Nodding and note-taking

Svinhufvud, Kimmo

doi:10.1075/ld.6.1.03svi

Cited by 32 publications

(11 citation statements)

References 31 publications

(41 reference statements)

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“…Previous conversation analytic research on counselling has addressed various environments, such as academic supervision and student counselling (Hazel and Mortensen, 2014;Svinhufvud, 2016;Vehviläinen 2003), genetic counselling (Lehtinen, 2013;Sarangi, 2009) and HIV counselling (Miller and Silverman, 1995;Silverman, 1997). Tele-mediated interaction, such as email and telephone counselling, has been examined (Lamerichs and Stommel, 2016;Woods et al, 2015).…”

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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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confidence: 99%

Self-reflective talk in group counselling

2017

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“…Similarly, Muntigl et al (2012) observed differences in the "nod's trajectory (shallow vs. deep), rate (slow vs. fast) and number (single vs. double vs. multiple)" (p. 11). Contrary to Birdwhistell's account, I observe in contemporary literature a tendency toward organizing nods in dichotomies such as "expansive" versus "less expansive" (Whitehead, 2011), "deep" versus "shallow" (Muntigl et al, 2012), and "big" versus "small" (Svinhufvud, 2016). Moreover, it has been noted that nods may start with an upward or with a downward movement (Aoki, 2011;Oshima, 2014;Svinhufvud, 2016).…”

Section: Head Nodsmentioning

confidence: 82%

Embodied Responses to Questions-in-Progress: Silent Nods as Affirmative Answers

Stefani

2021

Discourse Processes

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This study examines head nods produced as embodied and silent answers to polar questions before a transition relevance place has been reached. It discusses the notion of "response" and the ways in which the literature conceptualizes head nods. The analysis of video recordings of ordinary and institutional multiparty interactions shows that answer-nods rely on mutual gaze and that affirmative head nods may co-occur with other facial expressions (e.g., eye blinks). By replying with a silent head nod, respondents may complete an unfolding adjacency pair without claiming speakership, thereby enabling the questioner to extend their turn-inprogress. Alternatively, respondents may expand their answer-nod with talk, in which case silent nodding may contribute to organizing the smooth transition of turns-at-talk. Head nods produced while a question is unfolding are described as a microsequential phenomenon that may affect the questioner's turn-in-progress. Data are in French and Italian.

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“…As we have seen, a stepwise transition occurs from the performance of being stuck to a writing posture and to the actual writing itself (cf. Svinhufvud, 2016). Before shifting her gaze toward the worksheet and picking up her pen, Stella takes off her glasses, yawns, adjusts her hair and plays with her pen.…”

Section: Excerpt 1 Writing Notesmentioning

confidence: 99%

‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms

Juvonen

Tanner

Olin-Scheller

et al. 2019

Learning, Culture and Social Interaction

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The aim of this article is to develop an understanding of how students use different interactional resources to manage problems that arise in their text-planning processes in digitally rich environments in Finnish and Swedish upper secondary schools. We explore both individual and collective teacher-initiated writing tasks in different subjects and during moments when text-planning seems to 'get stuck'. Theoretically, we draw on a socio-cultural understanding of the text-planning process, and use multimodal conversation analysis to examine how students display 'being stuck' during their text-planning through their embodied and verbal performances, what role smartphones and laptops play in their process of becoming 'stuck' and 'unstuck', and how different interactional resources are coordinated during the students' text-planning processes. The data consist of video-recorded face-toface interaction, students' activities on computers and/or with a pen and paper as well as simultaneous recordings of the focus students' smartphone screens. The results demonstrate that students often resort to smartphones as resources to display, negotiate and transform problems in their text-planning process. Our results challenge common claims within the contemporary debate both in relation to digital devices as the solution to pedagogical challenges and in relation to the debate on smartphones as devices that disrupt work.

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Nodding and note-taking

Cited by 32 publications

References 31 publications

Self-reflective talk in group counselling

Self-reflective talk in group counselling

Embodied Responses to Questions-in-Progress: Silent Nods as Affirmative Answers

‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms

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