scholarly journals Body Part Highlighting: Exploring two types of embodied practices in two sub-types of showing sequences in video-mediated consultations

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Brian Lystgaard Due ◽  
Simon Bierring Lange
Keyword(s):  
Healthcare Professional ◽  
Conversation Analysis ◽  
Initial Phase ◽  
Single Case ◽  
Body Part ◽  
History Taking ◽  
Healthcare Settings ◽  
Asking Questions ◽  
Common Understanding ◽  
Direct Body

Consultations in healthcare settings involve an initial phase of “history-taking”, during which the healthcare professional examines the client for symptoms by asking questions, making the client show symptoms on his or her own body, and performing bodily examinations. But how can bodily symptoms be identified when the interaction is video-mediated and sensory access is limited? One key resource here is “body showings”. However, research suggests that video-mediated teleconsultations reduce body showings due to both technical difficulties and sensory obstruction. In this paper, we provide a contrary case that shows two types of practices employed for successful history-taking through body-part showings. Based on an analysis of an “evocative showing sequence” (Licoppe, 2017), we present two types of gestural highlighting practices, via two types of showing sub-sequences: 1) “mimicable body part highlighting”, which occurs in a sequence of “adapting-body-to-frame”; and 2) “direct body part highlighting”, which occurs in a sequence of “adapting-frame-to-body”. The paper uses a single case to discuss how gestures work in a video-mediated context and how sensory judgements are not just a property of the healthcare professional, but are distributed to clients who are able to creatively adapt to situated contingencies in order to accomplish common understanding about the symptoms. The data consist of video-recorded, video-mediated physiotherapy consultations in Denmark, analysed using ethnomethodological conversation analysis (EMCA). The paper contributes to EMCA research on mediated interaction and embodied, gestural and sensorial practices.

Formulating another’s report of troubles in peer support

2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Christopher Pudlinski
Keyword(s):  
Mental Health ◽  
United States ◽  
Community Mental Health ◽  
Conversation Analysis ◽  
Peer Support ◽  
Mental Health System ◽  
The United States ◽  
Telephone Support ◽  
Healthcare Settings ◽  
Professional Perspective

This study stems from an interest in peer support talk, an underexplored area of research, and in how supportive actions such as formulated summaries function in comparison to more professional healthcare settings. Using conversation analysis, this study explores 35 instances of formulations within 65 calls to four different ‘warm lines’, a term for peer-to-peer telephone support within the community mental health system in the United States. Formulations can be characterized across two related axes: client versus professional perspective, and directive versus nondirective. The findings show that formulations within peer support were overwhelmingly nondirective, in terms of meeting institutional agendas to let callers talk. However, formulations ranged from client-oriented ones that highlight or repeat caller reports to those which transform caller reports through integrating past caller experiences or implicit caller emotions. These tactics are found to have similarities to how formulations function in professional healthcare settings.

scholarly journals What are the risk factors for avoidable transitions in the last year of life? A qualitative exploration of professionals’ perspectives for improving care in Germany

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Alina Kasdorf ◽  
◽  
Gloria Dust ◽  
Vera Vennedey ◽  
Christian Rietz ◽  
...  
Keyword(s):  
Healthcare Professional ◽  
Healthcare Professionals ◽  
Qualitative Content Analysis ◽  
Individual Interviews ◽  
Information Power ◽  
Care Services ◽  
Healthcare Settings ◽  
Nursing Services ◽  
Value Based Care ◽  
Qualitative Exploration

Abstract Background Little is known about the nature of patients’ transitions between healthcare settings in the last year of life (LYOL) in Germany. Patients often experience transitions between different healthcare settings, such as hospitals and long-term facilities including nursing homes and hospices. The perspective of healthcare professionals can therefore provide information on transitions in the LYOL that are avoidable from a medical perspective. This study aims to explore factors influencing avoidable transitions across healthcare settings in the LYOL and to disclose how these could be prevented. Methods Two focus groups (n = 11) and five individual interviews were conducted with healthcare professionals working in hospitals, hospices and nursing services from Cologne, Germany. They were asked to share their observations about avoidable transitions in the LYOL. The data collection continued until the point of information power was reached and were audio recorded and analysed using qualitative content analysis. Results Four factors for potentially avoidable transitions between care settings in the LYOL were identified: healthcare system, organization, healthcare professional, patient and relatives. According to the participants, the most relevant aspects that can aid in reducing unnecessary transitions include timely identification and communication of the LYOL; consideration of palliative care options; availability and accessibility of care services; and having a healthcare professional taking main responsibility for care planning. Conclusions Preventing avoidable transitions by considering the multicomponent factors related to them not only immediately before death but also in the LYOL could help to provide more value-based care for patients and improving their quality of life.

scholarly journals PENERAPAN TEORI DISKURSUS HABERMAS SEBAGAI ALTERNATIF PENYELESAIAN SENGKETA

2020 ◽  
Vol 32 (1) ◽  
pp. 55
Author(s):  
Tri Harnowo
Keyword(s):  
Negotiation Process ◽  
Discourse Theory ◽  
Third Party ◽  
Social Collaboration ◽  
Communication Techniques ◽  
Validity Claims ◽  
Common Interests ◽  
Asking Questions ◽  
Communicative Actions ◽  
Common Understanding

