The pervasive phenomenon of adaptivity in face-to-face interaction isdescribed inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. Weexplored 33 adaptivity concepts and various adaptivity theories fromdifferentfields. We developed a theory-based conceptual frameworkconsisting of two key dimensions.Relatednessrefers to how people’sactions should relate to each other to be considered adaptive and isdescribed in terms of sameness (e.g. both friendly), oppositeness (e.g.dominant/submissive), or specified attentiveness (dissimilar acts).Responsivityrefers to the timing of people’s actions (sequential/simultaneous). The framework helps to understand what key elementsadaptivity consists of. The framework can help transcending theconcept and discipline level and examining and synthesizing research pertaining to adaptivity with similar dimensional characteristics.
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BackgroundE-mental health holds promise for people with severe mental illness, but has a limited evidence base. This study explored the effect of e-health added to face-to-face delivery of the Illness Management and Recovery Programme (e-IMR).MethodIn this multi-centre exploratory cluster randomized controlled trial, seven clusters (n = 60; 41 in intervention group and 19 in control group) were randomly assigned to e-IMR + IMR or IMR only. Outcomes of illness management, self-management, recovery, symptoms, quality of life, and general health were measured at baseline (T0), halfway (T1), and at twelve months (T2). The data were analysed using mixed model for repeated measurements in four models: in 1) we included fixed main effects for time trend and group, in 2) we controlled for confounding effects, in 3) we controlled for interaction effects, and in 4) we performed sub-group analyses within the intervention group.ResultsNotwithstanding low activity on e-IMR, significant effects were present in model 1 analyses for self-management (p = .01) and recovery (p = .02) at T1, and for general health perception (p = .02) at T2, all in favour of the intervention group. In model 2, the confounding covariate gender explained the effects at T1 and T2, except for self-management. In model 3, the interacting covariate non-completer explained the effects for self-management (p = .03) at T1. In model 4, the sub-group analyses of e-IMR-users versus non-users showed no differences in effect.ConclusionBecause of confounding and interaction modifications, effectiveness of e-IMR cannot be concluded. Low use of e-health precludes definite conclusions on its potential efficacy. Low use of e-IMR calls for a thorough process evaluation of the intervention.
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Conference Proceedings EAPRIL 2015, Leuven, Belgium
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This paper examines the (collective) performance of identities in an event context. During events, the participants not only engage in face-to-face performances, but also in the collective performances of crowds and audiences. This study analyses collective performance using Collins’ framework of Interaction Ritual Chains, which combines Goffman’s performance metaphor with Durkheim’s work on rituals and collective effervescence. This provides a more complete analysis of the ways identities are performed and (re)constructed during an event. This qualitative study presents the case of the Redhead Days, the world’s largest gathering of redheads. Visitor interviews and participant observation over four editions of the event show how a temporary majority of redheads is created, which greatly impacts both face-to-face and collective performance. Social practices that facilitate performance include photographing and storytelling. The data reveal that collective performance is inherently different from face-to-face performance, and that the combination of the two contributes to a change in narrative identities of the event attendees
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Design schools in digital media and interaction design face the challenge of integrating recent artificial intelligence (AI) advancements into their curriculum. To address this, curricula must teach students to design both "with" and "for" AI. This paper addresses how designing for AI differs from designing for other novel technologies that have entered interaction design education. Future digital designers must develop new solution repertoires for intelligent systems. The paper discusses preparing students for these challenges, suggesting that design schools must choose between a lightweight and heavyweight approach toward the design of AI. The lightweight approach prioritises designing front-end AI applications, focusing on user interfaces, interactions, and immediate user experience impact. This requires adeptness in designing for evolving mental models and ethical considerations but is disconnected from a deep technological understanding of the inner workings of AI. The heavyweight approach emphasises conceptual AI application design, involving users, altering design processes, and fostering responsible practices. While it requires basic technological understanding, the specific knowledge needed for students remains uncertain. The paper compares these approaches, discussing their complementarity.
