Talking Video in 'Everyday Life': Interactional Practices of Localising, Translating and Stretching Conduct in Reality TV Parenting Programmes

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    Abstract

    For better or worse, video technologies have made their way into many domains of social life, for example in the domain of therapeutics. Techniques such as Marte Meo, Video Interaction Guidance (ViG), Video-Enhanced Reflection on Communication, Video Home Training and Video intervention/prevention (VIP) all promote the use of video as a therapeutic tool. This paper focuses on media therapeutics and the various in situ uses of video technologies in the mass media for therapeutic purposes. Reality TV parenting programmes such as Supernanny, Little Angels, The House of Tiny Tearaways, Honey, We’re Killing the Kids, and Driving Mum and Dad Mad all use video as a prominent element of not only the audiovisual spectacle of reality television but also the interactional therapy, counselling, coaching and/or instruction intrinsic to these programmes. Thus, talk-on-video is used to intervene interactionally in the practices of ‘everyday life’ of the participants on such programmes.
    As a supplement to the primary talk of therapy and counselling, each programme relies heavily on audiovisual surveillance and playback which can be technologically mediated using live CCTV camera footage, live audio/video monitors and displays or edited video footage. The main uses of video in these programmes can be categorised into the following: (a) live video monitoring/surveillance and commentary; (b) live video relay and instructional feedback from one space to another; and (c) video prompted recall. Examples from a corpus of audiovisual recordings are analysed to elucidate each of these usages as they are worked up, negotiated and contested interactionally by participants in the TV programmes already mentioned. Excerpts are used to analyse several key phenomena: 1) the interactional practices of live video observation and instruction (directives) relayed across different spaces; 2) the use of recorded video by participants to visualise, spatialise and localise talk and action that is distant in time and/or space; 3) the translating, stretching and cutting of social experience in and through the situated use of video technologies in interaction; and 4) the display and mediation of professional vision, ie. the therapist’s perception of the mediated conduct of the parents and children under scrutiny.
    Original languageEnglish
    Publication date5 Jul 2010
    Number of pages1
    Publication statusPublished - 5 Jul 2010
    EventICCA 2010: International Conference on Conversation Analysis - Mannheim, Germany
    Duration: 5 Jul 20108 Jul 2010

    Conference

    ConferenceICCA 2010: International Conference on Conversation Analysis
    CountryGermany
    CityMannheim
    Period05/07/201008/07/2010

    Fingerprint

    everyday life
    video
    surveillance
    counseling
    instruction
    coaching
    interaction
    mass media
    therapist
    supplement
    mediation
    recording
    television
    parents

    Bibliographical note

    Paper accepted for a panel entitled "Space as Resource and Achievement" - blind peer reviewed

    Keywords

    • Discourse
    • video
    • parenting
    • reality TV

    Cite this

    McIlvenny, P. (2010). Talking Video in 'Everyday Life': Interactional Practices of Localising, Translating and Stretching Conduct in Reality TV Parenting Programmes. Abstract from ICCA 2010: International Conference on Conversation Analysis, Mannheim, Germany.
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    abstract = "For better or worse, video technologies have made their way into many domains of social life, for example in the domain of therapeutics. Techniques such as Marte Meo, Video Interaction Guidance (ViG), Video-Enhanced Reflection on Communication, Video Home Training and Video intervention/prevention (VIP) all promote the use of video as a therapeutic tool. This paper focuses on media therapeutics and the various in situ uses of video technologies in the mass media for therapeutic purposes. Reality TV parenting programmes such as Supernanny, Little Angels, The House of Tiny Tearaways, Honey, We’re Killing the Kids, and Driving Mum and Dad Mad all use video as a prominent element of not only the audiovisual spectacle of reality television but also the interactional therapy, counselling, coaching and/or instruction intrinsic to these programmes. Thus, talk-on-video is used to intervene interactionally in the practices of ‘everyday life’ of the participants on such programmes. As a supplement to the primary talk of therapy and counselling, each programme relies heavily on audiovisual surveillance and playback which can be technologically mediated using live CCTV camera footage, live audio/video monitors and displays or edited video footage. The main uses of video in these programmes can be categorised into the following: (a) live video monitoring/surveillance and commentary; (b) live video relay and instructional feedback from one space to another; and (c) video prompted recall. Examples from a corpus of audiovisual recordings are analysed to elucidate each of these usages as they are worked up, negotiated and contested interactionally by participants in the TV programmes already mentioned. Excerpts are used to analyse several key phenomena: 1) the interactional practices of live video observation and instruction (directives) relayed across different spaces; 2) the use of recorded video by participants to visualise, spatialise and localise talk and action that is distant in time and/or space; 3) the translating, stretching and cutting of social experience in and through the situated use of video technologies in interaction; and 4) the display and mediation of professional vision, ie. the therapist’s perception of the mediated conduct of the parents and children under scrutiny.",
    keywords = "Discourse, video, parenting, reality TV",
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    McIlvenny, P 2010, 'Talking Video in 'Everyday Life': Interactional Practices of Localising, Translating and Stretching Conduct in Reality TV Parenting Programmes' ICCA 2010: International Conference on Conversation Analysis, Mannheim, Germany, 05/07/2010 - 08/07/2010, .