AbstractAccording to Habermas's discourse theory, communicative actions justified through validity claim can build a common understanding and social collaboration. Mediation is one form of dispute resolution through a negotiation process to obtain a mutual agreement facilitated by a neutral third party oriented to common interests by maintaining good relations between the parties in the future. Communication techniques such as listening actively, asking questions, and reframing statements are important skills that mediators must possess. This conceptual paper analyzes the interaction between Habermas's discourse theory and the concept of mediation. Habermas's discourse theory can be a basic framework of analysis for mediators to predict the creation of consensus, identify statements based on validity claims, and search for common understanding options. IntisariMenurut teori diskursus Habermas, tindakan komunikatif yang dijustifikasi melalui klaim kesahihan dapat membangun suatu pemahaman bersama dan kerjasama sosial.  Mediasi merupakan salah satu bentuk penyelesaian sengketa melalui proses perundingan untuk memperoleh kesepakatan bersama difasilitasi oleh pihak ketiga netral yang berorientasi pada kepentingan bersama dengan menjaga hubungan baik para pihak di masa mendatang. Teknik komunikasi seperti mendengar aktif, bertanya, dan membingkai ulang pernyataan merupakan keahlian penting yang harus dimiliki oleh mediator. Artikel ini menganalisis interaksi antara teori diskursus Habermas dan penerapannya dalam teknik mediasi. Teori diskursus Habermas dapat menjadi kerangka dasar analisis bagi mediator untuk memprediksi terciptanya konsensus, mengidentifikasi pernyataan-pernyataan berdasarkan klaim kesahihan dan mencari opsi-opsi kesepakatan bersama.

A very delayed acceptance to an invitation in a French conversation

1994 ◽  
Vol 11 ◽  
pp. 153-172 ◽  
Author(s):  
Anne-Marie Barraja-Rohan
Keyword(s):  
Conversation Analysis ◽  
Single Case ◽  
Case Analysis ◽  
Telephone Conversation ◽  
Analysis Techniques ◽  
Transcription System

Abstract Many studies have been concerned with sequence organisation, adjacency pairs and preference organisation in English conversations. However, there is a need to investigate how these structures apply to other languages, and this paper undertakes such a task in analysing a French telephone conversation. In the conversation analysed, the two base parts of an invitation sequence, the invitation and its acceptance, are separated by 113 turns of talk. The methodology uses the Jeffersonian transcription system and Conversation Analysis techniques. What is remarkable about the data analysed in this study is its striking similarities to an English conversation examined by Schegloff (1990). The parallels with Schegloff’s single case analysis constitute evidence of a phenomenon equally occurring in French, with a massive delay between the first pair part (FPP) and the second pair part (SPP) and the complex local organisation and expansion sequences that result from it.

The use of ‘my side telling’ during history taking in psychiatric consultations

2021 ◽  
pp. 146144562110016
Author(s):  
Xueli Yao
Keyword(s):  
Empirical Study ◽  
Conversation Analysis ◽  
History Taking ◽  
Patients Rights ◽  
Outpatient Visits ◽  
Psychiatric Outpatient ◽  
Audio Recordings ◽  
Sense Of Reality ◽  
Psychiatric Conditions

Using the method of conversation analysis, this article examines an interactional practice through which psychiatric practitioners exhibit knowledge about their patients’ problems, symptoms, or experiences in psychiatric outpatient consultations. This practice is referred to as ‘my side telling’. The data were from audio recordings of 55 psychiatric outpatient visits to four psychiatrists in China. In the data, the psychiatrists employ ‘my side telling’ within larger sequences of talk where psychiatrists solicit their patients to elaborate on their problems or experiences, treating prior answers of the patients as unsatisfactory. Based on empirical study of the data, it is argued that ‘my side telling’ in psychiatry is not merely used to elicit information. Rather, through facing patients with facts or evidence which the psychiatrists got from other sources, it acquires a confrontative function and may be employed as a tool to test the patients’ sense of reality and willingness to talk about their experiences. Thus, it is shown to work towards assessing patients for possible psychiatric conditions and forming diagnostic hypotheses. I further argue that ‘my side telling’ allows the psychiatrists to achieve a balance between respecting the patients’ rights to report their own experiences and influencing the directions in which the information is reported.

scholarly journals B.1 What Transition Skills Should be Targeted in Epilepsy Transition Clinics?

