Questions as Interventions in Therapeutic Conversation

Adams, Jerome

doi:10.1300/j085v08n02_03

Cited by 6 publications

(3 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Hargens and Grau (1994), propose the use of "metadialogue" as an extension of reflecting teams in which two interviewers reflect with each other on their ideas, assumptions, and beliefs, while the clients are in the same room. Adams (1997) describes another reflective-team method in which questions are viewed as interventions in therapeutic conversations. Just as these methods envelop some variation of reflecting teams, it is believed that the integration of questions offered in RBRC and the use of reflecting teams may derive more creative and less cumbersome ways to implement RBRC into practice.…”

Section: Other Comparable Methodsmentioning

confidence: 99%

Resource‐based Reflective Consultation: Accessing Client Resources Through Interviews and Dialogue

Echevarria-Doan

2001

J Marital Family Therapy

View full text Add to dashboard Cite

This article presents an interventive, consultative method that is designed to elicit and to promote resource-based language between client families and their therapists. The reflexive interview process that this method entailed is described through case examples. Initially, resource-based language was generated from client interviews and shared in reflective dialogue with their therapists in a way that encouraged participants to consider different views and beliefs about themselves, each other, and their process together. Use of this consultative process in therapy added heightened awareness and respect for competencies possessed not only by the client families but by the therapists as well.

show abstract

Section: Other Comparable Methodsmentioning

confidence: 99%

Resource‐based Reflective Consultation: Accessing Client Resources Through Interviews and Dialogue

Echevarria-Doan

2001

J Marital Family Therapy

View full text Add to dashboard Cite

show abstract

“…Posing circular questions as an interviewing style has been elaborately discussed in the field of family therapy (e.g., Adams 1997;Brown 1997Brown , 2010Cecchin 1987;Diorinou and Tseliou 2014;Fleuridas et al 1986;Penn 1982;Real 1990;Selvini-Palazzoli et al 1980;Scheel and Conoley 1998;Tomm 1984aTomm , b, 1985Tomm , 1987aTomm , b, 1988 and mediation practices (e.g., Brandon 2011;Brenninkmeijer et al 2009;Choy 2005). In this literature, the effectiveness of the circular question is described on the basis of short conversation analyses.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Perspective-Taking on Trust and Understanding in Online and Face-to-Face Mediations

et al. 2020

View full text Add to dashboard Cite

This research investigates the perspective taking process in online and face-to-face mediations. In particular, it addresses the question whether a perspective taking technique—being asked circular questions—helps the establishment of mutual understanding and interpersonal trust between negotiators in online and face-to-face mediation settings. This question was studied in an experimental setting in which disputants had to solve a conflict face-to-face or online by the help of a professional mediator. During the interventions, the mediator either posed mainly circular (perspective-taking) or linear questions. It was expected that mediations in which circular questions were used would lead to a higher level of mutual understanding and interpersonal trust between the disputants, and—as a result—to a more satisfying, integrative agreement. Furthermore, this study examined whether the communication mode of the intervention (online, face-to-face) affected the re-establishment of disputants’ interpersonal trust and understanding. The results of the study show that disputants’ feelings of trust in and understanding of their interaction partner improved more in the face-to-face mediations than in the online mediations. These improved feelings of understanding and trust also predicted how satisfying and integrative disputants perceived the agreement to be. Moreover, disputants perceived their mediator to be more trustworthy and more professional in the face-to-face than in the online interventions. No effect was found for mediators’ questioning style on disputants’ improved interpersonal trust and mutual understanding. We discuss the effects of the questioning style of a mediator and conclude with reflections on reasons why these effects did not lead to differences in mutual understanding and interpersonal trust between the disputants.

show abstract

“…Health professionals use reflective questioning to aid patient collaboration (Adams, 1997) and to empower behavioural change, problem solving and decision making (Poskiparta et al, 2001), which is consistent with a patient-centred approach to care. The importance of such empowerment strategies have been highlighted more recently for their role in improving clinical outcomes (Trummer et al, 2006).…”

Section: Open Question Responsesmentioning

confidence: 99%

Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills

Forbes¹

View full text Add to dashboard Cite

Patient education is an important component of physiotherapy care and a required competency for entry-level practice. Despite its important role, how physiotherapists deliver patient education in practice and the specific competencies required to provide this effectively are currently unknown. Understanding how the current curriculum prepares graduates as patient educators and whether training can enhance self-efficacy and skills of physiotherapy students to perform patient education is an important step in advancing professional practice in this area.Following a review of the literature which demonstrates a gap in this research, this thesis incorporates five studies (five manuscripts) with the overall aims to 1) explore how patient education is practiced and perceived by physiotherapists; 2) determine key differences in practices and perceptions based on levels of clinical experience; 3) identify the competencies required for physiotherapists in the area of patient education; 4) investigate the patient education self-efficacy of new-graduates and the influence of previous training, and 5) determine the effect of a patient education training intervention on physiotherapy students' self-efficacy and performance.Study 1 (Manuscript 1) was a cross sectional survey of practicing physiotherapists in Australia. This study investigated the self-reported practices and perceptions of physiotherapists relating to patient education, and their perception of factors that led to their development of patient education skills. Participants (n=304) reported a broad range of educational activities and approaches in their practice, it was therefore deemed important to understand how practice and perception may differ based on levels of experience.Study 2 (Manuscript 2) compared the self-reported practices and perceptions of experienced (n=204) and novice (n=52) physiotherapists. Experienced therapists reported a greater use of educational content consistent with patient-centred practice and a greater emphasis on self-management. Experienced therapists also reported a higher frequency of explicitly evaluating the effectiveness of their education than novice physiotherapists and perceived fewer patient-related factors as barriers to effective patient education.Findings from this study inform the patient education training needs of student and novice physiotherapists.Study 3 (Manuscript 3) involved a two-round Delphi approach using expert physiotherapists (n=12) to generate and reach consensus on competencies that physiotherapists require for effective patient education. This study led to the consensus of a set of 22 competencies with a high level of expert agreement. Importantly, these competencies aided the development of a self-efficacy and performance assessment measure for the following two studies as well as contributing to further understanding patient education training needs. with simulated patients, feedback and debriefing. Specific outcome measures were developed using the competencies derived from Study 3. A step-...

show abstract

Questions as Interventions in Therapeutic Conversation

Cited by 6 publications

References 18 publications

Resource‐based Reflective Consultation: Accessing Client Resources Through Interviews and Dialogue

Resource‐based Reflective Consultation: Accessing Client Resources Through Interviews and Dialogue

The Effect of Perspective-Taking on Trust and Understanding in Online and Face-to-Face Mediations

Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills

Contact Info

Product

Resources

About