scholarly journals Empathically designed responses as a gateway to advice in Dutch counseling calls

2018 ◽  
Vol 20 (4) ◽  
pp. 523-543 ◽  
Author(s):  
Wyke Stommel ◽  
Hedwig te Molder
Keyword(s):  
Telephone Counseling ◽  
Institutional Interaction ◽  
Institutional Goals ◽  
Alcohol And Drugs ◽  
Advice Giving

Previous conversation analytic studies of institutional interaction included analyses of empathy in interaction. These studies revealed that professionals may use empathy displays not only to validate the client’s worry, but also to perform actions oriented to other institutional goals and tasks such as closing off a troubles-telling sequence. In this article, we present an analysis of empathically designed responses in Dutch telephone counseling. The data consist of 36 calls from the Alcohol and Drugs Info Line. In some of the calls, clients’ troubles-telling includes ‘emotion discourse’, that is, descriptions of their feelings/emotions. Counselors may respond to these descriptions using conventional empathy displays like ‘I can imagine that’ and ‘I understand that’ in a range of verbal and prosodic variations. The analysis reveals that these responses open up advice sequences that vary in the extent to which they treat the client’s articulated feelings as valid. Most are affiliating, treating the client’s feelings as the basis for advice, while some are less affiliative, putting the client’s feelings into perspective or implicitly questioning their legitimacy. Hence, empathically designed responses are pivots to advice-giving.

Aspects of Advice Giving and Advice Receiving in Television Talk Shows

2010 ◽  
Vol 10 (2) ◽  
pp. 251-294 ◽  
Author(s):  
Apostolos Poulios
Keyword(s):  
Reality Television ◽  
Talk Shows ◽  
Institutional Interaction ◽  
Talk Show ◽  
Advice Giving ◽  
Ordinary Conversation ◽  
Professional Expert

AbstractAdvice giving sequences are often the result of troubles telling sequences in both ordinary conversation and institutional interaction: it is often the case that a troubles teller is offered advice by interlocutors which he/she tends to reject because the interactional rights of a troubles teller are valued and troubles tellers are reluctant to abandon them. This paper analyses advice giving that takes place during Greek reality-television talk shows in which people participate to talk about their troubles and possibly find a solution to the problems they face. Advice is offered by the host/hostess of these shows and/or a professional expert. I explore the ways in which advice is either accepted or rejected during the shows by the guests. The analysis indicates that the guests accept advice that affiliates with their troubles and tend to resist advice that is hearable as criticism of their actions and perspectives. In addition, advice recipients often resort to troubles talk as seeking affiliation with their troubles seems to be more important for them in the talk-show context.

A conversation analytical study of story-openings in advice-giving episodes in doctoral research supervision meetings

2021 ◽  
Vol 23 (2) ◽  
pp. 213-230
Author(s):  
Binh Thanh Ta
Keyword(s):  
Conversation Analysis ◽  
Analytical Study ◽  
Institutional Interaction ◽  
Doctoral Research ◽  
Institutional Talk ◽  
Research Supervision ◽  
Advice Giving ◽  
Supervision Practices ◽  
Research Gap ◽  
Interactional Functions

Interactional functions of story-opening in everyday conversations across different languages have been widely examined in Conversation Analysis (CA). However, there is a paucity in research on story-openings in institutional talk. This paper addresses this research gap by examining how story-opening contributes to advice-giving in doctoral research supervision. It draws on a data corpus of 57 storytelling sequences produced by six supervisors during 25 hours of video-recorded supervision meetings at an Australian university. The analysis shows that story-opening supports the on-going advice-giving activity in two ways. First, it invokes the supervisor’s knowledge and experience, which functions to strengthen the advice under way. Second, it works toward building a joint understanding with the student, thereby serving the supervisor’s pursuit of the student’s acceptance of advice. These findings have significant implications for research on storytelling in institutional interaction, advice and supervision practices.

Teachers and supervisors negotiating face during critical account requests in post observation feedback

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Helen Donaghue
Keyword(s):  
Real Life ◽  
Experienced Teachers ◽  
Institutional Interaction ◽  
Institutional Goals ◽  
Critical Account ◽  
Ethnographic Data ◽  
Face Threat ◽  
Micro Analysis ◽  
Face Maintenance ◽  
Face Support

Abstract This article shows, through the analysis of “real life” institutional interaction, how experienced teachers and supervisors negotiate face when teachers contest or manage supervisors’ critical account requests during post observation feedback meetings. A linguistic micro-analysis of data extracts is supplemented with ethnographic data drawn from participant perspective interviews and researcher knowledge. The analysis shows how participants subtly and skillfully employ facework to manage the potential face-threat engendered by criticism and disagreement. This facework is mostly successful, but in one case the supervisor orients to face-threat and closes down the topic of discussion. This demonstrates that face is consequential to both unfolding talk and the feedback goal of dialogue and development. Feedback participants, both supervisors and teachers, also engage in moves of face support and face maintenance. The analysis shows face to be an emergent, situated relationship, co-constructed by both participants, and also shows that participants are willing to risk face-threat to achieve institutional goals (supervisors) and defend their actions (teachers). This supports the view that face-threat is rational and common and indicates that criticism, account requests, and disagreements are acceptable norms in post observation feedback.

