Empathetic Listening
Empathetic Listening
Embedded Files
Using empathetic listening...
Values perspective taking
Promotes communication
Decreases misinterpretations
Implementation
Implementation
Overview
Empathetic listening is a skill practiced by an someone that wants to communicate and understand someone's perspective.
Engage with a person that may have experienced an emotional hardship or is in need of a "listening ear."
Empathetic listening requires a set of norms to follow.
Be nonjudgmental
Give undivided attention
Listen to feelings and facts
Use nonverbals to show you are attentive
Allow for wait time and silence
Restate and paraphrase
Ensure you follow up on the person after the conversation.
Core Components
Norms are followed
Be nonjudgmental
Give undivided attention
Listen to feelings and facts
Use nonverbals to show you are attentive
Allow for wait time and silence
Restate and paraphrase
Proactive Implementation
Proactively implementing empathetic listening requires teaching and understanding the norms. Empathetic listening must then be modeled and practiced. Situations may be crafted for students to try being both the listener and the speaker. This sets them up for them an authentic opportunity arises.
Responsive Implementation
Responsively implementing empathetic listening may come up authentically. A conflict can occur and the supervising adult may act as a facilitator of the mediation between the parties. It is particularly important to hold boundaries of the conversation and debrief following.
Bucket Fits
Bucket Fits
Connection
If the need is connection then students may practice empathetic listening through the use of a peace table or other conflict intervention focusing on repairing the harm.
Skills Training
If the need is skill building then the student should explicitly practice listening through scenarios.
Awareness
If the need is awareness then a verbal check in may need to occur during the conversation with the other person to understand how they are feeling within the conversation.
Emotional Regulation
If the need is regulation then creating a protocol in which both parties are able to be regulated prior to the initiation of the int
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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