Allt fler personer lever med eller har en nära anhörig som lever med en demenssjukdom. En demenssjukdom leder till kognitiva nedsättningar som påverkar individens kommunikation. Deltagande i social interaktion är vitalt för en god livskvalitet samt känsla av själv, värde och identitet hos personer med demenssjukdom. Interaktion där personer med demenssjukdom deltar påverkas av de kommunikationssvårigheter som följer demenssjukdomen, men också av samtalspartners syn på personen med demenssjukdom. Föreliggande studie undersöker interaktion som involverar personer med demenssjukdom med fokus på hur kunskapande manifesteras i interaktionen, hur personer med demenssjukdom positionerar sig själva och positioneras av andra som personer som kan någonting samt vilken betydelse som positionering har för personer med demenssjukdoms deltagande i social interaktion. Kunskapande har definierats som ett aktivt görande av kunskap genom mellanmänsklig interaktion. Data har utgjorts av totalt 30 timmar audio- och/eller videoinspelning av naturligt förekommande interaktion där personer med demenssjukdom deltar, från vilken 14 representativa samtalsexempel lyfts fram. Vid analys har multimodal interaktionsanalys samt positioneringsteori använts. Analysen visar att kunskap kan manifesteras hos personer med demenssjukdom genom kunskapande, en dynamisk process där kunskap förhandlas fram genom samtal. Att positioneras som samt positionera sig själv som kunnande verkar ha en positiv effekt på personer med demenssjukdoms möjlighet att ge uttryck för sin kunskap. Personer med demenssjukdom kan således vara delaktiga i kunskapandeprocesser och de sociala situationer som ligger till grund för kunskapandet. Kliniska och praktiska implikationer kring främjandet av deltagandet i social interaktion hos personer med demenssjukdom presenteras. En demenssjukdom medför förändrade förutsättningar för social interaktion men viktigt är att se till individens styrkor och bevarade förmågor samt ge individen förutsättningar för att kunna delta i samtal och ge uttryck för sin kunskap. / An increasing number of people live with dementia or have a close relative who does so. Participation in social interactions is vital for sustaining quality of life and a feeling of self, value and identity in people with dementia. Dementia causes cognitive impairments that affect the person’s ability to communicate. Interactions in which people with dementia participate are influenced by the communicative difficulties that arise as a result of the disease, but also by the conversational partner’s view of the person with dementia. The present study investigates interactions involving people with dementia, focusing on how knowledging is manifested in the interaction, how people with dementia position themselves and are positioned by others as people with knowledge, and what effects this positioning has on the participation of people with dementia in social interactions. Knowledging is defined as the active making of knowledge through interpersonal interactions. The data consists of 30 hours of audio and video recordings of naturally occurring conversations in which people with dementia participate, from which 14 representative conversational examples were highlighted. Multimodal interaction analysis and positioning theory were used in the analysis. The analysis revealed that knowledge can be manifested in people with dementia through knowledging, a dynamic process in which knowledge is negotiated through conversation. Being positioned as knowing by others, as well as positioning oneself as knowing, seems to have a positive effect on the ability to express knowledge in people with dementia. People with dementia can therefore be involved in knowledging processes and the social situations that form the basis of knowledging. Some potential clinical and practical implications of promoting the participation of people with dementia in social interactions are suggested. Dementia changes the conditions for social interaction, but it is important to highlight each individual’s strengths and retained abilities and provide them with the conditions for participating in interactions and expressing their knowledge.

It would be favorable, during the clinical assessment of language in multilingual children, if the speech-language-pathologist (SLP)spoke all the languages of the child. This is, however, not always possible, hence the need for interpreter-mediation. Furthermore, it would be desirable if the interpreters used in clinical assessments of language are specifically trained. There are only a few studies concerning interpreter-mediated clinical assessment of language and cognition using Conversation Analysis as a method, and no studies of interpreter-mediated clinical assessment of language in multilingual children. The purpose of this study was therefore to investigate the interaction between the SLP, interpreter and child, in interpreter-mediated clinical assessments of language in multilingual children, with a specific focus on the SLP and the interpreter. Participants of the study were two licensed S LPs, three interpreters and two multilingual children and their caregivers. The study was based on three video recordings of clinical encounters and four semi-structured interviews. The video recordings were translated, transcribed and analyzed using the theory and method of Conversation Analysis, and the interviews were transcribed and analyzed. Analysis of the video recordings resulted in the discovery of three phenomena; the importance of preunderstanding of the working process of SLP, the importance of responsibility during interpreter-mediated clinical assessment of language, and finally communication and language approach. Analysis of the semi-structured interviews resulted in the discovery of four phenomena, which, in addition to the ones already discovered during the video recordings, also included the importance of dialects. Strategies and challenges that the SLP and interpreter faced could be revealed from the phenomena discovered in the video recordings and the semi-structured interviews. It was suggested in the conclusion that challenges were caused by expectations on the interpreter, a lack of preunderstanding of the working process of the SLP, uncertainty regarding the responsibilities of the interpreter versus the SLP, and finally, the demands of a high level of language competence. Strategies that were used within the discovered phenomena were partially consciously applied by the SLP and interpreter. However, there is a great need for further knowledge and awareness of the processes involved in this clinical context, in order to obtain reliable and satisfactory interpreter-mediated clinical assessments of language. Lastly, it was discussed that the patient safety might be compromised if no consideration is taken regarding the investigated challenges and strategies.

