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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.

Intro -- Title Page -- Foreword -- Introduction: Let's Talk -- Part I: The Foundations -- Chapter One: Reflection -- Chapter Two: Intention -- Chapter Three: Tone -- Chapter Four: Trust -- Part II: In Practice -- Chapter Five: Active Listening -- Chapter Six: Being Attentive -- Chapter Seven: Maintaining Focus -- Part III: Overcoming Challenges -- Chapter Eight: Seeking Common Ground -- Chapter Nine: Expecting Conflict in Perspectives -- Chapter Ten: Avoiding Poor Discourse -- Epilogue: Civil Discourse Going Forward -- Acknowledgments -- About the Author -- Endnotes and Recommended Readings -- Copyright.

This study investigates how 21st century parents show openness and flexibility for new parenting strategies. The central theme of the study refers to the positive parenting according to which the active listening of the child, the adaptation of the parent to his needs, the active involvement of the parent in the child's life, and the expression of the parent's attachment to his child become essential for a quality parent-child relationship. Positive parenting does not exclude disciplining the child and setting limits. The results of the study demonstrate the availability of parents for this type of parenting, but also for an improvement in the field.

This updated and expanded new edition emphasizesthe need for law enforcement and emergency service workers to handle critical incidents in a positive manner when encountering people in public crises. The book's focus is on the approaches, stratagems, difficult circumstances, and the ability to effectively advance the course of the negotiations in the best interests of all concerned. Active listening is presented in an enhanced form with several important objectives and innovations: (1) in addition to basic techniques, advanced techniques are taught to increase the range and variety of negotiat

Networking is important, and it is a skill. The authors have developed an exercise that provides students with a realistic networking experience within the safe environment of the classroom. The exercise provides a lead-in to the discussion of networking techniques, active listening, the cultivation of secondary networks, appropriate ways to prepare for a networking opportunity, and tactics for cultivating relationships after a networking event. This exercise has an experiential learning and reflective assessment component so that it is aimed at giving students concrete experience, feedback, and an opportunity to reflect on ways to improve their current skill level.

On realist terms, politics is about power, security, and order, and the question of whether politics can practice compassion is irrelevant. The author argues that a politics of compassion is possible and necessary in order to address human security needs. She extend debates on care ethics to develop a politics of compassion, using the example of asylum seekers to demonstrate that politics can practice compassion with (1) attentiveness to the needs of vulnerable people who are suffering, (2) an active listening to the voices of the vulnerable, and (3) open, compassionate, and appropriate responses to particular needs.

There is so much knowledge in the stories and experiences of communities across the world. In times of crisis we tend to look towards experts to provide solutions. But while innovation and technology are valuable tools, we must also look to the direct experiences and lived knowledge of those who have already been impacted and have already needed to develop a response. We can collaborate across context in order to hear what those around us already know and re-orient towards decolonization. Art and education are vital tools for this, but how can we be art educators in an authentic, ethical, and respectful way to learn how we as a species can come together and survive the climate chaos, violent inequity, and daily injustices of the present? For my thesis research I investigated the politics, problematics, and potentials of listening as a component of anti-authoritarian community engaged art. I asked such questions as: How would artists and cultural workers describe listening as an active practice in their work? What are some ways that sharing stories can disrupt historical relationships towards power, knowledge, and expertise? What shared ethics should be considered when holding other people's stories? For this project I interviewed 13 people working as collaborators in communities primarily in Chicago and Philadelphia. Those who I interviewed might call themselves curators, activists, photographers, teachers, musicians or urban planners, but they share a vision for witnessing and celebrating the experiences of everyday people. Some people I knew beforehand through my own work and others I met for the first time when I interviewed them in the fall and winter of 2019-2020. In addition to the case studies I conducted through interviews, I made a series of drawings in response to what I learned. I coded the transcripts according to themes that were used to develop a series of posters about the major ideas that the artist/educator/activists talked about including mutual learning, local expertise, self knowledge, and making as listening. Through my interviews, a need for context-driven thinking emerged. Various differences contributed to the wide variety of approaches such as demographics, histories, relationships towards power and resources, creative roles, and world visions. To this end, I have not come out of this project with a one-size-fits-all strategy but rather a more complex web of intersecting, overlapping, and contradictory stances towards listening and sharing stories. The implication for my practice and for others at a similar early career point is to lean into specificity, to build local relationships slowly, and to never assume you entirely know what you're doing.

