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20230718T083020230718T1615Europe/Amsterdam[SYMP66] Researching Helping Professions for (Applied) Linguistic and Practical PurposesHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Oral Presentation[SYMP66] Researching Helping Professions for (Applied) Linguistic and Practical Purposes08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
Outline and Results In this contribution we present a concept of helping with language (Pick & Scarvaglieri 2019; 2022). Language is a basic means of helping that is gaining importance (Miller&Considine 2009, Graf & Spranz-Fogasy 2018) in the helping professions. In this contribution, we aim to develop an understanding of helping with language from an interaction-analytic perspective. We suggest to conceive of helping with language as an interactive process in which the helper takes on (parts of) actions in place of the helped. Helping with language thus proceeds as a communicative pre-structuring of alternatives of thinking and/or acting in pursuit of a goal. Such a pre-structuring of actions can be performed in weak (formulating or activating of knowledge), intermediate (evaluating alternatives) or strong (explicitly weighting of alternatives) ways. Our analyses show that in general the 'action complex' (Pick 2017) of helping with language can be performed in different institutional constellations and helping professions (Graf et al. 2014). However, depending on the overarching institutional constellation or the helping profession in which the action complex is embedded, we find varying degrees of pre-structuring alternatives (from weak to strong) as well as differences regarding the pre-structuring of alternatives of thinking versus alternatives of acting in relation to the different settings. We will illustrate these differences using different datasets.
Data We analyze authentic helping conversations in the helping professions (incl. psychotherapy and legal counselling). We rely on data gathered by us (Scarvaglieri 2013, Pick 2015) and on previously published material.
Methods We follow an action-analytical approach (cf. Levinson 1979, Redder 2008) that allows us to reconstruct the action complex that shapes linguistic helping as well as the interactional processes that precede and follow the helping interaction.
References Graf, E.‑M., Sator, M., & Spranz-Fogasy, T. (Eds.) (2014). Discourses of helping professions. Amsterdam: Benjamins. Graf, E., T. Spranz-Fogasy. (2018). Helfende Berufe – helfende Interaktion. In K. Birkner & N. Janich (eds.), Handbuch Text und Gespräch, 419-443. Berlin: de Gruyter. Levinson, S. C. (1979). Activity types and language. Linguistics, 17, 365–399. Miller, K. & Considine, J. (2009). Communication in the helping professions. In L. Frey & K. Cissna (eds.), The Routledge handbook of applied communication research, 405–428. Abington: Routledge. Pick, I. (2015). Das anwaltliche Mandantengespräch. Frankfurt a.M.: Lang. Pick, I. (2017). Theoretische und methodologische Annahmen zur Typologisierung von Beraten. Beraten in Interaktion. (pp. 19-51). Frankfurt a.M.: Lang. Pick, I., & Scarvaglieri, C. (2019). Helfendes Handeln. In E.-M. Graf, C. Scarvaglieri, & T. Spranz-Fogasy (Eds.), Pragmatik der Veränderung: Problem- und lösungsorientierte Kommunikation in helfenden Berufen (pp. 25–64). Tübingen: Narr. Pick, Ina/Scarvaglieri, Claudio (2022): Helfen im Gespräch: Empirischer Vergleich der Hilfe in Rechtsberatung und Psychotherapie. In: Böhringer, D./Hitzler&Richter (Hrsg.): Helfen. Situative und organisationale Ausprägungen einer unterbestimmten Praxis. Bielefeld: Transcript, 163-192. Redder, A. (2008). Functional Pragmatics. In G. Antos et al. (Eds.), Handbooks of applied linguistics. Handbook of interpersonal communication (pp. 133–178). Berlin: Mouton de Gruyter. Scarvaglieri, C. (2013). ›Nichts anderes als ein Austausch von Worten‹: Sprachliches Handeln in der Psychotherapie. Berlin, Boston: de Gruyter.
