OReilly2026
| OReilly2026 | |
|---|---|
| BibType | INCOLLECTION |
| Key | OReilly2026 |
| Author(s) | Michelle O’Reilly, Nikki Kiyimba, Jessica Nina Lester |
| Title | Using Findings from Reflective Interventionist Conversation Analysis (RICA) Research for Workshop Training in Communication with Children and Young People for Mental Health Practitioners |
| Editor(s) | Laurent Filliettaz, Evelyne Berger, Anne-Sylvie Horlacher, Anna Claudia Ticca |
| Tag(s) | EMCA, children, conversation analysis, emotion talk, mental health, training |
| Publisher | Springer |
| Year | 2026 |
| Language | English |
| City | Singapore |
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| Pages | 361-380 |
| URL | Link |
| DOI | 10.1007/978-981-92-0026-9_15 |
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| Howpublished | |
| Book title | Developing Interactional Competences at and for Work: Analyzing Talk-in-Interaction in different Professional and Training Contexts |
| Chapter | |
Abstract
Organisations delivering mental health services recognise the benefit of staff engaging in continuing professional development to maintain best practice. We argue that a focus on practice-based evidence using naturally occurring samples of talk-in-interaction provides a reliable foundation for training focused on communication with children and young people. In this chapter, we introduce Reflective Interventionist Conversation Analysis (RICA), which is a specific form of applied CA, founded on collaborative partnerships, practice-based learning, and reflective activity. We report our RICA mental health assessment research and experience in delivering training based on those findings to mental health practitioners. In so doing, we provide examples of ways RICA findings can be applied to assist practitioners in developing their communication skills with children and young people around emotion talk. These skills include navigating situated competencies of children in emotional literacy, the challenge of using multiple questions in one turn, and the use of Subjective Units of Distress scales.
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