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Relevant bibliographies by topics / Facilitating conversations

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Academic literature on the topic 'Facilitating conversations'

Author: Grafiati

Published: 30 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Facilitating conversations"

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Whitelaw, Gail M. "Administration: Leadership Challenges: Difficult Conversations." Perspectives on Administration and Supervision 22, no. 1 (March 2012): 40–44. http://dx.doi.org/10.1044/aas22.1.40.

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At some point in time, all leaders face the issue of having to initiate a conversation considered to be “difficult.” This article discusses what makes conversations difficult and addresses the benefits of resolving issues that are related to difficult conversations. I discuss evidence-based approaches and tools for facilitating difficult conversations and use examples related to speech and hearing to illustrate the approaches and tools.

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Sion, Katya, Hilde Verbeek, Gaby Odekerken-Schröder, Sandra Zwakhalen, Jos Schols, and Jan Hamers. "FACILITATING CARE: A NARRATIVE APPROACH TO ASSESS EXPERIENCED QUALITY OF CARE." Innovation in Aging 3, Supplement_1 (November 2019): S73. http://dx.doi.org/10.1093/geroni/igz038.284.

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Abstract This study aimed to develop a method to assess experienced quality of care (QoC) in nursing homes from the resident’s perspective. A narrative approach “Facilitating Care” (FC) was developed based on the INDEXQUAL framework of experienced QoC and a needs assessment. FC assesses experienced QoC by training care professionals to perform individual conversations with residents, their family and their professional caregivers (triads) in another organization than where they are employed. FC consists of three phases: 1) training, 2) data collection and registration, and 3) analysis and reporting of the results. In 2018, 16 care professionals were trained and performed 148 conversations (47 residents, 44 family members, 57 professional caregivers) in 8 different nursing homes. Evaluation showed that FC teaches helpful conversation techniques and provides valuable insights into residents’ experienced QoC. Whilst the process was considered time consuming, all participants emphasized the added value of taking time for FC conversations.

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Noble, E. J. Menasse, and J. Adler. "Facilitating Location Independence with Computerized Conversation Systems." Environment and Planning A: Economy and Space 28, no. 2 (February 1996): 223–35. http://dx.doi.org/10.1068/a280223.

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Location independence for organizations is desirable if they wish to achieve a given spatial distribution in a regional development plan. An organization's interaction with its environment forms the basis of its daily work and takes the form of ‘information links’ composed of fundamental indivisible blocks called ‘conversations’. To achieve location independence it is necessary for organizations to develop and maintain environment interactions independent of their location. Information technology systems are able to reduce location restrictions by providing distant parties with the conversational structure present in face-to-face interpersonal interactions.

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Hackman, Melissa, Paige Crowl, Erica Bruchko, Jina DuVernay, and Saira Raza. "Organizing and Facilitating Critical Conversations around Systemic Racism: Opportunities and Challenges." Journal of Library Outreach and Engagement 1, no. 2 (September 13, 2021): 22–29. http://dx.doi.org/10.21900/j.jloe.v1i2.804.

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The Coffee and Critical Conversations Series was organized by Emory Libraries Diversity, Equity, and Inclusion (DEI) subcommittee on Professional Development for library employees to engage in dialogue and build community around DEI topics. The subcommittee sought to foster understanding and inspire fruitful discussion on institutional racism in libraries, allyship, and the legacy of racialized trauma pervading African American life. The conversation series began virtually in summer of 2020. Each session was based on a curated collection of shared media (film clips, news articles, TED talks) and was facilitated by volunteers via Zoom. Attendees were given reflection questions to help guide conversation in small breakout groups. As the sessions wrapped up, the facilitators provided further resources for participants to continue their exploration of the topics. We assessed participant responses with an open-ended survey and solicited feedback from participants to inform future sessions. Like many of our peers, not everyone in our organization has felt informed enough to engage with social justice movements in the library. Our goal was to transform the organizational culture and relieve anxiety around discussing racism and oppression both in our institution and beyond. Coffee and Critical Conversations offers a space for folks to demystify their emotions, find language to express their feelings about current events, and foster authentic connections on our path to creating a more equitable institution.