Instructional videos for skills development in doctor-patient communication
Oral Presentation[SYMP66] Researching Helping Professions for (Applied) Linguistic and Practical Purposes08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
Instructional videos for skills development in doctor-patient communication Simulated, i.e. to some extent pre-planned, enacted situations and video recordings thereof play an increasingly prominent role in research on, and skills development in, doctor-patient communication (Nestel et al. 2011; Henry–Fetters 2012). In this context, the present talk offers a pragmatic analysis of eight Hungarian instructional videos aimed at medical students, compared with four authentic consultations in G.P. encounters. The eight videos portray four different scenarios, each enacted according to both the patient and the doctor-centred model of doctor behaviour. They are also designed to activate typical female and male role models (Bálint–Nagy–Csabai 2014). Their entire time span is 32 minutes (3.117 words, 176 conversation turns). Two scenarios (four consultations) unfold at a G.P. surgery, with the remaining two involving psychologists and their patients (four conversations). These videos are not real-life discourses. Instead, they present schematic interactional patterns which have been derived from research on doctor- and patient-centred modes of communication in healthcare. Additionally, four authentic, audio-recorded discourses are involved into the research (66 minutes, 7.174 words, 464 turns) The research relies on MAXQDA (Kuckartz–Rädiker 2019) for a qualitative analysis of operations of social deixis, the roles and functioning of discourse participants' reflections on relationship building, the construal of participant roles and knowledge management. Moreover, it also touches on the frequency and classification of these reflections. Additionally, the talk reports on an attitude survey based on video analysis conducted with six German informants not speaking Hungarian with the aim of investigating features of nonverbal communication. The research addresses the following questions. To what extent are simulated situations well-suited for research and skills development in the area of doctor-patient communication?Is it possible to describe doctor- and patient-centered modes of relationship building by feature cluster schemas (co-occurrence patterns) in the sample under study?What role is played by nonverbal communication in the interpretation of video clips?What similarities and differences can be detected between simulated and real-world interactions in terms of relationship building and knowledge management? How can these results inform the use of situated videos in education and in trainings?
References Bálint, Katalin – Nagy, Tamás – Csabai Márta (2014): The effect of patient-centeredness and gender of professional role models on trainees' mentalization responses. Implication for film-aided education. Patient Education and Counseling 97(1). 52–58. Henry, Stefan G. – Fetters, Michael D. (2012): Video elicitation interviews: a qualitative research method for investigating physician-patient interactions. The Annals of Family Medicine 10(2). 118–125. Kuckartz, Udo – Rädiker, Stefan (2019): Analyzing qualitative data with MAXQDA. Text, audio, and video. Cham: Springer. Nestel, Debre – Tabak, Diana – Tierney Tanya – Layat-Burn, Carine – Robb, Anja – Clark, Susan – Morrison, Tracy – Jones, Norma – Ellis, Rachel – Smith, Cathy – McNaughton, Nancy – Knickle, Kerry – Higham, Jenny – Kneebone, Roger (2011): Key challenges in simulated patient programs: An international comparative case study. BMC Medical Education 11(69). https://doi.org/10.1186/1472-6920-11-69 (Letöltés ideje: 2022. 01. 10.)
