‘What should a woman do and imagine to have bulimia?’: Co-constructing patient expertise in psychotherapy with bulimia patients

2018 ◽  
Vol 14 (2) ◽  
pp. 135-149
Author(s):  
Joanna Pawelczyk ◽  
Małgorzata Talarczyk
Keyword(s):  
Eating Disorder ◽  
Conversation Analysis ◽  
Personal Experience ◽  
Therapy Session ◽  
Epistemic Position ◽  
General Observation ◽  
Therapeutic Goals ◽  
Emotional Challenge ◽  
Psychotherapeutic Approach ◽  
Patient Expertise

One of the goals of psychotherapy with bulimia patients is identification of the functions of the eating disorder in their lives. Thus, as in any psychotherapeutic approach, the therapist should facilitate the patient’s disclosure of his or her experience of living with bulimia. Talking about one’s dysphoric experiences and, particularly in the case of bulimia, symptoms and experiences that commonly deprive people with bulimia of dignity, constitutes an emotional challenge for the patient and an equally challenging interactional task for the therapist. Using the example of one therapy session with a female bulimia patient, we examine how the therapist and the patient interactionally engage in co-constructing the patient’s expertise – involving epistemics of experience as well as epistemics of expertise – concerning the illness in the interactional here-and-now. Applying tools and insights from discourse and conversation analysis, we examine the sequences in which the patient shifts the topical focus from a general observation concerning bulimia to her personal experience, to be further pursued interactionally by the therapist. We also discuss how the therapist downgrades her epistemic position and (concurrently) foregrounds and bolsters the patient’s voice as expert to accomplish the session’s therapeutic goals.

“You gotta know how to tell a story”: Telling, tales, and tellers in American and Israeli narrative events at dinner

1993 ◽  
Vol 22 (3) ◽  
pp. 361-402 ◽  
Author(s):  
Shoshana Blum-Kulka
Keyword(s):  
Conversation Analysis ◽  
Personal Experience ◽  
Jewish American ◽  
Ethnography Of Communication ◽  
Story Telling ◽  
Language And Culture ◽  
Family Constellation ◽  
The Family ◽  
Narrative Event ◽  
American Families

ABSTRACTThis study explores the degree of cultural diversity in the dinner-table conversation narrative events of eight middle-class Jewish-American and eight Israeli families, matched on family constellation. Conceptualized in terms of a threefold framework of telling, tales, and tellers, the analysis reveals both shared and unshared narrative event properties. Narrative events unfold in both groups in similar patterns with respect to multiple participation in the telling, the prevalence of personal experience tales, and the respect for children's story-telling rights. Yet cultural styles come to the fore in regard to each realm as well as their interrelations. American families locate tales outside the home but close in time, ritualizing recounts of “today”; Israeli families favor tales more distant in time but closer to home. While most narratives foreground individual selves, Israeli families are more likely to recount shared events that center around the family “us” as protagonist. In modes of telling, American families claim access to story ownership through familiarity with the tale, celebrating monologic performances; but in Israeli families, ownership is achievable through polyphonic participation in the telling. (Ethnography of communication, language and culture, conversation analysis, folklore, narrative).

Negotiating knowledge bases in pedagogical discourse: relevance of identities to language classroom interactions

2015 ◽  
Vol 35 (5) ◽  
Author(s):  
Yo-An Lee
Keyword(s):  
Conversation Analysis ◽  
Personal Experience ◽  
Native Speakers ◽  
Classroom Interaction ◽  
Knowledge Bases ◽  
Multiple Identities ◽  
Target Language ◽  
Classroom Teachers ◽  
Pedagogical Discourse ◽  
Language Classroom

AbstractIdentities are about how people position themselves in their social surroundings individually and collectively. Research in applied linguistics shows how identities seem multifaceted, emergent, and constantly changing. The present study finds its analytic resources in conversation analysis (CA) and describes how access to particular knowledge can make different identities relevant in the contingent choices during real-time classroom interaction. Based on transcribed questioning sequences taken from English as a Second Language (ESL) classroom, the analysis demonstrates the intricate negotiation between classroom teachers and their non-native students in determining what knowledge is relevant among multiple possibilities. What underlies these sequences is the work of managing asymmetries in the knowledge base between teachers and their students as they come to terms with various competing knowledge bases, whether about content knowledge, target language, or personal experience. The findings suggest that participants deploy a far greater variety of identities than the pre-set categories of native/non-native speakers and that the presence of multiple identities is a central analytic resource as it shows the process by which the participants establish the relevant knowledge bases for the task at hand.