2021 ◽  
Vol 48 (s3) ◽  
pp. S16-S16
Author(s):  
S Healy ◽  
T Fantaneanu ◽  
S Whiting
Keyword(s):  
Medical History ◽  
Medical History Taking ◽  
History Taking ◽  
Adult Care ◽  
Initial Portion ◽  
Difficult Time ◽  
Older Adolescents ◽  
Asking Questions ◽  
Adolescent Clinic ◽  
Clinic Visits

Background: Transition from pediatric to adult care can be a difficult time for adolescents with epilepsy. This period is often a period of extreme vulnerability and stress. As a result, research has recommended transition clinics to help these adolescents develop needed transition skills. However, the skills that need to be focused on remain unclear. Methods: Baseline transition skills in 113 adolescents with epilepsy, aged 14 to 18 (M= 16.46, male= 56) were analyzed. Results: Analyses showed that older adolescents showed significantly more transition skills than younger adolescents (F(4,108)=5.522, p=000). Although positive, older adolescents only scored, on average, 16.3/28 on the transition questionnaire; suggesting that many skills are still lacking, even at the time of transition. Specifically, although the majority of these older adolescents demonstrated being able to manage their condition independently (e.g., summarizing medical history, taking/knowing medications), these adolescents were less likely to demonstrate skills needed to be advocates for themselves and their health (e.g., asking questions, discussing concerns, speaking to the doctor instead of letting their parents). Conclusions: Results suggest it may be beneficial to restructure adolescent clinic visits; encouraging these patients to attend the initial portion of visits independently to help them feel more comfortable and confident championing for themselves.

scholarly journals Kehollinen toiminta opetuskeskustelun tukena valmistavassa opetuksessa

2021 ◽  
Author(s):  
Noora Helkiö
Keyword(s):  
Language Learning ◽  
Conversation Analysis ◽  
Basic Education ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Pedagogical Tool ◽  
Asking Questions ◽  
Research Questions

This article examines bodily action as an interactional resource in instruction preparing for basic education. Using conversation analysis as method, the study seeks to answer two research questions: How does bodily action support and enable participation in the classroom interaction, and how do the teacher and the students use it in IRE/IRF-sequences? The first focus is on how the teacher uses bodily action when asking questions from the students. Secondly, the study focuses on how the teacher verbalizes students’ bodily action into verbal utterances. The writer argues that bodily action can enable participation in the classroom interaction as well as language teaching and language learning. For the teacher it serves as a pedagogical tool and for the student as a means of participation when learning a new language.

Topic management and opportunities for learning in an advanced Francophone Cultures class

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Rémi A. van Compernolle
Keyword(s):  
Conversation Analysis ◽  
Single Case ◽  
Case Analysis ◽  
Epistemic Stance ◽  
Preference Organization ◽  
Opportunities For Learning ◽  
Discourse Studies ◽  
University Level ◽  
Response Feedback ◽  
Us University

Drawing on conversation analysis and its extension to classroom discourse studies, this article examines the ways in which topic is managed and opportunities for learning are created in an advanced US university-level Francophone Cultures class. In the analysis, topic is treated as an ongoing interactional achievement rather than a stable “subject” of conversation. A single-case analysis is presented to show how topic is accomplished between the teacher and her students in relation to preference organization and epistemic stance. Specifically, the analysis demonstrates how a prototypical three-turn Initiation-Response-Feedback (IRF) sequence is elaborated over multiple turns that expand the teacher’s explicitly announced topic to include a side sequence addressing a metalinguistic problem and a disagreement between two students that results in an expansion of the topic beyond the teacher’s agenda. In the discussion, the results are synthesized in relation to how opportunities for learning emerge in the comanagement of topics. Implications for research and pedagogy are also offered.

Interactional management of face-threatening acts in casual ELF conversation: an analysis of third-party complaint sequences

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Mayu Konakahara
Keyword(s):  
International Students ◽  
Conversation Analysis ◽  
Single Case ◽  
Case Analysis ◽  
Third Party ◽  
Politeness Theory ◽  
Face Negotiation ◽  
Face Saving ◽  
Complaint Sequences

AbstractThis paper investigates how English as a lingua franca is used to manage adversarial moments in casual conversation among friends, using conversation analysis and politeness theory. It presents a single case analysis of face negotiation devices utilized in two cases of third-party complaint sequences, in which complaints are made about someone else who is not present. The two cases to be analyzed were extracted from recordings of conversation of international students in British universities. The analysis revealed that the interactants utilize verbal and nonverbal devices, which are sometimes linguistically inexplicit but nonverbally resourceful, in a pragmatically sensitive manner in situ, thereby saving mutual face, intensifying the degree of face-threatening, or expressing disaffiliation in a face-saving way.

‘Two’s company, three’s a crowd’

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Sandy Houen ◽  
Susan Danby
Keyword(s):  
Young Children ◽  
Conversation Analysis ◽  
Single Case ◽  
Video Recording ◽  
The Other ◽  
Dyadic Relationships ◽  
Restricted Access ◽  
Preschool Classroom ◽  
The Third ◽  
Physical Access

This paper examines how young children mobilize interactional resources to position peers as neither fully included nor fully excluded in a preschool classroom. A single case of a video recording of three preschool-aged girls was analysed using conversation analysis. Two girls restricted access to a third girl and positioned her on the periphery in peer activity. The third girl’s entry into the activity was restricted through the other two’s claims of object ownership, limited physical access to objects, multi-modal practices that diverted attention away from the coveted objects, and assessments and sanctions around engagement with an object. The recurrent attempts to keep out the third girl were undertaken through partitioning. Findings highlight how children protect dyadic relationships.

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