Difference between revisions of "Kiyimba-etal2017"
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|Volume=1 | |Volume=1 | ||
|Number=2 | |Number=2 | ||
| + | |Pages=222-242 | ||
| + | |URL=https://journals.equinoxpub.com/index.php/RCSI/article/view/30280 | ||
|DOI=10.1558/rcsi.30280 | |DOI=10.1558/rcsi.30280 | ||
|Abstract=Questions form the basis of mental health assessments and yet there is limited empirical evidence about the linguistic structure of question formats in these clinical environments. While many types of questions are used, the focus of this research was on why-prefaced questions asked to children. Interaction analysis was employed to interrogate the data, paying specific attention to the interactional organisation of how ‘why-prefaced’ questions were asked and responded to. Analysis demonstrated that when three core components were present in the question, then it was usual for a reason/ explanation to be provided in response, and when one or more components were missing, it rarely elicited a reason or explanation in response. The three components were; the sequential position of the question, how the question was indexically tied to the child’s prior statement, and the epistemic domain of the question. Implications for therapeutic communication and training were discussed. | |Abstract=Questions form the basis of mental health assessments and yet there is limited empirical evidence about the linguistic structure of question formats in these clinical environments. While many types of questions are used, the focus of this research was on why-prefaced questions asked to children. Interaction analysis was employed to interrogate the data, paying specific attention to the interactional organisation of how ‘why-prefaced’ questions were asked and responded to. Analysis demonstrated that when three core components were present in the question, then it was usual for a reason/ explanation to be provided in response, and when one or more components were missing, it rarely elicited a reason or explanation in response. The three components were; the sequential position of the question, how the question was indexically tied to the child’s prior statement, and the epistemic domain of the question. Implications for therapeutic communication and training were discussed. | ||
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Latest revision as of 11:40, 4 October 2018
| Kiyimba-etal2017 | |
|---|---|
| BibType | ARTICLE |
| Key | Kiyimba-etal2017 |
| Author(s) | Nikki Kiyimba, Khalid Karim, Michelle O’Reilly |
| Title | The use of why questions in child and adolescent mental health assessments |
| Editor(s) | |
| Tag(s) | EMCA, Questioning, Why-interrogatives, Mental health, Assessment |
| Publisher | |
| Year | 2017 |
| Language | English |
| City | |
| Month | |
| Journal | Research on Children and Social Interaction |
| Volume | 1 |
| Number | 2 |
| Pages | 222-242 |
| URL | Link |
| DOI | 10.1558/rcsi.30280 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Questions form the basis of mental health assessments and yet there is limited empirical evidence about the linguistic structure of question formats in these clinical environments. While many types of questions are used, the focus of this research was on why-prefaced questions asked to children. Interaction analysis was employed to interrogate the data, paying specific attention to the interactional organisation of how ‘why-prefaced’ questions were asked and responded to. Analysis demonstrated that when three core components were present in the question, then it was usual for a reason/ explanation to be provided in response, and when one or more components were missing, it rarely elicited a reason or explanation in response. The three components were; the sequential position of the question, how the question was indexically tied to the child’s prior statement, and the epistemic domain of the question. Implications for therapeutic communication and training were discussed.
Notes
