Active Listening Skills: Unit 3
Active Listening Skills: Unit 3 COM 225
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This 3 page Class Notes was uploaded by Bennett Notetaker on Saturday April 2, 2016. The Class Notes belongs to COM 225 at University at Buffalo taught by Scott Murszewski in Spring 2016. Since its upload, it has received 32 views. For similar materials see Interpersonal Communication in Communication at University at Buffalo.
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Date Created: 04/02/16
Interpersonal Unit 3 03/30/2016 ▯ Active Listening Skills: Hearing and listening are NOT the same o Hearing is passive o Listening is interactive with some sort of understanding of what is being said Key active listening skills (5 categories): o Nonverbal cues o Attending o Perception-checking o Probing (asking questions) o Being quiet Nonverbal Attention: o Nonverbal cues that signal you’re attentive Eye contact Facial expressions Head nodding Squared body Uncrossed limbs- if you cross your limbs you don’t seem interested (crossing arms) Lean in o Attending: Mentally focusing your attention on the content and meaning supplied by the other person (what we’re paying attention to) Pseudo-Listening (pretending to listen)- can get caught doing this if the person talking asks you an open-ended question o Checking Perceptions: Finding out if interpretations and perceptions are valid and accurate (trying to piece things together) o Probing: Questioning in a supportive way that requests more information when necessary o Being Quiet: Even though you may ask some questions to confirm your interpretations most of the time you should be quiet while the other person is talking Give the other person plenty of time to think (don’t try to fill all silences or voids) This means to stay quiet when they pause so they can gather their own thoughts o Self-Disclosure: It’s a part of intimacy Associated with liking- attraction is related to positive disclosure This means we are more attracted to people who reveal more about themselves to us Relational satisfaction and disclosure have a curvilinear relationship Curvilinear relationship= think of an upside down U, this means it’s not a direct affect so more disclosure doesn’t always mean more liking People think it is appropriate to disclose to people they like, but they tend to overestimate how much they disclose Fear of embarrassment might cause you to not disclose information with people you like Fear that it would damage their relationship if you disclose too much We remember negative disclosures more than positive disclosures and like people less who reveal lots of negative disclosures We may be afraid to disclose to others, but at some point, sharing about ourselves is necessary in order to build intimacy At some point we have to take risks and disclose to others Tolerance for Vulnerability- We must assess how vulnerable we become after a disclosure Importance to health and well-being Not disclosing something serious can impact people’s psychological health Stress and anxiety could happen Not disclosing has been linked to biomedical outcomes Suppressed immune system and ulcers can occur Disclosing to just one person can be enough No significant differences between having one outlet and having ten The FEVER analogy: whole idea that disclosing something is like a fever you’re trying to get rid of something to feel better Importance of disclosure for workplace morale, performance Uniplex relationships- one dimensional, it’s about your tasks at (stick to one topic) Multiplex relationships- you talk about a range of topics, like personal stuff as well as professional stuff (these are good for the workplace because it leads to more job satisfaction, efficiency, productivity, and lower turn-over rates) o Disclosure/Concealment: Reasons for concealment Fear of rejection and being treated differently Lack of understanding Gossip Protect the other emotionally Keep others from making sacrifices Geographic separation No way to tell Reasons for self-disclosure Catharsis of self-expression Emotionally close and supportive Forewarning Loyalty Honesty Health concerns Similar background Help Educate ▯ ▯ ▯