belfast,
Northern Ireland
Pete Harris Law and Criminology, Newman University, Birmingham, UK
Wendy Hollway Open University, Milton Keynes, UK
Derek Hook Duquesne University, Pittsburgh, PA, USA
University of Pretoria, Pretoria, South Africa
Jacob Johanssen Institute of Business, Law and Society, St. Mary’s University
Twickenham, London, UK
xv
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xvi
Contributors
David W. Jones Open University, Milton Keynes, UK
Joanna Kellond School of Humanities and Social Science, University of Brighton,
Brighton, UK
Ranjana Khanna Departments of English, GSF, and the Program in Literature,
Duke University, Durham, NC, USA
Steffen Krüger Department of Media and Communication, University of Oslo,
Oslo, Norway
Malose Langa Department of Psychology, University of the Witwatersrand, Johannesburg, South Africa
Claudia Lapping University College London, London, UK
Lynne Layton Massachusetts Institute for Psychoanalysis and Harvard Medical
School, Brookline, MA, USA
Vicky Lebeau University of Sussex, Brighton, UK
Bandile Bertrand Leopeng University of the Witwatersrand, Johannesburg, South
Africa
Belinda Mandelbaum University of São Paulo, São Paulo, Brazil
Julian Manley University of Central Lancashire, Preston, UK
Ana Carolina Minozzo University of Essex, Colchester, UK
Calum Neill School of Applied Sciences, Edinburgh Napier University, Edinburgh,
UK
Harriet Bjerrum Nielsen Centre for Gender Research, University of Oslo, Oslo,
Norway
Tomás Ojeda Centre for Transforming Sexuality and Gender, University of Brighton, Brighton, UK
Jordan Osserman University of Essex, Colchester, UK
Margarita Palacios Birkbeck, University of London, London, UK
Carla Penna Psychoanalytic Circle of Rio de Janeiro, Rio de Janeiro, RJ, Brazil
Group Analytic Society International, London, UK
Ann Phoenix Thomas Coram Research Unit, Social Research Institute, University
College London, London, UK
Peter Redman The Open University, Milton Keynes, UK
Barry Richards Bournemouth University, Poole, UK
Poul Rohleder Department of Psychosocial and Psychoanalytic Studies, University of Essex, Colchester, UK
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Contributors
xvii
Michael Rustin University of East London, London, UK
Vladimir Safatle University of São Paulo, São Paulo, Brazil
Erol Saglam Istanbul Medeniyet University, Istanbul, Turkey
Peter Salmon Brinsop, UK
Magda Schmukalla University of Essex, Colchester, UK
Andrew Shepherd Consultant Forensic Psychiatrist, Greater Manchester Mental
Health NHS Foundation Trust, Manchester, UK
Elizabeth B. Silva Open University, London, UK
Yannis Stavrakakis School of Political Sciences, Aristotle University of
Thessaloniki, Thessaloniki, Greece
Paul Stenner The Open University, Milton Keynes, UK
Khyati Tripathi The Lakshmi Mittal and Family South Asia Institute, Harvard
University, Cambridge, USA
Annette-Carina van der Zaag Erasmus University College, Rotterdam, The
Netherlands
Marita Vyrgioti Department of Psychosocial and Psychoanalytic Studies, University of Essex, London, UK
Valerie Walkerdine School of Social Sciences, Cardiff University, Cardiff, UK
Julie Walsh Department of Psychosocial and Psychoanalytic Studies, University of
Essex, London, UK
Colin Wright University of Nottingham, Nottingham, UK
Lisa Saville Young Department of Psychology, Rhodes University, Makhanda,
South Africa
Amal Ziv Ben-Gurion University of the Negev, Beer-Sheva, Israel
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Part I
Introduction
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1
Handbook of Psychosocial Studies
Introduction
Stephen Frosh, Marita Vyrgioti, and Julie Walsh
Contents
Formations of the Field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Sites of Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Sites of Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Questions of Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Abstract
This introduction describes our understanding of Psychosocial Studies as a field
of transdisciplinary work. It presents the rationale for the Handbook, describes the
editorial process and the structure of the Handbook, and offers an outline of its
emerging themes.
