Effective listening Flashcards
What is the basic characteristic of effective listening?
To listen effectively, a health professional must understand what it involves and how to perform it during their daily practice (Keller et al 2014). Effective listening requires the health professional to consciously focus completely on the person/s and visibly ‘tune in’ (often known as attending listening) (Egan 2010, 2014, King et al 2012, Mann 2010, Skovholt & Trotter-Mathison 2010, SmithBattle et al 2013). It also demands demonstration of an understanding of the words and emotions communicated by the person/. It necessitates expression of this understanding to the person/s in both verbal and non-verbal forms – often referred to ‘reflecting back’ the messages expressed by the person/s (Devito 2014) Effective listening may require the use of questions to clarify the accuracy of the perceptions of the health professional. Effective listening then involves the health professional validating the expressed emotions to demonstrate awareness of their existence and accurate understanding of those emotions. (Page 124)
An effective listener is aware of personal listening barriers and ways to overcome these when communicating and relating.
What abilities are required to listen effectively?
- Prepare themselves to listen by removing any distractions and ensuring there are no interruptions (Stein-Parbury 2014)
- Adjust to all situations and needs regardless of the strengths of the emotions and the severity of the need (Devito 2009)
- Demonstrate physically their interest by the position of their body and their gestures, so that they are visibly ‘tuned in’ to the Person/s (Egan 2007)
- Listen with their whole self (Davis 2011) by using not only their observational and social skills but also their emotional and cognitive skills, and sometimes their spiritual skills.
- Consciously focus all their attention fully on the person/s (Holli & Beto 2014)
- Seek areas of interest or relevance to their role to assist their continued focus (Mohan et al 2004)
- Carefully observe all non-verbal messages of the person/s.
- Make conscious choices about which nonverbal messages are appropriate in response to the person/s
- Consciously communicate interest and commitment to the person/s through the use of verbal sounds and non verbal cues (Thistle & McNaughton 2015).
- Search for the meaning of all verbal and non verbal messages (Devito 2009, 2014).
- Predict and clarify the meaning of non verbal messages.
- Communicate the importance of the contribution of the person/s in the process (Al-Momen et al 2015, Stein-Parbury 2014).
- Consider cultural variations in listening (Harms 2007) (Page 124)
What are the benefits of active listening?
- Relax and share relevant information, which increases the knowledge and potential insights of the health and the person/s
- Observe the non verbal messages carefully, note their significance at the time and, if appropriate, validate those messages and sometimes diffuse emotions that may otherwise dominate interactions.
- Connect and engage with (and often enjoy) different perspectives and emotions. It is often the non verbal messages that encapsulate the less obvious and often primary needs at the time. These observations offer the opportunity to validate.
- Develop trust and understanding by unravelling the complexity of the needs. The understanding of the gathered information may reduce unnecessary events and the likelihood of difficulties, while ultimately increasing the possibility of meaningful outcomes. Design and develop relevant goals and interventions based on the information gathered through the collaborative relationship (Thistle & McNaughton 2015) .
List six characteristics of active listening and give examples of each
- Sit to facilitate ease of sight and interaction between yourself and the person/s.
- Assume open posture and facial expressions that communicate alert interest and openness to the person/s.
- Lean towards the person/s slightly when listening to them.
- Use eye contact to indicate interest in the person/s.
- Relax in order to assist development of trust and to encourage the person/s to relax.
- Self awareness of personal listening barriers and having ways of overcoming them. (Page 131 – 132)
List six actions a health professional should avoid when listening.
- Stereotyping the Person/s, regardless of their appearance or skill in communicating ( Purtilo & Haddad 2007)
- Judging – this imposes personal values and beliefs onto the Person/s
- Advising the person even if they request advise
- Taking extensive notes while listening
- Losing concentration because of external thoughts about external matters (e.g. the next appointment, or dinner)
- Interrupting with thoughts/opinions or ideas, instead of allowing the Person/s to finish.
Suggest ways cultural expectations might change the requirements of active listening.
Some skills associated with active listening may nit b appropriate in some cultures, for example, eye contact (Higgs et al 2012, Trede & Hill 2012). In some cultures, the age and gender of the speaker will effect he expectations of the listener. A factor considered important for effective communication in one cultural context is often inappropriate or unimportant in another culture. For example, the use of direct questions facilitates sharing of information I many western middle class context, while in some indigenous cultures direct questions are offensive. In such indigenous cultures information may be shared through storytelling while performing activities together.
How does effective disengagement contribute to person/s centred communication?
Disengagement is the process that leads to the disconnection of the communicating individuals and is just as important as introducing. The health professional must take into account the clients cultural background when facilitating disengagement. In the health professions it is sometimes necessary to explicitly state that the interaction is near completion. With the younger Person/s, a signal that indicates the amount of time left or the number of games remaining before the conclusion of the conversation or intervention often makes the difference between uproar and an easy departure. This element of effective disengagement contributes to effective family/person centred practice in any health profession. (Page 132)
