emcawiki - User contributions [en]

Danby2016

2022-05-13T07:02:20Z

HollySansone: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Susan Danby; Christina Davidson; Stuart Ekberg; Helen Breathnach; Karen Thorpe; |Title=‘Let's see if you can see me': making connectio..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Susan Danby; Christina Davidson; Stuart Ekberg; Helen Breathnach; Karen Thorpe;
|Title=‘Let's see if you can see me': making connections with Google Earth™ in a preschool classroom
|Tag(s)=EMCA; Google Earth™; preschool; children; digital technology; geography of education; sociology of childhood
|Key=Danby2016
|Year=2016
|Language=English
|Journal=Children's Geographies
|Volume=14
|Number=2
|Pages=141-157
|URL=https://www.tandfonline.com/doi/full/10.1080/14733285.2015.1126231
|DOI=10.1080/14733285.2015.1126231
|Abstract=Bringing a social interaction approach to children's geographies to investigate how children accomplish place in everyday lives, we draw on ethnomethodological and conversation analytic approaches that recognize children's competence to manipulate their social and digital worlds. An investigation of preschool-aged children engaged with Google Earth™ shows how they both claimed and displayed technological understandings and practices such as manoeuvring the mouse and screen, and referenced place through relationships with local landmarks and familiar settings such as their school. At times, the children's competing agendas required orientation to each other's ideas, and shared negotiation to come to resolution. A focus on children's use of digital technologies as they make meaning of the world around them makes possible new understandings of place within the geographies of childhood and education.
}}

Ekberg2014a

2022-05-13T06:57:03Z

HollySansone: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Stuart Ekberg; Rebecca K. Barnes; David S. Kessler; Alice Malpass; Alison R.G. Shaw; |Title=Managing clients’ expectations at the outs..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Stuart Ekberg; Rebecca K. Barnes; David S. Kessler; Alice Malpass; Alison R.G. Shaw;
|Title=Managing clients’ expectations at the outset of online Cognitive Behavioural Therapy (CBT) for depression
|Tag(s)=EMCA; cognitive behavioural therapy; depression; expectation management; first session openings; online therapy
|Key=Ekberg2014a
|Year=2014
|Language=English
|Journal=Health Expectations
|Volume=19
|Number=3
|Pages=557-569
|URL=https://onlinelibrary.wiley.com/doi/10.1111/hex.12227
|DOI=10.1111/hex.12227
|Abstract=Background: Engaging clients in psychotherapy by managing their expectations is important for therapeutic success. Initial moments in first sessions of therapy are thought to afford an opportunity to establish a shared understanding of how therapy will proceed. However, there is little evidence from analysis of actual sessions of therapy to support this.

Objective: This study utilised recorded session logs to examine how therapists manage clients’ expectations during the first two sessions of online Cognitive Behavioural Therapy (CBT).

Methods: Expectation management was investigated through conversation analysis of sessions from 176 client-therapist dyads involved in online CBT. The primary focus of analysis was expectation management during the initial moments of first sessions, with a secondary focus on expectations at subsequent points.

Analysis: Clients’ expectations for therapy were most commonly managed during the initial moments of first sessions of therapy. At this point, most therapists either produced a description outlining the tasks of the first and subsequent sessions (n = 36) or the first session only (n = 108). On other occasions (n = 32), no attempt was made to manage clients’ expectations by outlining what would happen in therapy. Observations of the interactional consequences of such an absence suggest clients may struggle to engage with the therapeutic process in the absence of appropriate expectation management by therapists.