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This thesis is about the resources that speakers can draw on when producing actions, both verbal and non-vocal. It considers how identity categories, gaze and touch can contribute to action in everyday interactions. The study stemmed from an interest in how lesbian identity is made relevant by lesbian speakers in everyday co-present interaction. A corpus of approximately 23.5 hours of video-recordings was gathered: households self-designated as lesbian (including couples, families, and housemates) video recorded some of their everyday interactions (including mealtimes, watching television, and playing board games). Using the tools of Conversation Analysis and working with the video recordings and transcripts of the interactions, several ways of making a lesbian identity relevant through talk were identified. As the analysis progressed, it was found that many references to sexual identity were produced fleetingly; they were not part of or integral to the ongoing talk, and were not taken up as a topic by participants. Rather, this invoking of a participant s sexual identity appears to contribute to a particular action that is being produced. It was found that invokings of other identities, for example relating to occupation, nationality, and race, worked in a similar way, and this is explored in relation to explanations and accounts. Where the first half of the thesis focuses on verbal invokings of identity in relation to action, the second half of the thesis considers some of the non-vocal resources that participants incorporate into their actions. It was found that when launching a topic related to something in the immediate environment, speakers can use gaze to ensure recipiency. Also, when producing potentially face-threatening actions such as teases, reprimands or insults, speakers can use interpersonal touch to mitigate the threat. In addition to showing how identities can be made relevant in everyday interaction, the findings of this thesis highlight the complexity of action design, and that in co-present interaction the physical resources available to participants also need to be taken into account.

Kommunikativa svårigheter är en funktionsnedsättning som kan innebära språk-, röst- eller talsvårigheter och kan leda till begränsad interaktion med omgivningen. Taltjänst är en tolkservice som erbjuder ett sätt för personer med kommunikativa svårigheter att lättare kommunicera med omgivningen. Syftet med föreliggande studie är att undersöka hur taltjänsttolkar kan underlätta kommunikationen för personer med kommunikativa svårigheter i samtal mellan tolk, tolkanvändare och tredje part. Materialet består av fem olika videoinspelningar av tolksamtal samt svar från en enkätundersökning till taltjänsttolkar. Videomaterialet transkriberades utifrån samtalsanalytiska principer. Återkommande teman identifierades i svaren från enkätundersökningen. I resultatet och analysen observerades strategier för att skapa gemensam förståelse i form av begäran om förtydligande och begäran om bekräftelse av förståelse. Även upprepning/återgivning samt delad kunskap är fenomen som framkom i analysen av data. Förberedande möten visade sig spela en avgörande roll för att uppnå gemensam förståelse i samtal mellan tolk, tolkanvändare och tredje part. / Communicative disorders may involve language, voice or speech impairment and can lead to limited interaction with social surroundings. Speech Interpreter Service is an interpretation service which provides a way for people with communication disorders to communicate more easily with their surroundings. The aim of the present study is to investigate how speech interpreters can facilitate communication for people with communication disorders in conversation between the interpreter, users and third parties. The material consists of five different video recordings of interpreter conversation, and answers from a questionnaire to speech interpreters. The video material was transcribed based on conversation analytical principles. Recurring themes were identified in the answers from the survey. In the results and analysis, strategies to create common understanding were observed in the form of clarification requests and requests for confirmation of understanding. Other phenomena that appeared in the analysis were repetition/reproduction and shared knowledge. Preparatory meetings were shown to play a crucial role in achieving common understanding in conversation between the interpreter, users and third parties.