    Talking Video in 'Everyday Life' : Interactional Practices of Localising, Translating and Stretching Conduct in Reality TV Parenting Programmes. / McIlvenny, Paul.

    2010. Abstract from ICCA 2010: International Conference on Conversation Analysis, Mannheim, Germany.

    Research output: Contribution to conference without publisher/journalConference abstract for conferenceResearchpeer-review

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    N2 - For better or worse, video technologies have made their way into many domains of social life, for example in the domain of therapeutics. Techniques such as Marte Meo, Video Interaction Guidance (ViG), Video-Enhanced Reflection on Communication, Video Home Training and Video intervention/prevention (VIP) all promote the use of video as a therapeutic tool. This paper focuses on media therapeutics and the various in situ uses of video technologies in the mass media for therapeutic purposes. Reality TV parenting programmes such as Supernanny, Little Angels, The House of Tiny Tearaways, Honey, We’re Killing the Kids, and Driving Mum and Dad Mad all use video as a prominent element of not only the audiovisual spectacle of reality television but also the interactional therapy, counselling, coaching and/or instruction intrinsic to these programmes. Thus, talk-on-video is used to intervene interactionally in the practices of ‘everyday life’ of the participants on such programmes. As a supplement to the primary talk of therapy and counselling, each programme relies heavily on audiovisual surveillance and playback which can be technologically mediated using live CCTV camera footage, live audio/video monitors and displays or edited video footage. The main uses of video in these programmes can be categorised into the following: (a) live video monitoring/surveillance and commentary; (b) live video relay and instructional feedback from one space to another; and (c) video prompted recall. Examples from a corpus of audiovisual recordings are analysed to elucidate each of these usages as they are worked up, negotiated and contested interactionally by participants in the TV programmes already mentioned. Excerpts are used to analyse several key phenomena: 1) the interactional practices of live video observation and instruction (directives) relayed across different spaces; 2) the use of recorded video by participants to visualise, spatialise and localise talk and action that is distant in time and/or space; 3) the translating, stretching and cutting of social experience in and through the situated use of video technologies in interaction; and 4) the display and mediation of professional vision, ie. the therapist’s perception of the mediated conduct of the parents and children under scrutiny.

    AB - For better or worse, video technologies have made their way into many domains of social life, for example in the domain of therapeutics. Techniques such as Marte Meo, Video Interaction Guidance (ViG), Video-Enhanced Reflection on Communication, Video Home Training and Video intervention/prevention (VIP) all promote the use of video as a therapeutic tool. This paper focuses on media therapeutics and the various in situ uses of video technologies in the mass media for therapeutic purposes. Reality TV parenting programmes such as Supernanny, Little Angels, The House of Tiny Tearaways, Honey, We’re Killing the Kids, and Driving Mum and Dad Mad all use video as a prominent element of not only the audiovisual spectacle of reality television but also the interactional therapy, counselling, coaching and/or instruction intrinsic to these programmes. Thus, talk-on-video is used to intervene interactionally in the practices of ‘everyday life’ of the participants on such programmes. As a supplement to the primary talk of therapy and counselling, each programme relies heavily on audiovisual surveillance and playback which can be technologically mediated using live CCTV camera footage, live audio/video monitors and displays or edited video footage. The main uses of video in these programmes can be categorised into the following: (a) live video monitoring/surveillance and commentary; (b) live video relay and instructional feedback from one space to another; and (c) video prompted recall. Examples from a corpus of audiovisual recordings are analysed to elucidate each of these usages as they are worked up, negotiated and contested interactionally by participants in the TV programmes already mentioned. Excerpts are used to analyse several key phenomena: 1) the interactional practices of live video observation and instruction (directives) relayed across different spaces; 2) the use of recorded video by participants to visualise, spatialise and localise talk and action that is distant in time and/or space; 3) the translating, stretching and cutting of social experience in and through the situated use of video technologies in interaction; and 4) the display and mediation of professional vision, ie. the therapist’s perception of the mediated conduct of the parents and children under scrutiny.

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    McIlvenny P. Talking Video in 'Everyday Life': Interactional Practices of Localising, Translating and Stretching Conduct in Reality TV Parenting Programmes. 2010. Abstract from ICCA 2010: International Conference on Conversation Analysis, Mannheim, Germany.