The relationship between the therapist and the client is an important consideration for most models of therapy, with all models of therapy emphasizing the importance of establishing a positive therapeutic relationship. Quantitative and qualitative studies have shown that the relationship between the therapist and the client is a predictor of positive outcomes. However, different models define the preferred therapeutic relationship differently. This study was a qualitative exploration of a decentered and influential position of the therapist in narrative therapy. A video of a one-session narrative therapy case conducted by Michael White was analyzed using conversation analysis to answer the following research question: How, if at all, can White be seen to take a decentered and influential position in narrative therapy? The findings of this study provide more knowledge about White’s decentered and influential stance in narrative therapy. It is expected that this knowledge could be useful for education and training purposes, as well as for the improvement of clinical practice.

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This study investigates how power relations are organised in conversation between two sets of characters from the HBO-series Succession. The aim has been to analyse how power can be exercised, shifted or struggled over in conversation. The main method has been conversation analysis; particularly Hutchby’s methods and concepts (2013) have been applied both for this study’s use of the concept of power and for this study’s understanding of argumentative structures and Action-Opposition sequences in conversation. There has also been a significant focus on swearing, especially with the first research question, where the instances of swearing were analysed in terms of their function and type and whether they contributed to a shift in power relations. The study found asymmetrical relations of power with both sets of characters and that one can use the conversational possibilities at one’s disposal to exercise, resist or shift the power that is omnipresent in all contexts. The findings supported the theory that the second position in an argumentative structure generally has more power. However, the findings also suggested ways in which this can be avoided, for example by using the practical implications of one’s statement in particular contexts to overpower the opposition or to selectively choose which counter statements or questions to respond to to control the outcome of the conversation.

This research paper presents a study exploring if using the Conversational Analysis (CA) method in design research could result in designing more socioculturally contextual conversational agents. The research specifically focused on understanding the 1) effect on the design outcome and 2) the role in the design process. This was studied through practice-based design research, participant evaluation of the design outcome, and expert interviews on the design method. The findings were analysed both qualitatively and quantitatively and showed, that socioculturally contextual design could potentially be a data-rich field of study with connections to design concepts such as inclusive design, affective design, design ethics, increased user experience, and further studies are therefore recommended. Furthermore, the study provided an understanding of the contexts in which the CA method may be useful in design, how it can potentially impact the design, and how to apply it to the design process and showed a positive effect on the design outcome in terms of socioculturally contextual design.

Please read the abstract in the section, 00front, of this document / Dissertation (MLog)--University of Pretoria, 2001. / Centre for Augmentative and Alternative Communication (CAAC) / MLog / Unrestricted

This study explores identity negotiation through talk-in-interaction by undergraduate female students at a male dominated study program of Computer and Systems Sciences at Stockholm University. The main aim of this study is to investigate what interactional identities are occupied by the female students in relation to Membership Categorisation Device “Gender”. Theoretical framework that has been developed and used in this study is a combination of Grounded Theory and Membership Categorisation Analysis which is a part of Conversation Analysis developed by Harvey Sacks. The data has been collected through ten semi-structured interviews that have been conducted with undergraduate female students of Computer and Systems Sciences at Stockholm University. The results demonstrate that there are various ways in which the female students negotiate their interactional identity in relation to Membership Categorisation Device “Gender”. The use of Membership Categorisation Device “Gender” is both appropriated and rejected in negotiation of interactional identity. The results of this study might be useful in providing a better understanding of how interactional identity is negotiated by undergraduate female students of Computer and Systems Sciences at Stockholm University. In turn, that might facilitate effort of making gender ratio in male dominated IT-areas more equal. Moreover, the results of this study may contribute to further research on the relationship between gender identity negotiation by women in male dominated IT-areas and the phenomenon of “Gender Paradox”.

In conversation, participants operate under the condition that they must demonstrate to each other what they assume to be the nature of their talk. This happens on a sequential basis. Every turn in conversation is typically followed by another one, and therefore it is paramount for the second turn in line, for its own intelligibility, to make clear how it relates to the preceding turn. In this way, by tracing the interpretations that are made `available´ by the participants themselves as they assemble their talk, one can obtain a technical specification from within of the procedures conversationalists use for eo-constructing their encounter. This approach to the study of talk and interaction, heavily influenced by Harold Garfinkel´s (1967) ethnomethodological program, became known as Conversation Analysis (CA). This paper, then, is an attempt to reconceptualize the notion of institutionality in CA. At the same time, because it uses real conversational materials for doing so, it contains a substantive analysis of some of the procedures and situated practices the people in the sample resort to for accomplishing their interaction.

