Difference between revisions of "Jager2015"
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|Key=Jager2015 | |Key=Jager2015 | ||
|Year=2015 | |Year=2015 | ||
| − | |||
|Journal=Language in Society | |Journal=Language in Society | ||
|Volume=44 | |Volume=44 | ||
| + | |Number=5 | ||
|Pages=653–677 | |Pages=653–677 | ||
| − | |URL= | + | |URL=https://www.cambridge.org/core/journals/language-in-society/article/compliments-and-accounts-positive-evaluation-of-reported-behavior-in-psychotherapy-for-adolescents/9585C06337B8E1FF292B6A124C2E07ED |
|DOI=10.1017/S0047404515000615 | |DOI=10.1017/S0047404515000615 | ||
|Abstract=Based on conversation analysis (CA) of video-recorded therapy sessions, the article explicates a particular interactional project of positively evaluating client-reported behavior in psychotherapy. The analysis focuses on the therapist's actions that convey a positive evaluation of client-reported behavior that represents therapeutic progress. First, the data analysis revealed three components that constitute the evaluation project: discourse marker, compliment, and account. Second, the article shows that participants orient towards the observed evaluation project, both as a unified whole and as a combination of discrete and separate interactional turns. The article suggests that this evaluation project functions as a tool for achieving the institutional goal of reinforcing therapeutically desired behaviors. The empirical findings are discussed in relation to the Stocks of Interactional Knowledge, described in handbooks on dialectical behavior therapy (the specific setting in which the data were collected). | |Abstract=Based on conversation analysis (CA) of video-recorded therapy sessions, the article explicates a particular interactional project of positively evaluating client-reported behavior in psychotherapy. The analysis focuses on the therapist's actions that convey a positive evaluation of client-reported behavior that represents therapeutic progress. First, the data analysis revealed three components that constitute the evaluation project: discourse marker, compliment, and account. Second, the article shows that participants orient towards the observed evaluation project, both as a unified whole and as a combination of discrete and separate interactional turns. The article suggests that this evaluation project functions as a tool for achieving the institutional goal of reinforcing therapeutically desired behaviors. The empirical findings are discussed in relation to the Stocks of Interactional Knowledge, described in handbooks on dialectical behavior therapy (the specific setting in which the data were collected). | ||
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Latest revision as of 03:19, 12 December 2019
| Jager2015 | |
|---|---|
| BibType | ARTICLE |
| Key | Jager2015 |
| Author(s) | Margot Jager, Andrea F. De Winter, Janneke Metselaar, Erik J. Knorth, Sijmen A. Reijneveld, Mike Huiskes |
| Title | Compliments and accounts: Positive evaluation of reported behavior in psychotherapy for adolescents |
| Editor(s) | |
| Tag(s) | EMCA, compliments, accounts, evaluation, psychotherapy, Medical EMCA |
| Publisher | |
| Year | 2015 |
| Language | |
| City | |
| Month | |
| Journal | Language in Society |
| Volume | 44 |
| Number | 5 |
| Pages | 653–677 |
| URL | Link |
| DOI | 10.1017/S0047404515000615 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Based on conversation analysis (CA) of video-recorded therapy sessions, the article explicates a particular interactional project of positively evaluating client-reported behavior in psychotherapy. The analysis focuses on the therapist's actions that convey a positive evaluation of client-reported behavior that represents therapeutic progress. First, the data analysis revealed three components that constitute the evaluation project: discourse marker, compliment, and account. Second, the article shows that participants orient towards the observed evaluation project, both as a unified whole and as a combination of discrete and separate interactional turns. The article suggests that this evaluation project functions as a tool for achieving the institutional goal of reinforcing therapeutically desired behaviors. The empirical findings are discussed in relation to the Stocks of Interactional Knowledge, described in handbooks on dialectical behavior therapy (the specific setting in which the data were collected).
Notes