Wiser Reasoning and Less Disgust Have the Potential to Better Achieve Suicide Prevention

Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Chao S. Hu ◽  
Jiajia Ji ◽  
Jinhao Huang ◽  
Zhe Feng ◽  
Dong Xie ◽  
...  
Keyword(s):  
High School ◽  
Suicide Prevention ◽  
Cause Of Death ◽  
Facial Expressions ◽  
Emotional Reaction ◽  
Suicide Method ◽  
University Teachers ◽  
Advice Giving ◽  
Prevention Techniques

Abstract. Background: High school and university teachers need to advise students against attempting suicide, the second leading cause of death among 15–29-year-olds. Aims: To investigate the role of reasoning and emotion in advising against suicide. Method: We conducted a study with 130 students at a university that specializes in teachers' education. Participants sat in front of a camera, videotaping their advising against suicide. Three raters scored their transcribed advice on "wise reasoning" (i.e., expert forms of reasoning: considering a variety of conditions, awareness of the limitation of one's knowledge, taking others' perspectives). Four registered psychologists experienced in suicide prevention techniques rated the transcripts on the potential for suicide prevention. Finally, using the software Facereader 7.1, we analyzed participants' micro-facial expressions during advice-giving. Results: Wiser reasoning and less disgust predicted higher potential for suicide prevention. Moreover, higher potential for suicide prevention was associated with more surprise. Limitations: The actual efficacy of suicide prevention was not assessed. Conclusion: Wise reasoning and counter-stereotypic ideas that trigger surprise probably contribute to the potential for suicide prevention. This advising paradigm may help train teachers in advising students against suicide, measuring wise reasoning, and monitoring a harmful emotional reaction, that is, disgust.

To Tell or Not to Tell, That Is the Question

2006 ◽  
Vol 11 (3) ◽  
pp. 236-243 ◽  
Author(s):  
Knut Dalen
Keyword(s):  
Gender Differences ◽  
Ethics Education ◽  
Ethical Dilemmas ◽  
Continuous Process ◽  
Telephone Counseling ◽  
Counseling Service ◽  
Telephone Service

Ethical dilemmas encountered by psychologists have previously been studied in surveys and as formal ethical complaints. No previous publications have been found in which data from an ethics counseling telephone service for psychologists has been analyzed. The present study examines ethical dilemmas, as presented by members of the Norwegian Psychological Association calling the Ethics Telephone Counseling Service (ETCS) from 2001 through 2003. Psychologists seek counseling for a range of ethical dilemmas. Ethical dilemmas concerning confidentiality are those most commonly presented. Dilemmas concerning integrity are also fairly common, whereas dilemmas concerning competence are rarely presented. The study shows virtually no difference in frequency and nature of consultation based on how long a psychologist has been licensed. This study also shows only minor gender differences in the use of the ETCS. Possible implications for ethics education as a continuous process are discussed.

Perceived Effectiveness of Random Testing for Alcohol and Drugs in the Australian Aviation Community

2012 ◽  
Vol 2 (2) ◽  
pp. 72-81
Author(s):  
Christina M. Rudin-Brown ◽  
Eve Mitsopoulos-Rubens ◽  
Michael G. Lenné
Keyword(s):  
Logistic Regression ◽  
Online Survey ◽  
Random Testing ◽  
Regression Analyses ◽  
Perceived Effectiveness ◽  
Student Pilots ◽  
Alcohol And Drugs ◽  
Positive Attitudes ◽  
One Year ◽  
Alcohol And Other Drugs

Random testing for alcohol and other drugs (AODs) in individuals who perform safety-sensitive activities as part of their aviation role was introduced in Australia in April 2009. One year later, an online survey (N = 2,226) was conducted to investigate attitudes, behaviors, and knowledge regarding random testing and to gauge perceptions regarding its effectiveness. Private, recreational, and student pilots were less likely than industry personnel to report being aware of the requirement (86.5% versus 97.1%), to have undergone testing (76.5% versus 96.1%), and to know of others who had undergone testing (39.9% versus 84.3%), and they had more positive attitudes toward random testing than industry personnel. However, logistic regression analyses indicated that random testing is more effective at deterring AOD use among industry personnel.

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