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The use of why questions in child and adolescent mental health assessments

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journal contribution
posted on 2018-04-19, 14:32 authored by Nikki Kiyimba, Khalid Karim, Michelle O'Reilly
Questions form the basis of mental health assessments and yet there is limited empirical evidence about the linguistic structure of question formats in these clinical environments. While many types of questions are used, the focus of this research was on why-prefaced questions with children. Interaction analysis was employed to interrogate the data, paying specific attention to the interactional organisation of how 'why-prefaced' questions were asked and responded to. Analysis demonstrated that when three core components were present in the question, then it was usual for a reason/explanation to be provided in response, and when one or more component was missing, it rarely elicited a reason or explanation in response. The three components were the sequential position of the question, how the question was indexically tied to the child’s prior statement, and the epistemic domain of the question. Implications for therapeutic communication and training were discussed.

History

Citation

Research on Children and Social Interaction, 2017, 1(2)

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/Department of Media, Communication and Sociology

Version

  • AM (Accepted Manuscript)

Published in

Research on Children and Social Interaction

Publisher

Equinox Publishing

issn

2057-5807

eissn

2057-5815

Copyright date

2017

Publisher version

https://journals.equinoxpub.com/index.php/RCSI/article/view/30280

Notes

The file associated with this record is under embargo until 24 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.

Language

en

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