Keywords
Psychosocial studies · Interdisciplinarity · Formations of the Field · Sites of
Theory · Sites of Practice · Questions of Method
Psychosocial studies is still in a state of formation, and still uncertain as to whether it
is an established “discipline,” or a discipline-in-the-making, or a subsidiary of
sociology or a variant of social psychology or critical psychology, or a convergence
of trends that really belong elsewhere (anthropology, postcolonial studies, feminism,
queer studies, and psychoanalysis) or a passing fad. Our view is that it has elements
S. Frosh (*)
Department of Psychosocial Studies, Birkbeck, University of London, London, UK
e-mail: s.frosh@bbk.ac.uk
M. Vyrgioti · J. Walsh
Department of Psychosocial and Psychoanalytic Studies, University of Essex, London, UK
e-mail: m.vyrgioti@essex.ac.uk; julie.walsh@essex.ac.uk
3
S. Frosh et al. (eds.), The Palgrave Handbook of Psychosocial Studies,
https://doi.org/10.1007/978-3-031-30366-1_60
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4
S. Frosh et al.
of all those things apart from the last named (it has been around now for a
considerable length of time in various ways and looks set to stay in one form or
another) and that while it has grown in a hydra-like way, there is enough consistency
in its orientation to mean that this largely welcome diversity can be channeled into
productive academic and practical work. In our view, psychosocial studies is best
thought of a “transdisciplinary” area of work in which activity is focused on
phenomena in the social sciences and humanities where the “social” and the “personal” are both in evidence. This means that it takes up issues that might be dealt
with in many other disciplines and probes at them from the perspective of an
approach that always seeks to think the social and personal together. At times this
means that psychosocial studies adopts a strongly critical attitude toward disciplinary approaches – for example, because of the paucity of work within sociology that
incorporates analyses of subjectivity informed by psychoanalysis (e.g., Roseneil
2006) or the lack of social analysis in much social psychology. At other times
psychosocial studies is more of an inflexion or process of leaning on cognate
approaches, drawing out the social or psychological implications of this work or
putting different disciplinary traditions in touch with one another. This has been
especially the case in relation to some clearly cross-cutting approaches – psychoanalysis, feminism, postcolonial theory, queer theory – but it is also a matter of
methodology, for instance using ethnography more broadly and perhaps more
reflexively than is often the case in anthropology (Frosh and Sheldon 2019) or
introducing creative nonfiction approaches into the examination of art objects
(Schmukalla 2022). Our use of “transdisciplinary” is meant to encompass these
positions and others and especially to draw attention to a kind of restlessness in
psychosocial studies that means it moves across other disciplinary spaces, doing its
best to disconcert them (Baraitser 2015). This is also a political and philosophical
position, arguing that disciplines are themselves socially constructed and tend to
become reified as ways to organize and interpret the world that have certain interests
embedded in them. Awareness of how this happens is the reason why psychosocial
studies is deeply indebted to the challenge to received knowledge mounted by
different forms of “critical” theory, particularly de- and postcolonial thought, feminism, and queer theory. Trying to hold onto this kind of critical transdisciplinarity in
the face of pressures to become institutionalized and to develop orthodoxies of its
own, psychosocial studies explores different meanings of “critique” as worked out in
a range of theoretical positions and research and at times activist practices.
There has been very substantial growth in psychosocial studies in the last two or
three decades, as the area has moved from being primarily rooted in social psychiatry
and social work to becoming a genuinely critical domain of work drawing in a wider
range of academic approaches (Frosh 2003). This growth is reflected in the UK in the
formation of the Association for Psychosocial Studies in 2013, the consolidation of
departments of psychosocial studies and degree programs at various universities,
substantial numbers of PhD students, and a burgeoning of published research.
