"Learning to understand what people are communicating......is a crucial skill within social work" (Trevithick 2000:53) Discuss the importance of effective listening for social work practice.

Candidate Number: 3335225

“Learning to understand what people are communicating……is a crucial skill within social work” (Trevithick 2000:53) Discuss the importance of effective listening for social work practice.

Within the constraints of 2,500 words, this essay will define what listening is in respect to social work. It will also describe the possible barriers (both internal and external) to effective listening, presenting the reader with a wider understanding of what listening is, why it is so important to effective social work, and the also identify the possible harm and risks to service users by displaying ineffective listening skills. In an attempt to maintain confidentiality within this essay, the names and identifying details of any service users have been altered.

“If you measured the importance of an activity, by the time you spent on it, then – according to numerous research studies- listening would be your most important communication activity.” (DeVito 2003:78)

There is however, a measured difference between listening and hearing. Even the dictionary is able to differentiate between hearing and listening.

Hear: To perceive (sound etc) with the ear. (Oxford:1996:458)

Listen: Make an effort to hear something. attentively: hear a person speaking. (Oxford:1996:580)

Hearing is an involuntary biological happening, something that occurs when you open your ears, or when you are within earshot of an auditory sound. Listening is more complex and requires cognitive involvement. “In listening, you receive both the verbal and non verbal messages – not only the words, but also the gestures, facial expressions, variations in volume and rate and more” DeVito (2003:79)

Hargie, Saunders and Dickson (1996) believe that the main difference between listening and hearing is similar to the differences between seeing and reading. We do not have to be taught how to see with our eyes, but we do however, need to be taught how to read with our brains. Similarly, we do not need to be taught how to hear, but we do have to learn how to listen. They conclude therefore that, “Listening is not something that happens physically in the ears, but rather happens mentally between the ears!” (1996:195)

So, what is the function of listening as opposed to hearing? Hargie, Saunders and Dickson (1996:196) quote the 5 functions of listening as;

to function specifically upon the messages being communicated by the other person
to gain a full, accurate understanding of the other person’s communication
to convey interest, concern and attention
to encourage full, open and honest expression
to develop an “other-centred” approach during interaction.

These five elements combine together to define the reasons why it is essential to listen effectively. To ensure that we are understanding adequately what the other person ...

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So, what is the function of listening as opposed to hearing? Hargie, Saunders and Dickson (1996:196) quote the 5 functions of listening as;

to function specifically upon the messages being communicated by the other person
to gain a full, accurate understanding of the other person’s communication
to convey interest, concern and attention
to encourage full, open and honest expression
to develop an “other-centred” approach during interaction.

These five elements combine together to define the reasons why it is essential to listen effectively. To ensure that we are understanding adequately what the other person is attempting to communicate to us, and to adequately convey interest and concern in order for us to be able to relate and react to it effectively. It is also essential in order for us to be able to focus specifically upon the messages being sent by the other person, that means being able to shut out any external noises and focus on the message that that person is conveying. It also encourages full and open expressions, as we will have interpreted correctly their message, and so can respond in an open and full manner, and we are also able to develop “other centred” approaches to communication, therefore, putting the other person first when engaging in communication with them.

Wolff et al (as quoted in Hargie, Saunders and Dickson (1996:196) define listening therefore as the “process of hearing and selecting, assimilating and organizing, and retaining and covertly responding to aural and non verbal stimuli”. This will be more apparent when we examine how the listening process works, which will be developed further here.

In order to understand how to listen effectively, it is essential to understand the process of listening. There are several different models of the listening process, however, given the word constraints of this essay, I will focus solely on the five stage model provided by DeVito (2003:80)

From this model it is easy to see that listening is a very circular motion, returning back to the originator and onwards. So it is essentially telling us that whilst we are listening we are also sending information and processing what we are receiving.

The first stage of the listening process is receiving. When a person is listening, they will receive both the verbal and non-verbal messages being sent by the other communicator. The receiving stage is where we listen to what is being said, or sent to us non-verbally, and respond with acknowledging nods or grunts. These are known as “Semi-verbal recognitions” (Lishman 1994:63) or “backchanneling cues” (DeVito 2003:82). Lishman (1994:63) quotes Greenspoon (1995) suggest that “like smiling, nodding one’s head and leaning forward, brief “semi-verbal recognitions like “aha”, “ mm mm” and “uh uh” have been found to act as re-inforcers in experiments on verbal conditioning.”

Lishman (1994) also point out however, that one’s own values will be important when acknowledging the views of service users, inasmuch as our “grunts” and nods should not be taken as reinforcing discriminatory or racist views, simply because we feel we have to acknowledge that we are listening effectively. She writes that social workers should have an awareness at all times of when non-verbal or semi-verbal behaviour is in danger of communicating our acceptance of such issues.

These acknowledgements of our active involvement in listening, according to Hargie, Saunders and Dickson (1996) emphasise the overt nature of listening, which is called “active listening”. The covert aspects of listening, or “passive listening” occur when the individual is listening covertly, or “assimilating information without displaying behaviours to indicate to the other person that he is doing so.”

I believe that ineffective communication is more likely to be in conjunction with “passive listening” as opposed to “active listening” as without the acknowledging acceptances that you have been heard, it may feel as though the message you are attempting to convey to the listener is unimportant or uninteresting.

The next stage of the listening process is in understanding. This is where you interpret what the speaker means. This takes into consideration both the emotional tone and the thoughts that are expressed along with the actual speech, for example, the anger, urgency or joy expressed in the tone of voice used.

The next stage of this model is in remembering, this is an essential process in listening, as we retain some parts of the conversation in our memories in order to deal with them when the speaker has finished. A simple tool for enabling one to improve message memory is given by DeVito (2003:81) as “summarizing the message in a more easily retained form, being careful not to ignore crucial details...”

The fourth stage of the model is in evaluating. This consists of judging the messages in accordance with your own values and beliefs. This is often a sub conscious activity, and is something which is done almost automatically as you process the information that is being sent to you. For example, if a friend tells you they have a new house, that needs decorating, you will subconsciously evaluate the intention behind that statement. Is your friend asking you for help with decorating? Are they expecting congratulations? If you know the person well, you will respond appropriately as you can tell from the tone of voice etc what that person is expecting from you. An example of when this stage could be misinterpreted could be in using email as a form of communication. Whilst one is not “listening” but reading, it could in effect have the same principles, but without tone of voice, and facial expressions to help you evaluate the situation, it is not easy to evaluate the intention of the statement.

The final stage of the listening process is in responding. I have already identified the responses which acknowledge the fact that you are listening, so this stage relates primarily to the act of responding once the speaker has finished by selecting the appropriate response.

Define Listening

Describe the possible barriers (both internal and external) to effective listening – Using reading and research

Analyse the possible risks to service users of ineffective listening – describe the way service users may be disadvantaged by being misunderstood or unheard.

Conclusion

Repeat how valuable effective listening is for social work.

Bibliography

DeVito, J Human Communication –

(2003) The Basic Course

Pearson Education, London.

Hargie, Saunders and Dickson

(1994) Social Skills in Interpersonal

Routledge, London