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Blasini-Méndez, Manuel. "Interpersonal postcolonial supervision: Facilitating conversations of countertransference." Training and Education in Professional Psychology 13, no. 3 (August 2019): 233–37. http://dx.doi.org/10.1037/tep0000239.

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Chang, Ni, and Susan Cress. "Conversations about Visual Arts: Facilitating Oral Language." Early Childhood Education Journal 42, no. 6 (October 26, 2013): 415–22. http://dx.doi.org/10.1007/s10643-013-0617-2.

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Brigley, Brenda J. "Facilitating student performance conversations: A framework for success." Nurse Education Today 68 (September 2018): 172–76. http://dx.doi.org/10.1016/j.nedt.2018.06.008.

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Härmävaara, Hanna-Ilona. "Facilitating mutual understanding in everyday interaction between Finns and Estonians." Applied Linguistics Review 5, no. 1 (April 1, 2014): 211–45. http://dx.doi.org/10.1515/applirev-2014-0010.

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AbstractFinnish and Estonian are relatively closely related languages, which, however, are not considered unconditionally mutually intelligible. The present article discusses the mutual intelligibility of Finnish and Estonian and explores the means by which mutual understanding is created in actual Finnish-Estonian multilingual communication. The data consist of video-recorded informal conversations between Finns and Estonians belonging to a social network in which using both languages (Finnish and Estonian) is a common way of communication. The data are analyzed within the framework of conversation analysis using the concept of participation framework. An overview of informal Finnish- Estonian receptive multilingualism is provided and the language choices are discussed. It is demonstrated that participating in either language does not necessarily cause problems in interaction, and that the shared elements of the languages constitute one resource in creating mutual understanding. However, the participation is also actively facilitated for the participants not competent in both the languages. Receptive multilingualism is shown to be a group phenomenon in the studied data.

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Seig, Mary Theresa. "Facilitating conversations across time: Using simulations in living history training." Simulation & Gaming 39, no. 2 (June 2008): 253–65. http://dx.doi.org/10.1177/1046878107310624.

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Carpenter, Bradley W., and Sarah Diem. "Talking Race: Facilitating Critical Conversations in Educational Leadership Preparation Programs." Journal of School Leadership 23, no. 6 (November 2013): 902–31. http://dx.doi.org/10.1177/105268461302300601.

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Dissertations / Theses on the topic "Facilitating conversations"

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Chaney, Nichole M. "Designing an Interactive Experience to Facilitate Conversations, Create Empathy and Change Attitudes on Race." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin162316948408367.

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Ishii, Ryo. "Designing Conversational Interfaces for Facilitating Conversation using User's Gaze Behaviors." 京都大学 (Kyoto University), 2013. http://hdl.handle.net/2433/180472.

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Grant, John. "Facilitating a conversation about Christian leadership at College Hills Church of Christ." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p050-0148.

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Wildermuth, Elizabeth. "Conversational coaching| Facilitating communication between individuals with aphasia and their spouses/caregivers." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076455.

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The purpose of this study was to evaluate the effects of a social participation based aphasia treatment called conversational coaching. Conversational coaching involves teaching individuals with aphasia and their communication partners (e.g., spouses/caregivers) strategies to facilitate more efficient and meaningful conversation. Two dyads participated in a multiple baseline experimental design across subjects. During baseline sessions, the individual with aphasia watched a videotaped story and then attempted to communicate the story’s content to his/her spouse. During treatment sessions, the same general procedure was used, but the investigator coached both participants in the use of selected communicative strategies to facilitate transmission of information and improve the quality of their conversations. The primary dependent variable was the percentage of main concepts successfully co-constructed during conversations. In addition, social outcome measures were used to evaluate the treatment’s impact on communicative confidence and quality of life. Positive outcomes were obtained for both dyads

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Niemann, Paul Joseph. "Building a church facilitating constructive conversation in the parish community on liturgical assembly and architecture /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Gherman, Tatiana I. "Spoken and embodied interaction in facilitated computer-supported workplace meetings." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/36164.