Conclusion: Clients may more readily engage from the outset of therapy when provided with an explanation that manages their expectation of what is involved. Therapists can accomplish this by projecting how therapy will proceed, particularly beyond the initial session.
}}

Ekberg2016

2022-05-13T06:49:46Z

HollySansone: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Stuart Ekberg; Alison R.G. Shaw; David S. Kessler; Alice Malpass; Rebecca K. Barnes; |Title=Orienting to Emotion in Computer-Mediated Co..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Stuart Ekberg; Alison R.G. Shaw; David S. Kessler; Alice Malpass; Rebecca K. Barnes;
|Title=Orienting to Emotion in Computer-Mediated Cognitive Behavioral Therapy
|Tag(s)=EMCA; computer-mediated; text-based; quasi-synchronous; e-therapy; cognitive behavioural therapy; emotion; affect; feeling; affiliation
|Key=Ekberg2016
|Year=2016
|Language=English
|Journal=Research On Language and Social Interaction
|Volume=49
|Number=4
|Pages=310-324
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2016.1199085
|DOI=10.1080/08351813.2016.1199085
|Note=Exploring emotions is a defining feature of psychotherapy. This study explores how therapists orient to emotions when they cannot see or hear their clients. In analyzing 1,279 sessions of online text-based Cognitive Behavioral Therapy (CBT), we focused on therapists’ commiserations (e.g., “I’m sorry to hear that”) and their affective inferences (e.g., “that sounds very scary for you”). Both practices routinely prefaced moves to pursue a range of therapeutic activities, many of which did not prioritize sustained focus on the emotion that had just been oriented to. By separating message composition from message transmission, the modality used for these therapy sessions enabled therapists to combine orientations to emotion with attempts to shift the focus of discussion. Our analysis finds that although physically co-present and computer-mediated psychotherapy share a common focus on emotional experience, the modality used for therapy can be relevant in the design and use of these orientations. Data are in British English.
}}

SEkberg2015

2022-05-13T06:44:27Z

HollySansone: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Stuart Ekberg; Rebecca K. Barnes; David S. Kessler; Selman Mirza; Alan A. Montgomery; Alice Malpass; Alison R.G. Shaw |Title=Relationshi..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Stuart Ekberg; Rebecca K. Barnes; David S. Kessler; Selman Mirza; Alan A. Montgomery; Alice Malpass; Alison R.G. Shaw
|Title=Relationship between Expectation Management and Client Retention in Online Cognitive Behavioural Therapy
|Tag(s)=EMCA; expectation management; initial session; cognitive behavioural therapy; psychotherapy process; outcome
|Key=SEkberg2015
|Year=2015
|Language=English
|Journal=Behavioural and Cognitive Psychotherapy
|Volume=43
|Number=6
|Pages=732-743
|URL=https://www.cambridge.org/core/journals/behavioural-and-cognitive-psychotherapy/article/relationship-between-expectation-management-and-client-retention-in-online-cognitive-behavioural-therapy/FF2E6377B889451EA8E4B6F39CED2428
|DOI=10.1017/S1352465814000241
|Abstract=Background: Engaging clients from the outset of psychotherapy is important for therapeutic success. However, there is little research evaluating therapists’ initial attempts to engage clients in the therapeutic process. This article reports retrospective analysis of data from a trial of online cognitive behavioural therapy (CBT) for depression. Qualitative and quantitative methods were used to evaluate how therapists manage clients’ expectations at the outset of therapy and its relationship with client retention in the therapeutic intervention.

Aims: To develop a system to codify expectation management in initial sessions of online CBT and evaluate its relationship with retention.

Method: Initial qualitative research using conversation analysis identified three communication practices used by therapists at the start of first sessions: no expectation management, some expectation management, and comprehensive expectation management. These findings were developed into a coding scheme that enabled substantial inter-rater agreement (weighted Kappa = 0.78; 95% CI: 0.52 to 0.94) and was applied to all trial data.

Results: Adjusting for a range of client variables, primary analysis of data from 147 clients found comprehensive expectation management was associated with clients remaining in therapy for 1.4 sessions longer than those who received no expectation management (95% CI: -0.2 to 3.0). This finding was supported by a sensitivity analysis including an additional 21 clients (1.6 sessions, 95% CI: 0.2 to 3.1).