Presenters Ágnes Kuna Assistant Professor, Eötvös Loránd University
Getting a child involved in conversation to reduce anxiety and build trust: insights from a paediatric encounter
Oral Presentation[SYMP66] Researching Helping Professions for (Applied) Linguistic and Practical Purposes08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
This study focuses on one of the strategies that a physician can use as a stepping stone for reducing anxiety and building trust with a young child: getting her involved in conversation. Paediatric encounters usually involve at least three participants: the paediatrician, the child and one parent. This type of multiparty setting can lead to the re/building of different 'participation frameworks' (Goffman, 1981; Goodwin, 2006), involving, more or less directly, two or three participants. From this perspective, paediatric encounters may be challenging in several ways: physicians need to get maximum information in a constrained time frame; child patients may not be (or not considered to be) sufficiently linguistically, cognitively or socially mature to provide the physician with the information in the time given. Parents and physicians may thus run the risk of leading the conversation and relegating the child to the role of bystander. This study deals with the situation where a pediatrician meets with a 5 year-old child and his mother, in order to prepare the child for a risky medical intervention during which the child will have to remain awake. Based on a 32-minute video-taped interaction, it unveils various linguistic resources the doctor uses in order to involve the child in the conversation: terms of address, pronouns, gaze, gestures, touch, body postures, questions, vocabulary and syntax. It also shows how the physician progressively adapts her building of participation frameworks to the verbal and non verbal cues she obtains from the child feeling more and more engaged and confident. Getting the child involved in the conversation is part of a more global strategy the paediatrician uses to augment alignment and reduce social distance from the child (Aronsson & Rindstedt, 2011). It enables her to implement myriads of other strategies to build the child's trust, most of which then get easily captured in terms of facework performed by the pediatrician (Goffmann 1967; Brown & Levinson 1987). The effects of involving the child in her medical visits are well-known: it improves the physician-child bond as well as the child's retention of medical recommendations (Lewis et al., 1991); it enables the child to gain a greater sense of control over her medical care (Sisk et al., 2021), and it helps to socialise the child into the role of patient (Stivers, 2012). This case study enables us to underline the feasibility and the efficiency of this essential feature of paediatric consultations in practice. Selected references: Aronsson, K, & Rindstedt, C. (2011). Alignments and facework in paediatric visits: Toward a social choreography of multiparty talk. In C. N. Candlin & S. Sarangi (Éds.), Handbook of Communication in Organisations and Professions (pp. 121-142). De Gruyter. Goffman, E. (1981). Forms of talk. University of Pennsylvania Press. Lewis, C. C., Pantell, R. H., & Sharp, L. (1991). Increasing Patient Knowledge, Satisfaction, and Involvement : Randomized Trial of a Communication Intervention. Pediatrics, 88(2), 351‑358. Stivers, T. (2012). Physician–child interaction : When children answer physicians' questions in routine medical encounters. Patient Education and Counseling, 87(1), 3‑9.
Presenters Stéphanie Caët Maitre De Conférences, Université De Lille Co-authors
Using metaphor analysis to inform improved communication with parents or carers whose child has died
Oral Presentation[SYMP66] Researching Helping Professions for (Applied) Linguistic and Practical Purposes08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
The loss of a child engenders complex emotions that are difficult to articulate, and bereaved parents often struggle to communicate how they feel to those who are there to support them. Cultural taboos around death and its associated negative emotions mean that those who support parents or carers may find it difficult to find the most appropriate ways of communicating. A strong understanding of the emotional impact that the loss has will help healthcare practitioners to provide compassionate care. However, it is not just healthcare professionals who are faced with this challenge; other professionals, such as registrars and funeral directors also need to be aware of the potential impact of their communication. In this talk, we report findings from a project designed to help healthcare practitioners, registrars and funeral directors to support parents or carers who have lost a child. Parents and carers who have lost a child were interviewed about their experiences, focusing on the experience of the loss itself and the kind of communication they had with professionals. In our analysis of the transcripts of these interviews we examined the language used to gain deeper insights into the experience of child loss, which could then be used to inform improved care and communication. We focused on the ways in which people use metaphorical language and metaphorical thinking to help them conceptualise and come to terms with the loss. We chose to focus on metaphor because it is often used to talk about emotionally charged, life-changing experiences, and it provides an effective way of describing experiences that are not widely shared or that are otherwise difficult to express (Semino, 2010, 2011). Creative metaphor, in particular, is often used to describe intense emotional experiences such as living with cancer (Gibbs & Franks, 2002). We argue that studying the metaphors that the bereaved use therefore provides a deeper understanding of the experience of child loss, and can help to better identify and respond to the needs of those who have endured such a loss. References Gibbs, R., & Franks, H. (2002). Embodied metaphor in women's narratives about their experiences with cancer. Health Communication 14 (2), 139-165. Semino, E. (2010). Descriptions of pain, metaphor, and embodied simulation. Metaphor and Symbol, 25(4), 205–226. Semino, E. (2011). Metaphor, Creativity and the Experience of Pain across Genres. In J. Swann, R. Carter, & R. Pope (Eds.), Creativity in Language and Literature: The State of the Art (pp. 83–102).