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Almost 25 years ago, Clawson, Bostrom, and Anson (1993) drew attention to the fact that the ability to facilitate diverse human and technological interactions will be one of the most essential skills for leading and contributing to all levels of the organization in the future (p. 547). Today, there is an increased interest in studying facilitated meetings, wherein facilitation is most commonly understood as the process of helping groups work effectively to accomplish shared outcomes. Nevertheless, little of the existing research has provided empirically-grounded insights into the practice of facilitation. This thesis aims to close this gap by means of providing a detailed analysis of how facilitators go about doing facilitation work in facilitated computer-supported workplace meetings. The data comprise 53 hours of audio- and video-recorded multi-party interactions among facilitator(s) and participants, occurring during facilitated meetings in a business setting. The data were analysed using conversation analysis to examine the talk and embodied conduct of facilitators and meeting participants, as these unfold sequentially. The first analytic chapter reveals the macro-organization of the facilitated meetings, and it contrasts the practice view with the theoretical approach towards the organization of the facilitated meetings. The second analytic chapter investigates the interactional practices used by the facilitators to unpack participation that has already been elicited, captured, and displayed graphically on the public screen via the use of technology. In the third analytic chapter, I explore how the facilitators use computer software to build visual representations of the participants contributions. In the final analytic chapter, I investigate the practices of decision-making in meeting settings with multiple participants. Overall, this thesis makes innovative contributions to our understanding of the practice of facilitated computer-supported workplace meetings. It challenges existing literature on facilitation by finding that facilitators can orchestrate participant input, questioning the facilitator s role as content-neutral , as proposed by leading practitioners in the field of facilitation (e.g., Kaner et al., 2014). At the same time, it shows how the manipulation of computer software is an accountable action and how the decision-making process occasions or constrains the production of alignment between participant(s) and facilitator(s). The thesis also contributes to conversation analytic research on questioning, as well as the action of unpacking participation. I show that the notion that open-ended questions better elicit participation than interrogatives is generally not supported empirically, at least in this context. The thesis contributes to existing literature on multi-party meeting interaction, showing how the departure from the canonical next-speaker selection technique which involves the use of address terms and address positions in an utterance takes place. Further, it enhances our understanding of how computer software constrains and/or affords progressivity in interaction. In this sense, I enhance our understanding of the concept of agency of artefacts. Finally, I contribute to knowledge on group decision-making, an under-researched yet core activity in facilitated and other types of meetings. Here, I contribute to the body of work on the interplay between deontics and epistemics in interaction. This thesis shows the applicability of conversation analysis to the study of facilitation. By analysing talk and embodied conduct, communicative practices for accomplishing successful facilitated meetings are revealed and these should be of core interest to both professional and novice facilitators.

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Wong, Tze-Peng. "Changes in the conversational skills of preschool children with complex developmental difficulties." Thesis, University of Canterbury. Communication Disorders, 2012. http://hdl.handle.net/10092/6828.

