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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.

Legitimizing is a Family Systems Nursing (FSN) intervention that is more than active listening and validating to comfort individuals and families who experience suffering. Based on a postmodern paradigm, this intervention consists of acknowledging that a person's ideas/experience make sense, given their context or circumstances. This concept is often mentioned when discussing the theoretical components of FSN, but little has been written about how to apply it in clinical practice. In therapeutic conversations, once family members' ideas/experience have been "legitimized" by the nurse and by other family members, the greater the chances are of working together to find solutions to their problem. The purpose of this article is to provide an embellished description, theoretical background, and clinical examples of this underappreciated and underutilized FSN intervention.

Museology, discipline that along with museography deals with museums, has studied for years traditional museums dedicated to special and defined historical collections of material heritage as the only one which is officially recognized. This article shows how maps are more than just a cartographic representation because they express the idea of the site, summarize the world vision of those who live there and, at the same time, identify the territory symbols and the natural boundaries in which the community recognizes itself. In this sense, building a community map represents a democratic reflection for the active learning of history and for the education of heritage and citizenship in school contexts. In particular, through didactic practices, the mapping process puts into play the relationships between different generations, which carry experiences, memories and values that are completely dissimilar, but are still able to dialogue through the proposal of practices based on empathy, loyalty, acceptance, active listening, solidarity and cooperation.

Welcome to Audio Learning from Assemble You. This lesson emphasises the importance of negotiation skills in leadership. It explores aligning interests, effective communication, and negotiation for shared vision as crucial aspects of leadership. By mastering these skills, you can motivate teams, communicate effectively, and establish a unified vision. Ultimately, you'll enhance your effectiveness and unlock opportunities. Leadership goes beyond just wielding authority; it necessitates understanding the interests of those you lead. By the end of this lesson, you'll understand how valuable planning and preparation are to negotiation. We'll have explored the benefits of active listening, anchoring, utilising the power of silence, and deploying multiple equivalent simultaneous offers. Clear goals and strategies will make you feel more confident and yield transformational results. Learning Objectives Establish the benefits of negotiation Explore the different negotiation strategies Identify some effective ways to negotiate.

The methodology of this article works with the standard procedure in diplomatic fact-finding and analyses, abductive reasoning from confidential conversations. The article follows the standard procedure for drawing on confidential conversations, Chatham House Rule, abbreviated CHR. What someone says may be quoted, but the identity of sources and their affiliated institutions remain confidential. The author denotes this methodology exploratory conversation, inferring by active listening. This article presents the author's research by exploratory conversations in all four states that form the Middle East state system, Turkey, Iran, Saudi Arabia, and Turkey, and sources from these states at various international venues. The conversations span the period from 2011 to 2017. By this methodology, the researcher may gain insights into the underlying mental models that form the group identities. In mental models, language constructs the shared sense of social reality and serve as repository of vast accumulations of meaning and experience .

Purpose: A strong interpersonal relationship after stroke is important for the prevention of depression in survivors and family caregivers. This study aimed to test the feasibility of quality of relationship intervention for stroke dyads called Hand in Hand (HiH). Methods: Sixteen dyads were randomized into either the HiH group ( n = 8) or information, support, and referral (ISR) control group ( n = 8). HiH dyads received up to eight sessions, with topics prioritized according to a 17-item screening tool. ISR dyads received up to eight sessions that included information, active listening, and referrals. Feasibility, acceptability, and outcomes data were collected for both groups. Results: The HiH and ISR groups were feasible and acceptable. Caregivers in both groups, as well as survivors in the ISR group, experienced improvements in depressive symptoms and other select outcomes. Conclusions: Findings suggest that HiH is feasible to implement with stroke dyads and that it merits further refinement and testing.