Internationally, psychosocial studies researchers have a strong presence in Latin
America (especially Brazil), Australia, India, and South Africa, and there is emergent interest in many parts of Europe, notably Germany and Scandinavia where it
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Handbook of Psychosocial Studies Introduction
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builds on a long tradition of deploying psychoanalysis in social analysis, best known
through the Frankfurt School of critical theorists and the later Sigmund Freud
Institute in that city. In the USA, there has been great interest in the UK model of
psychosocial studies as it has developed, for example, reflected in a special issue of
Psychoanalysis, Culture and Society as long ago as 2008; and there is also evidence
of a reorientation of American political psychology, critical sociology, and social
psychoanalysis toward the psychosocial “banner,” as evidenced in a 2020 special
issue of the Journal of Psychosocial Studies (Bowker and McIvor 2020). This
coincides with the explosive development of academic studies and research in
cognate areas such as “applied” psychoanalysis, postcolonial studies and queer
studies, all of which are related to, and include contributions from, strands of work
within psychosocial studies itself.
Nevertheless, psychosocial studies remains a new area without a fully agreed
genealogy or settled shape. To some extent this contributes to its fertility and
inclusiveness, but there is also now scope for publications that lay out the parameters
of the field, giving readers access to thinking on its formative and constitutive
elements, its controversies, achievements, and characteristics, and its likely future
lines of development. The Palgrave Handbook of Psychosocial Studies aims to
present such a “state of the art” account by (a) offering a conceptual history of the
field, partly by reflecting back on texts that have influenced the development of
psychosocial studies from a 2020s perspective; (b) exploring current major topics
with evaluative reviews; and (c) identifying newly emerging areas of work. As we
will describe below, we have also sought interventions from our authors that reveal
their own take on psychosocial studies, so that the chapters of the Handbook are not
simply syncretic accounts of the field but also genuine contributions to it. Our hope
and intention is that this will mean that the Handbook will help consolidate psychosocial studies without ossifying it, offering resources for continuing debate and
creative engagement with the huge, and intensely fascinating, issues that it
confronts.
The Handbook takes as its starting point the understanding of psychosocial
studies that has become prevalent in the UK, as represented in this statement by
the Association for Psychosocial Studies, which has been present on its website for
several years:
[Psychosocial studies] studies the ways in which subjective experience is interwoven with
social life. Psychological issues and subjective experiences cannot be abstracted from
societal, cultural, and historical contexts; nor can they be deterministically reduced to the
social. Similarly, social and cultural worlds are shaped by psychological processes
and intersubjective relations. (http://www.psychosocial-studies-association.org/about/ –
Accessed June 2021)
The Association for Psychosocial Studies also offers a more specific list of what
characterizes psychosocial studies:
(a) its explicit inter or trans-disciplinarity, (b) its development of non-positivistic theory,
method and praxis and (c) its orientation towards progressive social and personal change.
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S. Frosh et al.
Psychosocial research draws inspiration from a range of sources including sociology,
psychoanalysis, critical psychology, critical theory, post-structuralism, process philosophy,
feminism, post-colonial theory, queer theory and affect theory. Various ‘dialects’ are in the
process of emergence. (Ibid.)
We have similarly previously described psychosocial studies as characterized by
“Transdisciplinarity, criticality, reflexivity and ethics” and this too has helped determine the inclusion of particular standpoints (Frosh 2019). However, our vision of the
Handbook is that it should not be overly based in the UK work with which we are
most familiar and which is the context of our own formation as psychosocial
researchers. Indeed, helped by the breadth of the criteria just described, the Handbook aspires to be global and inclusive in its approach: as we have been emphasizing, psychosocial studies is in development; it is creatively contested; and it needs to
be nondogmatic if it is to thrive.
