Difference between revisions of "Hutchby2015"
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{{BibEntry | {{BibEntry | ||
|BibType=INCOLLECTION | |BibType=INCOLLECTION | ||
− | |Author(s)=Ian Hutchby; | + | |Author(s)=Ian Hutchby; |
− | |Title=Therapeutic | + | |Title=Therapeutic vision: eliciting talk about feelings in child counselling for family separation |
− | |Editor(s)=Michelle O'Reilly; Jessica Nina Lester; | + | |Editor(s)=Michelle O'Reilly; Jessica Nina Lester; |
− | |Tag(s)=EMCA; Professional vision; Therapy; Children; Counselling; | + | |Tag(s)=EMCA; Professional vision; Therapy; Children; Counselling; |
|Key=Hutchby2015 | |Key=Hutchby2015 | ||
+ | |Publisher=Palgrave Macmillan | ||
|Year=2015 | |Year=2015 | ||
+ | |Language=English | ||
+ | |Address=London | ||
|Booktitle=The Palgrave Handbook of Child Mental Health | |Booktitle=The Palgrave Handbook of Child Mental Health | ||
− | |Pages= | + | |Pages=541–558 |
− | |URL= | + | |URL=https://link.springer.com/chapter/10.1057/9781137428318_29 |
− | |DOI=10. | + | |DOI=10.1057/9781137428318_29 |
|Abstract=Based on a research project which involved the tape recording, transcription, and analysis of talk between counsellors and young children who were experiencing parental separation or family break-up, this chapter outlines the key discourse practices involved in what can be called the ‘therapeutic vision’ of child counsellors. Therapeutic vision is a variant of ‘professional vision’ (Goodwin, 1994), which refers broadly to ways of seeing and understanding events according to occupationally relevant norms. Professional vision tends to involve three types of practice: (1) highlighting certain features of a perceptual field as opposed to others; (2) coding those features according to given, professionally available knowledge schemas; and (3) producing material representations (such as diagrams, graphs, tables, or models) of the salient phenomena. | |Abstract=Based on a research project which involved the tape recording, transcription, and analysis of talk between counsellors and young children who were experiencing parental separation or family break-up, this chapter outlines the key discourse practices involved in what can be called the ‘therapeutic vision’ of child counsellors. Therapeutic vision is a variant of ‘professional vision’ (Goodwin, 1994), which refers broadly to ways of seeing and understanding events according to occupationally relevant norms. Professional vision tends to involve three types of practice: (1) highlighting certain features of a perceptual field as opposed to others; (2) coding those features according to given, professionally available knowledge schemas; and (3) producing material representations (such as diagrams, graphs, tables, or models) of the salient phenomena. | ||
− | |||
}} | }} |
Latest revision as of 11:02, 15 December 2019
Hutchby2015 | |
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BibType | INCOLLECTION |
Key | Hutchby2015 |
Author(s) | Ian Hutchby |
Title | Therapeutic vision: eliciting talk about feelings in child counselling for family separation |
Editor(s) | Michelle O'Reilly, Jessica Nina Lester |
Tag(s) | EMCA, Professional vision, Therapy, Children, Counselling |
Publisher | Palgrave Macmillan |
Year | 2015 |
Language | English |
City | London |
Month | |
Journal | |
Volume | |
Number | |
Pages | 541–558 |
URL | Link |
DOI | 10.1057/9781137428318_29 |
ISBN | |
Organization | |
Institution | |
School | |
Type | |
Edition | |
Series | |
Howpublished | |
Book title | The Palgrave Handbook of Child Mental Health |
Chapter |
Abstract
Based on a research project which involved the tape recording, transcription, and analysis of talk between counsellors and young children who were experiencing parental separation or family break-up, this chapter outlines the key discourse practices involved in what can be called the ‘therapeutic vision’ of child counsellors. Therapeutic vision is a variant of ‘professional vision’ (Goodwin, 1994), which refers broadly to ways of seeing and understanding events according to occupationally relevant norms. Professional vision tends to involve three types of practice: (1) highlighting certain features of a perceptual field as opposed to others; (2) coding those features according to given, professionally available knowledge schemas; and (3) producing material representations (such as diagrams, graphs, tables, or models) of the salient phenomena.
Notes