Reflective interventionist conversation analysis

Abstract

A distinction has been drawn between basic (pure) conversation analysis (CA) and applied CA. Applied CA has become especially beneficial for informing areas of practice such as health, social care and education, and is an accepted form of research evidence in the scientific rhetoric. There are different ways of undertaking applied CA, with different foci and goals. In this article, we articulate one way of conducting applied CA, that is especially pertinent for practitioners working in different fields. We conceptualise this as Reflective Interventionist CA (RICA). We argue that this approach to applied CA is important because of its emphasis on the reflective stance that is valuable to an understanding of research data, its commitment to collaboration with practitioners, and its inductive style. In this paper, we outline the core premises and benefits of this approach and offer empirical examples to support our argument. To conclude, we consider the implications for evidence-based practice.

Practical applications of naturalistic inquiry in intercultural education

“…According to Lamerichs and te Molder (2011), the overarching idea of this method is to 'make people critically aware of how they talk and, on that basis, to help them shape their own practices ' (p. 184). Similar to RICA (O'Reilly et al, 2020), this approach originated from a health project (in the Netherlands); however, DAM is more clearly linked to education as it was developed to facilitate young students' health-related interactions with peers. Again, due to its generic design, the initial focus does not limit the applicability of the intervention program to other settings, such as training courses, where the aim is to encourage some form of change in participants' interactive practices (see Lamerichs & te Molder, 2011, p. 185).…”

“…Developed by O'Reilly et al (2020), reflective interventionist conversation analysis (RICA) is primarily directed at practitioners who regularly interact with clients, for example, in healthcare settings. Even though O'Reilly et al (2020; see also O'Reilly, Kiyimba, & Karim, 2016) made their case on the basis of mental health assessments of children performed by professionals in a British mental health service, they stressed the potential import and value of RICA for informing practice in different areas of institutional interaction.…”

A importância da checagem de entendimento mútuo em sequências de arranjos para encontros futuros nos atendimentos sociais a pessoas em situação de rua

“…Quanto ao primeiro episódio, é nosso objetivo explicar como a não detecção de entendimentos que mais tarde se mostram divergentes pode estar relacionada a práticas interacionais que não oportunizam ou facilitam a demonstração de entendimento mútuo. Em relação ao segundo episódio, é nosso objetivo demonstrar como a Análise da Conversa reflexivo-intervencionista (O'Reilly et al, 2020) pode contribuir para a formação interacional de voluntários/as, levando-os/as a discutir práticas que se mostraram problemáticas e sugerir outras mais operacionais para episódios de combinação de encontros.…”

Conversation Analysis Tool as an Effective Means for Teaching the University Courses of English and World Literature

“…Apart from ESOL teaching, this method is also beneficial for cinematic analysis (Chepinchikj, & Thompson, 2016), and studies on psychology and social interaction (Meredith, 2019;Meredith, 2020). Furthermore, scientists have focused on the feasibility of CA in the development of doctor-patient interaction and facilitation of medical communication (Drew, Chatwin, & Collins, 2001;Maynard & Heritage, 2005;Ong, Barnes, & Buus, 2020;O'Reilly, Kiyimba, Nina Lester, & Muskett, 2020;Wu, 2020). Indeed, future physicians need to develop communicative skills and acquire the so-called "narrative literacy" to elicit relevant details from encounters with patients (Lysanets, Bieliaieva, Znamenska, Nikolaieva, Efendiieva, & Hutsol, 2018, p. 182).…”