Active Listening in Peer Interviews: The Influence of Message Paraphrasing on Perceptions of Listening Skill

Wiidookaage'Win: A Community-Based Qualitative Approach to Developing a Facebook Group Intervention for Native Women to Support Recovery From Opioid Use

PURPOSE

To develop a culturally-tailored American Indian/Alaska Native (AI/AN) women's Facebook group supporting opioid recovery as an adjunct to medication.

DESIGN

Community-based, qualitative approach.

SETTING

Minnesota, U.S.

PARTICIPANTS

AI/AN women in opioid recovery, interested parties, and a Community Advisory Committee (CAC) of AI/AN women with lived experience, health care providers, and community members.

INTERVENTION

We developed evidence-based content focusing on stress/trauma and substance use, mindfulness, responding to triggers, and supportive community resources. Additional content centered on AI/AN culture was also selected.

METHOD

Interviews were conducted by two women, then transcribed and coded using content analysis with NVivo software. Results were presented to CAC for further content refinement.

RESULTS

CAC members (n = 10) guided study methods, intervention development, and dissemination activities. 14 AI/AN women (mean age 36.4 years; mean 6.7 months opioid abstinence) and 12 interested parties (7 men, 5 women) were receptive to an AI/AN gender-specific Facebook group, preferring content with AI/AN people and/or text resonating with AI/AN culture (e.g., Native traditions, family, personal stories, historical trauma). Recommendations included (1) protect confidentiality, (2) retain positivity, (3) incorporate resources and exercises to build coping skills, and (4) moderators should be authentic and relatable to build trust.

CONCLUSIONS

Our approach provides a model for developing culturally tailored, appealing and effective social media interventions to support AI/AN women in recovery from opioid use disorder.

Speak Up! Mistaken Beliefs About How Much to Talk in Conversations

We hypothesized that people would exhibit a reticence bias, the incorrect belief that they will be more likable if they speak less than half the time in a conversation with a stranger, as well as halo ignorance, the belief that their speaking time should depend on their goal (e.g., to be liked vs. to be found interesting), when in fact, perceivers form global impressions of each other. In Studies 1 and 2, participants forecasted they should speak less than half the time when trying to be liked, but significantly more when trying to be interesting. In Study 3, we tested the accuracy of these forecasts by randomly assigning participants to speak for 30%, 40%, 50%, 60%, or 70% of the time in a dyadic conversation. Contrary to people's forecasts, they were more likable the more they spoke, and their partners formed global rather than differentiated impressions.

Listening fast and slow

The pattern of response times in conversation can reveal a lot about how people listen to each other. Fast response times not only telegraph eagerness but provide evidence of attending in such a way as to almost finish the other's sentences. In other situations, slow response times are more appropriate, such as when listening prompts deeper reflection, or to leave space for the enjoyment of an inside joke. Here we argue that close relationships are not marked exclusively by one or the other pattern, but by the ability to toggle effortlessly between the two as the conversation demands.

Defining listening: Can we get rid of the adjectives?

Listening is a complex construct studied in various fields, including psychology, education, marketing, management, and medicine. Despite its importance, there is no agreed definition of the construct. Therefore, we review existing definitions of listening, primarily recent, focusing on those that describe listening in interpersonal contexts. We identify 20 adjectives describing listening and found two underlying themes: unobservable versus observable behaviors and focusing on the speaker's or listener's interests. Focusing on the unobservable and the speaker's interest, we propose a novel, adjective-free listening definition: the degree of devotion to co-exploring the Other with and for the other. Adopting a dyadic view, we argue that either the listener or the speaker can generate such devotion and initiate the co-creation of a listening state. Our new definition can contribute to developing empirical measures with good discriminant validity.

Women's Disengagement Behaviors During Couple Conflict: Investigating Risk Indicators of Intimate Partner Violence

Intimate partner violence (IPV) is a major public health concern, leading to prevention efforts focused on identifying risk indicators of escalating conflict between partners. Certain behaviors during conflict discussions have been uniquely linked to IPV, and there is evidence that disengagement behaviors-an emerging construct-are associated with IPV as well. However, research on disengagement and IPV has largely been limited to self-report, and available observational research is largely cross-sectional. Addressing these limitations, this study prospectively examined the association between observed disengagement behaviors during couple's conflict discussions and IPV 1 year later, using a sample of 83 heterosexual married or cohabitating partners. Behavioral coding was used to assess each partner's observed disengagement behaviors and each partner's psychological and physical IPV was assessed via questionnaire 1 year later. Linear regressions were used to investigate links between indicators of engagement (i.e., listening, questions, eye contact) and psychological and physical IPV perpetration and victimization. Less question asking and higher eye contact by women were associated with greater psychological and physical IPV perpetrated by both women and men 1 year later. Lower listening behaviors by women were associated with greater psychological (but not physical) IPV perpetrated by men 1 year later. In contrast, no disengagement behaviors displayed by men were significantly related to IPV. Applying a latent change score framework using baseline IPV data, findings indicated replicability of results, though with less consistency, suggesting that women's disengagement behaviors may reflect a larger pattern of abuse that predates and follows disengaged couple interactions. Findings suggest that a unique blend of verbal and nonverbal indicators of women's disengagement during couple conflict provides a meaningful signal of the emotional climate of the relationship.

