Journal articles: '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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Wilson, Tracey, Cathy Haut, and Bimbola Akintade. "Improving Health Care Provider Communication in End-of-Life Decision-Making." AACN Advanced Critical Care 28, no. 2 (June 15, 2017): 124–32. http://dx.doi.org/10.4037/aacnacc2017302.

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Critical care providers are responsible for many aspects of patient care, primarily focusing on preserving life. However, nearly 40% of patients who are admitted to an adult critical care unit will not survive. Initiating a conversation about end-of-life decision-making is a daunting task. Often, health care providers are not trained, experienced, or comfortable facilitating these conversations. This article describes a quality improvement project that identified current views on end-of-life communication in the intensive care unit and potential barriers that obstruct open discussion, and offering strategies for improvement.

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Baik, Dawon, David Russell, Lizeyka Jordan, Daniel D. Matlock, Frances Dooley, and Ruth Masterson Creber. "Building trust and facilitating goals of care conversations: A qualitative study in people with heart failure receiving home hospice care." Palliative Medicine 34, no. 7 (May 6, 2020): 925–33. http://dx.doi.org/10.1177/0269216320917873.

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Background: Despite a majority of persons receiving hospice care in their homes, there are gaps in understanding how to facilitate goals of care conversations between persons with heart failure and healthcare providers. Aim: To identify barriers and facilitators which shape goals of care conversations for persons with heart failure in the context of home hospice. Design: A qualitative descriptive study design was used with semi-structured interviews. Setting/participants: We conducted qualitative interviews with persons with heart failure, family caregivers, and interprofessional healthcare team members at a large not-for-profit hospice agency in New York City between March 2018 and February 2019. Results: A total of 39 qualitative interviews were conducted, including with healthcare team members (e.g. nurses, physicians, social workers, spiritual counselors), persons with heart failure, and family caregivers. Three themes emerged from the qualitative interviews regarding facilitators and barriers in goals of care conversations for better decision-making: (1) trust is key to building and maintaining goals of care conversations; (2) lack of understanding and acceptance of hospice inhibits goals of care conversations; and (3) family support and engagement promote goals of care conversations. Conclusion: Findings from this study suggest that interventions designed to improve goals of care conversations in the home hospice setting should focus on promoting understanding and acceptance of hospice, family support and engagement, and building trusting relationships with interprofessional healthcare teams.

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Joseph, Nicole M., Christopher C. Jett, and Jacqueline Leonard. "A Review of Cases for Mathematics Teacher Educators: Facilitating Conversations About Inequities in Mathematics Classrooms." Journal for Research in Mathematics Education 49, no. 2 (March 2018): 232–36. http://dx.doi.org/10.5951/jresematheduc.49.2.0232.

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Cases for Mathematics Teacher Educators: Facilitating Conversations About Inequities in Mathematics Classrooms (hereafter referred to as Cases), edited by Dorothy Y. White, Sandra Crespo, and Marta Civil (2016), is a robust anthology about inequities in mathematics classrooms in three spaces: mathematics methods courses, mathematics content courses, and graduate and professional development courses. This pedagogical contribution utilizes and deconstructs dilemmas occurring in mathematics teacher educators' (MTEs) classrooms. The text consists of 19 cases and 57 corresponding commentaries (three per case) that serve as critical analysis for discussion. The authors present their cases to provide the reader with their respective dilemmas, identities as teacher educators, and strategies for engaging in equity work. This organizational structure is significant methodologically because it promotes opportunities for critique and conversation about the authors' biases and assumptions. However, there are missed opportunities in many of the cases to acknowledge microaggressions and systematic oppression in higher education and in U.S. society in general (Chang, 2016).

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McGough, David J. "The Perspective Interview: Facilitating Meaning-Making in One-to-One Conversations." Journal of Experiential Education 20, no. 2 (August 1997): 75–79. http://dx.doi.org/10.1177/105382599702000204.

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Dakake, Maria M. "Teaching Islam in the Public University: Facilitating and Embracing Critical Conversations." Muslim World 108, no. 2 (April 2018): 329–48. http://dx.doi.org/10.1111/muwo.12237.

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Pugh, Emily, and Megan Sallabedra. "Ed Ruscha, Streets of Los Angeles project: developing collaborations to support digital art history." Art Libraries Journal 46, no. 2 (April 2021): 44–50. http://dx.doi.org/10.1017/alj.2021.4.

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For the past four years, the team working on the “Ed Ruscha, Streets of Los Angeles” project at the Getty Research Institute has worked to establish a framework for leveraging the benefits of collaboration and conversation between groups of people who work in different areas of expertise and communities of practice. Facilitating sustained conversations among art historians, art librarians, and technical specialists has proved a successful framework of mutual consultation between Getty staff and external collaborators. These conversations helped external collaborators better understand the kinds of metadata generated through the archival process and how it might be useful for investigating their particular research questions. In turn, Getty staff gained a better understanding of the kinds of metadata helpful to researchers, which helped determine our own priorities for this work. Moreover, new avenues of inquiry emerging from this collaborative project have outlined a path for articulating best practices in digital art history projects to come.

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Niranjan, Soumya J., Chao-Hui S. Huang, J. Nicholas Dionne-Odom, Karina I. Halilova, Maria Pisu, Patricia Drentea, Elizabeth A. Kvale, et al. "Lay Patient Navigators’ Perspectives of Barriers, Facilitators and Training Needs in Initiating Advance Care Planning Conversations With Older Patients With Cancer." Journal of Palliative Care 33, no. 2 (February 12, 2018): 70–78. http://dx.doi.org/10.1177/0825859718757131.