Embedding critical diversity is a considerable challenge. It is not at all obvious,
for example, that psychosocial studies has fully engaged with antiracist thinking or
with postcoloniality, as its primary theoretical resources remain rooted in classical
European and American philosophy and critical theory. Gender politics are possibly
more developed in the field, but again the main sources for this have been Western
feminism, infiltrated by psychoanalysis and performativity theory. These resources
of course remain highly significant, but they also need to be informed and challenged
by decolonizing and antiracist perspectives and by Southern Cone voices – something we hope will become more present as the volume develops. What we are
looking for most is an inclusive, incisive, and fertile field of work that is represented
in this Handbook through writings that do more than just summarize the area, but in
addition offer creative and critical perceptions across the full range of what might be
termed the psychosocial. This also means that we are looking for a global readership
of academics, researchers, and practitioners who might be interested in engaging
from their very varied perspectives with what it means to think psychosocially in the
transdisciplinary way we have described.
To realize our ambitions for this project, considerable thought has been given to
the form and structure of the work, as well as to how to ensure our editorial processes
and dialogues with contributors best represent the diverse engagements of psychosocial studies as outlined above. Although the Handbook is intended to describe and
help define a field of study, we hope we have found ways to protect the project of
“field defining” from becoming one of “field fixing.” As an editorial team of three
UK-based psychosocial researchers with our particular discursive commitments,
theoretical preferences, and investments in different sites of application or practice,
we are working with inevitable individual and collective blind spots. The need to
avoid too strong an editorial signature on what is, essentially, a communal/community project has driven our development of a flexible methodology for the Handbook’s construction. Several factors have been critical here: First, we have been
greatly aided by the capacious and agile form of the Handbook which can expand to
up to 500,000 words and evolve its content organically over time. We conceive of
this as a “living work,” representing multiple psychosocial constituencies, with a
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Handbook of Psychosocial Studies Introduction
7
capacity to respond to emerging concerns that cannot yet be foreseen as we write this
introduction in the summer of 2021. This means that an early reader of the work who
spots a gap or identifies a new tension to elaborate may well become a subsequent
contributor. It also means that the Handbook will not speak to a solitary moment,
timestamped by a single publication date, but will rather vocalize in open and, we
hope, enduring ways the field’s plurality of positions as well as its established and
still-emerging internal debates. In this regard, although fundamentally a reference
work, the Handbook is not intended to be strictly encyclopedic in function. Each
chapter is expected to read as an original essay, evaluating a particular topic and
establishing its own critical framing. Hence, a further crucial component of our
editorial process has been the detailed dialogues we have had with contributing
authors.
To achieve a measure of consistency across what is intended to be a diverse and
wide-ranging collection, we identified three requirements that all authors were asked
to attend to:
• A description of the topic area, including the historical and geopolitical background of the work being described, its relationship to psychosocial studies, its
critical potential, theoretical and practice regimes, and likely future developments
• How ethics and reflexivity are addressed in this topic area
• The author’s own perspective on the topic, including if appropriate an account of
their own work
Beyond these directives, authors were assured that we would not be imposing a
single framework for the psychosocial or seeking to curate a particular vision of the
field to come. This has allowed a collaborative practice to emerge in the design of the
Handbook with authors being encouraged to propose their own topic, approach,
arrangements for coauthorship, as well as to offer feedback on the project proposal
we shared. In strengthening the project from the beginning, these fruitful conversations also expanded the network of psychosocial researchers that this work represents. It is our hope that ongoing exchanges across the different areas of the
Handbook will produce future collaborations and spur further psychosocial activity.
We take this opportunity to thank all our authors, not only for their final contributions as they appear in the pages below, but for their suggestions, questions, referrals,
and redirections along the way.