Attitudes towards eating disorders clinicians with personal experience of an eating disorder

2020 ◽  
Author(s):  
Rachel Bachner-Melman ◽  
Jan Alexander de Vos ◽  
Ada H. Zohar ◽  
Michal Shalom ◽  
Beth Mcgilley ◽  
...  
Keyword(s):  
Eating Disorders ◽  
Eating Disorder ◽  
Personal Experience

Food, Body Image, Perfectionism

2016 ◽  
Vol 33 (S1) ◽  
pp. S425-S425
Author(s):  
R. Alonso Díaz ◽  
E. Cortázar Alonso ◽  
H. Guillén Rodrigo ◽  
S. Fuentes Márquez ◽  
R. Remesal Cobreros
Keyword(s):  
Body Image ◽  
Eating Disorder ◽  
Interdisciplinary Approach ◽  
Start Time ◽  
Psychotherapeutic Approach ◽  
Icd 10 ◽  
Food Body ◽  
Competing Interest ◽  
Clinically Significant ◽  
Clinical Conditions

IntroductionThe eating disorder (ED) are anorexia nervosa, bulimia and unspecified eating disorder behavior according to ICD-10. Currently the ED have become a social and health problem of the first kind that require specialized and interdisciplinary approach to the response of such disorders.The growing demand observed in different assistive devices is associated with increased incidence of eating disorders in recent decades.Case descriptionShe is a woman of 23 years old, single. It is the small two brothers. He lives with his parents and brother 25 years. It is fourth-year student of law. It is derived from primary care by their GP after significant weight loss by decreasing the intake of foods high in calories and low mood. It is defined as a very responsible person, controller and is always looking for perfection in every activity performed. He began to try to lose weight about a year that relates to start time of stress ago. She speaks that had many exams and wanted to get top marks in all. With good adherence to psychotherapy and monitoring by nurses. Aspects of body image as well as traits such as perfectionism work.ConclusionsThese clinical conditions are characterized by their complexity and diversity symptomatology, which involves a significant interference in their functioning in different vital areas and clinically significant distress. After the psychotherapeutic approach, a significant reduction in the clinic that she had at the beginning and an improvement in mood was observed.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Doing Contrariness: Therapeutic Talk-In-Interaction in a Single Therapy Session With a Traumatized Child

2021 ◽  
Vol 12 ◽  
Author(s):  
Michael B. Buchholz ◽  
Timo Buchholz ◽  
Barbara Wülfing
Keyword(s):  
Conversation Analysis ◽  
Interaction Analysis ◽  
Single Case ◽  
Child Therapy ◽  
Therapy Session ◽  
Limited Attention ◽  
Family Interactions ◽  
Single Case Study ◽  
The Third

Conversation analysis (CA) of children-adult—interaction in various contexts has become an established field of research. However, child therapy has received limited attention in CA. In child therapy, the general psychotherapeutic practice of achieving empathy faces particular challenges. In relation to this, our contribution sets out three issues for investigation and analysis: the first one is that practices of achieving empathy must be preceded by efforts aiming to establish which kind of individualized conversation works with this child (Midgley, 2006). Psychotherapy process researchers in adult therapy (Stiles et al., 2015) have found that therapists “invent” a new therapy for each patient (Norcross and Wampold, 2018). The second issue is that it can be difficult for adults to understand the ways in which children express their conflicts and issues. In particular, play activities in therapy, e.g., with dolls, can open up additional scenarios of interaction. The play scenario can be used to disclose unformulated problems masked in everyday and family interactions. The third issue is how to respect the child's higher degree of vulnerability, compared with adult patients. How is it communicated and dealt with in therapy? We present an interaction analysis of a single case study of the first 20 min of a child therapy session with an adopted girl aged 4 years brought to treatment because of “unexplainable rage.” The session was videotaped; parents granted permission. We analyze this session using an applied version of CA. In our analysis, we describe “doing contrariness,” as a conversational practice producing epistemic and affiliative disruptions, while “avoiding doing contrariness” and “remedying contrariness” are strategies for preserving or restoring the affiliative dimension of a relationship (in child therapy). We show how these practices operate in various modes and how they are used by both parties in our case study to variously aid and impedethe achievement of empathy and understanding.

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