Conclusions: Using a combination of qualitative and quantitative methods, this study suggests a relationship between expectation management and client retention in online CBT for depression, which has implications for professional practice. A larger prospective study would enable a more precise estimate of retention.
}}

Ekberg2017a

2022-05-13T03:26:42Z

HollySansone: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Stuart Ekberg; Susan Danby; Sandra Houen; Christina Davidson; Karen J. Thorpe |Title=Soliciting and pursuing suggestions: Practices for..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Stuart Ekberg; Susan Danby; Sandra Houen; Christina Davidson; Karen J. Thorpe
|Title=Soliciting and pursuing suggestions: Practices for contemporaneously managing student-centred and curriculum-focused activities
|Tag(s)=EMCA; classroom interaction; interactional projects; suggestion solicitations; preschool; digital technology
|Key=Ekberg2017a
|Year=2017
|Language=English
|Journal=Linguistics and Education
|Volume=42
|Pages=65-73
|URL=https://www.sciencedirect.com/science/article/pii/S0898589816300766?via%3Dihub#kwd0005
|DOI=10.1016/j.linged.2017.07.007
|Abstract=Teachers attempting to implement student-centred pedagogies can routinely encounter challenges for also ensuring that classroom activities align with the relevant curriculum. In this study, we explore how teachers address this complexity. We applied Conversation Analysis (CA) methods to examine approximately 170 h of video recorded interaction across nine Australian preschools. We identify how teachers solicit suggestions to implement a student-centred pedagogy. Following initial solicitations, pursuits of suggestions progressively increase the possibility that students will make a suggestion that corresponds to curriculum agendas. We argue that, through these solicitations and pursuits, teachers implement particular interactional projects that become increasingly apparent to others and yet never entirely clear. This opaqueness aligns with contemporaneous management of student-centred and curriculum-focused classroom activities. Although students are given opportunities to shape these activities, teachers sustain discussion until they elect to accept one or more student suggestions. By soliciting and pursuing students’ suggestions, teachers can enhance the possibility that students’ contributions align with diverse curriculum imperatives.
}}

Lopriore2017

2022-05-13T03:19:59Z

HollySansone: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Stefanie Lopriore; Amanda LeCouteur; Stuart Ekberg; Katie Ekberg |Title=Delivering healthcare at a distance: Exploring the organisation..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Stefanie Lopriore; Amanda LeCouteur; Stuart Ekberg; Katie Ekberg
|Title=Delivering healthcare at a distance: Exploring the organisation of calls to a health helpline
|Tag(s)=EMCA; health communication; telehealth; helplines; qualitative
|Key=Lopriore2017
|Year=2017
|Language=English
|Journal=International Journal of Medical Informatics
|Volume=104
|Pages=45-55
|URL=https://www.sciencedirect.com/science/article/pii/S1386505617301077?via%3Dihub
|DOI=10.1016/j.ijmedinf.2017.05.001
|Abstract=Background: Health helplines are integral to contemporary healthcare, offering fast, low-cost, and geographically unrestricted access to health information and advice. Although some health helplines offer support services (e.g., counselling), many function in ways that are similar to physically co-present (i.e., face-to-face) primary care consultations. However, due to the lack of physical presence, there are differences in the way health consultations are routinely managed on the telephone. This article explores some ways in which healthcare is managed at a distance, on a telephone helpline.

Methods: Data are 196 recorded calls from the helpline, Healthdirect Australia. Using conversation analysis, this paper compares the delivery of healthcare over the telephone with what is known about physically co-present primary care consultations.

Results: Through an exploration of the overall structure of these helpline calls, we show how Healthdirect Australia calls are organised in terms of eight distinct phases: call opening, establishment of reason-for-calling, check of caller safety, creation of a confidential patient file, medical information-gathering, health advice, caller survey questions, and call closing. We demonstrate how interactants organise their talk around these phases, with a particular focus on the shift between mandated administrative tasks and traditional medical tasks.

