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Background: Criminal legal system-involved individuals with serious mental illness (SMI) experience more challenges accessing mental health and other community services than those without a history of criminal legal system involvement. A formative qualitative study was conducted to explore feasibility and acceptability and inform the adaptation of a mental health peer navigation intervention for individuals with SMI reentering the community after jail incarceration. Methods: In-depth qualitative interviews and focus-group discussions were conducted with mental health peer navigators (i.e., certified mental health peer support specialists, peer recovery coaches) and individuals with lived experience of SMI and criminal legal system involvement (N = 20 total). Data were analyzed using applied thematic analysis. Results: Four major themes emerged: (1) Feasibility and acceptability of peer-provided services: all participants reported that peer navigation services would be feasible and acceptable for individuals with SMI reentering the community after jail incarceration; (2) roles of peer navigators in addressing barriers to care: peers can address barriers to care experienced during community reentry and contribute towards service linkage/engagement; (3) shared identity and combating stigma: having a shared identity with peer navigators may minimize the impact of stigma and make it easier for clients with multiple marginalized identities to seek support; and (4) peer navigator skills and recommendations for the planned program: essential peer navigation skills include authenticity, reliability, active listening, advocacy, trauma-informed care, motivational interviewing, and empathy. Recommendations for the planned program include initiating services while clients are in custody, emphasizing the voluntary nature of peer support, knowing the limits of a peer navigation intervention, and offering support for peer navigators while on the job. Conclusion: Participants saw peer navigation services for individuals with SMI with criminal legal system involvement as potentially feasible and acceptable. Such programs may enhance their impact by offering supportive supervision, emphasizing the voluntary nature of the service, and acknowledging recovery as a self-directed endeavor. [ABSTRACT FROM AUTHOR]

Purpose: For the first time in France, a randomised controlled trial was conducted to evaluate the impact of a nurse facilitator on family psychological symptoms. We sought to explore the implementation of the intervention, how it was experienced by clinicians, as well as the barriers and facilitators to implementing the change. Methods: We conducted qualitative semi-structured interviews with intensive care unit (ICU) clinicians and facilitators involved in the trial. Interview questions focused on participants' perceptions of the intervention and its outcomes, including the effect of the intervention on patients, families and the health care team, and barriers and facilitators to its implementation. Interviews were conducted by two social science researchers, audio recorded, transcribed, and analyzed using thematic content analysis. Results: Twenty-three clinicians were interviewed from the five participating ICUs. Three themes emerged, capturing clinicians' perspectives on implementing the intervention: (1) improved communication and enhanced care for families and the ICU team, albeit with some associated risks; (2) active listening and support, both for families and ICU clinicians but with certain limitations; (3) barriers to implementation including lack of organizational readiness, exclusion of under-represented groups, and facilitator challenges including role ambiguity and the need for role support. Conclusion: Participants believed the facilitator intervention potentially improved families' experience. However, they also highlighted emotional difficulties and tensions with some members of the participating teams, due to competing territories and ambiguous role definitions. Facilitators' failure to affect decision-making suggests their role in enhancing goal-concordant care was inadequate within the setting. [ABSTRACT FROM AUTHOR]

The article discusses how applying principles from general semantics can enhance political discourse, focusing on the importance of active listening, minimizing expectations, and avoiding either-or thinking to foster constructive conversations. It highlights techniques such as distinguishing between facts and inferences, recognizing the dynamic nature of existence, and understanding the subjective nature of language to promote respectful and political discussions amidst societal division.

#RedFlag is designed to help students understand relational dissolution at the theoretical and applied level by identifying red- and green-flag communicative behaviors during relational dissolution and by role-playing relational dissolution situations for various relationship types. Courses: Interpersonal Communication, Relational Communication, and Basic Communication Courses. Objectives: By completing this activity, students should be able to (1) understand relational dissolution at a theoretical and applied level; (2) understand the importance of effective communication, active listening skills, assertiveness, and the ability to express thoughts or feelings without blame; and (3) identify constructive and destructive communication behaviors that can occur during relationship dissolution. [ABSTRACT FROM AUTHOR]

Background: Empathy declines during medical training, despite its importance. Methodology: In this randomized controlled trial, we assessed the impact of Zoom improv on medical student empathy using a concurrent mixed-methods approach. Quantitative assessment with three survey tools and qualitative assessment by content analysis of Zoom session field notes were conducted. Results: Zoom improv participants had higher empathy scores in perspective-taking and fantasy and lower scores in personal distress compared with the control group. Medical students who participated in Zoom improv exercised emotional expression, active listening, and giving "gifts," which apply to healthcare settings in which affirming team members with empathic concern can advance communication, patient rapport, and teamwork. Discussion: This pilot study highlights promising findings for the incorporation of Zoom improv in medical education, including enhanced empathy, self-reflection, and understanding how these skills impact work in healthcare. Future studies may expand on the optimal timing to teach improv. Future studies conducted on virtual platforms may also further investigate our finding that the fantasy domain of empathy increases after Zoom improv sessions, whereas this increase in fantasy was absent from previous in-person studies. Given the increase in telehealth and virtual medical visits, exercising empathy skills through a screen during training may be an important addition to medical curricula. [ABSTRACT FROM AUTHOR]

