School of Sociology and Social Policy, University of Nottingham, University Park, Nottingham NG7 2RD, UK.
University of Northumbria, UK.
Soc Sci Med. 2013 Dec;99:89-101. doi: 10.1016/j.socscimed.2013.10.009. Epub 2013 Oct 16.
Children with deafness who are also on the autistic spectrum are a group with complex support needs. Carers worry about their ability to communicate with them, and are often uncertain about what constitutes 'good' communication in this context. This paper analyses the use of a therapeutic intervention, Video Interaction Guidance (VIG), which originates in developmental psychology and focuses on the relational foundations of communication. We draw on a single case using an ethnomethodological/conversation analytic framework, and in particular Goodwin's (1994) work on 'professional vision', to show how the ability to see 'success' is a socially situated activity. Since what counts as success in this setting is often far removed from everyday ideas of good communication, how guiders facilitate particular 'ways of seeing' are critical for both the support of carers and the impact of the intervention. We argue that this work has implications in three areas: for the practice of VIG itself; for the role of qualitative, interactional research addressing the way in which interaction-based interventions are protocolised, enacted and assessed; and for the way in which expertise is conceptualised in professional/client interactions in health and social care.
患有耳聋同时又患有自闭症谱系障碍的儿童是一群具有复杂支持需求的群体。照顾者担心他们与孩子沟通的能力，并且常常不确定在这种情况下什么是“良好”的沟通。本文分析了一种治疗干预方法，即视频互动指导（VIG）的使用，该方法源自发展心理学，专注于沟通的关系基础。我们使用单一案例，采用民族方法论/会话分析框架，特别是 Goodwin（1994）关于“专业视角”的工作，展示了如何将“成功”的能力视为一种社会情境活动。由于在这种情况下成功的标准往往与日常良好沟通的观念相去甚远，因此指导者如何促进特定的“观察方式”对于照顾者的支持和干预的影响都至关重要。我们认为，这项工作在三个方面具有意义：对 VIG 本身的实践；对定性、互动研究的作用，这些研究涉及到基于互动的干预措施的协议化、实施和评估方式；以及在健康和社会关怀领域中，专业人员/客户互动中专家知识的概念化方式。
