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Education, crises and communication. An interactional analysis of hidden crises

I will examine the ways in which a hidden crisis can be exposed from a communications point of view. Therefore, this examination of the concept of crisis entrepreneurship is also relevant tot communication professionals. The article is in the form of proto-research and will shed light on the dilemmas experienced by crisis entrepreneurs and the interactional solutions they apply to cope with such dilemmas

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31-12-2010

Education, crises and communication. An interactional analysis of hidden crises

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Negotiating (dis)ability in the context of chronic pain rehabilitation

Chronic pain rehabilitation programs are aimed at helping patients to increase their functioning despite being in pain, thereby improving their quality of life. However, conversations between patients and practitioners about how the patient could deal with his/her pain and pain-related disabilities in a different way can be interactionally challenging. This study adopts a discursive psychological perspective to explore how pain-related disability is negotiated by patients and practitioners during consultations. The analysis shows that pain-related disability is treated by both patients and practitioners as negotiable rather than a fixed reality. Moreover, it shows that patients’ and practitioners’ negotiations of disability are subject to issues of agency, accountability, and blame, and it provides insight into the interactional dilemmas that are at stake, both for patients and practitioners. Revalidatieprogramma’s voor patiënten met chronische pijn zijn gericht op het verbeteren van het functioneren ondanks de pijn, waardoor kwaliteit van leven wordt bevorderd. Conversaties tussen patiënten en behandelaars over de manier waarop de patiënt kan omgaan met de pijn en gerelateerde beperkingen kunnen interactionele uitdagingen met zich meebrengen. Dit hoofdstuk verkent vanuit discursief-psychologisch perspectief hoe beperkingen worden onderhandeld door patiënten en behandelaars in consulten. De analyse toont aan dat de beperkingen worden behandeld als onderhandelbaar in plaats van als een onveranderbare werkelijkheid. Bovendien toont de analyse dat in deze onderhandelingen bepaalde issues relevant worden gemaakt, zoals ‘agency’, verantwoordelijkheid en schuld. Inzicht wordt geboden in de interactionele dilemma’s die op het spel staan voor zowel patiënten als behandelaars.

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31-12-2020

Negotiating (dis)ability in the context of chronic pain rehabilitation

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Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect

Little is known about the effects of different instructional approaches on learner affect in oral interaction in the foreign language classroom. In a randomized experiment with Dutch pre-vocational learners (N = 147), we evaluated the effects of 3 newly developed instructional programs for English as a foreign language (EFL). These programs differed in instructional focus (form-focused vs. interaction strategies- oriented) and type of task (pre-scripted language tasks vs. information gap tasks). Multilevel analyses revealed that learners’ enjoyment of EFL oral interaction was not affected by instruction, that willingness to communicate (WTC) decreased over time, and that self-confidence was positively affected by combining information gap tasks with interactional strategies instruction. In addition, regression analyses revealed that development in learners’ WTC and enjoyment did not have predictive value for achievement in EFL oral interaction, but that development in self-confidence did explain achievement in EFL oral interaction in trained interactional contexts.

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31-12-2018

Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect

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Series: Practical guidance to qualitative research

In the course of our supervisory work over the years, we have noticed that qualitative research tends to evoke a lot of questions and worries, so-called frequently asked questions (FAQs). This series of four articles intends to provide novice researchers with practical guidance for conducting high-quality qualitative research in primary care. By ‘novice’ we mean Master’s students and junior researchers, as well as experienced quantitative researchers who are engaging in qualitative research for the first time. This series addresses their questions and provides researchers, readers, reviewers and editors with references to criteria and tools for judging the quality of qualitative research papers. This second article addresses FAQs about context, research questions and designs. Qualitative research takes into account the natural contexts in which individuals or groups function to provide an in-depth understanding of real-world problems. The research questions are generally broad and open to unexpected findings. The choice of a qualitative design primarily depends on the nature of the research problem, the research question(s) and the scientific knowledge one seeks. Ethnography, phenomenology and grounded theory are considered to represent the ‘big three’ qualitative approaches. Theory guides the researcher through the research process by providing a ‘lens’ to look at the phenomenon under study. Since qualitative researchers and the participants of their studies interact in a social process, researchers influence the research process. The first article described the key features of qualitative research, the third article will focus on sampling, data collection and analysis, while the last article focuses on trustworthiness and publishing.

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08-08-2017

Series: Practical guidance to qualitative research

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Challenging Behavior in Context

Aim: We aim to gain insight into the interaction between challenging behavior as shown by individuals with an intellectual impairment, and space, and to explore the possibilities of using routinely collected data to this end.Background: Research on challenging behavior shown by intellectually impaired individuals links their behavior to context, which includes space. Unfortunately, research about this link is hard to conduct, since these individuals may have difficulties expressing themselves verbally and react extremely to sensory stimuli.Method: We conducted a single-case study, focusing on a Dutch very-intensive care facility. We analyzed data routinely collected by the healthcare organization in search of time-space configurations that provide insights into the resident–space interaction. As sensitizing concepts, we used three different contexts the residents interact with—space, people, and activities.Findings: The study exemplified reported interactions that were direct, for example, between the residents and the spatial context, and indirect, for example, through other contexts (people and activities). Space impacts on residents’ senses intensely and acts as a lightning rod for their perceived stress. People also influence residents substantially. Caregivers may both have positive or adverse effects, for example, absenteeism or schedule change. Co-residents may trigger challenging behavior directly by a mere presence or transfer of their stress. Transitions between activities cause unpredictability and are triggers for residents, which interact with space.Conclusions: Living environments providing choice in nearness to the caregiver and distance to co-residents “high in tension,” lowering thresholds for transitions, and facilitating predictability would be beneficial for intellectually impaired individuals showing challenging behavior.