Multilingual Language Constellations in Nursing - A Discourse Analytic Study of Communication between Spanish-speaking Nurses from Mexico andtheir Patients in a German Hospital
Oral Presentation[SYMP66] Researching Helping Professions for (Applied) Linguistic and Practical Purposes08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
In the context of an increasing recruitment of nurses from abroad to overcome the shortage of professionals in the German health care system, multilingual language constellations in nursing are becoming more common. This doctoral project therefore aims to investigate nurse-patient communication in multilingual language constellations with Spanish L1 speakers. For this purpose, observation and discourse data from two data collections in Mexico and Germany are compared regarding linguistic-communicative and institutional aspects.
Der demografische Wandel hat in Deutschland bereits zu einem Fachkräftemangel in der Gesundheits- und Krankenpflege geführt (vgl. BMG 2021: 13). Um diesem Fachkräftemangel entgegenzuwirken, werden seit einigen Jahren verstärkt Pflegekräfte aus anderen Ländern (vgl. SVR 20: 20) und seit der Unterstützung des Rekrutierungsprozesses für Fachkräfte aus Mexiko im Jahr 2019 durch das Bundesgesundheitsministerium (vgl. BMG 2019) auch aus Mexiko angeworben. Bedingt durch diese Entwicklung sind mehrsprachige Sprachenkonstellationen, in denen Pflegekräfte Deutsch als L2 sprechen, häufiger. Die neu zugewanderten Pflegekräfte stehen in Deutschland vor sprachlich-kommunikativen Herausforderungen, da die Anforderungen an Pflegekräfte in Bezug auf ihr berufssprachliches Handeln sehr hoch sind (vgl. Haider 2010: 8). Hohe sprachlich-kommunikative Kompetenzen sind zum einen für die Patient*innensicherheit wichtig und zum anderen gelten die Gespräche mit Patient*innen selbst als Teil der Pflege und des Genesungsprozesses (vgl. z.B. Hausreiter et al. 2018). Trotz der Relevanz von Sprache und Kommunikation in der Pflege und der steigenden Zahl von Pflegekräften mit Deutsch als L2, gibt es kaum linguistische Forschungsarbeiten zur Pflege-Patient*in-Kommunikation (z.B. Walther 2001). Vor diesem Hintergrund wird in dem Promotionsvorhaben die Pflege-Patient*in-Kommunikation in Gesprächen zwischen Patient*innen und spanischsprachigen Gesundheits- und Krankenpflegekräften aus Mexiko untersucht. Die Feldstudie hat zum Ziel, sprachlich-kommunikative und institutionelle Gemeinsamkeiten und Unterschiede der Pflege-Patient*in-Kommunikation in Mexiko und in Deutschland herauszuarbeiten. Dafür werden im Jahr 2022 umfangreiche Beobachtungs- und Gesprächsdaten in Krankenhäusern sowie Pflegeschulen in Mexiko (im Rahmen eines Forschungsaufenthaltes) und in Deutschland erhoben und qualitativ ausgewertet. Den methodologischen Rahmen bietet die Funktionale Pragmatik, da diese institutionelle Kommunikation fokussiert und insbesondere Zwecke und Vorwissen der Aktant*innen in die Analyse mit einbezieht (vgl. Ehlich 2007, Rehbein 2001). Im Vortrag werden die bis dahin abgeschlossenen Datenerhebungen sowie Untersuchungsergebnisse aus der funktional pragmatischen Analyse präsentiert. Referenzen Bundesministerium für Gesundheit (BMG) (2019): Vereinbarung mit Mexiko – Pflegekräfte sollen schneller nach Deutschland kommen. Pressemeldung. Online verfügbar unter: https://www.bundesgesundheitsministerium.de/ministerium/meldungen/2019/vereinbarung-mexiko.html [25.06.2022].Bundesministerium für Gesundheit (BMG) (2021): Siebter Pflegebericht. Bericht der Bundesregierung über die Entwicklung der Pflegeversicherung und den Stand der pflegerischen Versorgung in der Bundesrepublik Deutschland. Berichtzeitraum: 