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Context: Respecting Choices is an evidence-based model of facilitating advance care planning (ACP) conversations between health-care professionals and patients. However, the effectiveness of whether lay patient navigators can successfully initiate Respecting Choices ACP conversations is unknown. As part of a large demonstration project (Patient Care Connect [PCC]), a cohort of lay patient navigators underwent Respecting Choices training and were tasked to initiate ACP conversations with Medicare beneficiaries diagnosed with cancer. Objectives: This article explores PCC lay navigators’ perceived barriers and facilitators in initiating Respecting Choices ACP conversations with older patients with cancer in order to inform implementation enhancements to lay navigator-facilitated ACP. Methods: Twenty-six lay navigators from 11 PCC cancer centers in 4 states (Alabama, George, Tennessee, and Florida) completed in-depth, one-on-one semistructured interviews between June 2015 and August 2015. Data were analyzed using a thematic analysis approach. Results: This evaluation identifies 3 levels—patient, lay navigator, and organizational factors in addition to training needs that influence ACP implementation. Key facilitators included physician buy-in, patient readiness, and navigators’ prior experience with end-of-life decision-making. Lay navigators’ perceived challenges to initiating ACP conversations included timing of the conversation and social and personal taboos about discussing dying. Conclusion: Our results suggest that further training and health system support are needed for lay navigators playing a vital role in improving the implementation of ACP among older patients with cancer. The lived expertise of lay navigators along with flexible longitudinal relationships with patients and caregivers may uniquely position this workforce to promote ACP.

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Martin, Curtis. "Humans are interpersonal beings – why isn’t science communication interpersonal?" Proceedings of the Nova Scotian Institute of Science (NSIS) 51, no. 1 (February 4, 2021): 185. http://dx.doi.org/10.15273/pnsis.v51i1.10739.

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Weak science communication coupled with misinformation and disinformation has resulted in major challenges for environmental decision-makers, particularly in areas of climate change and marine renewable energy. Interpersonal communication strategies provide the means of facilitating a shift to two-way communication, as they encourage science conversations between communicators and citizens. Science communicators should make themselves more personally known to their audiences. They should communicate using shared stories and conversational language to enable them to relate better with their audiences. In addition, institutions, agencies, networks, and organizations should adapt and support the use of interpersonal strategies by their science communicators.

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Sumi, Yasuyuki, and Kenji Mase. "AgentSalon: Facilitating face-to-face knowledge exchange by conversations of personal agents." Systems and Computers in Japan 34, no. 4 (February 26, 2003): 21–33. http://dx.doi.org/10.1002/scj.10117.

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Hasdianda, Mohammad Adrian, Tamryn F. Gray, Josephine Lo Bello, Brittany Ballaron, Natasha A. Egorova, Donna L. Berry, and Kei Ouchi. "Nurses' Perceptions of Facilitating Advance Care Planning Conversations in the Emergency Department." Palliative Medicine Reports 2, no. 1 (March 1, 2021): 65–70. http://dx.doi.org/10.1089/pmr.2020.0116.

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Yoder, Paul J., Stephen Camarata, and Tiffany Woynaroski. "Treating Speech Comprehensibility in Students With Down Syndrome." Journal of Speech, Language, and Hearing Research 59, no. 3 (June 2016): 446–59. http://dx.doi.org/10.1044/2015_jslhr-s-15-0148.

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Purpose This study examined whether a particular type of therapy (Broad Target Speech Recasts, BTSR) was superior to a contrast treatment in facilitating speech comprehensibility in conversations of students with Down syndrome who began treatment with initially high verbal imitation. Method We randomly assigned 51 5- to 12-year-old students to either BTSR or a contrast treatment. Therapy occurred in hour-long 1-to-1 sessions in students' schools twice per week for 6 months. Results For students who entered treatment just above the sample average in verbal-imitation skill, BTSR was superior to the contrast treatment in facilitating the growth of speech comprehensibility in conversational samples. The number of speech recasts mediated or explained the BTSR treatment effect on speech comprehensibility. Conclusion Speech comprehensibility is malleable in school-age students with Down syndrome. BTSR facilitates comprehensibility in students with just above the sample average level of verbal imitation prior to treatment. Speech recasts in BTSR are largely responsible for this effect.

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McCaughan, Eilís, Carrie Flannagan, Kader Parahoo, John Connaghan, Roma Maguire, Mary Steele, Samantha Thompson, et al. "The Tablet-Based, Engagement, Assessment, Support, and Sign-Posting (EASSi) Tool for Facilitating and Structuring Sexual Well-Being Conversations in Routine Prostate Cancer Care: Mixed-Methods Study." JMIR Cancer 6, no. 2 (December 4, 2020): e20137. http://dx.doi.org/10.2196/20137.