Background: Chronic pain (CP) patients frequently feel misunderstood and experience a lack of support. This led to the creation of support telephone lines in some countries. However, there is no scientific data grounding their development or evaluating their performance. Almost 37% of the Portuguese adult population suffers from CP, with great costs for patients and the healthcare system. Methods: To determine the viability of a support line for CP in Portugal, a qualitative study was designed, and online focus group meetings, with patients and healthcare professionals, were conducted. Their perspectives, beliefs, and expectations were evaluated and described. Results: This study revealed that a CP support line is a feasible project from the participants' perspective if its interventions are limited to active listening, emotional support, and tailored suggestions. Conclusions: It has the potential to generate a positive impact on healthcare services, while also contributing to greater equity of access to support. [ABSTRACT FROM AUTHOR]

Relational theories of human development explain how stereotypes and their underlying ideologies thwart social connections that are fundamental for individuals to thrive, especially in early adolescence. Intervention research to address this crisis of connection is still emergent and active listening is one promising strategy to this end; however, its efficacy has not been examined in part because no validated measures of active listening for this population exist. This validation study is the first to examine whether the behavioral dimensions of one form of active listening can be captured using a coding scheme to assess adolescents' engagement in a live interviewing task (N = 293). Importantly, the measure was developed within the context of a theory‐driven intervention to train adolescents in transformative curiosity and listening to enhance connection. Findings indicate that two dimensions underlie the measure as hypothesized, open‐ended questions and follow‐up questions, with acceptable internal consistency. The measure is sensitive to change in adolescents' questioning skills before and after the intervention. Further, asking follow‐up questions was positively related to empathy and also predicted a respondent's perception of their interviewer as a good listener. The effect for asking open‐ended questions was moderated by dyad‐level tendencies to elicit disclosure from others. The current measure not only examines question asking as a more nuanced behavioral dimension of active listening than previous measures, it is also the first to do so among a sample of early adolescents. The measure will be useful in assessing active listening interventions' efficacy to address the crisis of connection. [ABSTRACT FROM AUTHOR]

Copyright of Actualités Pharmaceutiques is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Psoriasis is a chronic inflammatory skin condition that affects millions of individuals worldwide, impacting their physical and emotional well-being. The management of psoriasis requires effective communication and a strong physician–patient relationship. Objective: We aim to develop a novel algorithm to enhance patient well-being and care in moderate-to-severe psoriasis, considering the time constraints that dermatologists have in public hospitals. Methods: This project employed a multidisciplinary approach, involving collaboration between 14 experienced dermatologists (referred to as Key Opinion Leaders: KOLs) and a psychologist. During three separate meetings (an initial virtual session, a face-to-face meeting, and a final virtual meeting), an algorithm (Embracing Patients' Well-being in their Journey of Moderate-to-Severe psoriasis: EMPATHY), describing the patient's reception through the entire first visit and follow-up visits, was developed and refined. Results: The EMPATHY algorithm provides a step-by-step approach from the moment the patient arrives at reception, through the first visit and on to subsequent visits. This algorithm fills a critical gap in the existing guidelines by specifically addressing how to foster empathy during psoriasis patient visits within time-limited consultations. The algorithm outlines patient-centered strategies at each visit. Key aspects include creating a welcoming environment, active listening, respecting privacy, tailoring communication styles, and managing patient expectations. Conclusions: The EMPATHY algorithm represents a novel and promising approach to improving patient care and well-being in moderate-to-severe psoriasis. Developed together by dermatologists and a psychologist, this algorithm offers healthcare providers practical guidance for managing both initial and follow-up patient visits. While further validation is necessary, the potential for adapting the EMPATHY algorithm to diverse healthcare settings and patient populations holds promise for improving patient outcomes across various chronic conditions. [ABSTRACT FROM AUTHOR]

The vestigial pinna-orienting system in humans is capable of increasing the activity of several auricular muscles in response to lateralized transient auditory stimuli. For example, transient increases in electromyographic activity in the posterior auricular muscle (PAM) to an attention-capturing stimulus have been documented. For the current study, surface electromyograms (EMGs) were recorded from the PAMs and superior auricular muscles (SAMs) of 10 normal-hearing participants. During the experiments, lateralized transient auditory stimuli, such as a crying baby, a shattering vase, or the participant's first names, were presented. These transient stimuli were either presented in silence or when participants actively listened to a podcast. Although ipsilateral PAM activity increased in response to transient stimuli, the SAM displayed the opposite behavior, i.e., a brief, ipsilateral suppression of activity. This suppression of ipsilateral SAM activity was more frequent on the right (75%) than left side (35%), whereas an ipsilateral PAM increase was roughly equal in prevalence on the two sides (left: 90%, right: 95%). During the active listening task, SAM suppression on the right ear was significantly larger in response to ipsilateral stimuli, compared with contralateral ones (P = 0.002), whereas PAM activity increased significantly (P = 0.002). Overall, this study provides evidence of a systematic transient suppression of the SAM during exogenous attention. This could suggest a more complex system than previously assumed, as the presence of synchronized excitatory and inhibitory components in different auricular muscles points toward a coordinated attempt at reflexively orienting the pinna toward a sound. NEW & NOTEWORTHY: This study provides evidence that two auricular muscles in humans, the posterior and superior auricular muscles (PAM, SAM), react fundamentally different to lateralized transient auditory stimuli, especially during active listening. Although the PAM reacts with a transient increase in ipsilateral activity, ongoing ipsilateral SAM activity is briefly suppressed at the same time. This indicates the presence of a more complex and nuanced pinna-orienting system, with synchronized excitatory and inhibitory components in humans, than previously suspected. [ABSTRACT FROM AUTHOR]