Native American Speech-Language Pathology Assistants: Expanding Culturally Responsive Services in Reservation Schools

Purpose:

Native Americans are one of the least represented races within the profession of speech-language pathology. As a result, Native American school children are among the least likely to receive speech and language services from a provider who shares their same culture and heritage. The purpose of this tutorial is to describe how expanding opportunities for Native American college students to enter the field of speech-language pathology as speech-language pathology assistants (SLPAs) offers a solution for improving culturally responsive services in reservation schools.

Method:

The article reviews research describing factors impacting the current disparity of Native Americans within the field of speech-language pathology. Additionally, we explore increasing opportunities for Native American college students to obtain education and licensing as SLPAs while maintaining ties to their community, tribal land, and local school system. The author then suggests steps speech-language pathologists in reservation schools can take to expand their culturally responsive services by participating in the development of, and collaboration with, Native American SLPAs.

Conclusions:

There is a need for increased culturally responsive speech and language services for Native American students in reservation schools. It is the obligation of speech-language pathologists serving this population to explore solutions for improving culturally responsive services, which includes investing in a new generation of Native American SLPAs.

How to get through hard times: Principals' listening buffers teachers' stress on turnover intention and promotes organizational citizenship behavior

When principals listen to their teachers, they may foster an open and receptive work environment that helps teachers adapt during stressful times. Two studies examined the role of perceived principals' listening to teachers on workplace outcomes. Study 1 (N = 218) was conducted during the first nationwide lockdown in Israel. Study 2 (N = 247) was conducted during a later lockdown and controlled for social support to test the independent effects of the two distinct interpersonal experiences. Findings supported our hypothesis that principals' listening would relate to lower teacher turnover intention. In addition, in line with our hypothesis, teachers high on perceived stress generally reported higher turnover intentions. However, the detrimental effect of perceived stress was not observed when teachers evaluated their principals as good listeners. Finally, we anticipated and found that principal listening is associated with organizational citizenship behavior. Specifically, teachers were more likely to help one another when feeling listened to by their principals.

Psychometric Properties of an Emotional Communication Questionnaire for Education and Healthcare Professionals

Educational and healthcare professionals need to develop emotional communication with schoolchildren and patients, respectively. This study aims to analyse the psychometric properties of an instrument that evaluates emotional communication among these professionals. A total of 406 professionals and students of education and health sciences took part in the study. They were administered a questionnaire using a Google Form that collected different elements of emotional communication. An exploratory factor analysis was carried out from which three factors were extracted: Communicative Proactivity, Openness and Authenticity, and Listening. These were supported by confirmatory factor analysis. The internal consistency of the scale is also adequate, ranging from 0.69 to 0.82. This instrument is valid, and, in a self-reported, straightforward and time-efficient manner, can assess the emotional communication of professionals and students of education and health sciences.

Slemp G, Huang L. Wellbeing Literacy: A Capability Model for Wellbeing Science and Practice

Wellbeing science is the scientific investigation of wellbeing, its' antecedents and consequences. Alongside growth of wellbeing science is significant interest in wellbeing interventions at individual, organizational and population levels, including measurement of national accounts of wellbeing. In this concept paper, we propose the capability model of wellbeing literacy as a new model for wellbeing science and practice. Wellbeing literacy is defined as a capability to comprehend and compose wellbeing language, across contexts, with the intention of using such language to maintain or improve the wellbeing of oneself, others or the world. Wellbeing literacy is underpinned by a capability model (i.e., what someone is able to be and do), and is based on constructivist (i.e., language shapes reality) and contextualist (i.e., words have different meanings in different contexts) epistemologies. The proposed capability model of wellbeing literacy adds to wellbeing science by providing a tangible way to assess mechanisms learned from wellbeing interventions. Moreover, it provides a framework for practitioners to understand and plan wellbeing communications. Workplaces and families as examples are discussed as relevant contexts for application of wellbeing literacy, and future directions for wellbeing literacy research are outlined.

Day-level job crafting and service-oriented task performance

Purpose

This study examines whether job crafting is related to service-oriented task performance (i.e. performance aimed at providing high-quality services) through meaningful work and work engagement.

Design/methodology/approach

Data were collected from 156 employees of a Dutch unemployment agency (4 days, 531 observations). Multilevel SEM was used to analyze the data.

Findings

Results showed that job crafting was related to service-oriented task performance via meaningful work and work engagement. Specifically, seeking resources and seeking challenges were positively related to service-oriented task performance via meaningful work and work engagement, whereas reducing demands was negatively related to service-oriented task performance via meaningful work and work engagement.

