Difference between revisions of "Vehvilainen2003"
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|Volume=5 | |Volume=5 | ||
|Number=3 | |Number=3 | ||
| − | |Pages= | + | |Pages=389–414 |
| − | |Abstract=This article studies how counsellors in careers training respond to | + | |URL=https://journals.sagepub.com/doi/abs/10.1177/14614456030053005 |
| − | + | |DOI=10.1177/14614456030053005 | |
| − | two strategies counsellors employ when students request advice regarding | + | |Abstract=This article studies how counsellors in careers training respond to students' problematic advice requests. Conversation analysis is used to examine two strategies counsellors employ when students request advice regarding matters that, according to counselling concepts, they should deal with themselves. The counsellors manage this situation in two ways. They may respond to the request but sanction it afterwards - this happens when the counsellor has offered the student a chance to ask questions, and the student uses this opportunity to request advice. Another, more cautious strategy is to withhold advice and shape the interaction into a questioning sequence, after which the advice can be given as a reaction to the student's response. Examples of both strategies are analysed. It is suggested that, by avoiding taking the role of service-provider, the counsellors orient to the aim of the students' self-directedness. This phenomenon is discussed as a characteristic of counselling interaction. |
| − | matters that, according to counselling concepts, they should deal with | ||
| − | themselves. The counsellors manage this situation in two ways. They may | ||
| − | respond to the request but sanction it afterwards | ||
| − | counsellor has offered the student a chance to ask questions, and the student | ||
| − | uses this opportunity to request advice. Another, more cautious strategy is to | ||
| − | withhold advice and shape the interaction into a questioning sequence, after | ||
| − | which the advice can be given as a reaction to the | ||
| − | of both strategies are analysed. It is suggested that, by avoiding taking the role | ||
| − | of service-provider, the counsellors orient to the aim of the | ||
| − | directedness. This phenomenon is discussed as a characteristic of counselling | ||
| − | interaction. | ||
}} | }} | ||
Latest revision as of 01:24, 31 October 2019
| Vehvilainen2003 | |
|---|---|
| BibType | ARTICLE |
| Key | Vehvilainen2003 |
| Author(s) | Sanna Vehviläinen |
| Title | Avoiding providing solutions: orienting to the ideal of students’ self-directedness in counselling interaction |
| Editor(s) | |
| Tag(s) | EMCA, careers guidance, careers training, counselling interaction, educational counselling, self-directedness, withholding advice |
| Publisher | |
| Year | 2003 |
| Language | English |
| City | |
| Month | |
| Journal | Discourse Studies |
| Volume | 5 |
| Number | 3 |
| Pages | 389–414 |
| URL | Link |
| DOI | 10.1177/14614456030053005 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article studies how counsellors in careers training respond to students' problematic advice requests. Conversation analysis is used to examine two strategies counsellors employ when students request advice regarding matters that, according to counselling concepts, they should deal with themselves. The counsellors manage this situation in two ways. They may respond to the request but sanction it afterwards - this happens when the counsellor has offered the student a chance to ask questions, and the student uses this opportunity to request advice. Another, more cautious strategy is to withhold advice and shape the interaction into a questioning sequence, after which the advice can be given as a reaction to the student's response. Examples of both strategies are analysed. It is suggested that, by avoiding taking the role of service-provider, the counsellors orient to the aim of the students' self-directedness. This phenomenon is discussed as a characteristic of counselling interaction.
Notes
