Research profile

I study every day social interactions in which children participate and come to orient themselves within cultural meaning systems, as well as narrative identity across the live span. This includes discursive, embodied as well as material aspects of social interaction. My work is located within Discursive Psychology, Cultural Psychology, and Narrative Psychology. I also hold a strong interest in qualitative methods and methodologies in general. I am founding member and past president (2021-2024) of the Association of European Qualitative Researchers in Psychology (EQuiP).  In 2024, I was invited as guest professor at Ritsumeikan University, College of Comprehensive Psychology, Osaka, Japan. 

Teaching profile

I am co-directing the professional kandidate program in Cultural Psychology (together with Brady Wagoner). In addition to teaching on this program, I contribute to the courses in developmental psychology and qualitative methods. I have supervised student projects on the 2nd, 6th, 8th, 9th and 10th semesters. On the PhD level, I have initiated and am responsible for the annual PhD Winterschool “Culture, Psychology & Qualitative Research” (in collaboration with Sigmund Freud University Berlin, Sigmund Freud University Vienna, and University of Münster). I have been teaching PhD courses on Discursive Psychology and Multimodal Video Analysis both at AAU and internationally for many years.

Administrative profile

I am co-director of the Centre for Cultural Psychology (since 2020), leader of the Research Group Cultural Psychology (since 2023), and co-director of the Professionsprogram Cultural Psychology (since 2016). Moreover, I am coordinator for third semester (since 2014) for the Psychology education and for the Advanced Method course on 9th semester (since 2017, together with Thomas Alrik).I was a study board member (2016 - 2024) and member of the department council (2020 – 2024).

PhD Supervision

Current: Dimitris Vitzilaios (University of Thessaly): 

The Discursive Construction of the Child’s Identity as the Identified Patient in Psychological Assessment and Counseling Processes within Educational Settings: A Discourse Analytic Approach