Conclusions: Findings from this study suggest that there are systematic differences between the overall structure of health helplines and physically co-present primary care consultations. We demonstrate that the delivery of health information and advice via helplines can be challenging, but that service can be enhanced through continued efforts to inform understanding about how medical encounters routinely unfold in over-the-phone environments.
}}

Ekberg2019

2022-05-13T03:04:13Z

HollySansone:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Stuart Ekberg; Susan Danby; Johanna Rendle-Short; Anthony Herbert; Natalie K. Bradford; Patsy Yates
|Title=Discussing death: Making end of life implicit or explicit in paediatric palliative care consultations
|Tag(s)=EMCA; dying; death; communication; professional-patient relations
|Key=Ekberg2019
|Year=2019
|Language=English
|Journal=Patient Education and Counseling
|Volume=102
|Number=2
|Pages=198-206
|URL=https://www.sciencedirect.com/science/article/pii/S0738399118304622?via%3Dihub#kwd0005
|DOI=10.1016/j.pec.2018.08.014
|Abstract=Objective: To consider whether and how family members and clinicians discuss end of life during
paediatric palliative care consultations.

Methods: Nine naturally occurring paediatric palliative care consultations were video recorded and analysed using conversation analytic methods.

Analysis: Focusing on three consultations in which end of life was treated as a certain outcome, analysis explored ways in which end of life was made either implicit or explicit within these consultations. Our analysis suggests that end of life was made explicit when: 1) ancillary to the current focus of discussion, 2) in relation to someone else’s child, or 3) specifically relevant to the local context of the discussion. More commonly, in all other instances in the data, end of life was made implicit during discussions relating to this matter.

Conclusion: This preliminary research indicates that the local context of a conversation can influence how end of life is mentioned and discussed.

Practice implications: Clinicians often are encouraged to promote honest and ‘open’ discussions about end of life. Our findings show that it is not necessary to explicitly mention end of life in order to discuss it.
}}

Ekberg2019

2022-05-13T02:40:30Z

HollySansone: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Stuart Ekberg; Susan Danby; Maryanne Theobald; Belinda Fisher; Peta Wyeth; |Title=Using physical objects with young children in ‘face-..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Stuart Ekberg; Susan Danby; Maryanne Theobald; Belinda Fisher; Peta Wyeth;
|Title=Using physical objects with young children in ‘face-to-face’ and telehealth speech and language therapy
|Tag(s)=EMCA; telehealth; paediatric speech and language therapy; play-based therapy; videoconferencing
|Key=Ekberg2019
|Year=2019
|Language=English
|Journal=Disability and Rehabilitation
|Volume=41
|Number=14
|Pages=1664-1675
|URL=https://www.tandfonline.com/doi/full/10.1080/09638288.2018.1448464
|DOI=10.1080/09638288.2018.1448464
|Abstract=Purpose: Speech language therapists increasingly are using telehealth to enhance the accessibility of their services. It is unclear, however, how play-based therapy for children can be delivered via telehealth. In particular, modalities such as videoconferencing do not enable physical engagement between therapists and clients. The aim of our reported study was to understand how physical objects such as toys are used in similar and different ways across videoconferenced and “face-to-face” (hereafter, “in-person”) therapy.

Methods: We used conversation analytic methods to compare video-recorded therapy sessions for children delivered across in-person and telehealth settings. Utilising a broader corpus of materials, our analysis focused on four client–therapist dyads: two using videoconferencing, and two who met in-person.

Results: Both videoconferencing and in-person sessions enabled routine affordances and challenges for delivering therapy. Within in-person therapy, therapists made access to objects contingent upon the client producing some target expression. This contingency usually was achieved by restricting physical access to these objects. Restricting access to a toy was not necessary in videoconferenced therapy; therapists instead used techniques to promote engagement.

Conclusions: When delivering play-based therapy via telehealth, our study demonstrates how practitioners adapt the intervention to suit the particular medium of its delivery.