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Caregiver-child conversation is an important platform for children’s development of language and conversational skills and can form the basis for an approach to intervention for children with pragmatic difficulties. While most intervention studies have focused on reporting overall improvements in children’s language and conversational skills as a result of changes in caregiver behaviour, there is limited fine-grained understanding of children’s ability to achieve conversational topic contingency as a result of specific changes in their caregivers’ use of conversational topic turns and/or the facilitative techniques employed by therapists. The studies described in this thesis aim to address this limitation. The following questions are raised: (i) What is the impact of caregiver training intervention programmes on caregivers’ conversational topic turns and facilitative techniques? (ii) What is the impact of caregiver training intervention programmes on children’s conversational topic turns? and (iii) How do specific facilitative techniques impact children’s conversational skills? The first part of this thesis involves establishing the methodology for data transcription and data coding used in the four studies conducted for this thesis. Conversational recordings were transcribed using the CHAT format and conventions. Then a conversational coding system and a facilitative technique coding system were used to code the communicative acts transcribed. The conversational acts coded were topic change (TC), topic extension (TE), topic maintaining responses (TM), and non-relevant responses (NR). The facilitative techniques coded were imitation, expansion, follow-in questions, and follow-in cloze procedures. Inter-rater reliability levels of the transcription and coding of conversational acts and facilitative techniques were high. Study 1 (presented in Chapter 3) was designed to investigate changes following an ‘It Takes Two to Talk’ Hanen programme in the conversations of four caregiver-child dyads where the children had identified language delay. It employed a single subject design and the outcome measures were analysed in three phases: baseline, intervention and follow-up. The outcome measures were the rates of (i) caregivers’ conversational topic turns (i.e., TC, TE and TM), (ii) caregivers’ facilitative techniques (i.e., imitation, expansion, follow-in questions, and follow-in cloze procedures) and (iii) children’s conversational topic turns (i.e., TC, TE and TM). Results showed that all caregivers produced fewer TCs and higher rates of facilitative techniques, while all children produced significantly more TEs following intervention. Individual caregiver patterns of change appeared to be reflected in their children’s conversational skills. This study supports the effectiveness of caregiver group training programmes in improving the quality of caregiver-child conversations and highlighted the importance of investigating individual variations in intervention. Study 2 (presented in Chapter 4) was designed to investigate the changes in conversational skills of three children with features of autism spectrum disorders (ASD) following the dyads’ participation in caregiver-child individual training as part of a multidisciplinary programme for children with ASD. This study employed a case series design and the outcome measures were analysed in two phases (i.e., intervention and follow-up). Similar to Study 1, the outcome measures were rates of the (i) caregivers’ conversational topic turns (i.e., TC, TE and TM), (ii) caregivers’ facilitative techniques (i.e., imitation, expansion, follow-in questions, and follow-in cloze procedures) and (iii) children’s conversational topic turns (i.e., TC, TE and TM). Results of Study 2 showed that one of the three caregivers decreased the rates of TC, and one of them increased the rates of TM following intervention. The caregivers also increased their rates of facilitative techniques (i.e., imitation, expansion and follow-in questions). Concurrently, the children whose caregivers showed positive changes following intervention increased their rates of TCs and TMs. Consistent with the findings of Study 1, high individual variations were observed in the changes exhibited by the caregivers. Study 2 supports the effectiveness of individual training programmes in improving the quality of caregiver-child conversations and emphasizes the importance of investigating individual variations in intervention. Study 3 (presented in Chapter 5) was designed to investigate the qualitative changes made by a child from each of the first two studies. The two children presented with different language levels and aetiologies but both were receiving individualised programmes designed to enhance their conversational abilities. Taking a functional approach to communication development, Study 3 examined how each child (i) collaborated on an activity; (ii) expanded an activity; and (iii) returned to a previous activity or proposed a new activity, through conversational topic turns. Results suggest that the children learnt to collaborate on and expand activities through their caregivers’ repeated use of contingent topic turns (i.e., TM and TE) and facilitative techniques (i.e., expansion, follow-in questions and follow-in cloze procedures). However, they tended to return to a previous activity or propose a new activity when they did not attend to the preceding act or topic, seemed to not comprehend or were not interested in the preceding act or topic, or when their caregivers failed to attend to their preceding act or topic. These findings highlights that while caregivers’ topic turns that are contingent and facilitative help children to advance their activities, caregivers’ topic turns that are non-contingent have the potential to cause the children to end the preceding activity and switch to another activity. Study 4 was designed to compare the effectiveness of expansion, as a technique for facilitating children’s conversational topic turns, with expansion combined with other techniques when implemented by speech and language therapists (SLTs). Using a repeated measures design, this study aimed to compare the effects of expansion alone (EA); expansion combined with wh-questions (EQ); and expansion followed by a cloze procedure (EC) on the conversational skills of eight preschool children with conversational difficulties in conversation with their regular speech-language therapists (SLTs). Results showed that while there were no significant differences in child verbal topic maintaining responses across all techniques, EA elicited a significantly higher number of TEs, more non-verbal TMs and fewer NRs from the children, than either EQ or EC. The positive effects of each technique on the pragmatic appropriateness in conversations suggest that they could be used strategically in language intervention to enhance therapeutic effect. This thesis suggests that caregiver training programmes that focus on following the child’s lead and support caregivers and therapists to use contingent topic turns and facilitative techniques have positive outcomes for children’s conversational development. It also suggested that caregivers’ and therapists’ facilitative strategies that do not obligate responses from the child (i.e., expansion) have better potentials to help the child to expand the scope of conversations than strategies that obligate a response from the child (i.e., wh-questions and cloze procedures). Finally this thesis suggests that family-focussed intervention that follows the child’s lead appears likely to improve the conversational skills of children with a range of diagnoses by helping to address the common underlying features of conversational difficulties.

