Session limits are widespread in student counselling. The rationale is the need to allocate scarce resources in response to demand. A research study in an Irish university explored how the setting of standardised session limits was discursively constructed by a group of students and counsellors. It sought to privilege the voices of student clients and counsellors in order to explore the effects and consequences of this practice. Foucauldian discourse analysis was used to explore the discourses of both groups of participants and how these might link to their responses to session limits, in this case, six. Discourses endure over time and draw on social and cultural understandings which should be recognisable and can be identified by close examination of language. This study highlighted the discourses of stigma, recovery and personal responsibility, patient or consumer and expert knowledge, which were reflected in the various ways participants positioned themselves. The study draws on Foucault’s concept of disciplinary power and the production of ethical subjectivity to illustrate the dilemmas participants faced in their struggle to respond to session limits. In keeping with a Foucauldian approach, which suggests that the discourses upon which a phenomenon is constructed become more visible at its margins, the student client group had all received more than the standard six sessions. Although counsellors have the formal power to allocate the scarce resource of counselling sessions, the operation of this in practice is nuanced and full of ethical complexity. Disciplinary power is a particular type of power which subjects exercise over their own person, such as the application of rules of conduct and appropriate behaviour. The operation of disciplinary power, ethical subjectivity and discourses are inter-related, impinge on each other in various ways and are often in a state of flux and change.

中文翻译：

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话语、纪律权力和道德主体性：对学生咨询中的会话限制的回应

会话限制在学生咨询中很普遍。其基本原理是需要根据需求分配稀缺资源。在爱尔兰大学进行的一项研究探讨了一组学生和辅导员如何以话语方式构建标准化会话限制的设置。它试图让学生客户和顾问的声音享有特权，以探索这种做法的影响和后果。福柯话语分析被用来探索两组参与者的话语，以及这些话语如何与他们对会话限制的反应联系起来，在这种情况下，六。话语随着时间的推移而存在，并利用社会和文化理解，这些理解应该是可识别的，并且可以通过仔细检查语言来识别。这项研究强调了污名、康复和个人责任的话语，患者或消费者和专家知识，这反映在参与者定位自己的各种方式中。该研究利用福柯的纪律权力概念和道德主体性的产生来说明参与者在努力应对会话限制时所面临的困境。与福柯式方法保持一致，即现象所依据的话语在其边缘变得更加明显，学生客户群体都接受了超过标准的六次会议。虽然辅导员有正式的权力来分配稀缺的辅导课程资源，但在实践中这种操作是微妙的，充满了伦理复杂性。纪律权力是臣民对其自身行使的一种特殊类型的权力，例如行为规则的应用和适当的行为。规训权力的运行、伦理主体性和话语是相互关联的，以各种方式相互影响，往往处于流动和变化的状态。