posted on 2015-10-21, 09:48authored byMichelle J. O'Reilly, J. Lester, T. Mukett
knowledge positions were negotiated
in child mental health assessments
and how this was
managed by the different parties.
child psychiatry data consisted
of 28 video
conversation analysis was undertaken to examine the interactional detail between the
: The findings indicated that
knowledge were managed
three ways. First,
practitioners positioned children as ‘experts’ on their own health and this was sometimes
accepted. Second, some children resisted this epistemic position, claiming not to have the
relevant knowledge. Third,
by adult parties
questioned their competence
information about their lives
in accordance with the
: Through question design, the practitioner was able to position the child as
holding relevant knowledge regard
ing their situation. The child was able to take up this
position or resist it
in various ways
This has important implications for debates regarding children’s
contribute to mental health interventions.
Children are often treated as agents
with limited knowledge,
in the mental health assessment they are directly questioned
about their own lives.
Patient Education and Counseling, 2015 (In press)
/Organisation/COLLEGE OF MEDICINE, BIOLOGICAL SCIENCES AND PSYCHOLOGY/MBSP Non-Medical Departments/Neuroscience, Psychology and Behaviour
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