Objectives: Characterization of psychotherapy as the "talking cure" de‐emphasizes the importance of an active listener on the curative effect of talking. We test whether the working alliance and its benefits emerge from expression of voice, per se, or whether active listening is needed. We examine the role of listening in a social identity model of working alliance. Methods: University student participants in a laboratory experiment spoke about stress management to another person (a confederate student) who either did or did not engage in active listening. Participants reported their perceptions of alliance, key social‐psychological variables, and well‐being. Results: Active listening led to significantly higher ratings of alliance, procedural justice, social identification, and identity leadership, compared to no active listening. Active listening also led to greater positive affect and satisfaction. Ultimately, an explanatory path model was supported in which active listening predicted working alliance through social identification, identity leadership, and procedural justice. Conclusions: Listening quality enhances alliance and well‐being in a manner consistent with a social identity model of working alliance, and is a strategy for facilitating alliance in therapy. [ABSTRACT FROM AUTHOR]

To date, the literature offers multiple suggestions for how to recover from service failures, albeit without explicitly addressing customers' negative, high-arousal states evoked by the failure. The few studies that do address ways to improve negative emotions after failures focus on face-to-face interactions only. Because many customers today prefer to complain on social media, firms must learn how to effectively de-escalate negative, high-arousal emotions through text-based exchanges to achieve successful service recoveries. With three field studies using natural language processing tools and three preregistered controlled experiments, the current research identifies ways to mitigate negative arousal in text-based social media complaining, specifically, active listening and empathy. In detail, increasing active listening and empathy in the firm response evokes gratitude among customers in high-arousal states, even if the actual failure is not (yet) recovered. These findings provide a new theoretical perspective on the role of customer arousal in service failures and recoveries as well as managerially relevant implications for dealing with public social media complaints. [ABSTRACT FROM AUTHOR]

The chosen theme is a topic of interest in the educational field, concretely indicating the concern for improving interactions between teachers and students in the school environment. The topicality of this topic is supported by the current context of the educational sector, which has multiple challenges related to adapting to social, technological and cultural changes. Starting from the premise of the students' need for personal development, we focused, in this material, both on theoretical aspects (related to self-esteem, as an important dimension in personal development, on active listening, as a key element in the development of the relationship between the teacher and student, to empathy, as an essential feature in personal development), as well as on the results of an investigative approach regarding the need for personal development in the university environment. Among the questions that came to our attention, we list: Is it necessary to carry out personal development activities for students? What are the reasons why students would need a personal development program? What recent events have led students to identify the need for personal development? By applying a questionnaire, we reached a series of conclusions that allowed the identification of some aspects regarding the importance of personal development skills in teaching activities. Research data has demonstrated that establishing positive teacher-student relationships is a central part of teachers' professional roles. In addition, providing a high level of emotional support, responding sensitively to students' emotional, social, and academic needs, and applying personal development tools, are major aspects of classrooms.

Abstract Background Nursing care for older women represent a challenge worldwide due to its characteristics. When communication is impaired between primary care nurses and older women living alone, an imbalance in power relations occurs. The main objective of this study is to analyse the power relations between older women and primary care nurses in situations of active listening, shared decision-making and participation in care. Methods We developed a qualitative study in southern Spain using a discursive and gender approach. We used purposeful sampling to interview older women who lived alone and received home nursing care. Simultaneously, we conducted focus groups with primary care nurses who provided home care to older women. A linguistic analysis of the transcripts was carried out. Results Nine semi-structured face-to-face interviews were conducted with older women who lived alone and two face-to-face focus groups with four primary care nurses in each. The discourse of the participants demonstrated an imbalance in power relations. Influenced by work overload, active listening was considered a privilege in primary care nurses´ discourse. Regarding shared decision-making, older women´s discourses revealed “mirages” of real situations where they thought they were deciding. Participation in care was difficult since older women saw themselves as a nuisance in nurses´ presence, and primary care nurses did not facilitate older women’s engagement. Older women weren´t considered when organising home visits and had interiorised a subordinated feeling. Similarly, a strict sense of identity made primary care nurses feel powerful in their relationships with older women. Conclusions The discourse of older women represented them as victims of a hostile panorama whilst they were sometimes satisfied with the deficient care received. The discourse of primary care nurses used more discursive strategies to represent themselves as professionals committed to caring. However, it also revealed deficiencies in care, discriminatory elements, and feelings of being limited by their working conditions. Active listening to older women and engagement in decision-making readjust empower the older women. Attending to the needs and concerns of primary care nurses could recalibrate the power imbalance between them and healthcare organisations.