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Background Long-term side-effects associated with different prostate cancer treatment approaches are common. Sexual challenges are the most frequently occurring issues and can result in increased psychological morbidity. It is recognized that barriers to communication can make initiating discussions around sexual concerns in routine practice difficult. Health care professionals need to routinely initiate conversations, effectively engage with patients, and assess needs in order to provide essential support. One proposed method that could support health care professionals to do this involves the use of prompts or structured frameworks to guide conversations. Objective This study aimed to assess feasibility, acceptability, and satisfaction with the tablet-based Engagement, Assessment, Support, and Sign-posting (EASSi) tool designed to facilitate and structure sexual well-being discussions in routine prostate cancer care. Methods Health care professionals (n=8) used the EASSi tool during 89 posttreatment appointments. Quantitative data were recorded based on program usage and surveys completed by health care professionals and patients. Qualitative data exploring perceptions on use of the tool were gathered using semistructured interviews with all health care professionals (n=8) and a sample of patients (n=10). Results Surveys were completed by health care professionals immediately following each appointment (n=89, 100%). Postal surveys were returned by 59 patients (66%). Health care professionals and patients reported that the tool helped facilitate discussions (81/89, 91% and 50/59, 85%, respectively) and that information provided was relevant (82/89, 92% and 50/59, 85%, respectively). The mean conversation duration was 6.01 minutes (SD 2.91). Qualitative synthesis identified the tool’s ability to initiate and structure discussions, improve the “depth” of conversations, and normalize sexual concerns. Conclusions The EASSi tool was appropriate and acceptable for use in practice and provided a flexible approach to facilitate routine brief conversations and deliver essential sexual well-being support. Further work will be conducted to evaluate the effectiveness of using the tablet-based tool in prostate cancer care settings.

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Wong, Ambrose H., Gunjan K. Tiyyagura, James M. Dodington, Bonnie Hawkins, Denise Hersey, and Marc A. Auerbach. "Facilitating Tough Conversations: Using an Innovative Simulation-Primed Qualitative Inquiry in Pediatric Research." Academic Pediatrics 17, no. 8 (November 2017): 807–13. http://dx.doi.org/10.1016/j.acap.2017.06.007.

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MacKenzie, Amy R., and Michelle Lasota. "Bringing Life to Death: The Need for Honest, Compassionate, and Effective End-of-Life Conversations." American Society of Clinical Oncology Educational Book, no. 40 (May 2020): 476–84. http://dx.doi.org/10.1200/edbk_279767.

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Conversations about death and dying are a crucial part of all medical care and are particularly relevant in the field of oncology. Patients express a desire to have discussions about goals of care, and many patients have thought about their end-of-life (EOL) wishes but have not had an opportunity to openly talk with care providers about this. Deficiencies in medical training, lack of confidence, limited time, and cultural barriers all contribute to the paucity of these important discussions. Although physicians are often expected to lead these conversations, nurses and nurse practitioners also play a vital role in the identification of opportunities to address EOL goals and should be a resource for the care team in facilitating EOL conversations at all points on the care continuum. Public engagement is paramount in normalizing conversations about death and dying, and the health care system needs to partner with public health agencies and private groups to open dialogues about EOL. Providers at all levels need improved education in having these difficult but essential conversations.

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Guo, Qiaohong, Harvey Max Chochinov, Susan McClement, Genevieve Thompson, and Tom Hack. "Development and evaluation of the Dignity Talk question framework for palliative patients and their families: A mixed-methods study." Palliative Medicine 32, no. 1 (November 13, 2017): 195–205. http://dx.doi.org/10.1177/0269216317734696.

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Background: Effective patient–family communication can reduce patients’ psychosocial distress and relieve family members’ current suffering and their subsequent grief. However, terminally ill patients and their family members often experience great difficulty in communicating their true feelings, concerns, and needs to each other. Aim: To develop a novel means of facilitating meaningful conversations for palliative patients and family members, coined Dignity Talk, explore anticipated benefits and challenges of using Dignity Talk, and solicit suggestions for protocol improvement. Design: A convergent parallel mixed-methods design. Dignity Talk, a self-administered question list, was designed to prompt end-of-life conversations, adapted from the Dignity Therapy question framework. Participants were surveyed to evaluate the Dignity Talk question framework. Data were analyzed using qualitative and quantitative methods. Setting/participants: A total of 20 palliative patients, 20 family members, and 34 healthcare providers were recruited from two inpatient palliative care units in Winnipeg, Canada. Results: Most Dignity Talk questions were endorsed by the majority of patients and families (>70%). Dignity Talk was revised to be convenient and flexible to use, broadly accessible, clearly stated, and sensitively worded. Participants felt Dignity Talk would be valuable in promoting conversations, enhancing family connections and relationships, enhancing patient sense of value and dignity, promoting effective interaction, and attending to unfinished business. Participants suggested that patients and family members be given latitude to respond only to questions that are meaningful to them and within their emotional capacity to broach. Conclusion: Dignity Talk may provide a gentle means of facilitating important end-of-life conversations.

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Gradwohl, Kelsey, Gordon J. Wood, Rebecca K. Clepp, Liza Rivnay, and Eytan Szmuilowicz. "Preventing Readmissions Through Effective Partnerships—Communication and Palliative Care (PREP-CPC): A Multisite Intervention for Encouraging Goals of Care Conversations for Hospitalized Patients Facing Serious Illness." American Journal of Hospice and Palliative Medicine® 37, no. 8 (December 4, 2019): 582–88. http://dx.doi.org/10.1177/1049909119891996.

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Background: Despite evidence showing that goals of care (GOC) conversations increase the likelihood that patients facing a serious illness receive care that is concordant with their wishes, only a minority of at-risk patients receive the opportunity to engage in such conversations. Objective: The Preventing Readmissions through Effective Partnerships—Communication and Palliative Care (PREP-CPC) intervention was designed to increase the frequency of GOC conversations for hospitalized patients facing serious illness. Methods: The PREP-CPC employed a sequential, multicohort design using a yearlong mentored implementation approach to support nonpalliative care health-care professionals at participating hospitals to implement quality improvement projects focused on GOC conversations. Results: Over the 3-year study period, 134 clinicians from 29 hospital teams were trained to facilitate GOC conversations. After the kickoff conference, participants reported improvements in their confidence in facilitating GOC conversations. The hospital teams then instituted site-specific pilot interventions to promote GOC conversations, identifying essential elements required for ongoing improvement. Since projects varied by hospital, results did as well, but reported positive outcomes included increased GOC conversations, increased Practitioner Orders for Life-Sustaining Treatment form completion rates, new screening and documentation methods, and increased support from leadership. Conclusions: The PREP-CPC pilot successfully engaged a diverse set of hospitals to participate in quality improvement collaborative promoting primary palliative care and more frequent GOC conversations. This initiative revealed several lessons that should guide future interventions.