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Dunne, Caroline. "Att främja reflektion och samarbete : En essä om facilitatorns yrkeskunnande." Thesis, Linnéuniversitetet, Institutionen för fysik och elektroteknik (IFE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45048.

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Den här uppsatsen handlar om facilitatorns roll och yrkeskunnande. En roll som är relativt ny och för de flesta fortfarande helt obekant. Facilitatorn anlitas för att underlätta för grupper att föra samtal och dialog, men också för att gemensamt reflektera. Viktiga förutsättningar för att hitta formerna för fruktbara samarbeten, vilket står högt på många organisationers agendor idag. I uppsatsen redogör jag inledningsvis för den möteskultur som råder inom organisationer idag. En kultur där medarbetare och chefer avsätter mycket tid i möten som vare sig ger dem själva, organisationen eller samhället något av värde. Det är många gånger envägskommunikation eller förmedling av information. I en tidsanda som ställer höga krav på rationaliseringar och effektivseringar har det dessvärre också blivit så, att tiden för samtal och genuina dialoger succesivt har reducerats till förmån för ökad kommunikation i olika digitala kanaler, inte misnt e-mail och sociala medier. Jag vill hävda att vi människor behöver träffas och samtala för att nå en gemensam och fördjupad förståelse för varandra och våra olika sakfrågor. Vad händer på sikt om vi inte ges möjlighet till gemensam reflektion? Hur ska vi kunna samarbeta om vi inte lär känna varandra och de förutsättningar som råder? I inledningen redogör jag även för delar av den kunskapsteori som finns kopplat till ämnesområdet yrkeskunnande och teknologi, men också för min mission – att återerövra samtalet som en viktig arbetsmetod. Uppsatsen är skriven i essäistisk stil och det empiriska materialet kommer från de texter jag själv har författat under masterutbildnignens två år då dialogseminariemetoden tillämpats, men också från den dialogseminarieserie som jag själv har genomfört med sex andra facilitatorskollegor. Tillsammans har vi börjat utforska vår gemensamma profession och det yrkeskunnande som vi representerar. Facilitatorns yrkeskunnande är mångfacetterat och svårfångat, men handlar i mångt och mycket om att vara öppen för människors olikheter. Se dem som berikande. Vara krockfrämjande. Bejaka olika perspektiv och infallsvinklar på saker och ting. Inte vara rädd för att konfrontera. Facilitatorn jobbar med olika tempoväxlingar och har en mängd olika metoder och tekniker till sitt förfogande för att möta olika problemställningar. Planerat eller improviserat. Det finns tydliga analogier med teatern, men också med läkar- och läraryrket. Det handlar om att skapa spänningar och väcka känslor hos deltagarna. Och sedan ta hand om och förvalta de känslor som väckts. Som facilitator blir man aldrig fullärd. Alla grupper är olika och varje ny mötessituation bjuder på nya utmaningar. För mig känns det som att resan mot bättre vetande precis har börjat. I mina texter kan jag skönja en utveckling över tid, men det finns otaliga gator kvar att utforska. Jag är fortsatt nyfiken och jag vet bestämt att jag vil fortsätta att fördjupa mina kunskaper om facilitatorns yrkeskunnande och gärna då med dialogseminariet som fortsatt forskningsmetod.
This thesis explores the role and skills of a professional facilitator. A facilitator is hired to facilitate meetings and other group processes trough dialogue, conversations and active participation, with the purpose of makig reflection and collaboration within and between organisations possible.

