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    A conversation analysis of communicative changes in a time-limited psychotherapy group for mothers with post-natal depression

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    Accepted Version (630.9Kb)
    Date
    2019-11-26
    Author
    McVittie, Chris
    Craig, Slavka
    Temple, Margaret
    Metadata
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    Citation
    McVittie, C., Craig, S. & Temple, M. (2020) A conversation analysis of communicative changes in a time-limited psychotherapy group for mothers with post-natal depression. Psychotherapy Research, 30(8), pp. 1048-1060.
    Abstract
    Objective: To examine qualitatively changes occurring in discussions within a time-limited psychotherapy group for mothers with post-natal depression.
     
    Method: Discussions occurring in a group that comprised five mothers and a therapist were recorded over the course of six one-hour therapeutic sessions. Participants had been referred or had self-referred to the group on the basis of having post-natal depression. The recorded discussions were transcribed and then analysed in accordance with principles of conversation analysis.
     
    Results: Analysis of early and later group discussions showed changes in group members’ alignment with the topics that were introduced, in turn-allocation and turn-taking, and in the co-construction of accounts of experience. In contrast to early discussions, in later discussions participants aligned with topics relating to personal emotions, self-selected as next speakers in the discussions, and collaboratively worked up accounts that made sense of their experiences of childbirth and of being diagnosed as having post-natal depression.
     
    Conclusions: Interactional changes over the duration of the group point to the benefits for mothers with post-natal depression of participating in a time-limited psychotherapy group. Fine-grained analysis of group discussions potentially offers a way of examining changes over time in psychotherapeutic groups more generally.
     
    URI
    https://eresearch.qmu.ac.uk/handle/20.500.12289/10208
    Official URL
    https://doi.org/10.1080/10503307.2019.1694721
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    • Psychology, Sociology and Education

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