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Hunter, Wynn G., S. Yousuf Zafar, Ashley Hesson, J. Kelly Davis, Christine Kirby, Jamison A. Barnett, and Peter A. Ubel. "Discussing Health Care Expenses in the Oncology Clinic: Analysis of Cost Conversations in Outpatient Encounters." Journal of Oncology Practice 13, no. 11 (November 2017): e944-e956. http://dx.doi.org/10.1200/jop.2017.022855.

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Purpose: ASCO identified oncologist-patient conversations about cancer costs as an important component of high-quality care. However, limited data exist characterizing the content of these conversations. We sought to provide novel insight into oncologist-patient cost conversations by determining the content of cost conversations in breast cancer clinic visits. Methods: We performed content analysis of transcribed dialogue from 677 outpatient appointments for breast cancer management. Encounters featured 677 patients with breast cancer visiting 56 oncologists nationwide from 2010 to 2013. Results: Cost conversations were identified in 22% of visits (95% CI, 19 to 25) and had a median duration of 33 seconds (interquartile range, 19 to 62). Fifty-nine percent of cost conversations were initiated by oncologists (95% CI, 51 to 67), who most commonly brought up costs for antineoplastic agents. By contrast, patients most frequently brought up costs for diagnostic tests. Thirty-eight percent of cost conversations mentioned cost-reducing strategies (95% CI, 30 to 46), which most commonly sought to lower patient costs for endocrine therapies and symptom-alleviating treatments. The three most commonly discussed cost-reducing strategies were: switching to a lower-cost therapy/diagnostic, changing logistics of the intervention, and facilitating copay assistance. Conclusion: We identified cost conversations in approximately one in five breast cancer visits. Cost conversations were mostly oncologist initiated, lasted < 1 minute, and dealt with a wide range of health care expenses. Cost-reducing strategies were mentioned in more than one third of cost conversations and often involved switching antineoplastic agents for lower-cost alternatives or altering logistics of diagnostic tests.

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King, Sarah Elizabeth, and Julie E. Dockrell. "Investigating affordance of opportunity for young children’s language interactions in a nursery setting: How can small group talk act as a forum for language learning?" Journal of Early Childhood Research 14, no. 4 (July 24, 2016): 351–69. http://dx.doi.org/10.1177/1476718x14552877.

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The importance of research on the unique nature of the communication supporting environment in nurseries has been heightened by growing evidence of the significance of early language skills for later academic and social development. This study focussed on children’s language use during small group times. Opportunities to hear and practise language were examined to uncover variation in conversational experiences for children with differing language needs. In this mixed-methods study, different measures were used to examine the relationship between participation and language level. Participants were an Early Years practitioner and 19 3- to 4-year-olds in two cohorts. Children’s language levels were measured using the Clinical Evaluation of Language Fundamentals Pre-School (2) UK. Quantitative analysis of interaction rates was made from video recordings of small group conversations. This was followed by detailed qualitative examination of talk during episodes of more sustained conversation. Differences were revealed in affordance of opportunity for children according to language level. Children’s interaction rates were positively correlated with scores on the Clinical Evaluation of Language Fundamentals Pre-School (2) UK at the start. Analysis showed conversational features of both formal and informal talk. Combining features from each was found to be associated with episodes of sustained conversation. Patterns of turn-taking were associated differently with participation for children with higher and lower language levels. Findings support the role for small group times as a forum for language development, facilitating opportunities for children differently according to their language needs. This has important implications for practice in supporting children to make the transition from informal to formal talk in the educational setting.

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Kang, Hye-Kyung, and Peggy O’Neill. "Teaching Note—Constructing Critical Conversations: A Model for Facilitating Classroom Dialogue for Critical Learning." Journal of Social Work Education 54, no. 1 (January 2, 2018): 187–93. http://dx.doi.org/10.1080/10437797.2017.1341857.

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Aass, Lisbeth Kjelsrud, Hege Skundberg-Kletthagen, Agneta Schrøder, and Øyfrid Larsen Moen. "Young Adults and Their Families Living With Mental Illness: Evaluation of the Usefulness of Family-Centered Support Conversations in Community Mental Health care Settings." Journal of Family Nursing 26, no. 4 (October 23, 2020): 302–14. http://dx.doi.org/10.1177/1074840720964397.

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The aim of this study was to evaluate the usefulness of Family-Centered Support Conversations (FCSC) offered in community mental health care in Norway to young adults and their families experiencing mental illness. The FCSC is a family nursing intervention based on the Calgary Family Assessment and Intervention Models and the Illness Beliefs Model and is focused on how family members can be supportive to each other, how to identify strengths and resources of the family, and how to share and reflect on the experiences of everyday life together while living with mental illness. Interviews were conducted with young adults and their family members in Norway who had received the FCSC intervention and were analyzed using phenomenography. Two descriptive categories were identified: “Facilitating the sharing of reflections about everyday life” and “Possibility of change in everyday life.” The family nursing conversations about family structure and function in the context of mental illness allowed families to find new meanings and possibilities in everyday life. Health care professionals can play an important role in facilitating a safe environment for young adults and their families to talk openly about the experience of living with and managing mental illness.