In the remainder of this introduction, we outline the intention and rationale behind
each of the Handbook’s four sections: Formations of the Field; Sites of Theory; Sites
of Practice; and Questions of Method. The decision to structure the work in this way
emerged from in-depth conversations between ourselves and early reviewers of the
project proposal about how best to represent the complexities of a diverse field. The
challenges we encountered were numerous: for example, in devising the Formations
of the Field section, could we successfully identify key texts for the transdisciplinary
field of psychosocial studies without imposing a prescriptive canon? Similarly, in
proposing a distinction between Sites of Theory and Sites of Practice, were we in
danger of re-marking a boundary between academic and practice-based work that so
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S. Frosh et al.
many psychosocial projects have been instrumental in challenging? Further, what
potential difficulties might our chosen structure present for our contributors and how
could we facilitate the best placement of their work? Such were the questions that
informed our editorial discussions. As we will now explain in more detail, key to our
engagement with these dilemmas and decision points was a shared confidence in our
collaborative and dialogic approach.
Formations of the Field
This section of the book engages with the question of what the canon of psychosocial
studies is – a question which could not but be saturated by paradoxes. This is because
while canonicity presupposes a widely accepted doctrine or practice, psychosocial
studies is a field where contradictions and differences resist the impulse of becoming
resolved into an orthodoxy and instead are precariously held together, allowing new
questions to emerge and be worked through. The idea of a “psychosocial canon” sits
uncomfortably with the field’s constitutional commitment to nondisciplinarity, as a
“commitment to unsettle” established orthodoxies (Baraitser 2015, p. 209). However, the paradoxical term “psychosocial canon” does not suggest that we have
reached a cul-de-sac with regard to thinking about what constitutes the field’s
precursors. On the contrary, we think that this friction can be used to guide our
genealogical tracing of the legitimate ancestors of psychosocial studies presented in
this Handbook. While appeals to foundational texts are often inundated by the
fantasy of a single origin – the genesis of the field – we consider the canon of
psychosocial studies not as evolving through a linear, evolutionary history, but
through a genealogy developed in hindsight, akin to the psychoanalytic idea of
après-coup. When reflecting on which texts claim a space as psychosocial precursors
or ancestors and allies, our aim was to look back and consider texts wielding the key
commitments and principles of psychosocial studies – transdisciplinarity, reflexivity,
ethics, and an emphasis on “personal experience, connectedness, intersubjectivity,
affect, embodiment, agency” (Frosh and Baraitser 2008, p. 349) – or that are
tantamount to the idea of destabilizing canonicity and disciplinary orthodoxies,
theorizing the world as lived, and emphasizing the “un-separateness” of the internal
and social world.
Furthermore, thinking about the field’s formative texts could not but be a collaborative process. Having compiled a list of texts that negotiate the threshold between
internal life and the social world, we expanded this initial selection to include
suggestions from the Handbook’s referees. After deciding not to reproduce the
original texts, mainly because they are widely available to readers, but also to
prevent increasing the Handbook’s length and complicating copyright processes,
we approached prospective authors. Our approach was to enable a dialogue with
authors about the proposed texts and to allow room for new suggestions. In commissioning the commentaries, we have asked authors to consider how the text has been
influential in their own thinking, what makes it psychosocial, and what is the
significance of rereading this text as formative of psychosocial studies today. In
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Handbook of Psychosocial Studies Introduction
9
doing so, our aim was to engender a process that led to collaborative, genealogical
coproduction of the precursors of psychosocial studies, which demonstrate the
multiplicity and polyphony of the field.