2016-2019. Berlin. Online verfügbar unter: https://www.bundesregierung.de/breg-de/suche/siebter-pflegebericht-1915564 [25.06.2022]Ehlich, Konrad (2007³): Sprache und sprachliches Handeln. Berlin; New York: De Gruyter.Haider, Barbara (2010): Deutsch in der Gesundheits- und Krankenpflege. Eine kritische Sprachbedarfserhebung vor dem Hintergrund der Nostrifikation. Wien: facultas.Hausreither, Mechthild; Kletečka-Pulke, Maria; Norwood, Nicole (2018): Patientensicherheit in der pflegerischen Versorgung: DACH-Länder Perspektive Österreich. In: Hannawa, A. F.; Poster, S. (Hg.): SACCIA – Sichere Kommunikation. Fünf Kernkompetenzen mit Fallbeispielen aus der pflegerischen Praxis. Berlin; Boston: De Gruyter. S.27-37.Rehbein, Jochen (2001): Das Konzept der Diskursanalyse. In: Brinker, K. et al. (Hg.): Text- und Gesprächslinguistik. Ein internationales Handbuch zeitgenössischer Forschung. 2. Halbband. Berlin; New York: De Gruyter. S. 927-945.Sachverständigenrat für Integration und Migration (SVR) (2022): Systemrelevant: Migration als Stütze und Herausforderung für die Gesundheitsversorgung in Deutschland. Jahresgutachten 2022. Berlin. Online verfügbar unter: https://www.svr-migration.de/wp-content/uploads/2022/06/SVR_Jahresgutachten_2022_barrierefrei.pdf [25.06.2022]Walther, Sabine (2001): Abgefragt?! Pflegerische Erstgespräche im Krankenhaus: Eine linguistische Untersuchung von Erstgesprächen zwischen Pflegepersonal und Patienten. Bern: Huber.
Oral Presentation[SYMP66] Researching Helping Professions for (Applied) Linguistic and Practical Purposes08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
The essential role that emotions play in social interaction has become a recent focus of investigation (Peräkylä & Sorjonen, 2012; Robles & Weatherall, 2021) and, more specifically, distress displays through emotional laden conduct such as crying have been receiving increasing attention in both everyday and institutional contexts (e.g., Antaki et al., 2015; Hepburn & Potter, 2012; Weatherall, 2021; Wootton, 2012). In this paper, we examine the sequential organization of distress displays within Emotion-focused Therapy (EFT; Greenberg, 2002), an institutional context in which upset is commonly and relevantly produced. We focus on how therapist's attentiveness to crying and co-occurring features of distress shifts the unfolding troubles telling towards the mutual attention of the in-the-moment emotion as an action to be modulated and more deeply explored. Drawing from a corpus of video-recorded EFT sessions, this article examines interactional sequences of client distress displays followed by therapist responses to the distress. We extend understanding of embodied actions clients display as both a collection of 'distress features' and as interactional resources therapists draw upon to facilitate therapeutic intervention. We report on two main findings. First, it was found that clients regularly drew from a number of vocal and non-vocal resources to display distress and that certain distress features tended to cluster together on a continuum of lower or higher intensities of upset displays. Second, we identified three therapist response types that oriented explicitly to clients' in-the-moment distress: Noticings; Emotional Immediacy Questions and Modulating Directives. Whereas the first two action types were found to draw attention to or topicalize the client's emotional display, the third type, by contrast, had a regulatory function, either sustaining or abating the intensity of the upset. Our findings are discussed in light of other studies that have examined distress displays in sequences of talk.