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Johansson, Therese, Carol Tishelman, Joachim Cohen, Lars E. Eriksson, and Ida Goliath. "Continuums of Change in a Competence-Building Initiative Addressing End-of-Life Communication in Swedish Elder Care." Qualitative Health Research 31, no. 10 (May 13, 2021): 1904–17. http://dx.doi.org/10.1177/10497323211012986.

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Conversations about values for the end-of-life (EoL) between residents, relatives, and staff may allow EoL preparation and enable value-concordant care, but remain rare in residential care home (RCH) practice. In this article, longitudinal qualitative analysis was used to explore changes in staff discussions about EoL conversations throughout workshop series based on reflection and knowledge exchange to promote EoL communication in RCHs. We identified three overall continuums of change: EoL conversations became perceived as more feasible and valuable; conceptualizations of quality EoL care shifted from being generalizable to acknowledging individual variation; and staff’s role in facilitating EoL communication as a prerequisite for care decision-making was emphasized. Two mechanisms influenced changes: cognitively and emotionally approaching one’s own mortality and shifting perspectives of EoL care. This study adds nuance and details about changes in staff reasoning, and the mechanisms that underlie them, which are important aspects to consider in future EoL competence-building initiatives.

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Kulik, Carol T., Belinda R. Tovale, Shruti Sardeshmukh, Sanjeewa Samanmali Perera, and Gayathri Wijesinghe. "Can We Still Be Friends? The Role of Exit Conversations in Facilitating Post-exit Relationships." Academy of Management Proceedings 2012, no. 1 (July 2012): 10805. http://dx.doi.org/10.5465/ambpp.2012.233.

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Kulik, Carol T., Belinda Rae, Shruti R. Sardeshmukh, and Sanjeewa Perera. "Can We Still be Friends? The Role of Exit Conversations in Facilitating Post-Exit Relationships." Human Resource Management 54, no. 6 (November 3, 2014): 893–912. http://dx.doi.org/10.1002/hrm.21642.

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Peng, Cynthia S. "Our Shared Humanity—Music as a Means of Facilitating Conversations on End-of-Life Care." JAMA Oncology 4, no. 6 (June 1, 2018): 771. http://dx.doi.org/10.1001/jamaoncol.2017.4186.

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Porter, Laura S., Laura FIsh, Hope Elizabeth Uronis, Yousuf Zafar, and Karen E. Steinhauser. "The elephant in the room: Facilitating conversations about advanced cancer between patients and their spouses." Journal of Clinical Oncology 34, no. 26_suppl (October 9, 2016): 233. http://dx.doi.org/10.1200/jco.2016.34.26_suppl.233.

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233 Background: Interventions to enhance couples’ communication about cancer-related issues can lead to benefits for patients, spouses, and their relationships. We recently conducted a pilot study testing a couples communication skills training (CCST) intervention targeted to couples in which one partner had advanced GI cancer, a population who may need particular help addressing difficult and emotionally-laden topics related to life-limiting illness. Results of quantitative analyses suggested that the intervention was effective in improving relationship satisfaction for these couples. The objective of the current study was to analyze intervention session conversation content to identify themes that couples addressed spontaneously, with the ultimate goal of determining whether an intervention that more specifically guides couples to discuss issues related to end of life and the life-limiting nature of the patient’s illness would be acceptable. Methods: 12 couples (10 male and 2 female patients and their spouses) completed the 6 session CCST intervention which provided training in communication skills for sharing thoughts and feelings and making decisions, and gave couples the opportunity to use these skills to discuss cancer-related issues of their choosing. We conducted qualitative content analysis of the 72 audio-recorded sessions, and coded common and recurrent topics raised by patients and spouses. In addition to identifying breadth of topics, we used theme frequency as an initial gauge of theme importance and acceptability. Results: The most common themes identified were prognosis, treatment, emotional intimacy, completion, spouse’s life after the death of the patient, roles, communication, sublimating needs, emotional support, and family. These represent themes previously identified as important to patients at end of life, as well as themes unique to dyads in intimate relationships. Conclusions: These findings support the feasibility of conducting an intervention that combines training in communication skills with guidance for using these skills to discuss topics that are potentially most meaningful to couples facing advanced illness.

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Bennett, Jill, Lynn Froggett, and Lizzie Muller. "Psychosocial aesthetics and the art of lived experience." Journal of Psychosocial Studies 12, no. 1 (July 1, 2019): 185–201. http://dx.doi.org/10.1332/147867319x15608718111023.

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This article identifies the distinctive nature of arts-based psychosocial enquiry and practice in a public mental health context, focusing on two projects delivered as part of The Big Anxiety festival, in Sydney, Australia in 2017: ‘Awkward Conversations’, in which one-to-one conversations about anxiety and mental health were offered in experimental aesthetic formats; and ‘Parragirls Past, Present’, a reparative project, culminating in an immersive film production that explored the enduring effects of institutional abuse and trauma and the ways in which traumatic experiences can be refigured to transform their emotional resonance and meaning. Bringing an arts-based enquiry into lived experience into dialogue with psychosocial theory, this article examines the transformative potential of aesthetic transactions and facilitating environments, specifically with regard to understanding the imbrication of lived experience and social settings.

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Bohr, Dennis J., and Georgia Rhoades. "The WAC Glossary Project: Facilitating Conversations Between Composition and WID Faculty in a Unified Writing Curriculum." Across the Disciplines 11, no. 1 (2014): 1–10. http://dx.doi.org/10.37514/atd-j.2014.11.1.02.