Implications for Rehabilitation: Telehealth enhances equitable access for those who cannot physically access rehabilitation services; Telehealth modalities can create practical challenges, however, when delivering interventions such as play-based therapy; Practitioners should intentionally adapt telehealth interventions to suit the particular telehealth modality they are using.
}}

Ekberg2020

2022-05-13T02:32:19Z

HollySansone: Created page with "{{BibEntry |BibType=INBOOK |Author(s)=Stuart Ekberg; Sandra Houen; Belinda Fisher; Maryanne Theobald; Sandra Houen, Susan Danby; |Title=Engaging young children in speech and l..."

{{BibEntry
|BibType=INBOOK
|Author(s)=Stuart Ekberg; Sandra Houen; Belinda Fisher; Maryanne Theobald; Sandra Houen, Susan Danby;
|Title=Engaging young children in speech and language therapy via videoconferencing
|Editor(s)=Christopher M. Hayre; Dave Muller; Marcia Scherer
|Tag(s)=EMCA; speech language pathology; young children; play-based therapy; telehealth; videoconferencing
|Key=Ekberg2020
|Publisher=CRC Press
|Year=2020
|Language=English
|Booktitle=Everyday technologies in healthcare
|Pages=175-192
|ISBN=9781138491700
|Abstract=Early intervention for young children with speech and language difficulties is increasingly delivered via everyday technologies such as videoconferencing. Utilising these technologies increases the accessibility of specialist services for people who cannot physically access these services. The delivery of play-based therapeutic interventions that suit this population can, however, encounter practical challenges when delivered via telehealth. For instance, videoconferencing does not enable speech language therapists and child clients to share physical access to play-based therapeutic objects. This conversation analytic study uses recordings of actual therapy sessions conducted with young children via videoconferencing to identify the strategies that therapists use to facilitate the playful use of objects for therapeutic purposes. The findings of this study support practical recommendations, such as considering, in advance, ways in which the use of an object might be modified to suit the affordances and constraints of a particular telehealth medium.
}}

SEkberg2021a

2022-05-13T02:07:45Z

HollySansone: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Stuart Ekberg |Title=Proffering Connections: Psychologising Experience in Psychotherapy and Everyday Life |Tag(s)=EMCA; everyday convers..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Stuart Ekberg
|Title=Proffering Connections: Psychologising Experience in Psychotherapy and Everyday Life
|Tag(s)=EMCA; everyday conversation; psychotherapy; non-specific benefit; equivalence paradox; common factors; reference; connections
|Key=SEkberg2021a
|Year=2021
|Language=English
|Journal=Frontiers in Psychology
|Volume=11
|URL=https://www.frontiersin.org/articles/10.3389/fpsyg.2020.583073/full
|DOI=10.3389/fpsyg.2020.583073
|Abstract=Conversation analytic research has advanced understanding of the psychotherapeutic process by understanding how psychotherapy is organised over time in and through interaction between clients and therapists. This study progresses knowledge in this area by examining how psychological accounts of experience are progressively developed across a range of helping relationships. Data include: (1) approximately 30 h of psychotherapy sessions involving trainee therapists; (2) approximately 15 h of psychotherapy demonstration sessions involving expert therapists; and (3) approximately 30 h of everyday conversations involving close friends or family members. This article reports an analysis of techniques that are used to bring together two experiences that were discussed separately, to proffer a candidate connection between them. This proffering of candidate connections was recurrently used in psychotherapy. If confirmed by a client, a proffered connection could be used to develop a psychological account of a client’s experiences, which could then warrant some psychological intervention. In contrast, the proffering of connections was observed in only one of the everyday conversations included in the current study, where it was used to develop psychological accounts of experience. This shows that although proffering candidate connections is an everyday interactional practice, it appears to be used with greater frequency in psychotherapy, to advance its specific institutional aims.
}}