Originality/value

The study concludes that seeking resources and seeking challenges are beneficial for service-oriented task performance.

Person-Centered Psychiatric Nursing Interventions in Acute Care Settings

The knowledge base and understanding regarding psychiatric nursing interventions in acute care settings has been limited. The purpose of this hermeneutic phenomenological study was to explore psychiatric nurses' experiences in providing nursing interventions to adult clients in acute care settings. Six expert psychiatric nurses were recruited through purposive, snowball sampling and participated in key informant interviews. Analysis of the data revealed the central theme of person-centered care (PCC), which involved developing and delivering PCC plans; determining goals; fostering empathy, support, and hope; listening in one-to-one interactions; providing person-centered teaching; and enhancing coping strategies.

Implementation of an Innovative Residency Leadership Development Curriculum

The role of the anesthesiologist in the perioperative environment requires facility in leadership; however, leadership education is not part of the traditional curriculum for anesthesiology trainees. To address this educational gap, we developed a leadership program for anesthesiology residents at an academic medical center to build competency in the areas of teamwork, emotional intelligence, integrity, selfless service, critical thinking, and patient-centeredness, constructs that correlate with the Accreditation Council for Graduate Medical Education competencies of interpersonal and communication skills and professionalism. This report describes the design and implementation of the program, including the curriculum, and offers recommendations for implementation at other institutions.

Personal and Job Factors Associated with Teachers’ Active Listening and Active Empathic Listening

Active listening is important for effective interpersonal communication, a prerequisite for successful teaching. The presented cross-sectional study examined personal and work factors associated to active listening in 3.995 Greek schools’ educators of all teaching levels and specialties. The study questionnaire posted on official and main teachers’ portals included personal and working data items, the Active Empathic Listening Scale (AELS), and the Active Listening Attitude Scale (ALAS). Multiple linear regression was used to identify independently associated factors with AELS and ALAS dimensions, and standardized regression coefficients were performed to measure the effect of independent variables. Regarding AELS, gender had the greatest effect on the Sensing subscale, followed by age and mental health promotion training. Years of teaching had the greatest effect on Processing subscale, followed by higher studies. Gender had the greatest effect on Responding subscale, followed by age, higher studies, and mental health promotion training. Concerning ALAS, mental health promotion training and support from colleagues had the greatest effect on Listening attitude subscale, gender and mental health promotion training had the greatest effect on Listening skill subscale, and gender, age, and years of teaching had the greatest effect on Conversation opportunity subscale. The identification of enhancing factors like training in mental health promotion could significantly contribute in designing training that can simultaneously benefit teachers’ skills and students’ psychosocial well-being.

Impression Management and Interview and Job Performance Ratings: A Meta-Analysis of Research Design with Tactics in Mind

Impression management (IM) is pervasive in interview and job performance settings. We meta-analytically examine IM by self- and other-focused tactics to establish base rates of tactic usage, to understand the impact of tactics on interview and job performance ratings, and to examine the moderating effects of research design. Our results suggest IM is used more frequently in the interview rather than job performance settings. Self-focused tactics are more effective in the interview rather than in job performance settings, and other-focused tactics are more effective in job performance settings rather than in the interview. We explore several research design moderators including research fidelity, rater, and participants. IM has a somewhat stronger impact on interview ratings in lab settings than field settings. IM also has a stronger impact on interview ratings when the target of IM is also the rater of performance than when the rater of performance is an observer. Finally, labor market participants use IM more frequently and more effectively than students in interview settings. Our research has implications for understanding how different IM tactics function in interview and job performance settings and the effects of research design on IM frequency and impact.

Teaching Active Listening Skills to Pre-Service Speech-Language Pathologists: A First Step in Supporting Collaboration With Parents of Young Children Who Require AAC

Purpose

This study examined the effect of instruction in an active listening strategy on the communication skills of pre-service speech-language pathologists (SLPs).

Method

Twenty-three pre-service SLPs in their 2nd year of graduate study received a brief strategy instruction in active listening skills. Participants were videotaped during a simulated parent meeting before and after the strategy instruction. Simulated parent meetings addressed issues that parents of children who use augmentative and alternative communication (AAC) may face. Social validity measures were gathered from the participants and from parents of children who use AAC.

Results

Pre- and postinstruction use of the active listening strategy was scored and compared using a Wilcoxon signed-ranks test, with statistically significant results. Postinstruction scores were significantly higher than preinstruction scores, providing evidence of the effectiveness of the instruction. Furthermore, participants and parents of children who use AAC described the postinstruction interactions more positively than the preinstruction interactions, suggesting that the pre-service SLPs benefited from the instruction.

Conclusion

The current study provides evidence of the effectiveness of strategy instruction in active listening skills that may be incorporated into SLP preparation programs.