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Gipper, Sonja. "Repeating responses as a conversational affordance for linguistic transmission." Studies in Language 44, no. 2 (June 10, 2020): 281–326. http://dx.doi.org/10.1075/sl.19041.gip.

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Abstract Given that face-to-face interaction is an important locus for linguistic transmission (Enfield 2008: 297), it is argued in this paper that conversational structure must provide affordances (Gibson 1979) for transmitting linguistic items. The paper focuses on repeats where an interactant (partially) repeats their interlocutor’s preceding utterance. Repeats are argued to provide affordances for the transmission of innovative and conservative linguistic items by forcing interactants to repeat linguistic material uttered by another person, facilitating production by exploiting priming effects. Moreover, repeats leave room for modification and thereby for actively resisting transmission. In this way, repeats unite the competing forces (Tantucci et al. 2018) of automaticity and creativity. To support this claim, this paper investigates the use of Spanish insertions and alternative variants in utterance-repeat pairs in Yurakaré (isolate, Bolivia) conversations. The findings are compatible with a holistic view of language where all linguistic levels are interconnected (Beckner et al. 2009).

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Ofte, Ingunn. "English academic writing proficiency in higher education: Facilitating the transition from metalinguistic awareness to metalinguistic competence." Acta Didactica Norge 8, no. 2 (October 1, 2014): 17. http://dx.doi.org/10.5617/adno.1142.

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Students entering higher education are expected to develop into proficient academic writers in the course of their studies. The article focuses on metalinguistic awareness in the development of English (L2) academic writing proficiency in higher education. It builds on an on-going study investigating the role of metacognitive skills in the development of L2 academic writing proficiency in higher education. It bases its findings on an initial questionnaire which aimed at clarifying the students’ understanding of “an academic text” and “academic writing” in English, and how well they perceived themselves to mastering L2 academic writing. The article sheds light on the extent to which metalinguistic awareness of L2 academic vocabulary and language is present in the students’ thoughts about L2 academic writing as expressed in their responses to the questionnaire, and discusses the findings and their implications for how to further facilitate students’ development of L2 academic writing proficiency. The analysis reveals that the students possess elements of metalinguistic awareness about L2 academic writing but that their awareness is limited, particularly in relation to practical use of academic vocabulary. The results also indicate that the students lack the metalinguistic competence necessary to put their awareness into practice. The study concludes that raising students’ metalinguistic awareness is necessary to facilitate their further development in L2 academic writing proficiency. It argues that metalinguistic conversations can be an important tool in this process, and emphasizes that greater focus on such conversations as facilitators of L2 academic writing proficiency is needed within L2 higher education.

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Young, Sean D., and Devan Jaganath. "Feasibility of Using Social Networking Technologies for Health Research Among Men Who Have Sex With Men." American Journal of Men's Health 8, no. 1 (February 12, 2013): 6–14. http://dx.doi.org/10.1177/1557988313476878.

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This study aims to assess the feasibility and acceptability of using social networking as a health research platform among men who have sex with men (MSM). Fifty-five MSM (primarily African American and Latino) were invited to join a “secret” group on the social networking website, Facebook. Peer leaders, trained in health education, posted health-related content to groups. The study and analysis used mixed (qualitative and quantitative) methods. Facebook conversations were thematically analyzed. Latino and African American participants voluntarily used social networking to discuss health-related knowledge and personal topics (exercise, nutrition, mental health, disease prevention, and substance abuse) with other group participants ( N = 564 excerpts). Although Latinos comprised 60% of the sample and African Americans 25.5%, Latinos contributed 82% of conversations and African Americans contributed only 15% of all conversations. Twenty-four percent of posts from Latinos and 7% of posts from African Americans were related to health topics. Results suggest that Facebook is an acceptable and engaging platform for facilitating and documenting health discussions for mixed methods research among MSM. An understanding of population differences is needed for crafting effective online social health interventions.

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Hart, Carrie E., and Sarah E. Colonna. "Feminist Space Invaders: Killjoy Conversations in Neoliberal Universities." Radical Teacher 119 (April 17, 2021): 21–29. http://dx.doi.org/10.5195/rt.2021.704.

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As teachers of Gender, Women’s and Sexuality Studies (GWS), whenever we think about our pedagogical goals, we imagine our classrooms as spaces in which students can learn not only the what, but also the how and why of feminism. The strategies we employ, and the ways in which we invite students to imagine what could be, are meant to expand our collective agency, courage, and creativity in the interests of transforming oppressive practices in formal schooling and beyond. While developing our classes, we thought about what new connections we could foster between our students and each other as teachers, given that we were located on different university campuses. We asked ourselves what the possibilities for and benefits of sharing space might be, as well as how the process of forging connections itself could be a subversive practice. Particularly since feminist theory is a dynamic practice of study in which communicating across difference is so imperative, we took the opportunity to foster a cross-campus dialogue between our classes. In setting up the collaboration, we decided that facilitating an ongoing conversation between the two groups would best achieve the goals of helping our students to “pull back the curtain” on how the other class was processing this information. By intentionally invading each other’s spaces, we hoped to open up possibilities for our students to share new insights with each other as well as to demonstrate ways in which the classroom experience can be pushed and prodded beyond standard, normative practices.

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Kuitenbrouwer, Martien. "‘We seem to be moving in circles’. How facilitative action research generates transferable and workable breakthroughs in policy networks that are stuck." IJAR – International Journal of Action Research 17, no. 1-2021 (June 28, 2021): 59–80. http://dx.doi.org/10.3224/ijar.v17i1.04.