Sansone2022

2022-05-13T01:57:40Z

HollySansone:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Holly M. Sansone; Stuart Ekberg; Susan Danby
|Title=Uncertainty, responsibility, and reassurance in paediatric palliative care: A conversation analytic study of telephone conversations between parents and clinicians
|Tag(s)=EMCA; reassurance; uncertainty; morality; parents; responsibility; paediatric palliative care
|Key=Sansone2022
|Year=2022
|Language=English
|Journal=Qualitative Health Communication
|Volume=1
|Number=1
|Pages=26-43
|URL=https://tidsskrift.dk/qhc/article/view/125538
|DOI=10.7146/qhc.v1i1.125538
|Abstract=Background: Families play a vital role in the day-to-day medical care of children with life-limiting conditions. Navigating their child’s symptoms, treatments, and the possibility of sudden deteriorations, presents myriad challenges and can be distressing for the family. Paediatric palliative care can provide crucial support for families who are typically responsible for many aspects of their child’s care.

Aim: To understand how paediatric palliative care clinicians use reassurance to support families through the uncertainties associated with caring for their children.

Methods: One hundred routine telephone conversations between parents and clinicians of a paediatric palliative care service were recorded and analysed using Conversation Analytic methods.

Findings: When parents report uncertainty about a specific care task, imply a causal link between this care task and an adverse outcome for their child, and a moral responsibility for the outcome, clinicians respond with reassurance. Clinicians produce reassurance through refuting parents’ accounts and providing an explanation to reframe the potential adverse outcome as independent of parent actions. Parents often agree with the clinicians’ reframings and demonstrate being reassured.

Discussion: Specialist paediatric palliative care clinicians routinely foreground support for family members through reassurance.

Conclusions: This study demonstrates how family-centred care can be accomplished in clinical practice.
}}

SEkberg2021

2022-05-13T01:56:11Z

HollySansone: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Stuart Ekberg |Title=Back to the source: Using repair to cite a source underpinning current conduct |Tag(s)=EMCA; quotative; source; rep..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Stuart Ekberg
|Title=Back to the source: Using repair to cite a source underpinning current conduct
|Tag(s)=EMCA; quotative; source; reported speech; repair
|Key=SEkberg2021
|Year=2021
|Language=English
|Journal=Journal of Pragmatics
|Volume=175
|Pages=184-194
|URL=https://www.sciencedirect.com/science/article/pii/S0378216621000254?via%3Dihub#kwrds0010
|DOI=10.1016/j.pragma.2021.01.019
|Abstract=This conversation analytic study examines ways people cite a source to manage some aspect of their current action. Analysing corpora of mundane and psychotherapeutic interaction, the study focuses on approximately 55 instances where an utterance is repaired to include the citation of a source. Focusing on these instances enables comparison of an original version of an action, which does not cite a source, and the repaired version, which does. Analysis of these cases identifies different contexts in which repair is used to cite a source. These include citing a source to warrant an incipient action and citing a source to avoid personal endorsement. Across these contexts, this study shows participants cite sources to manage what they are doing in the present in relation to something that has occurred in the past.
}}

Davidson2021

2022-05-13T01:48:03Z

HollySansone:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Christina Davidson; Susan Danby; Stuart Ekberg; Karen Thorpe
|Title=The interactional achievement of reading aloud by young children and parents during digital technology use
|Tag(s)=EMCA; digitical technology; parent-child interaction; reading aloud; screen
|Key=Davidson2021
|Year=2021
|Language=English
|Journal=Journal of Early Childhood Literacy
|Volume=21
|Number=4
|Pages=475-498
|URL=https://journals.sagepub.com/doi/10.1177/1468798419896040
|DOI=10.1177/1468798419896040
|Abstract=Many studies that examine parent–child interactions while reading digital texts focus on the reading of e-books. Rather less is known about parent–child interactions and reading aloud of other screen texts that occur during young children’s everyday use of digital technologies at home. This article presents the findings from a conversation analytic study of a collection of 36 sequences of interaction between young children and their parents where the words ‘says’ or ‘say’ were used to refer to print on the screen. The collection involved interactions between seven parent–child dyads. Sequences were identified through repeated viewing of 29 hours of video-recordings made by parents. Analysis enabled systematic identification and description of two distinctive practices in talk that led to reading aloud from the screen. Reading aloud of the text was provided by either a speaker using a preface, such as ‘it says’, or solicited using a question. Discussion establishes how young children and their parents orient to and produce reading aloud practices, how reading aloud meets the instrumental purposes of children and the ways that young children competently enable reading aloud. It is concluded that reading aloud from the screen is an important information source for young children, enabled through parent–child interactions.
}}

