Role-play in violence and extremism prevention: Data discussions in focus groups with police officers and social workers

Violence and extremism prevention courses by police officers and social workers often involve role-play. However, research on and evaluation of prevention work usually does not include in-depth empirical reflection on specific pedagogical methods. From a studies-of-work perspective, in this paper I build on research that makes use of transcripts for professional training and show how these, along with ethnographic field notes, provide useful empirical material for discussions between researchers and practitioners. I examine and compare the functions of role-play in prevention work provided by police officers and social workers, explore the potentials and limits of using transcripts and field notes in focus group discussions and highlight what sorts of discussions are stimulated by analysis of work practices and of how prevention measures are institutionally and conceptually framed. The findings show how police officers and social workers employ role-play with different target groups, and how prevention work frequently serves purposes of civic education and personality building beyond disengagement from violence. They also illustrate the methodological value of ethnographic focus groups and raise questions about institutional mandates and the problematisation of target groups.