Culturally sensitive practices when working with young children with disabilities and their families are key to producing socially valid goals. In this article, we provide teachers with guidelines on how to best support Muslim families who have children with extensive support needs. Islam is the second-largest religion in the world, yet many non-Muslims might not be familiar with the religious practices of Muslim families. Thus, we provide an overview of the five pillars of Islam and suggest adaptations that may be required. Practitioners are encouraged to use the "LAFF don't CRY" active listening strategy when working with families from diverse backgrounds. Additional resources to foster religious diversity are presented.

AbstractThe unpredictable impacts of climate change, combined with significant social and economic changes, mean that policy analysis is becoming inordinately more complex. Coping with this increasing complexity while engaging with a full range of stakeholders and the community requires a new approach to leadership and governance. Water planners (and others involved in the planning processes) need new skills in active listening and constructive cultural behavior, and all agencies need to recognize that thinking and acting only in the interests of their own silo of responsibilities will inevitably produce suboptimal outcomes. Leadership focused on constructive behavior that recognizes and rewards generosity of spirit across disciplines and between organizations is the foundation of this new approach.

The military service of combat soldiers may pose many threats to their well being and often take a toll on body and mind, influencing the physical and emotional make-up of combatants and veterans. The current study aims to enhance our knowledge about the combat experiences and the challenges that female soldiers face both during and after their service. The study is based on qualitative methods and narrative analysis of in-depth semi-structured personal interviews with twenty military veterans. It aims to analyze the narratives of American and Israeli female combat soldiers regarding their military service, with emphasis on the soldiers' descriptions, in their own words, about their difficulties, challenges, coping and successes during their service and transition to civilian life. A recurring theme in the interviews with the veterans of both militaries was the need to be heard and the fact that societies, therapists, and military institutions do not always truly listen to female veterans' experiences and are not really interested in what actually ails them. Our research suggests that conventional methods used in research relating to veterans might at times be inadequate, because the inherent categorization might abstract, pathologize, and fragment a wide array of soldiers' modes of post-combat being. Moreover, female veterans' voices will not be fully heard unless we allow them to be active participants in generating knowledge about themselves.

"Did you like Math or Science in school? Have you played games that stimulated your thought processes for Math and Science? Trying to be creative in your Math, Science or leadership class? Can leadership be taught? Is leadership an Art or a Science or Math? Seeking to impact your training program with creative games? A primer for leadership development, this book introduces Math and Science games with a review process component that can be used for leadership instruction. The book highlights key leadership principles which show that leaders must: Ask questions; Be disciplined; Create and see things differently; Develop resources; Engage in active listening; Make priorities; Multiply leaders; Problem solve; Set an example; Sacrifice; Search and explore; Strategize; Support diversity; Work in teams and collaborate."

AbstractDue to COVID 19, Monash University's Social Work Department moved all clinical practice skills teaching in the Master of Social Work (graduate entry level) fully online using synchronous audio-visual conferencing platform Zoom for the first time from March to June 2020. The innovations associated with this move included the development of clinical practice laboratories (CPLs) to prepare 154 students for a modified version of an Objective Structured Clinical Examinations (OSCE) and their first field education practicum. The use of simulated clients to facilitate experiential learning of active listening skills, rapport-building and empathic communication in this mode of delivery is described in detail to encourage overcoming previous issues in teaching clinical practice skills to students located at a distance from campus.

"This lively and engaging text introduces readers to the core interpersonal and organizational skills needed to effectively collaborate on group projects in the classroom and the workplace. Group projects are critical in preparing students for the realities of today's workplace, but many college students despise group work-often because they have not been prepared with the necessary skills to effectively collaborate. This guide teaches core collaboration skills such as active listening, interviewing, empathy, and conflict resolution. It examines the research and theory behind these skills, and provides tangible ways to practice these skills both alone and in groups. This guide can be used a supplementary text for any courses involving group projects, and will also be of interest to professionals in communication, business, and many other fields"--

Multiply body-modified individuals are a hard-to-reach population, not due to their lack of visibility, but due to their distrust of academic researchers. As a result, social entrée and participant trust is crucial. This is achieved through snowball sampling within existing social networks, while also giving participants agency over their data, and subsequent coding. The goal then in working with these populations is to reverse the traditional power dynamic between researcher and researched, and to instead allow participants as much power in the process as possible through co-constructed research. In the case outlined, this was achieved through active listening in the interview, then having participants review their transcripts where they could delete sections they later decided against, and participate in the coding structure and analysis.

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.