Active listening, foundational for meaningful social interaction, plays a pivotal role in enhancing interactional competence (IC) during dialogues. Despite its importance, current second language (L2) assessments, such as the TOEFL iBT and the Business English Certificate (BEC) Preliminary, notably does not include active listening in their evaluation metrics. The research presented here contributes significantly to this discourse by foregrounding the imperative of listener responses (LRs) in L2 communication and the diverse interactional functions they serve across different cultures. Notably, variations emerge, with Chinese speakers exhibiting more restrained verbal feedback compared to the more vocally expressive English counterparts. This study stands apart by underscoring the necessity of updating current L2 assessment rubrics, which currently prioritize grammatical proficiency, pronunciation, and vocabulary. By weaving in active listening, assessments can become more holistic, capturing more comprehensively a learner’s L2 interactional ability. Through rigorous quantitative and qualitative methodologies, this investigation probes the influence of active listening on BEC speaking test outcomes. Its findings are poised to revolutionize assessment strategies, urging a more encompassing approach that factors in both verbal and non-verbal cues, thereby reflecting genuine linguistic and interactional competence. [ABSTRACT FROM AUTHOR]

Purpose: Today, as organizations around the world face increasing social and economic challenges, the role of effective leadership becomes crucial to their success and sustainability. The purpose of this study was to determine whether there is a direct relationship between leaders' interpersonal communication skills and their effectiveness in problem solving, and to identify which specific aspects of communication are most influential in the context of effective leadership. Design/methodology/approach: The research was conducted using the method of online interviews (CAWI) as part of the UGB 853/2023 project, focusing on a group of 172 companies from the Polish manufacturing, service and trade sectors, representing a wide range of small, medium and large enterprises. A total of 456 respondents took part in the study. The study aimed to understand how leaders' interpersonal communication skills influence their ability to effectively deal with complex social problems within the organization. Findings: The survey results showed that 70% of respondents considered active listening to be a key factor influencing their effectiveness in solving problems. 65% of respondents rated empathy as the most influential aspect in the context of effective leadership. In addition, expressing appreciation and confirming the opinions of others was indicated by 55% of leaders, and effective feedback by 40% of respondents. Research limitations/implications: The study was limited to companies from the Polish manufacturing, service and trade sectors, which may affect the generalization of the results. Future studies will aim to expand the scope to other sectors and countries to confirm the results. Practical implications: The research results have a significant impact on the development of talent management strategies and leadership training. Companies should focus on developing leaders' communication skills to increase their effectiveness in solving problems and improving decision-making processes. Social implications: Research indicates that improving leaders' communication skills can contribute to better coping with social problems in organizations, which in turn can influence social attitudes and increase corporate social responsibility. Originality/value: The study offers a new perspective on the importance of communication skills in effective leadership, providing valuable conclusions for managers, management consultants and researchers dealing with leadership and communication. [ABSTRACT FROM AUTHOR]

Purpose: This brief report aims to present and reflect on the lessons learnt from practice with an individual case professional dancer who sought comprehensive psychological support as a result of a trauma-injury ruptured Achilles tendon during a live performance. Method & Results: A professional elite ballet dancer received a total of 12 sessions delivered weekly lasting 60 minutes each session. Rehabilitation post-surgery included physiotherapy, strength and conditioning, pilates, nutrition and psychological support as part of a comprehensive package. Quantitative data through the PANAS questionnaire (Watson et al., 1988) was administered at baseline, midpoint and at the end of the sessions. Three main themes emerged as acquired skills through psychological interventions: 1) self-confidence and self-esteem, 2) a renewed sense of belonging, and 3) a sense of autonomy. Discussion & Conclusions: A dancers' centred approach in providing psychological support for a comprehensive rehabilitation program where transdisciplinary interlinked approaches benefited the recovery from injury to full recovery. Reflections highlight the importance of positive person-centred psychological models of practice, the Rogerian foundations of authenticity, non-judgemental and guiding principles of recovery and the clinician positionality, active listening and compassion. [ABSTRACT FROM AUTHOR]

This article explores the significance of educational approaches in collaborative archaeology projects with traditional communities in the Brazilian Amazon. From 2017 to 2022, we worked with riverside populations in Sustainable Use Conservation Units along the mid-Solimões River in Amazonas. Through this collaboration, we identified a local system of mutual aid among families, which relates to the communities' pursuit of autonomy since the 1980s. The research was conducted through a technical-scientific cooperation agreement between the Museum of Archaeology and Ethnology at the University of São Paulo (MAE-USP) and the Mamirauá Institute for Sustainable Development (IDSM), with financial support from the Gordon and Betty Moore Foundation from 2017 to 2019. All work was approved by the IDSM Ethics and Research Committee. Our goal was to engage schools, teachers, and students with archaeology by developing educational activities. We used heritage education methodologies and active listening techniques, informed by archaeological ethnography and oral history, to incorporate local knowledge into our research. The study involved collaboration with community leaders, artisans, teachers, and elders. This context calls for collaborative archaeological practices that seek mutual benefits and deepen the understanding of material culture and historical timelines. Educational initiatives play a crucial role in scientific work, fostering balanced exchanges between archaeological and community perspectives, additionally contributing to the production of more differences based on the notion of kinship. [ABSTRACT FROM AUTHOR]