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A key element in social development is interaction with others, and preterm infants have an increased risk for problems in this aspect. We aimed to gain additional insight into parents’ perception about their preterm child’s social interaction upon reaching school age. Parents informed us about their child being a little fighter, having issues of coping with their disabilities in social contexts, and how their child withdraws from situations that are overlystimulating. They also expressed their concerns about the future, how they encourage their child, and how they experience the transition to primary school. Parents’ experiences concerning the social interaction of their preterm child can be categorized into eight themes of processes in social interaction: child factors, self-regulation, real-time social interaction, long-term social interaction, parental factors, parenting, social environment, and social experiences. Our proposed model of social interaction in preterm infants visualizes theinterrelatedness between these themes in social interaction
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Stimulating patients to approach their pain from a biopsychosocial perspective is central to chronic pain rehabilitation. However, conversations between patients and their healthcare professionals about the social and psychological factors that may contribute to the continuation of pain and disability can be challenging. The current scientific literature does not sufficiently pinpoint the difficulties in patient–practitioner interaction on chronic pain, and it falls short of answering the question of how a joint exploration of the social and psychological factors that might be involved in the patient’s pain and evolving disability can be enhanced. In this theoretical article, we introduce discursive psychology as a potentially valuable research perspective to gain a better understanding of the difficulties in patient–practitioner interaction in the context of chronic pain rehabilitation. Discursive psychology focuses on features of people’s talk (e.g. that of patients and practitioners) and is concerned with the social practices that people perform as part of a specific interactional context. In this paper, we provide an introduction to the main theoretical notions of discursive psychology. We illustrate how discursive psychological analyses can inform our understanding of the specific sensitivities in conversations between patients with chronic pain and their practitioners. Finally, we address how a better understanding of these sensitivities offers a gateway towards improving these conversations. Een belangrijk principe in revalidatie bij chronische pijn is de benadering van de pijn vanuit een biopsychosociaal perspectief. Het blijkt echter een uitdaging voor patiënten en behandelaars om de sociale en psychologische factoren die een rol spelen bij chronische pijn te bespreken. In de huidige wetenschappelijke literatuur is hier nog niet voldoende aandacht voor; en wordt geen perspectief geboden voor verbetering van de gezamenlijke verkenning van sociale en psychologische factoren. In dit theoretische artikel introduceren we discursieve psychologie als een mogelijk waardevol onderzoeksperspectief om een beter begrip tot stand te brengen van de complexiteit van interactie in de context van chronische pijn revalidatie. Discursieve psychologie richt zich op kenmerken van interactie, in het bijzonder de sociale praktijken die tot stand worden gebracht binnen een specifieke interactionele context. We beschrijven de belangrijkste theoretische principes van discursieve psychologie en illustreren hoe een DP analyse licht kan werpen op de specifieke gevoeligheden in conversaties tussen patiënten met chronische pijn en hun behandelaars. Tot slot bespreken we hoe een beter begrip van deze gevoeligheden een ingang biedt tot het verbeteren van deze conversaties.
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Purpose: This study analyses how weather shocks influence agricultural entrepreneurs’ risk perception and how they manage these risks. It explores what risks agricultural entrepreneurs perceive as important, and how they face climate change and related weather shock risks compared to the multiple risks of the enterprise. Design/methodology: This paper uses qualitative data from several sources: eight semi-structured interviews with experts in agriculture, three focus groups with experts and entrepreneurs, and 32 semi-structured interviews with agricultural entrepreneurs. Findings: not published yet Originality and value: This study contributes to the literature about risk management by small- and medium-sized agricultural enterprises: it studies factors that shape perceptions about weather shocks and about climate change and how these perceptions affect actions to manage related risks, and it identifies factors that motivate agricultural entrepreneurs to adapt to climate change and changing weather shock risks. Practical implications can lay the foundation for concrete actions and policies to improve the resilience and sustainability of the sector, by adjusting risk management strategies, collaboration, knowledge sharing, and climate adaptation policy support.
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The aim of this study is to understand how social media contribute to face-to-face collaborative learning by introvert students in higher education. A total of 233 students participated. This study shows that more introvert students perceive that social media are more helpful for increasing their collaborative learning performance and self-confidence. These students feel that their true nature is hampered in face-to-face contact and prefer to communicate via social media rather than face-to-face communication. Additionally, all students in this study signal that they wish their educators to make more use of social media. HE institutions are therefore recommended to make more use of social media to enhance collaborative learning.
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This paper introduces the Analysis Framework of Face Interaction (AFFI) which is developed based on a new face dimension termed Face Confirmation − Face Confrontation at two levels: Individual level within the group and Collective level between groups. This proposed framework of face analysis reveals a dearth of research on face confrontation as essential communication strategies. It also points out how the mainstream research on facework has been limited on the collective level of analysis. The authors argue that using AFFI will help researchers reduce cultural over-generalisation; enable them to involve more specific cultural, contextual and situational characteristics of each face case to analyse face negotiation from a more holistic perspective.
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