Bibliography Antaki, C., Richardson, E., Stokoe, E., & Willott, S. (2015). Dealing with the distress of people with intellectual disabilities reporting sexual assault and rape. Discourse Studies, 17(4), 415–432. Greenberg, L. S. (2002). Emotion-focused therapy: Coaching clients to work through their feelings. American Psychological Association. Hepburn, A., & Potter, J. (2012). Crying and crying responses. In A. Perakyla & M.-L. Sorjonen (Eds.), Emotion in Interaction(pp. 195–211). Oxford University Press. Perakyla, A., & Sorjonen, M.-L. (2012). Emotion in Interaction. Oxford University Press. Robles, J. S., & Weatherall, A. (Eds.). (2021). How Emotions Are Made in Talk. John Benjamins Publishing Company. Weatherall, A. (2021). Displaying emotional control by how crying and talking are managed. In J. S. Robles & A. Weatherall (Eds.), How emotions are made in talk (pp. 77–98). John Benjamins Publishing Company. Wootton, A. J. (2012). Distress in adult-child interaction. In A. Perakyla & M.-L. Sorjonen (Eds.), Emotion in Interaction. Oxford University Press.
because he was disgusting - Practices of positioning in the analysis of messenger-based communication in eSA group psychotherapy
Oral Presentation[SYMP66] Researching Helping Professions for (Applied) Linguistic and Practical Purposes08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
In many institutional settings, smartphones are usually perceived as disruptive. This is different in eSA ('electronic Situation Analysis') group psychotherapy, where the use of smartphones is explicitly encouraged. This innovative therapy format developed at the LMU Munich aims to treat persistent depressive disorders (Grosse-Wentrup et al. 2020). The concept assumes that people with depression often suffer from interpersonal problems in addition to their depressive symptomatology (Schramm et al. 2011), which manifest in interpersonal interaction. Because social isolation is part of the symptomatology (Bressiere et al. 2008), it is even more important to study the interaction of people with depression. Using smartphones in eSA group psychotherapy, patients' conflictual messages are analysed within the group on a weekly basis, and suggestions for solutions are formulated in the form of (re)formulated and co-constructed text messages. The aim of eSA group psychotherapy is thus to draft a message for the presented problem and, in this way, to effect change in the patients' communication and to work on interpersonal difficulties. These two objectives can be observed in group psychotherapy in two ways: firstly, through the formulation of text messages to family and friends, and, secondly, in the management of this joint project. In this way, relationships can be formed between group members as well as patients and therapists, which is a current research focus in the field of applied linguistic research on helping interactions (Scarvaglieri et al. in press/2022). Different positioning practices (Torres Cajo in press/2022) take on a central role between the interactants, for example, regarding the persons involved, their behaviours, as well as the group's suggested wordings. Through evaluative practices (ibid.), such as 'because he is disgusting', the interactants express their compassion, solidarity, and support and, thus, also construct a relationship (Scarvaglieri et al. in press/2022). Using interactional linguistics (Imo/Lanwer 2019), I focus on practices of relationship building through positioning practices in eSA group psychotherapy as a helping interaction format. The data basis for the investigation is an extensive corpus of 30 group psychotherapy sessions recorded at the LMU Munich in the Department of Psychiatry and Psychotherapy and transcribed in GAT 2. Bressiere, Katherine/ Kiesler, Sara / Kraut, Robert / Boneva, Bonka (2008). Effects of Internet Use and Social Resources on Changes in Depression. Information Communication and So- ciety 11(1): 47–70. Grosse-Wentrup, F., Reinhard, M. A., & Padberg, F. (2020). We have to talk about messaging! Online