Copyright of Extensão em Foco is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Nursing care for older women represent a challenge worldwide due to its characteristics. When communication is impaired between primary care nurses and older women living alone, an imbalance in power relations occurs. The main objective of this study is to analyse the power relations between older women and primary care nurses in situations of active listening, shared decision-making and participation in care. Methods: We developed a qualitative study in southern Spain using a discursive and gender approach. We used purposeful sampling to interview older women who lived alone and received home nursing care. Simultaneously, we conducted focus groups with primary care nurses who provided home care to older women. A linguistic analysis of the transcripts was carried out. Results: Nine semi-structured face-to-face interviews were conducted with older women who lived alone and two face-to-face focus groups with four primary care nurses in each. The discourse of the participants demonstrated an imbalance in power relations. Influenced by work overload, active listening was considered a privilege in primary care nurses´ discourse. Regarding shared decision-making, older women´s discourses revealed "mirages" of real situations where they thought they were deciding. Participation in care was difficult since older women saw themselves as a nuisance in nurses´ presence, and primary care nurses did not facilitate older women's engagement. Older women weren´t considered when organising home visits and had interiorised a subordinated feeling. Similarly, a strict sense of identity made primary care nurses feel powerful in their relationships with older women. Conclusions: The discourse of older women represented them as victims of a hostile panorama whilst they were sometimes satisfied with the deficient care received. The discourse of primary care nurses used more discursive strategies to represent themselves as professionals committed to caring. However, it also revealed deficiencies in care, discriminatory elements, and feelings of being limited by their working conditions. Active listening to older women and engagement in decision-making readjust empower the older women. Attending to the needs and concerns of primary care nurses could recalibrate the power imbalance between them and healthcare organisations. [ABSTRACT FROM AUTHOR]

Background: Engineering education is constantly evolving and adapting to meet the demand for diverse skills and competencies in graduates, in response to the changing global economy and technological advancements. This requires shifting from a traditional content-oriented and professor-focused approach towards a more interactive, student-centered approach in which students actively engage in all process stages. The study's main objective was to examine the students' perceptions of peer teaching and better understand the method's perceived advantages and disadvantages. The research was conducted over two academic years (2021 and 2022) and involved 96 students. The research incorporated quantitative and qualitative data collected through online questionnaires completed by the students at the end of the semester. The results showed a cumulative positive response rate for all close-ended questions of over 60%. The correlation analysis revealed medium positive relationships among the variables, including self-confidence, academic performance, communication and active listening, teamwork, knowledge consolidation, student-teacher benefits, and teaching activity. The thematic analysis of the open-ended questions showed that 87% of the respondents perceived the peer-teaching experience as positive and valuable. The main advantages listed by students were better communication, practicality, increased attention and interaction, and overcoming student-teacher anxiety. The main disadvantage was the perceived lack of structure and experience in coordinating laboratory work. The study results indicate that peer-based instructional methods can lead to more effective dissemination of knowledge among students, as evidenced by the high percentage of respondents who reported improved comprehension through peer-to-peer explanations. At the same time, the efficacy of this approach is contingent upon the instructor's preparation and support, which facilitates the learning process and enhances the classroom's social dynamics. [ABSTRACT FROM AUTHOR]

Introduction: A physician in a chronic pain treatment clinic must recognize that the relationship between pain and spirituality is bidirectional. Chronic pain can decrease the level of spiritual well-being, and low spiritual well-being can also significantly intensify the perception of pain and worsen coping with it. Currently, for many scientific and medical communities, it is evident that spiritual care is an indispensable element of holistic medicine. Objective: The authors developed a non-religious spiritual care model provided by a physician at a chronic pain treatment clinic from May 2022 to February 2024. Method: The study utilized a mixed-method approach to conduct the research. The analysis consisted of twelve patients. A FACIT-Sp-12 questionnaire evaluated the individual's spiritual well-being before the intervention. The intervention involved asking patients open-ended questions about their life history, experiences, and spiritual beliefs and the physician's use of active listening and empathetic responses to what patients shared (relationship-building activities). The intervention aimed to assist patients in accepting the limitations of an incurable chronic disease, affirming the value of their lives, enhancing inner harmony, and increasing their sense of belonging to something greater. After the intervention, a re-assessment of the patient's spiritual well-being was conducted using the FACIT-Sp-12 questionnaire. Researchers collected qualitative data through a confidential survey that included the following instructions: "Please express an anonymous opinion on how you perceive the spiritual care provided by the physician". Results: There was an increase in spiritual well-being, assessed using the FACIT-Sp-12 scale, in 9 out of 12 patients. The median, as well as the average, level of spiritual well-being increased in a statistically significant way after the intervention (p < 0.05). This was primarily due to the higher value of the peace subscale of the questionnaire. Qualitative analysis revealed benefits reported by patients (personal development, gratitude, satisfaction, support, hope) resulting from physician's actions. Conclusions: Both qualitative and quantitative data showed that establishing a relationship with the doctor improves the spiritual well-being of patients. Therefore, this model can be recommended for physicians in chronic pain treatment clinics. [ABSTRACT FROM AUTHOR]