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10-06-2023

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Hidden Crises and Communication: An Interactional Analysis of Hidden Crises

In this paper I describe the ways in which the communication discipline can make a hidden crisis transparent. For this purpose I examine the concept of crisis entrepreneurship from a communication point of view. Using discourse analysis, I analyse the discursive practices of crisis entrepreneurs in the domain of education in the Netherlands. This paper is part of my Ph.D. project in which I examine the dilemmas encountered by crisis entrepreneurs and the interactional solutions they choose in addressing a crisis. In my Ph.D. project I have analysed how crisis entrepreneurs use discursive practices: (1) to show the factuality of the problem. For example, the way the problem is presented is too theoretical and is not a problem in reality; (2) to present the credibility of the messenger as an authentic, legitimate spokesman. Crisis entrepreneurs may be accused of wanting to attract attention to their own cause; (3) to create the accountability for the problem and the solution. For example, crisis entrepreneurs can be accused of nursing personal grievances or of drawing attention to the issue without actively attempting to solve it. The conclusion is that a communication professional is able to recognize a problem raised by crisis entrepreneurs. Knowledge of interactional dilemmas helps communication professionals understand the potential of crisis entrepreneurs. A communication professional can therefore contribute to the recognition of crises by acknowledging that a crisis entrepreneur is someone who can have a strong hand in the public agenda, i.e., public affairs that are important to the authorities.

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31-12-2010

Hidden Crises and Communication: An Interactional Analysis of Hidden Crises

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Crisis Entrepreneurs and Hidden Crises

We examine the ways in which a hidden crisis can be exposed from a communication point of view. In which way can organisations create general awareness of a crisis and try to understand the dynamic nature of interactions? With the help of discourse analysis, we have examined the interactional achievements of two crisis entrepreneurs in the domain of education in the Netherlands: a rector of a secondary school and the founders of BON, a social movement aimed at improving the quality of education. In this way, we will illustrate the discursive practices that play an active role when certain players signal a crisis.

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07-07-2012

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Hidden Crises and Communication

In this paper I describe the ways in which the communication discipline can make a hidden crisis transparent. For this purpose I examine the concept of crisis entrepreneurship from a communication point of view. Using discourse analysis, I analyse the discursive practices of crisis entrepreneurs in the domain of education in the Netherlands. This paper is part of my Ph.D. project in which I examine the dilemmas encountered by crisis entrepreneurs and the interactional solutions they choose in addressing a crisis. In my Ph.D. project I have analysed how crisis entrepreneurs use discursive practices: (1) to show the factuality of the problem. For example, the way the problem is presented is too theoretical and is not a problem in reality; (2) to present the credibility of the messenger as an authentic, legitimate spokesman. Crisis entrepreneurs may be accused of wanting to attract attention to their own cause; (3) to create the accountability for the problem and the solution. For example, crisis entrepreneurs can be accused of nursing personal grievances or of drawing attention to the issue without actively attempting to solve it. The conclusion is that a communication professional is able to recognize a problem raised by crisis entrepreneurs. Knowledge of interactional dilemmas helps communication professionals understand the potential of crisis entrepreneurs.

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31-12-2010

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Evaluating opportunities in Dutch EFL course books for developing pre-vocational learners’ oral interactional ability

Course materials play a vital role in the foreign language classroom. Relatively little attention has been paid, however, to analyzing the activities that foster oral interactional ability in EFL course materials. For the purpose of this study, a coding scheme was designed that focuses specifically on the development of interactional ability. This was used to analyse the three most commonly used EFL course books for pre-vocational learners in The Netherlands. The analysis revealed that course books focus more on developing language knowledge than on developing the ability to use this knowledge in interaction, that interactional strategies practice is missing, and that interactional practice is limited to the personal and public context. We conclude that EFL course books lag behind current SLA theories in the practical application of activities focused on developing interactional ability. Recommendations to strengthen the link between theory and practice are made.

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31-12-2019

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Producten 3.259

Education, crises and communication. An interactional analysis of hidden crises

Negotiating (dis)ability in the context of chronic pain rehabilitation

Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect

Series: Practical guidance to qualitative research

Challenging Behavior in Context

Hidden Crises and Communication: An Interactional Analysis of Hidden Crises

Crisis Entrepreneurs and Hidden Crises

Hidden Crises and Communication

Evaluating opportunities in Dutch EFL course books for developing pre-vocational learners’ oral interactional ability

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