By active listening in inter+personnel communication the feeling-stressed (affektive) reaction of an interlocutor to the message of a speaker is understood. The US-American psychologist and youth Psychotherapeut Carl Rogers active listening operationalisiert for the first time for the Nondirektive Psychotherapie. Its work coined/shaped by a human people picture attaches particular importance on meeting in the full-human sense - i.e. under inclusion of the emotional level, the nonverbalen expressions and the mutual sympathetic consideration in principle. Active listening distinguishes itself on the side of the fewer directives echo technology, into only mechanistically the last word of the belonged one is repeated and on the other side from the more direktiver working Paraphrase, which give the cognitive portion to the taken up message back.

Goals

The goals with the employment active listening are multilayered. On the inter+personnel level, esp. the relations level are to be developed mutual confidence and promoted appreciating handling.

On the semantic level active listening of misunderstandings helps to avoid.

Within the rhetorical range active listening can be used in addition time won, when beginning of a diverson of the interlocutor are abused and so-called force-free communication to serve. With an open Internet inquiry in the operational context the following question is asked to the visitors: Which learning factors for the increase of your kommunikativen authority are particularly important for you and your The quotation of a sample from the collection in May 2006 shows accompanying distribution.

Fundamental listening models (general)

Apart from a multiplicity of descriptive models in the scientific literature above all the two listening models are rezipiert by Rogers and steep:

Model after Carl R. Rogers

The American Psychotherapeut Carl R. Rogers illustrates the process hearing and understanding in four stages in form of a diagram. This basis for extension by the concept of active listening places the basis for a further concerning in the academic discourse.

WIBR model after Lyman K. steep

In its model for the illustration of the listening process steep proceeds likewise from a four-level development:

1. Perception (W): Interest-dependent hearing, understanding body language and face expression.
2. Interpretation (I): Sense collection and interpretation on the basis of own faith sets and experiences.
3. Evaluation (B): Acceptance or refusal due to own knowledge as well as own and social value conceptions, which are coined/shaped by experiences and culture.
4. Reaction (R): In one of the listener as appropriately felt form to the saying verbal or nonverbal one answers. Hereunder applies the communication-theoretical axiom of Paul Watzlawick, after whom also non--behavior is noticed as communication.

Sources of error are based here on the premature abort of intensive listening and the definition of the reaction behavior over-hurried, without the end of the statement is waited for. From it rather inappropriate answers and failure ways result to sides of the listener (steep et al., 1986).

Misunderstandings for listening

Of the ability of good listening it is dependent in a not insignificant portion, with which efficiency messages can be conveyed (Eberling, 1985). Listen represents for human communication therefore more than only a functional necessity. Steeply, Summerfield and the acres represent active listening in their publication to the topic "„"“1986 that several mistakes are far for this common:

1. Listens is above all a thing of intelligence with the help of scientific investigations could not this thesis not be confirmed. However it was stated that very active and employment-joyful humans are due to their intensive striving for own goals frequently the worse listeners.

2. Listen is closely connected with the aural acuity. Only with substantial loss of the aural acuity the ability of listening is strongly impaired. Hiervor concerned are usually however only humans with age or illness-caused physical and/or psychological defects in the hearing apparatus.

3. Daily listening replaces listening for almost each humans is normal, the average listening achievement only with approx. 25% is numbered. This cannot be significantly improved also by increased listening, be in principle changed so not at the same time the communication habits standing behind it.

4. There educated humans in school training already learned paying attention, vintages and letters, know we also, how one listens correctly. This acceptance leads to the fact that that is neglected the ability for effective listening as ability easy to learn of the education systems.

5. To learn is to be learned more importantly to vintages than a listening. Humans take auditiv about three times more information on by writing. Since the human hearing apparatus actually contrary to the eye besides able is, without taking up and pass fatigue symptoms on continuously signals, the educational stress of the written word deepens the wrong channel.

6. Good listening is a thing will will power is not elementarily necessary for Empathie and understanding. The willentliche and conscious argument with the opposite exhibits rather a strong connection with friendliness and internal allowance.

7. Listen are passively and required neither fate nor Anstrengung.Das success of good communication depend according to statements of Professor Lyman K. to steep to 51% of the listener. By listening more than only if the purely acoustic admission of the message and also contentwise seizing is understood, it becomes clear that the process of listening is just as more active actually, like that of speaking.

These mistakes prevented for a long time that the process of listening on more scientific was examined in research projects. It is to be owed above all to the psychology that opera-rationalized listening techniques were developed.

Guidelines for active listening

After Rogers

Substantial elements after Rogers are the following three fundamental axioms, which this likewise postulated for the nondirektive discussion guidance in the therapeutic framework:

1. Empathi and open basic attitude
2. Authentic and congruent occurrence
3. Acceptance and unconditional positive attention of the other person

After Rogers understanding the speaker is supported further as follows:

• Get involved in the opposite, concentrate and this by the own body attitude express
• With the own opinion reservedly deal
• Demands with ambiguity
• Do not listen is called are called good
• Trace bear, they can an indication be for ambiguity, fear or embarrassment
• To own feelings pay attention
• The feelings of the partner recognize and address
• Confirming one short expressions
• Patience have and the speaker not to interrupt, dissuade from not let
• View contact keep
• By reproaches and criticism from the peace to bring do not leave themselves
• Empathie exercise and internally into the situation of the speaker shift

After Reiman and Thies Sprinthall

The authors Reiman and Thies Sprinthall developed 1997 eight guidelines for the application active listening in the educational training (large quotation):

1. Make conscious for you that beginning teachers and teaching profession-studying probably preserve many strong feelings, if they begin their journey as teachers. If the Mentor or the Mentorin can win the confidence of the beginning teacher, many opportunities adjust themselves for active listening.

2. To find out attempts, when active listening is announced. If the report of the colleague does not show special concern, active listening is perhaps not at all necessary. It is however important, if you want to help it consciously and seriously.

3. Barrel you always as briefly as possible, if you express your understanding of the thoughts, feelings or concerns of your colleague or place demands; more is less. The bare repetition of the words of the other one are often little helpful.

4. Is you consciously that the ability needs time for active listening, around itself to develop. At the beginning one occurs oneself often very woodenly and uncomfortably in its role. Accept this feeling as part of the learning process.

5. Learn to listen to ensureful expressions of colleagues actively and them necessary feedbacks give. If no necessary and important information occurs to you, then rather listen being silent, instead of saying redundant.

6. Respect privacy. Active listening encourages colleagues to open. Mach you clearly the fact that that, about what is talked is confidential.

7. Trust in the ability of your colleagues (trainee, junior lawyers), to solve problems themselves. It is important to energize by placing tasks of learning processes and support by consultation; but belongs to effective learning to look for and try problem solutions out themselves.

8. Make clear to you that active listening Kraft costs. If your "“batteries"” are weak straight, you active listening will fall very with difficulty. In such a case is it point to arrange itself for another time.

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