Learning the Language of Consultation: Quantifying Interactions Over Time

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Learning the Language of Consultation : Quantifying Interactions Over Time. / Guiney, Meaghan C.; Newman, Daniel S.; Øverup, Camilla S.; Harris, Abigail.

In: Consulting Psychology Journal: Practice and Research, Vol. 72, No. 2, 2020, p. 100–118.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Guiney, MC, Newman, DS, Øverup, CS & Harris, A 2020, 'Learning the Language of Consultation: Quantifying Interactions Over Time', Consulting Psychology Journal: Practice and Research, vol. 72, no. 2, pp. 100–118. https://doi.org/10.1037/cpb0000154

APA

Guiney, M. C., Newman, D. S., Øverup, C. S., & Harris, A. (2020). Learning the Language of Consultation: Quantifying Interactions Over Time. Consulting Psychology Journal: Practice and Research, 72(2), 100–118. https://doi.org/10.1037/cpb0000154

Vancouver

Guiney MC, Newman DS, Øverup CS, Harris A. Learning the Language of Consultation: Quantifying Interactions Over Time. Consulting Psychology Journal: Practice and Research. 2020;72(2):100–118. https://doi.org/10.1037/cpb0000154

Author

Guiney, Meaghan C. ; Newman, Daniel S. ; Øverup, Camilla S. ; Harris, Abigail. / Learning the Language of Consultation : Quantifying Interactions Over Time. In: Consulting Psychology Journal: Practice and Research. 2020 ; Vol. 72, No. 2. pp. 100–118.

Bibtex

@article{12f81ca93850495d9568d1bec6e7c5d9,
title = "Learning the Language of Consultation: Quantifying Interactions Over Time",
abstract = "Studies of school-based consultation communication interactions have typically examined only single sessions, providing a limited snapshot of interactions between consultants-intraining (CITs) and consultees. The present study is an evaluation of language used during ongoing consultation training relationships for 26 dyads (CITs and volunteer teachers), using Linguistic Inquiry and Word Count (LIWC) software. Working with a database of 116 session transcripts, group differences and trends over time were examined for pronoun use and the 4 LIWC summary variables of analytic thinking, clout, authenticity, and emotional tone, along with language style matching. CITs used more {"}you{"} language and exhibited higher analytic thinking, clout, and emotional tone scores than consultees; consultees exhibited higher rates of {"}I,{"} {"}she/he,{"} {"}we,{"} and {"}they{"} language as well as higher Authenticity scores. Only CITs demonstrated changes in language used over time: rates of {"}I,{"} {"}we,{"} and {"}you{"} language decreased as sessions progressed. Implications for consultant development and consultation training are discussed.",
keywords = "Consultation language, LIWC analysis, School-based consultation",
author = "Guiney, {Meaghan C.} and Newman, {Daniel S.} and {\O}verup, {Camilla S.} and Abigail Harris",
year = "2020",
doi = "10.1037/cpb0000154",
language = "English",
volume = "72",
pages = "100–118",
journal = "Consulting Psychology Journal: Practice and Research",
issn = "1065-9293",
publisher = "American Psychological Association",
number = "2",

}

RIS

TY - JOUR

T1 - Learning the Language of Consultation

T2 - Quantifying Interactions Over Time

AU - Guiney, Meaghan C.

AU - Newman, Daniel S.

AU - Øverup, Camilla S.

AU - Harris, Abigail

PY - 2020

Y1 - 2020

N2 - Studies of school-based consultation communication interactions have typically examined only single sessions, providing a limited snapshot of interactions between consultants-intraining (CITs) and consultees. The present study is an evaluation of language used during ongoing consultation training relationships for 26 dyads (CITs and volunteer teachers), using Linguistic Inquiry and Word Count (LIWC) software. Working with a database of 116 session transcripts, group differences and trends over time were examined for pronoun use and the 4 LIWC summary variables of analytic thinking, clout, authenticity, and emotional tone, along with language style matching. CITs used more "you" language and exhibited higher analytic thinking, clout, and emotional tone scores than consultees; consultees exhibited higher rates of "I," "she/he," "we," and "they" language as well as higher Authenticity scores. Only CITs demonstrated changes in language used over time: rates of "I," "we," and "you" language decreased as sessions progressed. Implications for consultant development and consultation training are discussed.

AB - Studies of school-based consultation communication interactions have typically examined only single sessions, providing a limited snapshot of interactions between consultants-intraining (CITs) and consultees. The present study is an evaluation of language used during ongoing consultation training relationships for 26 dyads (CITs and volunteer teachers), using Linguistic Inquiry and Word Count (LIWC) software. Working with a database of 116 session transcripts, group differences and trends over time were examined for pronoun use and the 4 LIWC summary variables of analytic thinking, clout, authenticity, and emotional tone, along with language style matching. CITs used more "you" language and exhibited higher analytic thinking, clout, and emotional tone scores than consultees; consultees exhibited higher rates of "I," "she/he," "we," and "they" language as well as higher Authenticity scores. Only CITs demonstrated changes in language used over time: rates of "I," "we," and "you" language decreased as sessions progressed. Implications for consultant development and consultation training are discussed.

KW - Consultation language

KW - LIWC analysis

KW - School-based consultation

U2 - 10.1037/cpb0000154

DO - 10.1037/cpb0000154

M3 - Journal article

AN - SCOPUS:85079692720

VL - 72

SP - 100

EP - 118

JO - Consulting Psychology Journal: Practice and Research

JF - Consulting Psychology Journal: Practice and Research

SN - 1065-9293

IS - 2

ER -

ID: 241119170