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The nonverbal component of clinical lessons

Oklahoma State University

Karyn Bobkoff Katz

University of Akron

Dana Kovarsky

University of Texas-Austin

Patricia A. Prelock

University of Cincinnati

Descriptive studies of clinician-child therapy interaction suggest a tightly controlled system of verbal exchange centring around the underlying plan of the clinical lesson. Drawing upon examples from therapy lessons, this paper describes the nonverbal component of clinician-client interaction. Nonverbals are associated features of situational context, lesson organiza tion, and remedial sequences; they emphasize, parallel, or replace verbal and nonverbal elements. The clinician uses a wide variety of body mechanisms (e.g. head, face, hands, voice) to support her efforts to facilitate child responses and manage social behaviour. A full under standing of lesson discourse must include observations of nonverbal communication.

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