communication in subclinical depression and persistent depressive disorder. DGPPN Kongress, 2020, Berlin. Imo W., Lanwer J. (2019). Interaktionale Linguistik. Eine Einführung. Stuttgart: Metzler. Scarvaglieri, Claudio/Graf, Eva/Spranz-Fogasy, Thomas (Hrsg.) (in press/2022). The Pragmatics of Relationship Building in Helping Professions. Pragmatics & Beyond New Series. Amsterdam: Benjamins. Schramm, E., Zobel, I., Dykierek, P., Kech, S., Brakemeier, E. L., Külz, A., & Berger, M. (2011). Cognitive behavioral analysis system of psychotherapy versus interpersonal psychotherapy for ear-ly-onset chronic depression: a randomized pilot study. Journal of affective disorders, 129(1-3), 109-116. Torres Cajo, Sarah (in press/2022). Positionierungspraktiken in Alltagsgesprächen. Die Entwicklung eines interaktionalen Positionierungsansatzes. Heidelberg: Winter.
“I can't allow them to step on me”: Analysing migrant doctors’ coaching leadership style in managing challenging professional situations
Oral Presentation[SYMP66] Researching Helping Professions for (Applied) Linguistic and Practical Purposes08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
Professional talk is filled with stories and reflections of professional practice. In the case of migrant doctors, in particular, professional talk often involves some degree of conflict talk as their reflections centre on their difficulties to adjust to the new workplace culture (Lazzaro-Salazar & Pujol-Cols, 2019). In this light, the leadership styles of migrant doctors play a vital role in the ways they manage those challenges, and leadership discourses often take central stage when they narrate decision-making processes of problematic workplace situations.
In this context, this study explores leadership discourses in interview data collected with over 40 migrant doctors in Chile across the country (namely, Antofagasta in the North, Maule in the centre and Magallanes in the South) between 2016 and 2020. While the interviews were mainly designed to get doctors to reflect on the conflicts of intercultural communication they face at work with fellow local doctors, they often (voluntarily) reflected on their relationship with patients and compared their practices to those of local doctors where their leadership skills surfaced as a way to explain how they deal with different problematic situations at work.
Drawing on ideas of discursive leadership (Fairhurst 2007), coaching theory (Hicks 2013) and an integrative discourse analytic framework (e.g., Graf & Jautz 2022), we analyse these interviews and present a taxonomy of leadership discourses of migrant doctors in Chile for front-stage (i.e. doctor-patient) and back-stage (i.e. doctor-doctor) situations. We discuss the ways in which these discourses display complex self-positionings and underpin migrant doctors' professional beliefs and values, medical ideologies and understandings of their role as care providers. A special focus will be on the participants' coaching leadership style, i.e. practices that may enable learning and development, a communication at eye level amongst the communicative partners (cf. Jautz & Graf in prep.). The study contributes to advancing our understanding of leadership in the professions in migrant contexts from a sociolinguistic perspective and suggests possible applications of this kind of research into medical practice and beyond.
References:
Fairhurst, G. (2007). Discursive leadership: In conversation with leadership psychology. Los Angeles: Sage.
Graf, E.-M. & Jautz, S. (2022). Working alliance and client design as discursive achievements in first sessions of executive coaching. In: Scarvaglieri, C., Graf, E.-M. & T. Spranz-Fogasy (eds.). Practices of Relationship Management in Organized Helping – Analyzing Interaction in Psychotherapy, Medical Encounters, Coaching and in Social Media (pp. 171-193). Amsterdam: John Benjamins.
Hicks, R. (2013). Coaching as a Leadership Style. The Art and Science of Coaching Conversations for Healthcare Professionals. New York: Routledge.