In the present research, we developed NegotiAct, a comprehensive coding scheme for negotiations, comprising 47 mutually exclusive behavioral codes. NegotiAct was derived by systematically integrating (i) 89 extant coding schemes for negotiations, (ii) pertinent findings from negotiation research, and (iii) specific interaction behaviors that were previously not considered in coding schemes for negotiations (e.g., active listening). To facilitate the application of NegotiAct, we designed a coding manual with precise instructions and with definitions and examples for every code. NegotiAct can be customized to address many research questions in experimental settings as well as field research by splitting codes into more specific behaviors. Thereby, differentiated codes can always be traced back to the original codes, preserving comparability across studies and facilitating cumulative research. In combination with interaction analytical methods, NegotiAct enables scholars to detect and investigate specific communication patterns across the negotiation process. As a first empirical validation of NegotiAct, we demonstrate a substantial interrater reliability for 18 videotaped negotiations (κ =.80) and conduct an exploratory validation analysis, studying the relation of multi-issue offers, active listening, and joint gains. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: In cases of adolescent and early adulthood eating disorders, despite the importance of the patients' relationship with their parents, conflict and confusion frequently occur among them. Interpersonal psychotherapy (IPT) is a present-focused psychotherapy that emphasizes the interpersonal context of symptoms. We developed a remote family education and support program exclusively for parents of patients with eating disorders, based on the principle of IPT. The use of IPT is expected to reduce conflicts in the patient-parent relationship. Consequently, parents will be better able to listen to patients, and patients will be better able to express their thoughts and desires. In this study, we describe the protocol for a randomized controlled trial designed to examine the effectiveness of this program in promoting effective communication in their home based on active listening skills of parents of patients with adolescent and early adulthood eating disorders. Methods: Participants will be parents of patients aged 12–29 years with adolescent and early adulthood eating disorders. Individually randomized, parallel-group trial design will be employed. Seventy participants will be allocated to one of two treatment conditions: (1) remote family education and support program (four, 150 min weekly group sessions) for parents plus treatment-as-usual for patients (consultation by physicians or no treatment), or (2) waiting for the control condition (parents will wait to start the program for 8 weeks) plus treatment-as-usual for patients. The primary outcome measure will be parents' active listening ability as measured by the Active Listening Attitude Scale at 8 weeks after randomization. Additionally, perception of social support (Social Provision Scale-10 item), loneliness (UCLA Loneliness Scale), mental health status (K6), family function (Family Assessment Device), and parent-evaluated eating disorder symptoms (Anorectic Behavior Observation Scale) will be assessed. Data from the intention-to-treat sample will be analyzed 8 weeks after randomization. Discussion: This is the first study to evaluate the effectiveness of a family education and support program for parents of patients with adolescent and early adulthood eating disorders based on IPT. If this type of intervention is effective, although indirect, it could be a new support method for this patient population. Trial registration: Clinical Trials. gov ID NCT05840614. Plain English summary: For patients with adolescent and early adulthood eating disorders, although the relationship with their parents is an important interpersonal dynamic, conflicts and confusion often arise between patients and their parents. On the other hand, parents who live with individuals with eating disorders are frequently involved in interpersonal disputes, leading to a heavy psychological burden and elevated levels of depression and anxiety. It has been found that highly depressed or anxious parents tend to have difficulty listening carefully to their patients. Additionally, parental anxiety often promotes an overprotective response. Interpersonal psychotherapy (IPT) is a present-focused psychotherapy that emphasizes the interpersonal context of symptoms. In IPT, the patient and therapist work within interpersonal therapeutic domains, such as interpersonal role disputes with different expectations and role transitions. We developed a remote family education and support program exclusively for parents of patients with eating disorders based on IPT principles. In the present study, we describe the protocol for a randomized controlled trial designed to examine the effectiveness of this program in promoting effective communication within their homes, focusing on the active listening skills of parents of patients with adolescent and early adulthood eating disorders. [ABSTRACT FROM AUTHOR]

This qualitative study explored 15 graduate students' perspectives on effective online instructor presence. Analysis of interviews, a survey, and a focus group revealed students value early relationship-building through consistent participation, authentic personality-sharing, and learner-centered course design. Results indicate effective instructor presence fosters trust, satisfaction, engagement, and positive student mindsets while reducing stress and anxiety. Students preferred visible, accessible instructors who connect through prompt communication, constructive feedback, and active listening. Additional findings suggest leveraging synchronous interactions enhances social presence and relationship-building. However, disconnected instructor presence caused frustration and negative emotions. Overall, intentional instructor presence is critical for successful online instruction and profoundly shapes learners' holistic experiences beyond solely academic goals. While limited to one program, these learner-centered insights provide a starting point for identifying high-impact presence-building strategies tailored to graduate contexts. [ABSTRACT FROM AUTHOR]

