Knowledge displays: Soliciting clients to fill knowledge gaps and to reconcile knowledge discrepancies in therapeutic interaction

Pino, Marco

doi:10.1016/j.pec.2015.10.006

Cited by 14 publications

(9 citation statements)

References 44 publications

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“…Group settings enable interaction not only between client and counsellor but also between clients, which presumably has an important impact on how the counselling discussions unfold. There is little knowledge of this aspect, as most previous research on counselling interaction has focused on dyadic settings (although see Lepper and Mergenthaler, 2005;Pino, 2016;Wiggins, 2009).…”

Section: Promoting Change Through Reflective Processingmentioning

confidence: 99%

Self-reflective talk in group counselling

2017

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Reflective processing is a joint social action that develops in interaction. Using conversation analysis and discursive psychology, this article focuses on self-reflective turns of talk in group counselling for adults at risk of Type 2 diabetes. We show how reflective processing unfolds in patterns of interaction, wherein group members take an observing, evaluating or interpreting position towards their own actions and experiences. Self-reflective talk is neither exclusively dependent on counsellors' actions nor limited to the niches the counselling programme structure offers. Self-reflective talk is one method of generating joint reflective processing. Such talk makes a topic available for discussion by connecting details of counselling with individuals' experiences and enabling sharing. Self-reflective talk thus serves as a way for group members to participate in constructing a lifestyle problem, to invite or provide sharing of experiences and to display their orientation to the institutional task at hand. KeywordsCognition, conversation analysis, counselling, discursive psychology, ethnomethodology, group counselling, group discussion, group interaction, health behaviour change, health counselling, interaction process, reflection, self-reflection iii Autobiographical note Aija Logren (M.Soc.Sc) is a social psychologist and doctoral student at the University of Tampere.Her research focuses on group interaction in counselling situations and on socially shared cognition.Johanna Ruusuvuori (Professor of Social Psychology at the University of Tampere) has vast experience in analysing interaction in various contexts of health care. She has published widely on practices equivalent or close to counselling, empathy and participation in health care consultations, and qualitative methods.Jaana Laitinen (Adjunct Professor in Nutrition and in Public Health, Director) specializes in intervention studies aiming to promote healthy lifestyles and work ability. Additionally, she has studied the development of unhealthy behaviours in an epidemiological prospective study of Northern Finland 1966 and 1986 cohort studies.

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Section: Promoting Change Through Reflective Processingmentioning

confidence: 99%

Self-reflective talk in group counselling

2017

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“…Therapeutic communities (TCs) are residential programs for drug addiction, within which staff-led group meetings are a core component. A common activity is for clients to report on their recent experiences to the group (Pino 2016b). Through that process, they share their perspectives on a range of issues.…”

Section: Therapeutic Communitiesmentioning

confidence: 99%

I-Challenges: Influencing Others’ Perspectives by Mentioning Personal Experiences in Therapeutic Community Group Meetings

Pino

2017

Soc Psychol Q

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In this article, I examine the communicative practice of mentioning a personal experience as a vehicle for challenging a peer's perspective. I study this in the context of therapeutic community (TC) group meetings for clients recovering from drug misuse. Using conversation analysis, I demonstrate that TC clients use this practice, which I call an I-challenge, to influence how their peers make sense of their own experiences and to do so without commenting on those peers' experiences and perspectives. This study highlights the power of talking in the first person as a means of influencing others-a notion previously made popular by Thomas Gordon's work on ''I-messages.'' Additionally, this study illustrates a novel way of studying social influence. Whereas previous research in social psychology has focused on the cognitive constraints behind phenomena of social influence and persuasion, here I contribute to understandings of the interactional norms underlying the organization of influence as a structured and coordinated domain of social action.

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“…Earlier research has explored the efficacy of group interventions and the experience of participation in groups, showing that interaction processes are indeed important with regard to how the group functions and whether it may achieve its objectives (Boström, Isaksson, Lundman, Graneheim, & Hörnsten, 2014; Hoddinott, Allan, Avenell, & Britten, 2010; Hughes et al, 2017; Taggart et al, 2012). Studies on interaction have mainly focused on the activities of the group leaders (e.g., Miller & Silverman, 1995; Pino, 2016; Tiitinen, Weiste, Ruusuvuori, & Laitinen, 2018), instead of on the discussions that take place between group members. This article aims to illustrate comparative time-framed experience telling as one specific interactional practice that contributes to talking about experiences in health promotion group discussions.…”

Section: Introductionmentioning

confidence: 99%

Stories of Change: Comparative Time-Framed Experience Telling in Health Promotion Group Discussions

2019

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In this article, we examine comparative time-framed experience telling: episodes of interaction in health promotion group discussions in which one of the participants tells their experience and, in response, another participant tells their own experiences from separate moments or periods of their life and compares them. In so doing, group members reinforce and encourage the previous speaker’s positive stance or challenge the negative stance toward contextually relevant objects: behavior change and suggested solutions. This practice allows group members to demonstrate their independent access to experiences that are similar to those of the other, present evidence of similarities and differences between the experiences, and show their epistemic independence regarding their claims. By recontextualizing the experience of the other in this way, it becomes possible for the group members to interpret and even oppose it while maintaining a level of understanding of the differences between the experiences in question and respecting them.

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Knowledge displays: Soliciting clients to fill knowledge gaps and to reconcile knowledge discrepancies in therapeutic interaction

Cited by 14 publications

References 44 publications

Self-reflective talk in group counselling

Self-reflective talk in group counselling

I-Challenges: Influencing Others’ Perspectives by Mentioning Personal Experiences in Therapeutic Community Group Meetings

Stories of Change: Comparative Time-Framed Experience Telling in Health Promotion Group Discussions

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