Humor, Rapport, and Uncomfortable Moments in Interactions With Adults With Traumatic Brain Injury

Kovarsky, Dana; Schiemer, Christine; Murray, Allison K.

doi:10.1097/tld.0b013e3182358e98

Cited by 16 publications

(6 citation statements)

References 11 publications

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“…Compared to other populations, a different set of neuro-behavioural factors may limit alliance development in brain injury rehabilitation. A study exploring interactions in an informal setting captured video-recorded evidence of rapport breakdown between people with brain injuries and student speech-language therapists (Kovarsky et al, 2011). It appeared that the informal setting (a café) and the students' inconsistent and inexperienced responses to displays of sexually disinhibited behaviour contributed to these breakdowns.…”

Section: Brain Injury-related Factorsmentioning

confidence: 99%

“…For example, qualitative researchers report that a client's neuropsychological, communication or motivational difficulties are the main barriers to forming or maintaining a strong alliance or therapeutic relationship (Jones et al, 1997;Judd & Wilson, 2005;Kovarsky et al, 2011;Lefebvre et al, 2005). Quantitative studies have predominantly focused their investigations on client-related factors that may influence rehabilitation compliance and/or alliance quality.…”

Section: Detecting and Managing Relationship Disruptionsmentioning

confidence: 99%

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Understanding the therapeutic alliance in stroke rehabilitation

Bishop

Kayes

McPherson

2019

Disability and Rehabilitation

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shared their knowledge to help me recruit and interview Māori participants in a culturally competent manner. Michael O'Keeffe translated Te Reo Māori concepts and words in an interview transcript. Numerous colleagues sacrificed their precious time to support the recruitment of participants and refinement of these findings. Pauline Boland provided me with valuable advice and support throughout. A special thank you to Karen Kyne for proof reading this thesis. To my family: completing this research has incurred a cost to you. I was expecting my eldest daughter, Isla, when I commenced this study, and my youngest daughter, Zoe, was seven months old when I completed it. Thank you Isla for your boundless energy and enthusiasm, which provided a (mostly) welcome distraction from my studies. Zoe: your relaxed personality and ready smiles were the perfect antidotes to my stress. In particular, I have had to rely on my husband, Chris, and mother, Jill, to step in and provide our family with additional love and practical support to help compensate for my regular retreats to our home office. Thank you for not asking "are we nearly there yet?" too often. We got there (hopefully). I look forward to giving you my undivided attention in the coming months. xi

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Section: Brain Injury-related Factorsmentioning

confidence: 99%

Section: Detecting and Managing Relationship Disruptionsmentioning

confidence: 99%

Understanding the therapeutic alliance in stroke rehabilitation

Bishop

Kayes

McPherson

2019

Disability and Rehabilitation

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“…, Kovarsky et al . , , , Rönfeldt , Simmons‐Mackie and Damico ). Investigations have focused on what Goffman () calls ‘considerateness’ or the actions participants take to safeguard their interlocutors public status as people who are well regarded, while ‘pride’ (Goffman ) or the actions participants take to safeguard their own respect‐worthy personas has not received any attention.…”

Section: Discussionmentioning

confidence: 99%

“…Within aphasiology, a growing body of work examines humour as a component of interaction (Hengst 2006, Kovarsky et al 2011, Madden et al 2002, Norris and Drummond 1998, Simmons-Mackie and Schultz 2003, Simmons-Mackie 2004, Wilkinson et al 2003.…”

Section: Introductionmentioning

confidence: 99%

Humour in clinical–educational interactions between graduate student clinicians and people with aphasia

Archer

Azios

Moody

2019

Intl J Lang & Comm Disor

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Background During clinical interactions, clinicians and people with aphasia (PWA) use humour and laughter for a range of purposes, most of which contribute to friendly interactions in which the participants appear to develop a positive regard for one another. Moreover, humour is a vital component of facework, or the processes interactants engage in to protect their own and one another's well‐respected, public personas. Aims To examine the ways in which speech–language pathology graduate student clinicians enlist humour during one‐on‐one therapy sessions for PWA. Methods & Procedures Three dyads composed of one graduate student clinician and one person with aphasia acted as participants. We recorded six routine individual aphasia therapy sessions that were each about 60 min in length. All sessions were orthographically transcribed by a trained research assistant. Transcriptions included verbal and non‐speech communication (e.g., facial expressions, gestures, writing). For analysis, we employed an ethnographic microanalysis framework. First, by focusing on laughter produced by the interactants, we identified segments in the data that involved clinician‐led humour. Next, we sought to understand patterns that represented potential functions of humour. We consciously sought out instances that did not appear consistent with our developing understanding of the functions of humour. Such negative cases were used to refine our description of how graduate student clinicians use humour. Other verification procedures included member checking and peer debriefing. Outcomes & Results The findings illustrate that graduate student clinicians use laughter and humour for a range of interactional purposes when interacting with clients with aphasia. Humour was used as a means of (1) softening exposure to client's errors, (2) equalizing interactional power, (3) mitigating errors made by graduate student clinicians, (4) supporting own narrative production and (5) demonstrating affiliation. Conclusions & Implications The current study demonstrates that graduate student clinicians we observed, like the clinicians studied in previous investigations of humour in therapeutic encounters, possess the humour and laughter‐related skills that help to foster positive interactions with PWA. Future investigations of the source of these skills should determine if students are adept because of natural abilities or if students can be taught to be better interactants via instruction. Findings emanating from these studies can be used to inform curriculum design, which will in turn help our field better meet the needs of clients.

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“…DOI: 10.1097/TLD.0b013e31823baf91 problematic, or negative (see Kovarsky, Schiemer, & Murray, 2011 for a discussion of negative rapport). DOI: 10.1097/TLD.0b013e31823baf91 problematic, or negative (see Kovarsky, Schiemer, & Murray, 2011 for a discussion of negative rapport).…”

mentioning

confidence: 99%

Rapport and Relationships in Clinical Interactions

2011

Topics in Language Disorders

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Humor, Rapport, and Uncomfortable Moments in Interactions With Adults With Traumatic Brain Injury

Cited by 16 publications

References 11 publications

Understanding the therapeutic alliance in stroke rehabilitation

Understanding the therapeutic alliance in stroke rehabilitation

Humour in clinical–educational interactions between graduate student clinicians and people with aphasia

Rapport and Relationships in Clinical Interactions

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