Nevertheless, while compounding the list of formative texts, we stumbled upon
two additional challenges: firstly, the question of inclusivity and representation, and,
secondly, the place of psychoanalysis among the field’s predecessors. During the
process of commissioning the chapters, we became painfully aware of the absences
of historically marginalized voices among the authors considered as precursors of
the field. To address this issue, we aimed to push beyond tokenism – a practice
commonly encountered in liberal discourses which we think forecloses meaningful
ways of engaging with sociopolitical, gendered, and racial injustices – toward more
meaningful engagements with how the texts presented as formative of psychosocial
studies contribute to the exploration and understanding of the persistent effects
of coloniality, patriarchal structures, capitalism, and neoliberalism on the inner life
of subjects. We wished to move away from the type of reflexivity that calls “a type of
ego-judgment on its own productions” (Hook 2008, p. 402) and toward thinking
about how texts historically produced during a sociopolitical milieu imbued in
racialized and gendered violence can meaningfully contribute to nuanced understandings of contemporary decolonial and feminist challenges. On that note, the
recruitment of psychoanalysis – as a theory and a practice primarily produced by
European Jewish immigrants and subsequently being disseminated in several countries across the Western world and the Global South – has been fundamental. We
believe that psychoanalysis occupies a distinct place in the field of psychosocial
studies because of its comprehensive theory of subjectivity (Frost and Jones 2019),
but mostly – and most importantly – because of its disruptive potential, especially
when applied “against the discursive effects of truth mastery, individuality” (Hook
2008, p. 401). Psychosocial studies depends on the acknowledgment of unconscious
processes as an irreconcilable excess of repressed material that is saturated by
external conditions of domination, and as a site within the subject where resistance
can become possible (Frosh and Baraitser 2008; Parker 2008). The texts included in
the Handbook’s formative section exemplify the richness of psychoanalysis’ contributions to the study of the interplay between internal and external worlds, and
emphasize this dialogue in radical, critical, and generative ways.
Sites of Theory
This section of the book focuses on the theoretical sources of, and developments in,
psychosocial studies, with an emphasis on geographically and socially situated
issues. We have asked authors to describe their topic, offer an account of how
their work has developed and become constituted as “psychosocial,” and offer
their own critical examination of the strengths and limitations of the theoretical
work that has been undertaken. We are especially keen to encourage the idea of
“sites” in order to locate work in relation to social, cultural, geopolitical, and
historical considerations and to mark out the relationship between the work itself
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S. Frosh et al.
(which might have various disciplinary origins) and its implication in psychosocial
studies. In considering theory as located on various “sites,” we also propose an
awareness of sociopolitical, historical, and geographical constellations that inform
theoretical endeavors, without simultaneously losing sight of the particularity of
authorial perspectives. In doing so, we propose an understanding of theory that
actively resists becoming an abstract, intellectual exercise or a dominant discourse,
but which persistently and laboriously seeks to stay close to lived experience, in
order to expose, critique, and challenge social injustices and the ways in which these
deeply affect and shape subjects. There is a commitment to a kind of theory, in other
words, that is preoccupied with that which gets dismissed, marginalized, and easily
falls through the cracks – what has been described as the “minutiae of everyday life”
(Giffney 2021, p. 17). Theorizing from within the realm of ordinary experience
exposes our dependence upon the world around us (institutions, social structures,
cultural formations and objects, and other people), which informs the core of
psychosocial ethics and generates the (transformative) psychosocial reminder of
our shared vulnerability.
Psychosocial theory is perhaps uniquely capable of “doing” something both to the
author and the reader – in the sense of touching, moving, impinging, and leaving
undone (Butler 2004, p. 19) – which sits in sharp contrast with traditional perceptions of theory’s passivity, “arm-chairism,” and detached intellectualism. This is not
to propose that psychosocial theory lacks intellectual complexity, but neither to
suggest that it deliberately attempts to obfuscate the reader, to disorient by obscuring
meaning (even though this might seem to be the case sometimes). Rather, the
investment in the minutiae of everyday life requires a kind of attentiveness that
does not fall into the trap of reiterating the ordinary as unimportant or inconsequential, by demanding the development of a language, a style, and a rhythm that
appropriately reflects the meaningfulness of what is often referred to as “ordinary
aesthetics” (Baraitser 2009). At the same time, psychosocial theory seeks to remain
vigilant to the seductiveness of self-contained narratives which, in foreclosing their
own limitations, effectively conceal the inherent fragmentation and ambivalence in
us all (Walsh 2017). In staying close to these minute tensions and ambivalences
psychosocial theory resists becoming a dominant discourse, and reclaims theorization as an art form, which can – paradoxically – be ordinarily performed.