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Action Research can make an important contribution in bringing transformative action to contemporary complex societal problems. Critique upon its limited scope opens the discussion about transferability of outcomes. This paper discusses how facilitative action research enabled transferable and workable breakthroughs to policy practitioners feeling stuck in designed governance networks around complex care and safety problems in the Netherlands. Experiments with facilitated, collaborative conversations of relational inquiry with policy practitioners were conducted in practices in three different cities. Evidence from the three practices suggests that for breakthroughs to be transferable and workable, they need to be able to support a process of reliving and re-experiencing. Reliving and re-experiencing was enhanced when the researcher added a level of abstraction to the conversation by using systems-thinking inspired visuals. This way, policy practitioners were able to grasp the complexity of their situation as well as to see the unintended consequences of their actions. Subsequent naming of the visuals enhanced both the appropriation of the abstracted situation as well as facilitating the broader communication of the experience beyond the group of practitioners involved. Finally, by actively bridging the different practices in three different cities, the researcher was able to connect experiences and so enhance the feeling of reliving and re-experiencing beyond the individual practices. This way, a broader base of knowledge and experience about the problematique, and possible breakthroughs in the complexity of collaboration in designed policy networks, was created.

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Anderson, Kirstin, and Lee Willingham. "Environment, intention and intergenerational music making: Facilitating participatory music making in diverse contexts of community music." International Journal of Community Music 13, no. 2 (June 1, 2020): 173–85. http://dx.doi.org/10.1386/ijcm_00018_1.

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Current conversations and debates amongst community music and music educational practitioners have engendered the need to identify and describe qualities and leadership strategies that could be expected essential for those in teaching, facilitating and/or working in diverse settings, including carceral environments. Common areas are first explored: where are we working (context)?, with whom are we working (people/community)? and given an understanding of the first two questions, how do we do it (strategies)? These framing questions assist in locating common characteristics of making music in various settings, but also point to the distinctive features of each of the three contexts. By establishing conditions for authentic experience, safety in exploring and risk-taking as well as defining key strategies for successful engagement, instructional approaches are identified and applied. Pedagogical practices that include instructional strategies such as guided discovery, collaborative learning and narrative dialogue are identified. Facilitation processes such as, for example, demonstrating/modelling, coaching, Socratic direction and facilitating/enabling are models of musical intervention that create space for acquiring and using lifelong skills in participatory contexts. Whether in schools, communities or prisons, the positive experience of music making thrives where the flexibility of the teacher/facilitator, the reflexivity of the innovator, the foundational knowledge that research and practice provide and the ultimate enhancement of the community are fully in place.

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Calkins, Bethany C., and Keith M. Swetz. "Introduction to Special Issue on Advanced Cancer Care and Palliative Care Integration." Journal of Palliative Care 36, no. 2 (March 10, 2021): 71–72. http://dx.doi.org/10.1177/0825859721999504.

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Palliative care is uniquely positioned to optimize the care of the oncology patient through exploring unmet needs and utilizing interdisciplinary care. The studies presented here highlight some of the ways this can be done which includes: identifying patients at risk or in need; providing solutions to those requiring community supports; addressing psychological and existential concerns; managing symptoms over the course of a disease; communicating prognosis effectively and with compassion; exploring goals of care and advance directives; and facilitating conversations regarding goals, preferences, and values.

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Lewis, Ebony T., Abela Mahimbo, Christine Linhart, Margaret Williamson, Mark Morgan, Kathrine Hammill, John Hall, and Magnolia Cardona. "General practitioners’ perceptions on the feasibility and acceptability of implementing a risk prediction checklist to support their end-of-life discussions in routine care: a qualitative study." Family Practice 37, no. 5 (April 16, 2020): 703–10. http://dx.doi.org/10.1093/fampra/cmaa036.

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Abstract Background General practitioners’ (GPs) play a central role in facilitating end-of-life discussions with older patients nearing the end-of-life. However, prognostic uncertainty of time to death is one important barrier to initiation of these discussions. Objective To explore GPs’ perceptions of the feasibility and acceptability of a risk prediction checklist to identify older patients in their last 12 months of life and describe perceived barriers and facilitators for implementing end-of-life planning. Methods Qualitative, semi-structured interviews were conducted with 15 GPs practising in metropolitan locations in New South Wales and Queensland between May and June 2019. Data were analysed thematically. Results Eight themes emerged: accessibility and implementation of the checklist, uncertainty around checklist’s accuracy and usefulness, time of the checklist, checklist as a potential prompt for end-of-life conversations, end-of-life conversations not an easy topic, end-of-life conversation requires time and effort, uncertainty in identifying end-of-life patients and limited community literacy on end-of-life. Most participants welcomed a risk prediction checklist in routine practice if assured of its accuracy in identifying which patients were nearing end-of-life. Conclusions Most participating GPs saw the value in risk assessment and end-of-life planning. Many emphasized the need for appropriate support, tools and funding for prognostic screening and end-of-life planning for this to become routine in general practice. Well validated risk prediction tools are needed to increase clinician confidence in identifying risk of death to support end-of-life care planning.

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Bernard-Genest, Julie, Lisa Chu, Elizabeth Dettmer, Catharine M. Walsh, Amy C. McPherson, Jonah Strub, Alissa Steinberg, Cathleen Steinegger, and Jill K. Hamilton. "Talking About Weight With Families—Helping Health Care Professionals Start the Conversation: A Nonrandomized Controlled Trial." Clinical Pediatrics 59, no. 9-10 (May 30, 2020): 910–17. http://dx.doi.org/10.1177/0009922820922844.

