Frames, Framing, and Designed Conversational Processes
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In this article, we use the anthropologist Gregory Bateson’s conceptualization of framing and his theory of interpersonal communication process to explore how relational realities develop in designed conversational processes. In recent years, there has been a blossoming of interest in large group methods as a way of achieving whole-system change. Many of these techniques seek to construct alternative spaces or dialogic “containers” in which the usual routines and authority structures are suspended; as such, they require that practitioners give particular attention to issues of framing. By analyzing examples drawn from two World Café events, we attempt to clarify theoretical principles underlying dialogic approaches to organizational change. We also consider the practical implications inherent in Bateson’s ideas, particularly the possibilities they offer for enhancing the facilitator’s awareness of the context in which he or she is a participating member.Keywords:
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The purpose of this study is to comprehensively review the domestic research of caseconceptualization elements and suggest how consented case conceptualization can bedeveloped. To this end, 7 studies of case conceptualization elements were reviewed. Bycomparing collected case conceptualization elements in general counseling, common areas ofelements were founded. It might be agreed to develop integrative case conceptualization infuture. Considering reviewed case conceptualization elements in specific counseling, it couldprovide a possibility to develop a case conceptualization elements for children and adolescents. Also, counseling area with distinct characteristic about clients or situations might be need todevelop a case conceptualization element list of their own.
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THE ROLE OF THE FACILITATOR IN COMPUTER SUPPORTED ENVIRONMENTS By Victoria Clawson B.S.,. Purdue University, 1972 M.S., Purdue University, 1980 Professor Paul Bostrom, Ph.D., Advisor Professor of Management University of Georgia Athens, .Georgia Dissertation Submitted in Partial Fulfillment of The Requirement for the Degree of Doctor of Philosophy WALDEN UNIVERSITY November, 1992 ' , ' . ABSTRACT The Role of the Facilitator in Computer-supported Environments This multiphased study represents a rigorous exploration of the role of the facilitator in computer-supported environments. The purpose of the study was to identify and empirically measure the importance of the critical dimensions of the facilitator's role. The study examined the following research questions: 1) What are the critical dimensions and their related ~ehaviors that contri~ute to the role of the effective facilitator in face-to-face computer supported environments? 2) Are there impacts on or differences in critical facilitator role dimensions/~ehaviors when facilitating with different types of group support systems (GSS) (computer ~ased technology to support group work)? The critical incidents methodology was employed to collect two hundred thirty-five reports of facilitator experiences from fifty experienced facilitators in computersupported environments. One hundred forty-six (146) generic and one thousand two hundred ninety-eight (1298) specific facilitator behaviors were identified. These behaviors were then categorized into critical role dimensions. The results of Phase I of the study indicated the existence of sixteen critical role dimensions. The empirical measures of importance in Phase II produced significant findings, identifying Planning and Designing Meetings as the most important facilitator role dimension overall. Other extremely important dimensions were identified. Statistically significant agreement on the relative importance of a numberThe Role of the Facilitator in Computer-supported Environments This multiphased study represents a rigorous exploration of the role of the facilitator in computer-supported environments. The purpose of the study was to identify and empirically measure the importance of the critical dimensions of the facilitator's role. The study examined the following research questions: 1) What are the critical dimensions and their related ~ehaviors that contri~ute to the role of the effective facilitator in face-to-face computer supported environments? 2) Are there impacts on or differences in critical facilitator role dimensions/~ehaviors when facilitating with different types of group support systems (GSS) (computer ~ased technology to support group work)? The critical incidents methodology was employed to collect two hundred thirty-five reports of facilitator experiences from fifty experienced facilitators in computersupported environments. One hundred forty-six (146) generic and one thousand two hundred ninety-eight (1298) specific facilitator behaviors were identified. These behaviors were then categorized into critical role dimensions. The results of Phase I of the study indicated the existence of sixteen critical role dimensions. The empirical measures of importance in Phase II produced significant findings, identifying Planning and Designing Meetings as the most important facilitator role dimension overall. Other extremely important dimensions were identified. Statistically significant agreement on the relative importance of a number of role dimensions, along with significant differences across technology on mean importance rankings were identified. These differences were quite dramatic considering the small sample size. The study findings have important implications for organizational practitioners and researchers alike. This study is the first to identify and ground the critical role dimensions of the facilitator's role in computer-supported environments. These precise descriptions furnish a starting point for future research on the role and process of facilitation in both traditional and electronic contexts. The richly grounded dimensions also provide an excellent practical foundation for the development of behavior based selection criteria, performance measures and skill based facilitator training programs. THB ROLB OF THB FACILITATOR IR COKPUTER-SUPPORTBD BRVIRORKBRTS
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We evaluated the authorship of messages produced through facilitated communication by 7 adults with moderate or severe mental retardation and their facilitators. The clients had been reported to be communicating fluently through facilitated communication. We controlled the facilitators' access to information to be communicated in two evaluation formats, naming pictures and describing activities. In both formats we conducted three conditions: (a) the facilitator and client had access to the same information, (b) the facilitator did not have access to the picture or activity, and (c) the facilitator was given false information about the picture or activity. The results showed that the clients typed the correct answer only when the facilitator had access to the same information, never typed the correct answer when the facilitator had no information or false information, and typed the picture or activity presented to the facilitator when it was different from the one experienced by the client. These results provide unequivocal evidence for facilitator control of typing during facilitated communication.
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Abstract This paper explores and describes die different facets of facilitating an online security course. It describes the purpose of a facilitator, the qualifications necessary for a facilitator, defines the role of the facilitator, and finally describes the activities of a facilitator.
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Any attempt to examine the development of theory in interpersonal communication is confronted at the outset with one rather striking and fundamental problem. The research literature and textbooks fail to reveal a clear, concise, and well‐developed conceptualization which distinguishes interpersonal communication from other forms of symbolic interaction. Several scholars have noted this problem, but systematic and constructive responses have been slow in developing. It will, therefore, be the purpose of this essay to provide one method for distinguishing interpersonal from other forms of communication and to draw out some implications of this conceptualization to the development of interpersonal communication theory. The attempt to provide a conceptualization of interpersonal communication will be divided into three parts: (1) the stipulation of criteria for evaluating such a conceptualization; (2) the explication of one method of conceptualizing interpersonal communication, and (3) the evaluation of our conceptualization.
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The aim of this paper is to offer a definition of encounter and encounter groups based on the author’s understanding and experience as a participant and facilitator. Through reflection on experience as a participant, consideration is given to how the self-awareness and insights gained from this can shape the understanding of the role of facilitator, and how it enables what can be offered to groups as a facilitator. Theoretical contributions to understanding the role of the facilitator are considered. A strong relationship is proposed between experiences and gains as a participant and becoming an aware and helpful facilitator, arguing that experiences as a participant have the potential to contribute to the ability to trust both oneself and the facilitative potential of the group, tolerate uncertainty, hear others accurately and take risks.
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