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Harlingten, Leora. "Social work and social justice: conversations with activists." Thesis, 2013. http://hdl.handle.net/10500/10368.

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Change directed at social justice has been partial at best because it leaves the larger unequal context and structures in place. Social work generally takes place in the context of unequal power relation on individual/cultural/structural levels. The inquiry’s aim is to broaden the perspective on change to facilitate social justice. A qualitative approach that is exploratory and descriptive with a flare of phenomenology was used. Anti-oppressive constructionist research is the point of departure. As such the research attempts to be consistent with values of equality where participants are partners and share in the creation of the inquiry. So in the beginning only preliminary questions designed to provide context and stimulate thought about change are explored. The goals and objectives of the inquiry are to discover and describe the perceptions of activists and literature thus expanding meanings of social justice and how it can be facilitated. In the inquiry, motivation to work for change, what is needed to facilitate social justice, what blocks change for social justice and the values and principles that underlie change for social justice are explored. The inquiry asks the question: How can social workers and the profession of social work facilitate change for social justice?
Social Work
D.Phil (Social Work)

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Books on the topic "Facilitating conversations"

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1953-, Neal Patricia, and Wold Cynthia, eds. The art of convening: Authentic engagement in meetings, gatherings and conversations. San Francisco: Berrett-Koehler Publishers, 2011.

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Diversity, Equity, and Inclusion: Strategies for Facilitating Conversations on Race. Rowman & Littlefield Publishers, Incorporated, 2015.

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Hess, Lucille J. Face to face: Facilitating adolescent conversational experiences. Communication Skill Builders, 1993.

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author, Nunnally Brad, and Willis Dan 1967 author, eds. Designing the conversation: Techniques for successful facilitation. 2013.

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Frey, Lawrence R. Facilitating Group Communication in Context: Innovations and Applications with Natural (Facilitating Group Creation, Conflict, and Conversation). Hampton Pr, 2005.

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Gunz, Hugh. Rethinking Career Studies: Facilitating Conversation across Boundaries with the Social Chronology Framework. Cambridge University Press, 2019.

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(Foreword), Margaret J. Wheatley, and Peter Senge (Afterword), eds. The World Cafe: Shaping Our Futures Through Conversations That Matter. Berrett-Koehler Publishers, 2005.

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Hamkins, SuEllen. The Art of Narrative Psychiatry. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199982042.001.0001.