Using the theoretical approach of discursive psychology, this thesis examines the interactive uses of mental state talk, in particular the term want , in everyday family interaction. In mainstream cognitive psychology mental state terms are examined as words which signify internal referents. How individuals come to competently participate in social interaction is formulated as a problem of how individual, isolated minds come to understand the contents of other minds. This thesis challenges these individualistic notions and examines notions of wanting as interactionally managed participants concerns. The data are taken from two sources; a set of video recordings taken from a series of fly-on-the-wall documentary programmes which each focus on a particular family and videotapes of mealtimes recorded by three families. Recordings were initially transcribed verbatim and sections related to the emerging themes within the thesis were subsequently transcribed using the Jefferson notation system. These transcripts were then analysed, alongside repeated viewings of the video recordings. The thesis considers a range of analytic themes, which are interlinked via one of the primary research questions, which has been to examine how, and to what end, speakers routinely deploy notions of wanting in everyday talk-in-interaction. A major theme has been to highlight inherent problems with work in social cognition which uses experimental tasks to examine children s Theory of Mind and understanding of desires . I argue that the assumptions of this work are a gross simplification of the meaning wanting for both children and adults. A further theme has been to examine the sequential organisation of directives and requests in both adults and children s talk. Finally, I examine speakers practices for rejecting a proposal regarding their actions and for denying a formulation of their motivations by a co-interactant. The conclusions of the thesis show that expressions of wanting are practical expressions which work within a flow of interactional and deontic considerations and that making claims regarding one s own or others wants is entirely a social matter. I argue that rather than being examined for what they may reveal about the mind , mental state terms may be fruitfully examined as interactional matters.

This study applied conversation analysis for the first time to episodes in which children express pain and bodily sensations in the everyday setting of family mealtimes. It focuses on the components of children s expressions, the character of parents responses, and how the sequence is resolved. Three families who had a child with a long term health condition were recruited through voluntary support groups and agreed to film 15-17 mealtimes. In total 47 mealtimes were recorded totalling 23 hours of data. Each family had two children aged 15 months to nine years and included a heterosexual married couple. This data was supplemented by archives in the Discourse and Rhetoric Group: a further nine hours of mealtime recordings by two families each with two children aged three to seven years. The analysis describes four key components of children s expressions of bodily sensation and pain: lexical formulations; prosodic features; pain cries and embodied actions, revealing the way in which they can be built together to display different aspects of the experience. The results highlight the nature of these expressions as initiating actions designed in and for interaction. An examination of the sequence that follows demonstrates the negotiated character of pain. Descriptions of the nature of the child s pain and its authenticity are produced, amended, resisted or accepted in the turns that follow. During these sequences participant orientations reveal the pervasive relevance of eating related tasks that characterises mealtime interaction. The discussion concludes by describing the unique insights into the negotiated rather than private nature of a child s pain demonstrated by this study, and the way in which pain can be understood as produced and dealt with as part of the colourful tapestry of everyday family life in which everyday tasks are achieved, knowledge and authority is claimed and participants are positioned in terms of their relationship to one another.

Recent scholarly writing has located performance analysis firmly within the coaching process. Although the what of performance analysis regarding system design and reliability has been well documented, the how and the why or use of video-based performance analysis within the coaching process remains less understood. Therefore, this thesis sought to develop an empirically-based understanding of some of the realities of the use of video based performance analysis feedback within the coaching process. Within a broad ethnographic framework, this thesis followed three key phases of data collection and analysis. Within phase one, a grounded theory methodology, was used to explore the what and why of the delivery of video-based performance analysis in elite youth soccer. Data were collected from interviews with 14 England youth soccer coaches. Through an iterative process of constant comparison, categories regarding Contextual Factors, Delivery Approach and Targeted Outcomes were highlighted. Within phase two, coach-athletes interactions were examined in situ over the course of a 10-month English Premier League Academy season to explore the how of the delivery of video-based feedback. Data were analysed using the techniques and procedures of conversation analysis combined with a social power analysis drawing upon the work of Bertram H. Raven. Analysis of the interactions revealed that the coach attempted to exercise control over the sequential organisation of the session, via asymmetrical turn-taking allocations, an unequal opportunity to talk, control over the topic of discussion within the interactions, and the use of questioning to select speakers to take turns to talk. Within phase three, a narrative ethnographic approach was utilised to examine the how and why of the in situ narrative construction of professional knowledge and coaching identity within video-based feedback sessions. Data were collected during the same 10 months of ethnographic filed work, as presented in phase two, with a Premier League Academy Head Coach. Additionally, in-depth interviews stimulated by video-based reflection were used to explore the participant coach s early interactional practices and subsequent changes in practice in the following four years. Data analysis was conducted using theoretical concepts of identity from the work of Anselm Strauss and revealed a number of features of the development and transformation of identity of the participant coach. Here, a reflective examination of authoritarian interactional practices and the consequences of those practices were critically considered against the creation of a positive self narrative in the development of the participant coach s professional knowledge. The empirical findings of the present thesis have highlighted some the what, why and how of the use of video-based performance analysis within the coaching process. This work has furthered understanding regarding the pedagogical practices which impact upon the delivery of video-based performance analysis feedback. In addition to broadening sports coaching s theoretical and methodological repertoire, the applied value of this work is grounded in the need for coaching practitioners to become more critically reflective about the use of video-based performance analysis within the coaching process, and the impact of their interactional practices upon the coach-athlete relationship.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Linguistics / Master / Master of Arts