Jautz, S. & Graf, E.-M. (in prep.). Establishing and processing communication at eye level in first sessions in coaching.
Lazzaro-Salazar, M. and Pujol Cols, L. (2019). Conflict in migrant doctor-local doctor communication in public healthcare institutions in Chile. Communication and Medicine, 16(1): 1-14.
Graf Eva-Maria Associate Professor , University Of Austria Co-authors MARIANA LAZZARO-SALAZAR Academic, Researcher, Universidad Católica Del Maule, Chile
Establishing and processing communication at eye level in first sessions in coaching
Oral Presentation[SYMP66] Researching Helping Professions for (Applied) Linguistic and Practical Purposes08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
The alliance between coach and client is, by linguistic definition, asymmetrical. While coach and client have a mutual interest in solving a problem at hand, their interactional roles, their knowledge, their perspectives on, their affectedness by, and their competencies in solving the problem differ. Unlike other helping professions, coaching is intended to be non-hierarchical and 'communication at eye level' is often theoretically postulated. The coach is thereby considered the expert for the process, the client for the content. However, the concept is hardly ever defined, and only little empirical research exists (Jautz 2017). Prior linguistic findings document that coach and client locally negotiate whether their interaction is indeed realized in a non-hierarchical or in a hierarchical way (Graf/ Jautz 2022). We pursue three goals with our contribution: (1) linguistically refine the concept of 'communication at eye level', (2) illustrate how it locally features in talk-in-interaction of coaches and clients and contrast it with hierarchical realizations, and (3) showcase the practical relevance of such analysis. To this end, we compare the first sessions of one coach with two different clients from the executive coaching protocol Emotional Intelligentes Coaching via an integrative discourse analytic framework. We locate the communicative practices associated with 'communication at eye level' in the Basic Activities Model of coaching (Graf 2019) and especially focus on the activities 'Defining the situation' and 'Building the relationship' and related communicative practices. To establish and foster the working alliance, the coach displays an individually tailored 'client design' (Graf/ Jautz 2022) in each process. Her endeavour to communicate non-hierarchically at the clients' eye level is, however, taken differently by the two clients. One of the clients strives to present herself as co-expert and seeks to communicate at the coach's eye level, but nonetheless accepts the coach's expert interventions. The other client stresses the existing asymmetry by opting for a hierarchical communication. While he expects the coach to orient towards his needs and level, he talks "down" to her, emphasizing that he considers her a service provider who offers solutions and answers to his questions. Rejecting a communication at eye level attests to his implicit wish for a different kind of helping interaction. Given that 'communication at eye level' presents a cornerstone of coaching theory and practice literature, analysing its concrete local (non-)realization in authentic talk-in-interaction generates valuable insights for learning and practicing coaches how to put this theoretical concept into practice.
References Graf, Eva-Maria. 2019. The Pragmatics of Executive Coaching. Amsterdam/ Philadelphia: Benjamins. Graf, Eva-Maria/ Jautz, Sabine. 2022/forthcoming. Working alliance and client design as discursive achievements in first sessions of executive coaching. In: Scarvaglieri, Claudio/ Graf, Eva-Maria/ Spranz-Fogasy, Thomas (eds.). Relationships in Organized Helping. Analyzing Interaction in Psychotherapy, Medical Encounters, Coaching and in Social Media. Amsterdam/ Philadelphia: Benjamins. 171-193. Jautz, Sabine. 2017. Immer auf Augenhöhe? Ein Blick in den sprachlichen Werkzeugkoffer im Coaching. In: Dräger, Marcel/ Kuhnhenn, Martha (eds.). Sprache in Rede, Gespräch und Kommunikation. Linguistisches Wissen in der Kommunikationsberatung. Frankfurt/Main: Lang. 47-64.
Ágnes Kuna
Stéphanie Caët
Rebekka Heil
MARIANA LAZZARO-SALAZAR