Davidson2021

2022-05-13T01:47:41Z

HollySansone:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Christina Davidson; Susan Danby; Stuart Ekberg; Karen Thorpe
|Title=The interactional achievement of reading aloud by young children and parents during digital technology use.
|Tag(s)=EMCA; digitical technology; parent-child interaction; reading aloud; screen
|Key=Davidson2021
|Year=2021
|Language=English
|Journal=Journal of Early Childhood Literacy
|Volume=21
|Number=4
|Pages=475-498
|URL=https://journals.sagepub.com/doi/10.1177/1468798419896040
|DOI=10.1177/1468798419896040
|Abstract=Many studies that examine parent–child interactions while reading digital texts focus on the reading of e-books. Rather less is known about parent–child interactions and reading aloud of other screen texts that occur during young children’s everyday use of digital technologies at home. This article presents the findings from a conversation analytic study of a collection of 36 sequences of interaction between young children and their parents where the words ‘says’ or ‘say’ were used to refer to print on the screen. The collection involved interactions between seven parent–child dyads. Sequences were identified through repeated viewing of 29 hours of video-recordings made by parents. Analysis enabled systematic identification and description of two distinctive practices in talk that led to reading aloud from the screen. Reading aloud of the text was provided by either a speaker using a preface, such as ‘it says’, or solicited using a question. Discussion establishes how young children and their parents orient to and produce reading aloud practices, how reading aloud meets the instrumental purposes of children and the ways that young children competently enable reading aloud. It is concluded that reading aloud from the screen is an important information source for young children, enabled through parent–child interactions.
}}

Davidson2021

2022-05-13T01:46:51Z

HollySansone: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Christina Davidson; Susan Danby; Stuart Ekberg; Karen Thorpe |Title=he interactional achievement of reading aloud by young children and..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Christina Davidson; Susan Danby; Stuart Ekberg; Karen Thorpe
|Title=he interactional achievement of reading aloud by young children and par�ents during digital technology use.
|Tag(s)=EMCA; digitical technology; parent-child interaction; reading aloud; screen
|Key=Davidson2021
|Year=2021
|Language=English
|Journal=Journal of Early Childhood Literacy
|Volume=21
|Number=4
|Pages=475-498
|URL=https://journals.sagepub.com/doi/10.1177/1468798419896040
|DOI=10.1177/1468798419896040
|Abstract=Many studies that examine parent–child interactions while reading digital texts focus on the reading of e-books. Rather less is known about parent–child interactions and reading aloud of other screen texts that occur during young children’s everyday use of digital technologies at home. This article presents the findings from a conversation analytic study of a collection of 36 sequences of interaction between young children and their parents where the words ‘says’ or ‘say’ were used to refer to print on the screen. The collection involved interactions between seven parent–child dyads. Sequences were identified through repeated viewing of 29 hours of video-recordings made by parents. Analysis enabled systematic identification and description of two distinctive practices in talk that led to reading aloud from the screen. Reading aloud of the text was provided by either a speaker using a preface, such as ‘it says’, or solicited using a question. Discussion establishes how young children and their parents orient to and produce reading aloud practices, how reading aloud meets the instrumental purposes of children and the ways that young children competently enable reading aloud. It is concluded that reading aloud from the screen is an important information source for young children, enabled through parent–child interactions.
}}

