Video in Qualitative Research: Analysing Social Interaction in Everyday Life

Heath, Christian; Hindmarsh, Jon; Luff, Paul

doi:10.4135/9781526435385

Cited by 631 publications

(640 citation statements)

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“…We video recorded the sessions to enable a detailed analysis of the interactional nature of clinical practice (Heath, Hindmarsh, & Luff, 2010). The study was approved by the review board at NSD -Norwegian Centre for Research Data.…”

Section: Methodsmentioning

confidence: 99%

Let’s play! An observational study of primary care physical therapy with preterm infants aged 3–14 months

Håkstad

Obstfelder

Øberg

2017

Infant Behavior and Development

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Introduction: Sensory-motor play is at the core of child development and an important element in physical therapist(PT)s' work to improve infants' motor skills. In this study, we investigate how PTs scaffold and use play in physical therapy intervention with preterm infants at corrected age (CA) 3-14 months. Material and Methods:We collected data by observing 20 physical therapy sessions. In the analysis, we connected to enactive theory on cooperation.Results: Successful use of sensory-motor play in physical therapy requires cooperation toward common goals. This is achieved via an enactive therapeutic sensory-motor play approach, in which the PTs plan and tailor the intervention to match the infant's interests; attune themselves to the infant's intentions; and incorporate therapeutic measures in sensory-motor play interactions with the child. Conclusions:Via cooperation and mutuality in therapeutic interactions, PTs can provide play situated learning opportunities that support the infants' development and understanding of the world.

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Section: Methodsmentioning

confidence: 99%

Let’s play! An observational study of primary care physical therapy with preterm infants aged 3–14 months

Håkstad

Obstfelder

Øberg

2017

Infant Behavior and Development

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“…The video-recorded observations were made based on the hypothesis that there could be aspects of the interactions of which clients and staff members were not aware of; therefore, they would not mention them. Video recordings made it possible to explore different issues on different occasions (Heath et al, 2010). From an ethical standpoint, the participants were spared from numerous observations if additional issues were raised along the way.…”

Section: Procedures and Analysismentioning

confidence: 99%

“…From an ethical standpoint, the participants were spared from numerous observations if additional issues were raised along the way. Additionally, the participants had the opportunity to comment on their experience (Alvesson & Kärreman, 2007;Heath et al, 2010). …”

Section: Procedures and Analysismentioning

confidence: 99%

“…To develop trust, several visits were made prior to the observation sessions. To be close to the action, a mobile video camera was needed, and familiarity with the activities facilitated the video recordings (Heath et al, 2010).…”

Section: Procedures and Analysismentioning

confidence: 99%

“…To facilitate the analysis, observations were video recorded for the full length of the EASW session (Heath, Hindmarsh & Luff, 2010), which gave us adequate opportunity to observe the participants' verbally and non-verbally expressed emotions. The video recording started on the second or third session, making it possible for the participants to get used to the researcher´s presence.…”

Section: Procedures and Analysismentioning

confidence: 99%

See 2 more Smart Citations

Mentalizing and Emotional Labor Facilitate Equine-Assisted Social Work with Self-harming Adolescents

Carlsson

Ranta

Træen

2015

Child Adolesc Soc Work J

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This article explores equine-assisted social work (EASW). Horses' capacities to mirror human emotions create possibilities for authentic relationships between clients and staff. This study examines what eases or counteracts the horse's capacity to facilitate relationships perceived by humans to be authentic. Video recordings of the human-horse interactions of three staff members and four female self-harming clients aged 15-21 years in a residential treatment facility were analyzed. The findings show that if the staff gave instructions and advice similar to traditional equestrian sports in combination with viewing the horse as an object, EASW is not facilitated. EASW seems to be facilitated when the horse is perceived as a subject by both staff and clients, provided that the staff gave meaning to the horse's behavior. The staff needed to highlight empathy for the horse when the horse is not able to fulfill its task without adding depth to the client's performance, to avoid raising defense mechanisms. The essence of EASW were perceived as eased by staff members when they focus on the client's emotions and help the client understand that the horse is acting in response to the client's and the staff´s behavior through mentalizing and enacting emotional labor in regarding the horse as a subject. The results indicate the need for higher demands on staff members in order to facilitate EASW.Depending on whether the staff and the clients focus on performance or on emotions, different positive or negative outcomes on communication, self-confidence, self-esteem, and self-image will be likely to emerge.Keywords: adolescents, emotional labor, equine-assisted social work, mentalizing, self-injury MENTALIZING AND EMOTIONAL LABOR FACILITATES EASW 3Mentalizing and emotional labor facilitate equine-assisted social work with self-harming adolescents Equine Assisted Social Work (EASW) may contribute positively to the treatment of adolescents with psychiatric disorders, or those who are at risk for developing such disorders.It may be of value to develop social skills, feelings of mastery, meta-cognition and reflectivity abilities, self-confidence and self-esteem in these individuals (Bizub, Joy, & Davidson, 2003;Dell, Chalmers, Bresette, Swain, Rankin, & Hopkins, 2011;Dell, Chalmers, Dell, Sauve, & MacKinnon, 2008;Hauge, Kvalem, Pedersen, & Braastad, 2013;Holmes, Goodwin, Redhead, & Goymour, 2011;Klontz, Bivens, Leinart, & Klontz, 2007; Macauley & Guitierrez, 2004;Rothe, Vega, Torres Campos Soler, & Molina Pazos, 2005;Rothe, 2005;Smith-Osborne & Selby, 2010), as well as to contribute to the development of communication skills, emotional awareness and regulation, reduce anxiety, and provide opportunities for experiencing authentic relationships (Bizub, et al., 2003;Carlsson, Nilsson-Ranta, & Traeen, 2014;Karol, 2007). Even though not all studies point in the same positive direction (Ewing, MacDonald, Taylor, & Bowers, 2007;Greenwald, 2001), there is reason to explore how EASW may be used in the treatment of different patient ...

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Oral Discourse as a Semiotic EcologyThe Co‐construction and Mutual Influence of Speaking, Listening, and Looking

Erickson¹

2015

The Handbook of Discourse Analysis

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Video in Qualitative Research: Analysing Social Interaction in Everyday Life

Cited by 631 publications

References 0 publications

Let’s play! An observational study of primary care physical therapy with preterm infants aged 3–14 months

Let’s play! An observational study of primary care physical therapy with preterm infants aged 3–14 months

Mentalizing and Emotional Labor Facilitate Equine-Assisted Social Work with Self-harming Adolescents

Oral Discourse as a Semiotic EcologyThe Co‐construction and Mutual Influence of Speaking, Listening, and Looking

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