ABSTRACTIn order to engage mothers who are victims of domestic abuse, the child welfare worker needs to be challenged to develop an intentional practice response that includes knowledge and skill concerning the complexities of domestic violence, as well as the process of change. Developing a supportive relationship, understanding the stages of change (SOC) and engaging mothers as leaders in the change process are essential to successful child protection outcomes. Within the context of the SOC model, this practice‐based paper focuses on the importance of engaging mothers who are victims of domestic violence in conversations about their own unique dilemmas, challenges and barriers regarding change. Through the inclusion of engagement strategies such as signs of safety, active listening and cost/benefit analysis, in concert with the SOC theory, the child welfare worker would be equipped with an approach to successfully assist mothers through their change journey, ultimately keeping children safe.

Intro -- Contents -- Prologue -- Acknowledgments -- Chapter 1 -- Introduction -- Chapter 2 -- Communication -- Presentation -- Get to the Point -- Be Articulate -- Be Vocally Interesting -- No Mumble-Jumble -- Practice Makes Perfect -- Listening -- Active Listening -- Communication ≠ Speaking -- What Is the Objective? -- Before Speaking -- During Speech -- Don't Read the Slides! -- Body Language -- Pause Is Powerful, Use It to Your Advantage -- The Use of Pointers -- Avoid Distractions -- After Presentation -- Handling Tough Questions -- Listeners' Perspectives -- Listening and Debating -- Speak Truth and Simplify Complexity -- Email Etiquette and Written Communication -- Virtual Meeting -- References -- Chapter 3 -- Teamwork -- Get to Know Each Other, A Cup of Coffee -- Help and Get Help -- Performance vs Cohesiveness -- Team Building -- Weekend Retreat -- Evening Gathering -- Cultural Differences -- Why Do Geese Fly in V's? -- Lessons Learned from Geese Flying as a Team -- Why Is It So Hard for a Human Being? -- Teamwork Culture -- Nurture Teamwork Culture -- What Is an "A" Team? -- How to Build Such a Team? -- High-Level Teamwork -- Bill and Bill, Two Great Examples -- References -- Chapter 4 -- Leadership -- Lead a Church Choir -- Lead an Army Platoon -- Escort Prisoners -- Excited, then Scared -- Learn Fast and as Much as Possible -- From Group Leader to Area Manager (Xerox PARC) -- From Manager to Director (Boeing High-Tech Center) -- From Management to Leadership -- Manager ≠ Leader -- What Defines a Leader? What Are the Characteristics of a Leader? -- Influencing Others -- How to Be Influential -- Leading without Formal Authority -- Run A Meeting as an Informal Leader -- Motivation and Inspiration vs. Command and Assignment -- An Inspirational Leader -- A Motivational Leader -- Reach out with Empathy -- What Motivates People?.

Hearing-impaired (HI) individuals are shown to perform worse in auditory emotion recognition taskscompared to normal hearing individuals. It is still unclear if this is due to processing at low auditory levels or to categorisation of emotions that are involved in an experimental task(1). An index of emotion recognition can be observed in pupil dilations, which have recently been shown to dilate more for emotionally meaningful speech in comparison to emotionally neutral speech(2). We fitted 8 older HI participants, who had moderate to severe sloping high-frequency hearing loss, with frequency loweringenabled hearing aids for an acclimatisation period of 3-6 weeks. We recorded their pupil dilations in response to emotional speech with and without frequency lowering, during a passive-listening condition, both before and after the acclimatisation period.We also recorded their pupil dilations during an active-listening condition, which included a behavioural emotion identification task, after the acclimatisation period. We present here insights into the pupillary correlates of vocal emotion recognition inthe HI population and the impact of frequency lowering and the cognitive involvement elicited by the experimental situation on pupil dilation and emotion recognition capabilities in this population. (This project has received funding from the European Union's H2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 675324)

Most of the HCI work on mental health is based on the Western metaphysical definition of mind that is less applicable outside the West. This article focuses on this issue and critically examines "
Kaan Pete Roi
" (KPR), a suicide prevention and emotional support helpline in Bangladesh, through an interview study with 20 participants. We find that KPR's service, grounded in the "befriending" model—originating from the UK and emphasizing non-judgmental active listening without offering direct advice—often struggles to ensure callers' safety, provide long-term support, and protect volunteers from harassment and distress. We argue that such failures are often rooted in some foundational ideas of the UK-born "befriending" model that underpins the service. Building on Enrique Dussel's decolonial philosophy, we argue that "befriending" model and its underpinning Western metaphysical ideation of mind carry a colonial impulse, and we discuss how community-based approaches may better address the mental health problems in the Global South.

