Is Anyone to Blame? Whom Families and their Therapists Blame for the Presenting Problem
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Whom family members blame for their difficulties, and to what extent they blame them, is widely thought to affect their response to those difficulties. In addition, the extent to which parents experience themselves as being blamed by therapists is thought to influence their ability to make use of therapeutic intervention. Yet, despite frequent references in the clinical literature to the need to be sensitive to issues of blame, little attempt has been made to systematically investigate how blame arises naturally in therapeutic encounters. This article develops operational definitions of blame and of exoneration and uses them to undertake an exploratory study into how a sample of 10 families and their systemic therapists attribute blame and exoneration in relation to the presenting problem. Multidimensional scalogram analysis is used to explore how patterns of blame might possibly relate to service uptake. It is argued that as clinicians we may want to hone our sensitivity to the different ways that blame may be invoked in conversation in order to increase our therapeutic efficacy.Keywords:
Blame
Conversation is an important means of social communication. People should observe the principles of conversation and learn some of the skills of it. The American linguist H. Paul Grice has summed up “four principles” in conversation. To hold a successful conversation all the participants should be well-prepared to give resources to others while they receive the resources others have given.
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Turn-Taking
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Conversation Analysis
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Two studies examined the importance of motive dispositions in determining the extent to which the pursuit of personal goals accounts for interindividual differences in emotional well-being. Within the domains of agency and communion, motives were assessed with a picture-story test, whereas self-report measures were used to assess goal attributes. Study 1 found that progress toward motive-congruent goals, in contrast to progress toward motive-incongruent goals, accounted for students' daily experiences of emotional well-being. Study 2 found that the combination of high commitment to and high attainability of motive-congruent goals predicted an increase in students' emotional well-being over 1 semester. In contrast, high commitment to motive-incongruent goals predicted a decline in emotional well-being. Results are discussed with reference to a 2-system approach to human motivation.
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The slavery debate, especially as it concerns the demand for reparation, was recently re-ignited by Henry Gates Jnr in an Op-ed to the New York Times on April 22 2010 ('Ending the Slavery Blame Game') where he contended that the role played by Africans is often underplayed in the slavery blame game.
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The purpose of this study was to obtain suggestions for teaching in a classroom in order to achieve a sufficient conversation by discussion and we explored what kind of characteristics we could observe in conversation that we could observe a deep discussion in terms of contents. For the analysis, we focused on the differences in speaking through dialogue and co-operative conversation.
As a result, we could observe a common point that pairs with a deep discussion have a higher frequency of co-operative conversation and based on the conversation example, we could observe a scene in which they enhanced recognition that they had same opinions each other by speaking through co-operative conversation while discussion. Furthermore, for a pair who had a different opinion at the beginning of discussion, it was shown that they acknowledged ideas from the partner by speaking through co-operative conversation, clarified their ideas by speaking through dialogue, and compromised with the conversation partner.
As a result of this study, we can assume that participants in conversation can have a sense of security against the other speaker and speak with open mind by enhancing consensus or accepting different opinions from the partner by speaking through co-operative conversation as well as clarifying mutual opinions by speaking through dialogue, which contributes to a deep discussion in terms of contents.
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In this study, ease of talking is compared in three conversation forms: face-to-face conversation (direct conversation) and conversation with a robot that is tele-operated from the same room and different room (semi-indirect and indirect conversation, respectively). As a result, it was found that the silent time, which indicates how long the participants make an interlocutor wait until a response is given, in both semi-indirect and indirect conversation exceeds that in direct conversation. Additionally, the silent time in direct conversation after semi-indirect conversation exceeds that after direct conversation. The results indicate that a robot tele-operated from different rooms as well as from the same room can provide partners with time to think of the words uttered by them. Moreover, the results indicate that these effects are sustained in direct conversation following a conversation with a robot that is operated from the same room. These results indicate the potential of constructing a system of conversation via a robot that can be used in easier counseling for clients who experience difficulties in directly communicating with a counselor.
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The objective of this article is to inform and formulate the structure of Karonese conversation on the funeral. These data of research were collected by recording the conversation in Karonese funeral and were analyzed based on the Systemic Functional Linguistics theory. Based on the result of research, it was found that the occurring conversation was caused by the influence of Karonese culture in which the speaker could interact by projecting him/herself as the dead person. Therefore, there were three kinds of conversation structures; they were the conversation structure occurring universally, the conversation structure of development, which was the development from universal conversation structure and unusual conversation structure, which was the conversation structure that was not same with universal conversation structure.
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