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| Acknowledgements |
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| Abbreviations |
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xii | |
| Introduction |
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1 | (7) |
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1 Defining empowerment and finding evidence of it in language |
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8 | (36) |
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11 | (1) |
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12 | (2) |
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Knowledge and evidentiality |
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14 | (2) |
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16 | (1) |
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17 | (1) |
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18 | (1) |
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Perspective change as transformative learning |
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19 | (6) |
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The ten phases of transformative learning |
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22 | (2) |
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Evidence of transformative learning |
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24 | (1) |
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25 | (1) |
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A concept map of empowerment |
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26 | (1) |
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Applied linguistics and evidencing empowerment |
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27 | (8) |
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(Critical) discourse analysis |
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29 | (3) |
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32 | (2) |
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34 | (1) |
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35 | (1) |
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36 | (8) |
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2 Assessing interventions for families of hearing impaired children |
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44 | (46) |
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Family-centred intervention |
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46 | (1) |
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Understanding the parental experience of childhood deafness: measuring empowerment |
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47 | (2) |
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47 | (2) |
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The parental perspective of childhood deafness: a review of the literature |
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49 | (13) |
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50 | (7) |
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57 | (3) |
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60 | (2) |
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62 | (2) |
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Interventions for families of deaf children |
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64 | (2) |
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Video work and critical reflexivity |
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66 | (2) |
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Video Interaction Guidance (VIG) |
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68 | (5) |
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69 | (1) |
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69 | (2) |
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Video-based interventions |
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71 | (1) |
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72 | (1) |
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The context of this work: an exploratory study of the relationship between deaf children and their parents |
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73 | (8) |
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74 | (1) |
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75 | (1) |
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Outcome measures for the Child and Family study: children |
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76 | (1) |
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Outcome measures for the Child and Family study: parents |
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77 | (2) |
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79 | (2) |
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81 | (1) |
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82 | (1) |
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82 | (8) |
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3 Assessing the VIG intervention for evidence of empowerment |
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90 | (35) |
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Analysing the intervention data |
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90 | (28) |
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91 | (3) |
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94 | (4) |
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Keywords and key categories |
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98 | (4) |
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102 | (4) |
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106 | (3) |
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Using discourse analysis to explore perspective change |
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109 | (2) |
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Predictions on the discourse features of each phase of the transformative learning framework |
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111 | (4) |
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Pragmatic tagging and `engagement' |
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115 | (3) |
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Summary: bringing the methods together --- a transferable methodology |
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118 | (1) |
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119 | (1) |
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120 | (5) |
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4 Observations: indicators of empowerment from the VIG intervention |
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125 | (66) |
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125 | (3) |
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128 | (3) |
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131 | (9) |
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134 | (2) |
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136 | (2) |
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138 | (2) |
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Evidence of transformative learning |
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140 | (22) |
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An example of transformative learning |
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142 | (6) |
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Progress through the ten phases |
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148 | (1) |
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The topic of transformative learning |
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148 | (3) |
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Discourse of transformative learning: testing the predictions |
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151 | (11) |
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Initiating the transformative learning process |
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162 | (13) |
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The `goal for change' triggers critical reflection |
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164 | (3) |
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The video triggers a disorienting dilemma |
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167 | (3) |
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The guide introduces a disorienting dilemma |
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170 | (1) |
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The `unforeseen' disorienting dilemma |
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171 | (3) |
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Triggering the disorienting dilemma: summary |
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174 | (1) |
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Absence of transformative learning |
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175 | (6) |
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178 | (3) |
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181 | (6) |
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Pragmatic tagging and `engagement': summary |
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186 | (1) |
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187 | (2) |
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189 | (2) |
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5 Further application of the empowerment model |
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191 | (31) |
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Case Study #1: group identities and learning --examples from an ICU |
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191 | (9) |
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White's taxonomy of intersubjective stance |
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193 | (1) |
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Reported changes to ward practice |
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194 | (2) |
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Generating outcomes: making the drug cupboard a protected space |
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196 | (4) |
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Group learning in the ICU: summary |
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200 | (1) |
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Case Study #2: examining user comments for deliberative democracy -- a corpus-driven analysis of the climate change debate online |
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200 | (17) |
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201 | (1) |
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Online journalism and deliberative democracy |
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202 | (2) |
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204 | (5) |
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209 | (6) |
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Examining online user comments for deliberation: discussion |
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215 | (2) |
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217 | (1) |
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218 | (1) |
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218 | (4) |
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6 Discussion and concluding remarks |
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222 | (15) |
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Recognising and evidencing empowerment |
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222 | (3) |
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222 | (1) |
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Change as a continuous process: the `rhizome' model |
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223 | (1) |
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224 | (1) |
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Assessing the methodology |
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225 | (3) |
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Reporting the patient voice |
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225 | (1) |
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226 | (2) |
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Reflections on the intervention |
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228 | (4) |
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The intervention offers something unique |
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228 | (1) |
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The intervention promotes intersubjectivity |
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229 | (1) |
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230 | (1) |
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The guide--participant relationship |
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231 | (1) |
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The intervention creates opportunities for transformative learning |
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231 | (1) |
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Implications for practice |
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232 | (3) |
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232 | (1) |
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Representing the patient voice |
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233 | (1) |
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234 | (1) |
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The health service provider and the collaborative relationship |
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235 | (1) |
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235 | (2) |
| Appendices |
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237 | (7) |
| Index |
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244 | |
Lisainfo e-raamatute kohta