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Narrative psychiatry empowers patients to shape their lives through story. Rather than focusing only on finding the source of the problem, in this collaborative clinical approach psychiatrists also help patients diagnose and develop their sources of strength. By encouraging the patient to explore their personal narrative through questioning and story-telling, the clinician helps the patient participate in and discover the ways in which they construct meaning, how they view themselves, what their values are, and who it is exactly that they want to be. These revelations in turn inform clinical decision-making about what it is that ails them, how they'd like to treat it, and what recovery might look like. The Art of Narrative Psychiatry is the first comprehensive description of narrative psychiatry in action. Engaging and accessible, it demonstrates how to help patients cultivate their personal sources of strength and meaning as resources for recovery. Illustrated with vivid case reports and in-depth accounts of therapeutic conversations, the book offers psychiatrists and psychotherapists detailed guidance in the theory and practice of this collaborative approach. Drawing inspiration from narrative therapy, post-modern philosophy, humanistic medicine, and social justice movements - and replete with ways to more fully manifest the intentions of the mental health recovery model - this engaging new book shows how to draw on the standard psychiatric toolbox while also maintaining focus on the patient's vision of the world and illuminating their skills and strengths. Written by a pioneer in the field, The Art of Narrative Psychiatry describes a breadth of nuanced, powerful narrative practices, including externalizing problems, listening for what is absent but implicit, facilitating re-authoring conversations, fostering communities of support, and creating therapeutic documents. The Art of Narrative Psychiatry addresses mental health challenges that range from mild to severe, including anxiety, depression, despair, anorexia/bulimia, perfectionism, OCD, trauma, psychosis, and loss. True to form, the author narrates her own experience throughout, sharing her internal thoughts and decision-making processes as she listens to patients. The Art of Narrative Psychiatry is necessary reading for any professional seeking to empower their patients and become a better, more compassionate clinician.

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Russell, Sarah. Communication skills and advance care planning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198802136.003.0024.

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All clinicians have a part to play in advance care planning (ACP) conversations. This chapter covers some of the communication issues, evidence, models, and practical examples for ACP conversations. Discussions are highlighted as key to helping people live well until they die as well as they prepare and plan for the end of their life. Communication is defined, facilitative skills identified, as well as barriers and blocks to communication discussed. Communication skills. Models. and example scenarios are explored. ACP imagines and contemplate ones’ future death. This may be in the next few weeks, months, or years. It is about helping people to live well (wherever that may be) until they die within the context of their life and relationships with that or those who matter to them.

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Moving Beyond Icebreakers: An Innovative Approach to Group Facilitation, Learning, and Action. Center for Teen Empowerment, 2005.

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Book chapters on the topic "Facilitating conversations"

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Allen, Myria. "Facilitating Group Collaboration and Enhancing Supply Chain Conversations." In CSR, Sustainability, Ethics & Governance, 231–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-18005-2_7.

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Ogura, Kanayo, Masato Ishizaki, and Kazushi Nishimoto. "A Method of Extracting Topic Threads Towards Facilitating Knowledge Creation in Chat Conversations." In Lecture Notes in Computer Science, 330–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30132-5_48.

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Sembokuya, Tomonobu, and Kazutaka Shimada. "Timing Prediction of Facilitating Utterance in Multi-party Conversation." In Communications in Computer and Information Science, 267–79. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6168-9_23.

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Motahari-Nezhad, Hamid R., Sven Graupner, and Sharad Singhal. "Business Conversation Manager: Facilitating People Interactions in Outsourcing Service Engagements." In Lecture Notes in Computer Science, 468–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13911-6_32.

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Matsuyama, Yoichi, Yushi Xu, Akihiro Saito, Shinya Fujie, and Tetsunori Kobayashi. "Multiparty Conversation Facilitation Strategy Using Combination of Question Answering and Spontaneous Utterances." In Proceedings of the Paralinguistic Information and its Integration in Spoken Dialogue Systems Workshop, 103–11. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1335-6_12.

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Foster-Cohen, Susan, and Tze Peng Wong. "Early Intervention at the Interface: Semantic-Pragmatic Strategies for Facilitating Conversation with Children with Developmental Disabilities." In Logic, Argumentation & Reasoning, 163–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32247-6_10.

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Hassall, Linda. "Climate Literacy and Collaborative On-Line Landscapes: Engaging the Climate Conversation Through Drama Facilitation in Distance and e-Learning Environments." In Climate Change Management, 375–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70199-8_22.

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Tran, Lynn Uyen, and Catherine Halversen. "Facilitating Conversations." In Reflecting on Practice for STEM Educators, 208–39. Routledge, 2021. http://dx.doi.org/10.4324/9781003042990-12.

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Haupt, Brittany “Brie”, and Claire Connolly Knox. "Facilitating Difficult Conversations." In Cultural Competency for Emergency and Crisis Management, 42–53. Routledge, 2020. http://dx.doi.org/10.4324/9780367321888-4.

