Suchergebnisse

Simon Godefroy, a partially deaf probation student on the Diploma in Social Work course at the University of Exeter and Kevin Downing, joint appointment senior probation officer and lecturer in probation studies at the University, Simon's personal tutor, reflect on the processes and feelings of a year working together in a practical engagement in anti-discriminatory practice.

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.

Abstract
In this article, some major results of a longitudinal study on preschool children's narrative development are presented. Narrative development is seen as the acqui-sition of narrative competence, that is, the knowing how narrator activities and listener activities are reciprocally interrelated. Both narrator and listener have to carry out characteristic joint tasks in the phases of narrative units. In the initiation phase, they have to deal with embedding the narrative unit in the ongoing conversation; in the realization phase, they have to create and maintain prerequisites for the listener's understanding, to present and reconstruct the event sequence, to mark and reconstruct the narrator's perspective, and so on; in the closing phase, they have to compare the narrator's and the listener's perspectives on the events presented.

The data base for the study consists of narrative units taken from everyday conversations in one kindergarten group recorded over a 3-year period beginning when the children were 3 and ending when they were 6 years old. The narrative units are analyzed and interpreted in order to find out how the children ap-proached and solved the tasks typical for narrating and listening at the ages of 3, 4½, and 6 years. (Linguistics)

AbstractListening is essential to understanding, and understanding is the basis of competent evaluation. Systematic client consultation is on the way to becoming a primary ingredient of project identification and design. Systematic listening provides feedback needed for accurate and relevant evaluation.

Active or empathic listening is a basic social work practice skill. Past research involving this skill has focused primarily on the relationship between level of empathy and ultimate outcome. Little research has focused on the more immediate effects of this verbal procedure. Focusing on the short-term affective impact of two types of active listening, this article describes a series of replications of an analog experiment. The results, which replicate across experiments, across dependent measures, across client situations and affect, and across experimenters, suggest that differently worded active-listening responses may lead to different short-term client affective outcomes. The implications of these results for future social work research and practice are discussed