Conversation Analysis and the Professional Stocks of Interactional Knowledge

Abstract

Some institutional settings, such as therapeutic or counselling settings, involve normative models, theories or quasi-theories concerning professional-client interaction. These models and theories can be found in professional texts, in training manuals and in written and spoken instructions delivered in the context of professional training or supervision. In this article, we would like to call these models and theories 'stocks of interactional knowledge' (SIKs). Our aim is to explore the possibility of a dialogue between conversation analysis and such SIKs. Based on research on medical and counselling settings, we discuss the different relationships that CA and such interactional theories may have. We propose that CA findings may (i) falsify or correct assumptions that are part of an SIK; it may (ii) provide a more detailed picture of practices that are described in an SIK. (iii) CA may also add a new dimension to the understanding of practices described by an SIK, or (iv) provide the description of practices, not provided by a very abstract or general SIK.

Roteiros da entrevista clínico-psiquiátrica - diretrizes teórico-metodológicas: "a rotina estabelecida pela tradição e pelos costumes"

“…São apresentados, então, roteiros que deverão guiar a prática profissional -são os modelos normativos ou SIK -'stocks of interactional knowledge' -parte do conhecimento que forma a base de muitas profissões, o background compartilhado pela comunidade de especialistas (PERÄKYLÄ;VEHVILÄINEN, 2003). Esses manuais representam os estoques de conhecimento que informam o profissional sobre a conduta profissional.…”

Forms of advocacy in social welfare work with homeless women

“…The multiplicity of advocacy definitions in literature formed an interpretive resource for the analysis (Atkinson, 1999;Bateman, 1995;Brandon & Brandon, 2001;Forbat & Atkinson, 2005: Freddolino et al, 2004Henderson & Pochin, 2001). This resource was used since the study relies on the idea that in describing and conducting their work, the practitioners use professional stocks of knowledge concerning advocacy presented and explicated in the literature (Peräkylä and Vehviläinen, 2003).…”

‘Understanding’ as a practical issue in sexual health education for people with intellectual disabilities: A study using two qualitative methods.

“…Edwards & Mercer, 1987). This approach is more aligned with social models of disability (Oliver, 1990). Qualitative research methods are useful here, as they provide a method for analysing such processes in detail.…”

“…Bishop & Adams, 1992). This broadly aligns with medical models of disability (Oliver, 1990). We take a more social approach here: we are interested in which elements of SHE create a context for lack of comprehension, how that lack of comprehension is expressed, and how it is (or is not) resolved between the teacher and the learner.…”