View source for CfP Special Issue: Examining Question Use in Clinical Contexts with Children and Youth

{{Announcement
|Announcement Type=Special issue
|Full title=CfP Special Issue: Examining Question Use in Clinical Contexts with Children and Youth
|Short title=CfP Child Q 22
|Short summary=Studying child-adult question-answer sequences in clinical contexts? Jessica Nina Lester, Francesca Williamson, & Michelle O’Reilly invite 500 word abstracts by 25 August 2022. More info on EMCAWiki #EMCA #EMCAIL #LSI
|Announcement text=CALL FOR SUBMISSIONS FOR SPECIAL ISSUE 

'''Examining Question Use in Clinical Contexts with Children and Youth'''

This co-edited special journal issue will focus on bringing together state-of-the-art scholarship on  the interactional function(s) of questions in clinical contexts involving children and adult  participants. Sacks (1992) argued that studying questions is critical, as they illuminate imperative  information about interactional rights. More specifically, question and answer sequences  characterize clinical communication in institutional settings (Hayano, 2012; Lester & O’Reilly,  2021; Tracy & Robles, 2009). Question-response sequences have indeed been well studied in  clinical contexts (e.g., Erkelens et al., 2021; Heritage, 2010; Jenkins et al., 2015; Maynard, 1991;  O’Reilly et al., 2015; Robinson & Heritage, 2006; Stafford et al., 2016; Stivers & Majid, 2007),  with much of this scholarship highlighting how questions used in clinical interviews serve a  range of functions, including agenda setting and delivery of diagnostic news. While there is a  sizeable body of scholarship around question design generally and in clinical contexts  specifically, far less attention has been given to question-response sequences in clinical contexts  that involve both children and adults -- contexts wherein the negotiation and navigation of  children's membership rights, epistemic status, and competence occurs. As such, this special  issue aims to center attention on interactional sequences whereby children and young people are  questioned in the presence of adults in clinical settings (e.g., pediatric clinics, primary care,  mental health settings). This focus will explore how epistemic rights are invoked by different  parties, how questions are designed to be developmentally appropriate, how next speaker  selection is managed in situ, how social and interactional competencies are oriented to, and the  extent to which child-centered practice is realized in real world clinical settings. 
 
The special issue’s targeted publication outlet will be a clinically oriented journal (e.g., Patient  Education and Counseling). As such, we strongly encourage clinicians and/or interdisciplinary  research teams with a track record of writing for clinical audiences to submit an abstract for  consideration. Potential topics include (but are not limited to):  

● Questioning practices for child/patient-centered care;
 
● Question design in family therapy; 

● Information elicitation in diagnostic practices;  

● Answering more than the question;
 
● Getting beyond ‘I don’t know’ answers; 
 
If interested, please submit a 500-word abstract and 100-word author biography to Jessica Nina  Lester (jnlester@iu.edu), Francesca Williamson (frawhite@iu.edu), and Michelle O’Reilly  (mjo14@leicester.ac.uk) by August 25, 2022. The editorial team will review abstracts and invite  selected authors by September 30, 2022. Full manuscripts will not be due until mid-2023. 

'''References''' 

Erkelens, D. C., van Charldorp, T. C., Vinck, V. V., Wouters, L. T., Damoiseaux, R. A., Rutten,  F. H., ... & de Groot, E. (2021). Interactional implications of either/or-questions during telephone  triage of callers with chest discomfort in out-of-hours primary care: A conversation analysis.  Patient Education and Counseling, 104(2), 308-314. https://doi.org/10.1016/j.pec.2020.07.011 

Hayano, K. (2012). Question design in conversation. In J. Sidnell & T. Stivers (Eds.), The  handbook of conversation analysis (pp. 395-414). Wiley-Blackwell. 
Jenkins, L., Cosgrove, J., Ekberg, K., Kheder, A., Sokhi, D., & Reuber, M. (2015). A brief  conversation analytic communication intervention can change history-taking in the seizure clinic.  Epilepsy & Behavior, 52, 62-67. https://doi.org/10.1016/j.yebeh.2015.08.022 

Lester, J.N., & O’Reilly, M. (2021). Communication, mental health, and how language-based  research can help in practice. In O’Reilly, M., & Lester, J.N., (Eds.). Improving communication  in mental health settings: Evidence-based recommendations from practitioner-led research.  London: Routledge  

O’Reilly, M., Karim, K., & Kiyimba, N. (2015). Question use in child mental health  assessments and the challenges of listening to families. British Journal of Psychiatry Open, 1(2),  116-120  
Robinson, J., & Heritage, J. (2006). Physicians’ opening questions and patient’s satisfaction.  Patient Education and Counseling, 60, 279-285. 

Sacks, H. (1992) Lectures on Conversation, Vol. 2, ed. G. Jefferson, with introduction by E.A.  

Schegloff. Oxford: Blackwell.  

Stafford, V., Hutchby, I., Karim, K., & O’Reilly, M. (2016). “Why are you here?” Seeking  children’s accounts of their presentation to Child and Adolescent Mental Health Service  (CAMHS). Clinical Child Psychology and Psychiatry, 21(1), 3–18.  
https://doi.org/10.1177/1359104514543957 

Stivers, T., & Majid, A. (2007). Questioning children: Interactional evidence of implicit bias in  medical interviews. Social Psychology Quarterly, 70(4), 424-441.  
https://doi.org/10.1177/019027250707000410 

Tracy, K. & Robles, J. (2009). Questions, questioning, and institutional practices: An  introduction. Discourse Studies, 11(2), 131-152.
|Year=2022
|Categories (tags)=Uncategorized;
|From date=2022/05/09
|To date=2022/08/25
|Submission deadline=2022/08/25
}}