scholarly journals Reflective interventionist conversation analysis

2020 ◽  
Vol 14 (6) ◽  
pp. 619-634
Author(s):  
Michelle O’Reilly ◽  
Nikki Kiyimba ◽  
Jessica Nina Lester ◽  
Tom Muskett

A distinction has been drawn between basic (pure) conversation analysis (CA) and applied CA. Applied CA has become especially beneficial for informing areas of practice such as health, social care and education, and is an accepted form of research evidence in the scientific rhetoric. There are different ways of undertaking applied CA, with different foci and goals. In this article, we articulate one way of conducting applied CA, that is especially pertinent for practitioners working in different fields. We conceptualise this as Reflective Interventionist CA (RICA). We argue that this approach to applied CA is important because of its emphasis on the reflective stance that is valuable to an understanding of research data, its commitment to collaboration with practitioners, and its inductive style. In this paper, we outline the core premises and benefits of this approach and offer empirical examples to support our argument. To conclude, we consider the implications for evidence-based practice.

2004 ◽  
Vol 12 (3) ◽  
pp. 30-37 ◽  
Author(s):  
Alice Moseley

This paper argues that staff in the caring professions wishing to use research evidence to inform their practice cannot afford to ignore the Internet, since it is far and away the best means of access to evidence there is. It also provides a description of and rationale for evidence‐based practice, and highlights the benefits of the Internet using examples of currently available research resources. However, the existing evidence from the social care field indicates poor levels of access to the Internet and other electronic research resources. The implications of this are discussed. It is suggested that appropriate training and support must be provided alongside better Internet access. The paper is set in the context of government initiatives encouraging e‐government.


2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.


2016 ◽  
Vol 30 (2) ◽  
pp. 23-31 ◽  
Author(s):  
Sandra L. Kaplan ◽  
Julie K. Tilson ◽  
David Levine ◽  
Steven Z. George ◽  
Deanne Fay ◽  
...  

Author(s):  
Isabella Pistone ◽  
Allan Lidström ◽  
Ingemar Bohlin ◽  
Thomas Schneider ◽  
Teun Zuiderent-Jerak ◽  
...  

Background: Although increasingly accepted in some corners of social work, critics have claimed that evidence-based practice (EBP) methodologies run contrary to local care practices and result in an EBP straitjacket and epistemic injustice. These are serious concerns, especially in relation to already marginalised clients.Aims and objectives: Against the backdrop of criticism against EBP, this study explores the ramifications of the Swedish state-governed knowledge infrastructure, ‘management-by-knowledge’, for social care practices at two care units for persons with intellectual disabilities.Methods: Data generated from ethnographic observations and interviews were analysed by applying a conceptual framework of epistemic injustice; also analysed were national, regional and local knowledge products within management-by-knowledge related to two daily activity (DA) units at a social care provider in Sweden.Findings: In this particular case of disability care, no obvious risks of epistemic injustice were discovered in key knowledge practices of management-by-knowledge. Central methodologies of national agencies did include perspectives from social workers and clients, as did regional infrastructures. Locally, there were structures in place that focused on creating a dynamic interplay between knowledge coming from various forms of evidence, including social workers’ and clients’ own knowledge and experience.Discussion and conclusions: Far from being a straitjacket, in the case studied management-by-knowledge may be understood as offering fluid support. Efforts which aim at improving care for people with disabilities might benefit from organisational support structures that enable dynamic interactions between external knowledge and local practices.<br />Key messages<br /><ul><li>Examining one case of disability care in Sweden, both social workers’ and clients’ experiences were included in EBP infrastructures.</li><br /><li>In this study, Swedish EBP infrastructures functioned more like fluid support than a straitjacket.</li><br /><li>Organisational structures that combine different knowledge sources at service providers can minimise the risk of epistemic injustice within social care.</li></ul>


2020 ◽  
Vol 55 ◽  
pp. 264-265
Author(s):  
Karen S. Gralton ◽  
Nancy Korom ◽  
Karen Kavanaugh ◽  
Stacy Wenner ◽  
Kathleen Norr

2020 ◽  
Vol 35 (2) ◽  
pp. 102-107 ◽  
Author(s):  
Mary Hagle ◽  
Darcy Dwyer ◽  
Lynn Gettrust ◽  
Dana Lusk ◽  
Kristen Peterson ◽  
...  

Author(s):  
Barbara Ann Schultz - Jones ◽  
Lisa Åström ◽  
John Marino

The experience of Uppsala, Sweden school libraries demonstrates the process of moving from research to evidence-based practice as a transformational process. Seven schools in Uppsala conducted research based on Todd and Kuhlthau’s (2003) Student Learning through Ohio School Libraries study. External researchers analyzed the research data and presented a formal report to the Uppsala study stakeholders. The results of the study informed plans to transform practice. Details of the experience include the findings from the study, implications for practice and the resulting collaboration between the principal and librarian at one school toward impacting student learning.


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