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La escucha activa es una herramienta poderosa para la prevención y reducción de enfermedades laborales y estrés, así como para mejorar el desempeño e incluso el desarrollo de la responsabilidad social corporativa. La escucha activa y el monitoreo más amplio del estrés relacionado con el trabajo, como se ha demostrado en la literatura y en varias experiencias de investigación en curso, se pueden hacer particularmente efectivos si se implementan en organizaciones a través de métodos tradicionales y tecnológicos, como chats telefónicos y web, síncronos y herramientas de comunicación y mensajería de video asíncronas, buzones electrónicos anónimos y soluciones de denuncia de irregularidades, cuestionarios electrónicos y tecnologías de monitoreo activo, por nombrar sólo algunos. Si bien estas tecnologías pueden tener un impacto positivo en la intervención psicológica en las organizaciones y, por lo tanto, en la vida de los trabajadores, plantean una serie de problemas éticos y legales. Algunos de ellos aún son objeto de arduos debates y están bajo el escrutinio de juntas profesionales y organismos gubernamentales. En Italia, la Junta Nacional de Psicólogos ha publicado recientemente directrices para la práctica psicológica basada en la web. Los parlamentos europeos e italianos también han producido varias normas nuevas que afectan la posibilidad de intervenciones psicológicas. La tecnología no sólo implica la dificultad de los sistemas legales para seguir el ritmo de su evolución, sino que también plantea dificultades concretas en las aplicaciones psicológicas profesionales, a menudo relacionadas con la brecha tecnológica entre las posibilidades teóricas y las capacidades e instrumentos de las organizaciones. Este trabajo tiene como objetivo analizar algunos de estos problemas legales y prácticos, y proponer, sobre la base de un amplio análisis legal y debates reales de estudios de casos, soluciones concretas para aumentar la eficacia de las intervenciones psicológicas. ; Active listening is a powerful tool for the prevention and reduction of organizational disease and stress as well as for performance enhancement and even corporate social responsibility development. Active listening and wider work-related stress monitoring, as proven in literature and by several ongoing action-research experiences, can be made particularly effective if implemented in organizations through both traditional and technological methods, such as telephone and web-based chats, synchronous and asynchronous video-messaging and communicating tools, anonymous e-dropboxes and whistleblowing solutions, electronic questionnaires, and active monitoring technologies, just to name a few. While these technologies can have a positive impact on psychological intervention in organizations and, therefore, on the life of workers, they pose a series of ethical and legal issues. Some of them are still strongly debated and are under scrutiny of professional boards and governmental bodies. In Italy, the National Board of Psychologists has recently published guidelines for the web-based psychological practice. The European and Italian Parliaments have also produced several new norms that impact on the possibility of psychological interventions. Technology does not only involve the difficulty of the legal systems to follow the pace of its evolution, but also poses concrete difficulties in professional psychological applications, often related with the technological gap between the theoretical possibilities and the capabilities and instruments of the target organizations. This work aims to analyze some of these legal and applied issues and to propose, on the basis of a wide legal analysis and real case-study discussions, concrete solutions for incrementing the efficacy of the psychological interventions. ; peerReviewed

The material on this page is excerpted from Starting Strong: A Mentoring Fable. The authors explain strategies for active listening in a mentoring situation. Their advice could also apply to many other situations where listening is critical.

Draws attention to the importance of listening skills.
Approximately three fourths of the business day is spent engaged in some
form of communication. Effective listening is central to enhanced
communication but managers do not always listen because active listening
is not a natural process. It requires both mental and physical effort on
the part of the listener. Intra‐organizational listening can become a
powerful competitive tool. Suggestions for improving listening skills on
an organizational and an individual level are provided.

Written assessment feedback has not been widely researched despite higher education students continually expressing the need for meaningful and constructive feedback. This qualitative study employing focus groups captures and interprets the student perspective of written assessment feedback. Participants were Registered Nurses and non-traditional entrants to higher education. The findings generated a framework of themes and categories representing the feedback process experienced by the students. The themes were `learning from', `the process of receiving' and `making sense of' feedback. When this framework incorporates strategies such as `feed-forward', self-managed learning and personalized guidance it then represents a heuristic model of effective written assessment feedback. The model, created as a result of the research, should enhance the student experience and aid understanding of the complex processes associated with providing written assessment feedback.

This article addresses the possibility that Western classical music might be used as a source of hope for a post-conflict future by considering a literary depiction of music and conflict resolution. As a case study, Steven Galloway's The Cellist of Sarajevo is identified as a "musico-literary novel," and established within the framework of Stephen Benson's "literary music" and Hazel Smith's methodological development of musico-literary studies through extended interdisciplinarity. The novel features three Sarajevan citizens who hear a cellist play in the rubble-strewn streets, and their music-listening experiences motivate them to work toward a post-conflict future. To consider the potential insights and blind spots surrounding ideas about music's potential power in this narrative, the soundscape of the novel is identified to establish the significance of sound, music, and active listening in the text; parallels are highlighted between the ending of The Cellist of Sarajevo and Michael Walzer's Just and Unjust Wars, revealing music as an active moral force; and similarities between Galloway's novel and Craig Robertson's "Music and conflict transformation in Bosnia" are illustrated, demonstrating how interdisciplinary analysis of a musico-literary novel can offer a valid contribution to discussions surrounding the use of music to exit violence.