This lesson provides actionable tips on how to collaborate. This session is part of the insightful Future Human series. A vital aspect of becoming equipped for the future, collaboration involves cooperating with others to share skills and develop ideas. The ability to innovate, discuss new concepts, and understand different perspectives is essential in a fast-paced and interconnected world. Characterised by creativity, active listening, teamwork, empathy, and support, effective collaboration helps us to develop our sense of purpose and commitment to learning. Adam and Liggy examine the benefits of collaboration and some challenges you may encounter. They share various perspectives and quotations from experts and discuss how cooperation links to resilience, well-being, confidence, creativity, conflict, and trust. They explore why working successfully with others is vital for growth. Listen to the session to learn more about collaborating successfully with others to reach new levels of creativity and innovation. Learning Objectives Discover the definitions of collaboration. Examine how to successfully collaborate and overcome barriers to effective cooperation. Recognise the benefits of collaboration and how it relates to learning and innovation.

This book provides skills for therapists and families to help improve interpersonal communication, promoting a new system of family coexistence and a refreshed concept of the modern marriage in society. Written from a constructivist peace perspective, the book's aim is to reduce the high statistics of intimate partner violence that occurs in Mexico, arguing that the culture of peace and how it is born in the family in turn affects society for better or for worse. Based upon interviews from 150 long-term married couples, the chapters address the components that promote peaceful dialogue in marriages, such as assertive language, active listening, tolerance to frustration, and gender perspectives. Including accessible language and several models of peace, the book uniquely examines same-sex marriages, the role of children in marriage conflicts, and prescribed gender assumptions and roles in relationships. It aims to empower family members to move away from old habits and seek a more equitable existence in marriages and society at large. This interdisciplinary text will be of great interest to family therapists and clinical social workers, as well as to students and researchers in communication and peace studies.

AbstractThis research quantitatively investigated the behaviors observed in mediation. We coded 16 mediation sessions recorded at a secondary school in the United Kingdom as relational transformation or resolution only and examined if the frequencies of the behaviors were significantly different between these two categories. We also investigated how the characteristics of their behaviors were correlated. Results indicated that the frequencies of the mediator's empathetic and the disputant's open, expansive, and defiant behaviors were significantly different between the two categories. Our findings also suggested several positive correlations between the behaviors, including the disputant's open and expansive, open and the mediator's empathetic, expansive and the mediator's eliciting, and negative between open and the mediator's directive, and defiant and the mediator's eliciting behaviors. Our findings mostly supported what has been widely discussed among the mediation researchers and practitioners—active listening, empathy, and impartiality, but also found a mutually enhancing relationship between the disputant's open and expansive behaviors. For relational transformation, we argue that the mediator should demonstrate empathy to help the disputant's open expression while asking eliciting questions to encourage their mutual acknowledgment and preclude defiance.

The 4-H Professional Research, Knowledge and Competencies (PRKC) is a professional development framework that can be used to identify competency gaps and training needs of 4-H professionals. The PRKC consists of 6 competency domains, 1 being access, equity, and opportunity (AEO). A tailored design method was used to gather data and sort the respondents between rural and urban community type. 4-H Extension agents serving urban communities perceived 12 out of the 14 AEO domain components as more important than agents serving rural communities did. The 2 AEO domain components that were not significantly different in perceived importance were values, norms, and practices and active listening. An essential element of the 4-H experience must include creating an environment where children and youth feel safe, included, and that they belong. The differences among 4-H youth development professionals' perceptions of the importance of the AEO domain components, based on their work location, warrants further review. Implications of this information could influence the competencies that Extension systems look for in hiring. Furthermore, educational workshops and trainings around AEO for existing youth workers may need to be evolved.