The chapters in this section engage with the interplay between psychic life,
culture, and politics, and reflect on the multiplicity and complexity of psychosocial
theorizing, as well as its transformative dimensions. They explore themes such as the
psychic and social distance between metropoles and colonies, paradigm shifts in the
field of trauma, the tension between psychosocial theory and the field of mental
health, the challenges of the role and place of class in psychosocial studies, the social
unconscious, the shortcomings and analytic value of thinking about libidinal enjoyment, and so on. Although the chapters in this section do not explicitly reflect on the
vicissitudes of psychosocial theorization, they nonetheless exhibit the breadth of the
field with regard to the theoretical tools mustered to explore the world as lived and at
the same time demonstrate how theoretical conceptualization and lived experience
mutually inform each other. Therefore, although we have differentiated “theory”
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from “practice” in our section and headings, we remain committed to a model in
which each is deeply entwined with the other, and we have asked authors to present
the social, cultural, and therapeutic practices that have given rise to, and arisen from,
the theoretical work they describe.
Sites of Practice
This section considers psychosocial studies’ implication in social settings and social
events. As noted previously, there is no absolute differentiation between theories and
practices, as each give rise to the other, but we have asked authors to pay especial
attention to the ways in which psychosocial thinking has emerged from particular
settings and how it has fed back into actions and empirical research. We are not
advocating a model in which preexisting theory is “applied,” but rather one in which
the practice of psychosocial studies has developed in a dialectical relationship with
theory, to the benefit and increasing complexity of both. The model here is akin to
the production of knowledge in many practice-based areas, including but not
confined to psychoanalysis, in which activity produces problems that confront
existing theory, generating new concepts that are then tested against experience.
Our chapter topics are oriented especially to sites of political and philosophical
contestation, as these frequently articulate fault lines out of which creative work has
emerged. The range here is considerable, stretching the notion of “sites” from
climate emergency to religion, decolonial mental health to populism, migration to
social care, gender identity to sexual difference, virtuality to embodied psychotherapy, and many other topics. What links these is a notion of practice driven by a
perspective that unites “personal” and social concerns in ways consistent with
psychosocial theory; in every case, an issue of significant concern is engaged with
from the perspective of a psychosocial approach that tries to think the social and the
“subjective” together, while also remaining grounded in the material reality and
social context of the topic of interest. In this sense we think of these areas of practice
as sites of contestation: Often the practice work challenges the theoretical perspective from which the work arises, and we see this as crucial to the lively development
of psychosocial studies in general.
This section also raises the question of appropriate sites for psychosocial exploration. Is psychosocial studies such a capacious enterprise (or perhaps a colonizing
one) that it encompasses the whole social science field? This is not as wild an idea as
might at first sight appear, if “psychosocial” becomes a code word for an approach
that always seeks both psychic and social underpinnings of all psychological and
social phenomena. However, drawing the boundaries of psychosocial studies so
broadly risks two apparently contradictory losses: on the one hand, of specificity, as
psychosocial studies becomes a general attitude to knowledge rather than a distinct
set of ideas and practices; and on the other hand, of coherence, as a psychosocial
“attitude” becomes subsumed within existing disciplinary parameters (psychosocial
approaches within psychology, sociology, anthropology, etc.). The chapters in this
section evidence an impulse toward identifying areas in which psychosocial studies
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S. Frosh et al.