Sansone2022

2022-05-13T01:35:49Z

HollySansone: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Holly M. Sansone; Stuart Ekberg; Susan Danby |Title=Sansone2022 |Tag(s)=EMCA; reassurance; uncertainty; morality; parents; responsibilit..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Holly M. Sansone; Stuart Ekberg; Susan Danby
|Title=Sansone2022
|Tag(s)=EMCA; reassurance; uncertainty; morality; parents; responsibility; paediatric palliative care
|Key=Sansone2022
|Year=2022
|Language=English
|Journal=Qualitative Health Communication
|Volume=1
|Number=1
|Pages=26-43
|URL=https://tidsskrift.dk/qhc/article/view/125538
|DOI=10.7146/qhc.v1i1.125538
|Abstract=Background: Families play a vital role in the day-to-day medical care of children with life-limiting conditions. Navigating their child’s symptoms, treatments, and the possibility of sudden deteriorations, presents myriad challenges and can be distressing for the family. Paediatric palliative care can provide crucial support for families who are typically responsible for many aspects of their child’s care.

Aim: To understand how paediatric palliative care clinicians use reassurance to support families through the uncertainties associated with caring for their children.

Methods: One hundred routine telephone conversations between parents and clinicians of a paediatric palliative care service were recorded and analysed using Conversation Analytic methods.

Findings: When parents report uncertainty about a specific care task, imply a causal link between this care task and an adverse outcome for their child, and a moral responsibility for the outcome, clinicians respond with reassurance. Clinicians produce reassurance through refuting parents’ accounts and providing an explanation to reframe the potential adverse outcome as independent of parent actions. Parents often agree with the clinicians’ reframings and demonstrate being reassured.

Discussion: Specialist paediatric palliative care clinicians routinely foreground support for family members through reassurance.

Conclusions: This study demonstrates how family-centred care can be accomplished in clinical practice.
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Ekberg2022

2022-05-13T01:29:48Z

HollySansone: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Katie Ekberg; Stuart Ekberg; Lara Weinglass; Anthony Herbert; Johanna Rendle-Short; Myra Bluebond-Langner; Patsy Yates; Natalie Bradford..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Katie Ekberg; Stuart Ekberg; Lara Weinglass; Anthony Herbert; Johanna Rendle-Short; Myra Bluebond-Langner; Patsy Yates; Natalie Bradford; Susan Danby
|Title=Attending to child agency in paediatric palliative care consultations: Adults' use of tag questions directed to the child
|Tag(s)=EMCA; child agency; paediatric palliative care; tag questions; conversation analysis
|Key=Ekberg2022
|Year=2022
|Language=English
|Journal=Sociology of Health & Illness
|Volume=44
|Number=3
|Pages=566-585
|URL=https://onlinelibrary.wiley.com/doi/10.1111/1467-9566.13437
|DOI=10.1111/1467-9566.13437
|Abstract=Children's agency in their own lives is increasingly recognised as important, including within paediatric health care. The issue of acknowledging child agency is complex in the context of paediatric palliative care, where children have serious and complex conditions that often impact their ability to verbally communicate with others. This study explores how clinicians and parents/guardians direct talk towards a child patient when they are present in a consultation. Conversation analysis methods were used to examine 74 video-recorded paediatric palliative care consultations. Detailed turn-by-turn examination of the recorded consultations identified the recurrent use of a practice described by linguists as a ‘tag question’, which follows some statement (e.g. ‘he loves that, don't ya’). Both clinicians and parents/guardians often directed these tag questions towards the child patient. Analysis demonstrated how these tag questions: (1) validated the child's epistemic authority over what was being said and (2) made a child's response a possible, but not necessary, next action. The findings are discussed in relation to the sociology of child agency and how this agency is acknowledged and displayed within and through social interaction. This research provides direct evidence of children's competence as informants about their own symptoms.
}}