There are debates across disciplines regarding how to research and represent digital cultures ethically. Against this background, there is a need to reflect on the practice and ethics of online ethnography. Ambiguities surrounding researcher "participation" online have led this to be equated largely with observation. This has deprivileged the act of listening in both research practice and the methodological and ethical debates that underpin this. Utilizing ethnographic research into self-harm and social media as a critical lens, this article advocates for listening as a mode of participating in, as well as observing, online spaces. In proposing "active listening" and "adaptive listening" to explore the polyphonic and heterogeneous nature of social media, we argue that listening is key to representing online spaces in all their cultural diversity and emotional complexity. Reflecting on listening is necessary to forging a practical ethics of online ethnography, and is relevant to digital research more widely.

PurposeThis research investigates the impact of learners' non-substantive responses in online course forums, referred to as online listening responses, on e-learning performance. A common type of response in online course forums, online listening responses consist of brief, non-substantive replies/comments (e.g. "agree," "I see," "thank you," "me too") and non-textual inputs (e.g. post-voting, emoticons) in online discussions. Extant literature on online forum participation focuses on learners' active participation with substantive inputs and overlooks online listening responses. This research, by contrast, stresses the value of online listening responses in e-learning and their heterogeneous effects across learner characteristics. It calls for recognition and encouragement from online instructors and online forum designers to support this activity.Design/methodology/approachThe large-scale proprietary dataset comes from a leading MOOC (massive open online courses) platform in China. The dataset includes 68,126 records of learners in five MOOCs during 2014–2018. An ordinary least squares model is used to analyze the data and test the hypotheses.FindingsOnline listening responses in course forums, along with learners' substantive inputs, positively influence learner performance in online courses. The effects are heterogeneous across learner characteristics, being more prominent for early course registrants, learners with full-time jobs and learners with more e-learning experience, but weaker for female learners.Originality/valueThis research distinguishes learners' brief, non-substantive responses (online listening responses) and substantive inputs (online speaking) as two types of active participation in online forums and provides empirical evidence for the importance of online listening responses in e-learning. It contributes to online forum research by advancing the active-passive dichotomy of online forum participation to a nuanced classification of learner behaviors. It also adds to e-learning research by generating insights into the positive and heterogeneous value of learners' online listening responses to e-learning outcomes. Finally, it enriches online listening research by introducing and examining online listening responses, thereby providing a new avenue to probe online discussions and e-learning performance.

The purpose of this study was to examine the effects of listening to preferred or non-preferred music on repeated sprint performance. Fourteen physically active males (ages 18–25 years) were recruited for this study. In a counterbalanced crossover study design, participants completed two separate visits. During each visit, participants listened to either preferred or non-preferred music and completed 3 × 15 s Wingate Anaerobic Tests (WAnTs) separated by 2 min active recovery periods. Each visit was separated by a minimal recovery period of 48 h. Anaerobic performance measures, heart rate, rate of perceived exertion (RPE), and motivation were analyzed. Mean power (p = 0.846, effect size (ES) = 0.019), anaerobic capacity (p = 0.686, ES = 0.058), and total work (p = 0.677, ES = 0.039) were not significantly different between preferred and non-preferred music conditions. Mean heart rate (p = 0.608; ES = 0.125) was also unchanged. Motivation to exercise (p < 0.001; ES = 1.520) was significantly higher in the preferred music condition. Additionally, the rate of perceived exertion (RPE) (p = 0.028; ES = 0.540) was significantly lower during the preferred music condition. Our results show that listening to preferred music showed no ergogenic benefit during repeated anaerobic cycling sprints when compared to non-preferred music. However, preferred music increased motivation to exercise and decreased perceived exertion. The results from this study could hold important implications for the application of music and enduring repeated high-intensity sprint exercise.

With increased media scrutiny, public awareness, and research on the prevalence of maltreatment experiences in sport, sport organizations have faced increased pressures to combat unsafe practices in sport. A consequence has been the emergence of the Safe Sport movement whereby organizations including the International Olympic Committee, Safe Sport International, US Center for SafeSport, Sport Canada, and others, have developed policies, initiatives, and education intended to create safer sport environments for all participants. Most of these policies have been implemented using a top-down approach, driven by government officials and sport leaders. However, if safe sport initiatives are to benefit athletes, consideration and incorporation of athletes' perspectives in the development and implementation of initiatives are imperative. The purpose of this study, therefore, was to examine athletes' perspectives on the challenges and recommendations to advancing safe sport. As part of a large-scale survey of current and retired Canadian National Team Athletes' experiences of maltreatment, open-ended questions were asked about athletes' recommendations and considerations for safe sport. Responses to these questions (n = 386) were analyzed using thematic analysis. According to the participants, barriers and challenges to safe sport included emphasizing performance excellence at-all-costs, normalization and complicity of harm, lack of attention to equity, diversity and inclusion, a culture of fear and silence, and a lack of trust in organizations to handle cases of harm. In an effort to advance safe sport, participants recommended prioritizing holistic athlete development, improving and strengthening accountability measures, implementing an independent 3rd party for disclosure, reporting and support, increased attention to equity, diversity and inclusion, stakeholder education, prohibition of sexual relations between athletes and those in positions of power and authority, and adoption of a broader perspective of harms and ...