“I Can See Some Sadness in Your Eyes”: When Experiential Therapists Notice a Client’s Affectual Display
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
We use the methods of conversation analysis to examine how therapists draw attention to a client’s verbal or nonverbal affectual stance display and thus place the focus of talk on the client’s here-and-now experience. These therapist practices are referred to as noticings. By investigating four different experiential-oriented therapeutic approaches (Emotion-Focused, Gestalt, Symbolic Experiential, and Narrative), we explore three ways in which therapist noticings manage the progressivity of talk: by facilitating, shifting, or manipulating/disrupting the activity in progress. We also found that therapists would put noticings to use with varying degrees of empathy and cooperativeness. Whereas empathically designed noticings would facilitate progressivity and cede epistemic authority to clients, nonempathic noticings would disrupt sequential progression and challenge the clients’ greater epistemic status pertaining to their domain of experience. Differences and similarities between therapy approaches with respect to how therapists deploy noticings are discussed. Data are in American English.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it