Asking the Right Questions in the Right Ways

Westby, Carol; Burda, Angela N.; Mehta, Zarin

doi:10.1044/leader.ftr3.08082003.4

Cited by 79 publications

(13 citation statements)

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“…Marshall et al (2007) stressed that it is important for SLTs to understand what role parents assign themselves and avoid inaccurate assumptions or interpretations of parents' actions. This requires the use of culturally competent questioning techniques that allows respectful exploration of the parents' perspectives (Westby et al 2003). In order to create mutual understanding about the parents' and SLTs' roles, SLTs should invest in talking more about parents' central role during the initial consultation and during intervention (Marshall et al 2017, Goodhue et al 2010.…”

Section: Discussionmentioning

confidence: 99%

Speech and language therapists’ views on parents’ engagement in Parent–Child Interaction Therapy (PCIT)

Klatte

Harding

Roulstone

2019

Intl J Lang & Comm Disor

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Background Parents’ play an essential role in Parent–Child Interaction Therapy (PCIT) as the primary agent of intervention with their child. Unfortunately, speech and language therapists (SLTs) report that parents’ engagement is challenging when conducting PCIT. Although focusing on and stimulating the engagement of parents, when needed, can increase the success of PCIT, little is known about what factors influence parent engagement. Aims To explore SLTs’ views about the factors that facilitate or pose barriers to parents’ engagement in PCIT. Methods & Procedures A secondary analysis of 10 interview transcripts about SLTs’ views on delivering PCIT with parents of children with developmental language disorder (DLD) was conducted. Codes from the original analysis where checked for their relevance to parents’ engagement by the first author. Potential themes were identified iteratively with all authors. Outcomes & Results Four themes were identified in the SLTs’ description of their experiences with the engagement of parents: mutual understanding, creating a constructive relationship between the SLT and parent, parental empowerment, and barriers. It became clear that SLTs were focusing on different aspects of engagement. Conclusions & Implications This study makes an initial contribution to our understanding of SLTs’ view of parents’ engagement and about what stimulates parent engagement or effects disengagement. SLTs play an important role in supporting parents to engage and stay engaged with therapy. Training SLTs on how best to engage parents, focusing on mutual understanding, creating constructive relationships between the SLT and parent, parental empowerment, and barriers, is necessary. However, more research is needed on how to train relevant skills in SLTs. Clearer definitions of engagement would improve understanding and judgements about how best to support parents.

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Section: Discussionmentioning

confidence: 99%

Speech and language therapists’ views on parents’ engagement in Parent–Child Interaction Therapy (PCIT)

Klatte

Harding

Roulstone

2019

Intl J Lang & Comm Disor

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“…De kjennetegnes av åpne spørsmål om hvordan hverdagslivet leves, med hvem, tjenestebeskrivelser, hvordan tjenester ble utført og av hvem, samt spørsmål om når og hvordan tjenestene ble formet og utført. Intervjuene hadde en løs struktur (Westby, Burda og Mehta, 2003) som gjorde det mulig å følge relasjoner og forstå forbindelseslinjer mellom ulike aktører i ulike praksiser (Law, 2004). For å tilpasse intervjuene til familienes hverdagsliv, ble formuleringer og rekkefølgen på spørsmålene justert underveis (Beard og Fox, 2008).…”

Section: Gjennomføring Av Intervjueneunclassified

Praktisering av medborgerskap

Ursin¹

2017

NOST

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SAMMENDRAGDe ti siste årene har studier innenfor demensfeltet vist interesse for medborgerskap. Medborgerskap er blitt et ideal for inklusjon i samfunnet også for personer med demens. I denne artikkelen analyseres sentrale trekk ved dagens omsorgspraksis, for å skape kunnskap om hvordan personer med demens kan opprettholde og videreutvikle seg som borgere. Artikkelen anvender praxiografi som tilnaerming. Fire måter å gjøre medborgerskap på blir beskrevet gjennom ulike arrangement av mennesker, ting, materialiteter og praksiser. Det første arrangementet beskriver «den kompetente borger» og synliggjør hvordan personen med demens trer frem som en borger gjennom tilrettelegging av musikkaktiviteter i og utenfor helsetjenesten. I det andre arrangementet beskrives «den sosiale borger», som trer frem gjennom utprøving av nye aktiviteter. I det tredje arrangementet blir «den ideologiske borger» beskrevet, hvor sammenveving av mennesker og materialitet gjør at personer med demens kan realisere sitt potensiale som borger. I det siste arrangementet beskrives «den kommunikative borger» hvor kropp, bevegelse og kommunikasjon knyttes sammen. Artikkelen bygger på kvalitative intervjuer med pårørende og helsepersonell. : medborgerskap, demens, hverdagsliv, praxiografi, arrangementer This article is downloaded from www.idunn.no. Nøkkelord

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“…Similarly, these field notes scaffolded the accounts in the interviews, providing context for the responses. Using Kusenbach's "go along" tool, I conducted 20 interviews alongside my participant observation (Kusenbach 2003;Westby et al 2003). Of these participants, half self-identified as white and half self-identified as non-white.…”

Section: Methodsmentioning

confidence: 99%

More than a Game: Racecraft and the Adaptation of “Race” in Live Action Role Play

Eddy

2020

Humanities

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Live action role players make the imaginative worlds of tabletop games manifest through collaborative storytelling and embodied play. Escaping the everyday, these communities could radically reimagine culture and challenge oppressive ideologies. Instead, they are deeply invested in essentializing “race”. I conducted a three-year ethnographic study alongside 20 semi-structured interviews to explore racecraft in live action role play. Supporting the groundbreaking work of Karen and Barbara Fields, I find that racecraft is a social process—continually negotiated and maintained through intimate interactions and community exchanges. Through this process, the definition of “race” is continually adapted while belief in this category remains entrenched. When participants confront racist stereotypes, practitioners coerce marginalized members into a false exchange. These members are encouraged to share experiences detailing the damage of problematic representations. Practitioners then reduce these experiences to monolithic understandings of “race”. In this insidious manner, anti-racist confrontations become fodder for racecraft. Complicating this further, patterned racism is characterized as an inborn quality of whiteness, minimizing practitioners’ accountability. Responsibility is then shifted onto marginalized participants and their willingness to engage in “racial” education. This trap is ingrained in the double standard of racism, adapting “race” such that whiteness is unrestricted by the monolithic definitions applied to those outside this category.

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Asking the Right Questions in the Right Ways

Cited by 79 publications

References 0 publications

Speech and language therapists’ views on parents’ engagement in Parent–Child Interaction Therapy (PCIT)

Speech and language therapists’ views on parents’ engagement in Parent–Child Interaction Therapy (PCIT)

Praktisering av medborgerskap

More than a Game: Racecraft and the Adaptation of “Race” in Live Action Role Play

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