This study aimed to assess the leadership and managerial competencies of secondary school principals in the City Schools Division of Masbate amidst the COVID-19 health crisis. In this mixed research, a triangulation approach was employed. The primary respondents were secondary school principals, and one representative each from nonteaching staff, school coordinators, teachers, barangay officials, and PTA representatives from schools with full-fledged secondary school principals also participated in the survey. In total, 42 respondents contributed to the study. The analysis of data revealed significant findings: the school principals demonstrated a high level of proficiency in all Professional Standards for School Heads (PPSSH) domains, with a composite weighted mean of 3.16. Notable best practices included prioritizing the needs of others, active listening and responsiveness, collaboration, and a commitment to continuous improvement. Challenges encountered by school principals encompass managing unexpected events and continuous change, particularly in school safety and delivering instruction. In conclusion, this study found that school principals exhibited proficiency in various leadership domains during the COVID-19 pandemic. The study pinpointed deficiencies within the PPSSH area related to overseeing school operations and resources, along with focusing on teaching and learning. As a result, a solution was proposed in the form of a "Division Enhancement Training for School Heads on Educational Leadership and Professional Standards" aimed at tackling these issues. [ABSTRACT FROM AUTHOR]

Growing evidence suggests that qualitative research about sensitive topics is emotional work with varied unanticipated risks for researchers. This autoethnographic essay adds to the extant literature by discussing the complexities added when the research topic is sensitive, and the researcher has not personally experienced the topic under study. I reflect on and analyze epiphanies in my research with 28 ovarian cancer survivors in northwest Ohio and southern Michigan in the United States, including how I processed the death of some participants. I suggest that practicing active listening, reflexivity, and flexibility can help manage limitations of a research project of this nature; however, these strategies can complicate the emotional vulnerability of the researcher and further limit the research. Implications of the study include a need for researchers seeking to study ovarian cancer or other sensitive topics to proactively incorporate flexibility and reflexivity into every phase of the research process and avoid making decisions for participants. Additionally, this research suggests to healthcare practitioners to understand the varied influences on the ovarian cancer experience, including guilty feelings and fear of death or disease recurrence, and acknowledge these during counseling sessions and at follow-up visits to help validate women's experiences and open avenues for support. [ABSTRACT FROM AUTHOR]

Introduction: Rates of suicide in the Active Component of the military have significantly increased since 2010, with particularly high rates among Army service members. One element of the Army's approach to suicide prevention relies on noncommissioned officers (NCOs) as gatekeepers who have regular contact with soldiers. NCOs receive suicide prevention training, but there is limited evidence that such training leads to behavior change. Methods: We surveyed 2468 Army NCOs participating in leadership development courses to determine (a) if training on suicide prevention and soft skills (e.g., active listening) was associated with gatekeeper behavior and use of soft skills; and (b) whether that association was explained by two potential barriers, stigma and perceptions of efficacy. Results: Both the number of suicide prevention training topics and soft skills trained were associated with increased gatekeeper behavior; these relationships were explained in part by lower stigma and higher efficacy for use of soft skills. The use of interactive training methods and receiving coaching after training were not associated with stigma or efficacy, though both methods were associated with more frequent use of soft skills. Conclusion: Results suggest that the content and format of training is important to preparing NCOs to fulfill a gatekeeper role. [ABSTRACT FROM AUTHOR]

In the 25 years since adverse childhood experiences (ACEs) were identified as risk factors for chronic disease in adulthood, there has been limited research on multigenerational ACEs and prevention. Parent Cafés are a program model that engages caregivers in productive conversations centered on the protective factors framework. They integrate strategies of deprofessionalization, cocreation of programming, safe spaces, active listening, social supports, concrete resources, and self-directed or peer-guided cues to action, to optimize their impact. This article explains the development of the Parent Café model and discusses the benefits of its use of a non-expert-led structure, with support from theory and results from a pilot qualitative survey. Future practices should consider taking innovative approaches to adopting, integrating, and evaluating these strategies. [ABSTRACT FROM AUTHOR]

Interpersonal skills are one of the fundamental in demand soft skills in the 21st century. They are essential in that they have a great impact on one's creativity and team dynamics in the workplace, as they enable individuals to interact positively and work effectively with others. They help with the management of challenging interactions in a controlled and focused manner, and also with providing a lasting impact. Accordingly, the present paper aims at demonstrating how emotional intelligence can be promoted through interpersonal skills, specifically in the workplace. This will be exhibited by introducing the different communication styles out there (analyzer, driver, relater, and expresser), determining how one's communication style may be perceived and adapted as needed using words, tone, pace, and non-verbal cues, demonstrating active listening skills and questioning styles to explore issues and enhance understanding, behaving assertively, instead of aggressively, and stating one's view with increased confidence. Determining ways to build and maintain trust to increase influence, personal reputation and eminence, providing and receiving feedback effectively, identifying conflict responses styles, and recognizing when and how to use conflict resolution processes. Touching upon all these interpersonal aspects and working on developing them comes with a great deal of emotional monitoring, control, and professional success. At the workplace, it is important to not only excel at our work, but also pay attention to the way we approach our personal interactions, as they can be either deal makers or breakers. [ABSTRACT FROM AUTHOR]