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London, Jonathan K., Julie Sze, and Mary L. Cadenasso. "Facilitating transdisciplinary conversations in environmental justice studies." In The Routledge Handbook of Environmental Justice, 252–63. Routledge, 2017. http://dx.doi.org/10.4324/9781315678986-21.

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Conference papers on the topic "Facilitating conversations"

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Fujikura, Ryo, and Yasuyuki Sumi. "Facilitating Experiential Knowledge Sharing through Situated Conversations." In AHs '20: Augmented Humans International Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3384657.3384798.

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Pepper, Rachel E., Stephanie V. Chasteen, Steven J. Pollock, Katherine K. Perkins, N. Sanjay Rebello, Paula V. Engelhardt, and Chandralekha Singh. "Facilitating faculty conversations: Development of consensus learning goals." In 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3680052.

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Nielsen, Leslie Ellen Johnson, Kanita K. DuCloux, and Dorothy Y. White. "Facilitating mathematics teacher educators’ conversations on inequities in mathematics classrooms." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-88.

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Sharma, Ashish, Inna W. Lin, Adam S. Miner, David C. Atkins, and Tim Althoff. "Towards Facilitating Empathic Conversations in Online Mental Health Support: A Reinforcement Learning Approach." In WWW '21: The Web Conference 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3442381.3450097.

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Yen, Samuel J., Renate Fruchter, and Larry J. Leifer. "Facilitating Tacit Knowledge Capture and Reuse in Conceptual Design Activities." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dtm-8781.

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Abstract This paper discusses the approach and analysis of an empirical study that supports the hypothesis that concept generation and development occur most frequently in informal media where design capture tools are the weakest. This statement has strong implications for the capture and reuse of design knowledge because conceptual design generates the majority of initial ideas and directions that guide the course of the project. Many important decisions are made along with rationales that support these decisions, but since these rationales are expressed in design activities such as brainstorming sessions and conversations, the design rationale is rarely captured and the knowledge is lost. While traditional product documentation captures explicit knowledge such as requirements, specifications, and design decisions, often the contextual or tacit knowledge of the design group is lost. The paper concludes with a description of a computer-mediated system, called “Recall”, that addresses the results of our findings by providing a means of capturing and indexing informal media to facilitate design reuse.

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Combes, Sarah, Caroline Nicholson, Karen Gillett, and Christine Norton. "P-16 Conversations on living and dying: facilitating advance care planning for older people with frailty." In Leading, Learning and Innovating, Hospice UK 2017 National Conference, 22–24 November 2017, Liverpool. British Medical Journal Publishing Group, 2017. http://dx.doi.org/10.1136/bmjspcare-2017-hospice.43.

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Motozawa, Mizuki, Yohei Murakami, Mondheera Pituxcoosuvarn, Toshiyuki Takasaki, and Yumiko Mori. "Conversation Analysis for Facilitation in Children’s Intercultural Collaboration." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3460721.

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Bhaskaran, Pratibha, Milind Kaduskar, Preeti Saluja, Smitha Tallimani, Sandip Bhaumik, and Sanghyun Yoo. "ForeTell: Facilitating doctor-patient conversation through interactive information visualization of risk prediction index." In 2012 IEEE International Conference on Bioinformatics and Biomedicine (BIBM). IEEE, 2012. http://dx.doi.org/10.1109/bibm.2012.6392632.

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Kocielnik, Rafal, and Gary Hsieh. "Facilitating Self-learning in Behavior Change Through Long-term Intelligent Conversational Assistance." In IUI'18: 23rd International Conference on Intelligent User Interfaces. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3172944.3173156.

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Shin, Donghoon, Sangwon Yoon, Soomin Kim, and Joonhwan Lee. "BlahBlahBot: Facilitating Conversation between Strangers using a Chatbot with ML-infused Personalized Topic Suggestion." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411763.3451771.

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