can be seen to be a necessary and specific development rather than just a version of
established practice elsewhere. That is, one purpose of this section is to explore the
nature of the practice of psychosocial investigation in settings to which it might offer
insights that are distinctive; for example, in social work interventions or approaches
to young men’s violence, or to environmental activism. This also demonstrates the
political commitment of much of psychosocial studies, how its alliance with progressive causes feeds into and emerges from its practical exploration of sites of
inequality and suffering, including those impacted on especially strongly by racism
and sexual violence. These are sites of especial importance not just theoretically, as
authors attempt to articulate the concepts needed to fully understand them, but also
in relation to intervention – to the creation of ethical practices of resistance and
emancipation that empower people by attending to their position as fully psychosocial subjects. As the Handbook develops, we expect to see some emerging trends that
will help in establishing the value of different theoretical and practice-based positions as well as offering substantive “findings” concerning the enmeshment of social
and subjective elements of these empirical sites.
Questions of Method
It has been argued that it is on questions of method (or methodological practice) that
psychosocial thinking can make its “strongest claim to innovation in the social
sciences” (Clarke 2006, p. 1154). Indeed, as the chapters in this section of the
Handbook demonstrate, psychosocial research methods bring significant transformative potential to the field of empirical work in the social sciences and beyond.
There have been long-standing, albeit fringe, recognitions from within the principal
social science fields that the conception(s) of the subject they produce for analysis
bear the marks of their disciplinary construction. For example, sociology’s problematically “oversocialised” conception of man, as Dennis Wrong’s early critique
suggested, bars access to questions of individual biography, as well as to “the
motivational depths and complexities of the human heart, and of the somatic, animal
roots of our emotional lives” (Wrong 1961, p. 54). Likewise, from within the critical
branches of psychology, calls to “change the subject” have sought to address the
cognitivist and logocentric biases of traditional psychological paradigms that fail to
adequately capture “the intricacies of the mind, the mysteries of emotional life, [. . .]
the processes whereby we become thinking, speaking, feeling, acting creatures”
(Henriques et al. 1998, p. x). If such disciplinary reflexivity can be seen as characteristic of a psychosocial approach, it is because it points to the position of the
researcher in the doing of psychosocial research, and their requirement to think the
epistemological, ethical, and methodological together.
This section focuses on innovative research approaches, principally in empirical
methods, which have been characteristic of psychosocial studies in recent years and
in some respects have driven its development. These have largely been qualitative in
form and have often been “immersive” in the sense of involving active engagement
by the researcher(s) in the lives and experiences of the researched – to such an extent
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Handbook of Psychosocial Studies Introduction
13
that it is sometimes hard to distinguish one from the other. While most methods have
originated outside psychosocial studies, some approaches (for instance queer and
reflexive ethnographies) have found particularly fertile applications in this new area.
Some methods such as free associative, psychoanalytic qualitative research have
arguably been distinctive of psychosocial studies. While the diversity of work
featured in this section of the Handbook refuses any easy characterization, we can
nonetheless identify a general commitment to investigating particular social or
cultural phenomena in ways that challenge the idea that consciousness and cognition
have a monopoly on knowledge production. Methodological practices in psychosocial studies are designed to get at what lies “beneath the surface” (see Clarke and
Hoggett 2009; Cummins and Williams 2019), as well as to enrich and complicate the
conventional picture of the research encounter as one in which subject and object
remain distinct. The relevance of visual methods and association to image; literary,
poetic, and aesthetic approaches; bodily movement and gesture; case study methodology; and the integration of psychoanalytic modes of “listening” have all been
advanced by psychosocial projects attuned to the complexities and creativities of
psychosocial experience.
In this section then, we ask authors to clearly describe the methodological
approaches they are discussing, give an account of their history and examples of
their applications, and consider the extent to which they address some fundamental
psychosocial concerns – notably reflexivity and an ethical approach to researching
human participants. We are interested especially in showing how each of these
methods can advance psychosocial inquiry while also conveying something of
their detail in a way that will allow readers to pursue their application.
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Wrong, D. (1961). The oversocialized conception of man in modern sociology. American Sociological Review, 26, 183–193.
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Author Name.