In order to navigate many of the circumstances that arise in everyday life, one must practice active listening. People listen to audio for a variety of reasons, including amusement, learning in scholarly fields, or gathering important information. Students with a wide variety of hearing problems often show symptoms when they try to comprehend the content delivered in English. Children often find it difficult to absorb spoken information since schools place a strong focus on language, reading, and writing. Most course guides and lecturers tend to downplay the importance of listening. The challenges with auditory perception, particularly those pertaining to hearing, actively processing, and comprehending spoken information, are the main focus of this research. Teachers who are aware of the difficulties that their pupils encounter in the classroom may assist their students more successfully in order to help them improve their comprehension of spoken language and acquire excellent listening skills. This is a result of the teachers' improved ability to relate to and comprehend the emotions and experiences of their students. The significance of helping students develop efficient study habits and improve their English listening abilities is emphasized in this article review. Students who are struggling in other courses could get help from teachers who specialize in teaching English as a second language. In the conclusion, the researcher made suggestions for instructional exercises that both professors and pupils need to partake in. [ABSTRACT FROM AUTHOR]

Proficiency in speaking cannot be acquired without effective listening. Listening and speaking skills are deciding factors for academic growth of engineering students. Engineering students are mostly worried about their placement in top notch companies, thereby they keep on emphasizing more on speaking under the presumption that speaking can be acquired without active listening. They treat listening skill as the secondary skill for acquisition of speaking, which requires special attention by the teacher. Productive skill speaking and receptive one listening are invariably playing a pivotal role for human communication. Second language users of English generally get confused with the incompatibility of writing, speech production and aural skill in English. Receptive skill Listening and Productive skill speaking are incompatible to one another. The prime objective of this paper is to find out whether integrated listening and speaking activities help in developing language competence of engineering graduates or the task and activities of listening and speaking should be done in isolation to achieve the competence of the students in English language. The present paper collected data of different tests namely pre-test and post-test based on different tasks and activities intended for the engineering graduates of an engineering college and the same was analyzed and the result found at the end of the exposition of data revealed that engineering graduates those who practiced activities of listening and speaking in conjunction with one another proved to be successful in acquiring English language competence than the others who practiced the activities of listening and speaking in separation. [ABSTRACT FROM AUTHOR]

Mentoring is a valuable practice for both mentors and mentees, providing benefits such as developing soft skills, navigating career decisions, and expanding networks. Influential figures like Mark Zuckerberg, Oprah Winfrey, and Bill Gates have all emphasized the importance of mentoring in their own success. Mentors can also gain benefits such as cultivating emotional intelligence, staying updated on industry trends, and finding new talent. Mentoring relationships should be focused on empowering the mentee and should be guided by the mentee's goals and objectives. Mentoring can take various forms, including formal programs or informal engagements, and can be facilitated through professional associations, universities, or employers. [Extracted from the article]

In a highly polarized political environment, political discourse on divisive topics is all the more important. Heeding the many calls for higher education to teach political discourse skills, this study investigates the impact of political discourse lessons in a college-level, political science classroom. Further, it explores the effectiveness of student-peers as teachers. The study finds peers, compared to faculty, are better able to relate to students, and this strength is ideal for teaching subjects that require social connections such as the active listening and perspective taking techniques. Discussion of sensitive political topics can easily lead to discomfort and uneasiness. Our findings suggest that student learners may be more receptive to peer-leaders than to instructors when it comes to such situations. Further peer-teachers experienced increased comfort levels when involved in controversial political discussions and increased ability to engage in political dialogue. [ABSTRACT FROM AUTHOR]

How can the leadership qualities of students be developed on a humanistic and democratic basis so that the next generation of citizens can continue the democratic development in Ukraine? This question is at the center of the presented article. The literature shows that a democratic leadership style has a positive impact on working atmosphere and coexistence if it is characterized by the skills of emotional intelligence such as teamwork and cooperation, conflict resolution and if a leader is characterized by active listening as a key strength based on a respectful attitude towards human rights and democracy. Leaders do this in order to achieve outcomes in the process of interpersonal interaction that are mutually beneficial to the social group. In order to underpin this foundation, the article goes on to discuss the concept of participation, a principle that forms the basis of democratic leadership and which must therefore be taken into account and placed at the center of the education of children and young people in formal and non-formal education. The literature makes it clear: democracy has no reason to exist without participation, but at the same time participation must be presented in a very differentiated way. A specially developed diagram illustrates that the transfer of power simultaneously means the assumption of responsibility by the person being led. The consequence for the school is that future leaders must have the opportunity to experience active participation experiences. This has an impact on the selection and further training of teachers already addressed in Ukraine. [ABSTRACT FROM AUTHOR]