Tabletop roleplaying games are a type of social, narrative game driven by a group conversation in which a narrative which is co-created by the participants and propelled forward by some mechanical component (for example dice rolls used to determine the narrative outcomes of actions). As mode of spontaneous conversation that has a unique set of specific characteristics, it might be fair to claim that TTRPGs constitute a unique oral genre (or, in conversation analytic terms, a unique speech-exchange system).  One of the most notable characteristics of TTRPGs as conversations is the intensive use of footing shifts. As the players alternate between orienting toward the conversation as players of a game with mechanical components and as co-creators of a joint narrative, various different resources are used to signal what footing a particular turn-at-talk is produced from. Using video from Critical Role, a live-streamed Dungeons & Dragons show, this paper examines the use of footing in TTRPGs and what resources are used to signal these.  The results of the study showed that several different types of footing were used in this material, with a large amount of overlap between them. Though it was possible to identify the primary resources for signalling some of them, for others it was not clear.

[pt] O caráter acusatório do jornalismo contemporâneo em entrevistas a políticos é objeto de estudo de analistas da conversa em contextos britânico e americano (CLAYMAN, 2001; CLAYMAN E HERITAGE, 2002; CLAYMAN et. at. 2007; HERITAGE, 2002). Contudo, até as eleições de 2018, esse tipo de jornalismo não era visto como uma prática comum no Brasil, dada a repercussão das entrevistas aos candidatos à Presidência na mídia impressa e nas redes sociais que levantou um debate acerca do papel dos jornalistas nesse tipo de interação institucional. Diante desse cenário, com o objetivo de contribuir para o entendimento do caráter adverso das perguntas, examinamos, neste estudo, o design de perguntas feitas pelos jornalistas para o então candidato Jair Bolsonaro, no programa Roda Viva da TV Cultura, à luz do arcabouço teórico-metodológico da Análise da Conversa. De modo geral, os resultados revelam que os jornalistas não usaram as perguntas para pedir informações, mas, sim, para mobilizar ações responsivas que podiam comprometer os objetivos políticos do candidato. Além disso, os entrevistadores lançaram mão de recursos que restringiam as possibilidades de resposta do entrevistado, independentemente do tipo de pergunta e de apresentar ou não um prefácio, limitando, assim, ações evasivas. / [en] The accusatory character of contemporary journalism in interviews with politicians has been object of study of conversation analysts both in British and American contexts (CLAYMAN, 2001; CLAYMAN E HERITAGE, 2002; CLAYMAN et. at. 2007; HERITAGE, 2002). However, until the 2018 elections, this kind of journalism was not seen as a common practice in Brazil, given the repercussion of interviews with presidency candidates in the press and in social media networks, which raised a debate about the role of journalists in this type of institutional interaction. In face of this scenario, we analyzed in this study the design of questions asked by journalists to the candidate, at the time, Jair Bolsonaro, in the TV program Roda Viva, by Culture TV, in the light of Conversation Analysis theoretical methodological framework, aiming at contributing to an understanding of questions adversarial character. In general, results reveal that journalists did not use questions to request information, but, on the contrary, to mobilize responsive actions that could jeopardize the candidate s political goals. Besides, interviewers made use of resources that restricted interviewee s possibilities of answering, independently of the type of question or presence of not a preface, thus, limiting evasive actions.

This licentiate thesis examines mathematical activities in a preschool. More precisely, the aim is to create knowledge of how mathematical activities emerge and are constructed in children's interactions with each other and with their teachers. The empirical material consists of video recordings and field notes collected through participant observations during a six-month period in two preschool units for children 3-5 years old. Theoretically the study is based on an ethnomethodological (EM) and conversation analytic (CA) perspective. Video recordings were analyzed using conversation analytic methods, involving a close and detailed analysis of sources in situated mathematical activities. Through the use of an EM and CA perspective this study contributes with new theoretical and methodological approaches to research on mathematical activities in preschools. In the close analysis of children's actions in interaction, an active child with ideas, interests, and commitment emerges, a child who uses a variety of communicative resources when participating in mathematical activities. Whether it is the children or the teachers who initiate the activity the children are actively involved in the construction of the mathematical content. Geometric shapes and concepts as well as different aspects of children's number sense are a couple of the mathematical topics covered in the study. In the activities the childrens display knowledge of math verbally as well as with their bodies, something that is analyzed by using the concept of epistemic stance. The preschool teachers sometimes used occasions when children display specific knowledge as an educational resource for other children's learning. The study also shows that children as well as their teachers follow each other's initiatives in the activities. This means that children change and enlarge the mathematical content within the activities and that the teachers follow the children's initiative. Through this reciprocity the mathematical content of the activity is maintained.