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Health care professionals (HCPs) and trainees feel ill-equipped to discuss weight-related issues with children and their families. A whiteboard video for HCPs and trainees outlining strategies to communicate about weight was developed and evaluated. Seventy HCPs, including 15 trainees, participated in the baseline assessment and 39 repeated measures 4 to 6 months later. HCP self-efficacy for initiating conversations with overweight and underweight patients, measured immediately following the video, significantly improved from pre-video values ( Z = −5.6, P ≤ .001, and Z= −3.3, P = .001, respectively). Although improvements were not sustained 4 to 6 months later (overweight: P = .143, and underweight: P = .846), no significant decline was observed, suggesting retention of the skill. A majority of HCP respondents would recommend the video to a colleague and feel it will affect their practice. Thus, the present study suggests educational videos may be an effective tool for facilitating healthy weight-related conversations between HCPs and their pediatric patients.

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Vanderhaeghen, Birgit, Inge Bossuyt, Johan Menten, and Peter Rober. "Helping hospital professionals to implement Advance Care Planning in daily practice: a European Delphi study from field experts." Journal of Research in Nursing 24, no. 6 (May 31, 2018): 433–43. http://dx.doi.org/10.1177/1744987118772604.

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Background Advance Care Planning (ACP) communication is difficult to implement in hospital. Possibly this has to do with the fact that the concept is not well tuned to the needs of hospital professionals or that they experience implementation barriers in practice. Aims The aim of this study was to investigate what is valued in having ACP conversations by hospital professionals (physicians, nurses, psychologists and social workers) and what they experience as barriers and facilitating factors for having ACP conversations with patients. Methods A Delphi study consisting of two rounds with respectively 21 and 19 multidisciplinary experts from seven European countries was organised. Data were analysed using content analysis and descriptive statistics. Results Participants agreed that ACP is valued mostly because it is seen to improve transmural continuation of care, emotional processing of the loss of a patient, and serenity at the end of life. Reported barriers are patient characteristics blocking patient-centred communication and a lack of knowledge to have these conversations. An important facilitator is multidisciplinary cooperation. Conclusions There is consensus by experts from different settings and countries suggesting that these results can theoretically be applied to hospital settings in Europe. This study reveals that hospital professionals value ACP in hospital practice, but that they encounter several barriers to its implementation.

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Zeshan, Ulrike. "Task-response times, facilitating and inhibiting factors in cross-signing." Applied Linguistics Review 10, no. 1 (February 25, 2019): 9–29. http://dx.doi.org/10.1515/applirev-2017-0087.

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AbstractThis paper reports on data from the “cross-signing” strand of a research project on Sign Multilingualism. Cross-signing investigates the ad-hoc improvised conversations of small groups of deaf sign language users who do not have fluency in any shared language. Participants were filmed in pairs when they met for the very first time, and after a contact period of 4–6 weeks together as a group. The deaf signers involved in this study are from the UK, Jordan, Indonesia, Japan, India, and Nepal. All signers are highly fluent in their own sign language, with varying competence in a language of literacy from their home country, but minimal or no overlapping competence in International Sign, English, or any other shared language between them. The participants used a wide range of multilingual and multimodal communicative resources, including their own and invented signs, fingerspelling, pointing, mouthing, gesture/mime, and various representations of writing. The article considers quantitative data from signed interactions during a picture-based elicitation game. While the overall response times taken by participants for completing the elicitation game are reduced at the end of the contact period compared to the initial contact, differentiating factors are at work that lead to different degrees of response time reduction in the individual signers. As a step towards explaining these patterns, the article explores insights into factors that may inhibit or facilitate communication between cross-signers, such as extent of contact between signers, typological distance between sign languages, or the use of literacy. Moreover, the data suggest a cumulative impact of these factors.

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Vella, Kellie, Daniel Johnson, Vanessa Wan Sze Cheng, Tracey Davenport, Jo Mitchell, Madison Klarkowski, and Cody Phillips. "A Sense of Belonging: Pokémon GO and Social Connectedness." Games and Culture 14, no. 6 (July 20, 2017): 583–603. http://dx.doi.org/10.1177/1555412017719973.

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The free-to-play mobile game Pokémon GO’s (PGO) use of real-world mapping encourages play in public spaces, opening up the possibility of greater engagement with other players, local communities, and surrounds. This study conducted a series of interviews ( N = 15) and collected online social forum reports of gameplay ( N = 880), in order to determine what the social outcomes of play may be and what mechanisms might be facilitating the social connectedness. Thematic analysis revealed that playing PGO produced a sense of belonging, linked to a sense of place, as well as facilitating conversations with strangers and strengthening social ties. This was due to the use of accessible technology able to be integrated into daily routines, shared passion for the game, and mechanics that encouraged players out of their homes. “Shared passion” was tied to the nostalgic connection many players felt for the franchise. This study shows how gameplay can build social connectedness through real-world engagement.

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Spangler, Denise A., and Allyson Hallman-Thrasher. "Using Task Dialogues to Enhance Preservice Teachers' Abilities to Orchestrate Discourse." Mathematics Teacher Educator 3, no. 1 (September 2014): 58–75. http://dx.doi.org/10.5951/mathteaceduc.3.1.0058.

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We describe an activity designed to help preservice elementary school teachers develop mathematical knowledge for teaching in the domain of facilitating mathematical discussions. The activity involved preservice teachers writing task dialogues, imaginary conversations between a child and teacher about a problem-solving task, in which they practice responding to correct, partially correct, and incorrect student responses. Preservice teachers then implemented these same tasks with children in a field experience setting. We describe 2 different iterations of the activity and field experience in detail as well as the insights into preservice teacher knowledge each iteration afforded us.

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Journal articles on the topic 'Facilitating conversations'

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