Relevant bibliographies by topics / Reflective listening

Academic literature on the topic 'Reflective listening'

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Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Reflective listening"

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Meyer, Matthew. "Reflective Listening in Heraclitus." International Journal of Listening 21, no. 1 (April 2007): 57–65. http://dx.doi.org/10.1080/10904010709336847.

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English, Andrea. "Listening as a Teacher: Educative Listening, Interruptions and Reflective Practice." Paideusis 18, no. 1 (October 16, 2020): 69–79. http://dx.doi.org/10.7202/1072340ar.

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In this inquiry, I ask what is distinctive about listening as a teacher. I develop the meaning of educative listening as a mode of listening to interruptions in a way that promotes students’ thinking and learning. Interruptions in a teacher’s listening are defined as any unexpected response from a student to the material presented — for example, a challenging viewpoint, a difficult question, or a confusing reply — that opens up possibilities for cultivating learning. To begin, I draw upon Dewey to examine the connections between listening and learning in teacher-student interaction. In the second section, I explicate the implications of Dewey’s theory of learning for a theory of listening in reflective teaching. Here, I contend that reflective teaching entails educative listening. In the final section, I inquire into how teacher education can productively address the connections between learning to listen and learning to teach reflectively.
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Sundararajan, Louise. "Echoes after Carl Rogers: "Reflective listening" revisited." Humanistic Psychologist 23, no. 2 (1995): 259–71. http://dx.doi.org/10.1080/08873267.1995.9986828.

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Petillo, April. "Unsettling ourselves: Notes on reflective listening beyond discomfort." Feminist Anthropology 1, no. 1 (April 9, 2020): 14–23. http://dx.doi.org/10.1002/fea2.12002.

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Braillon, Alain, and Françoise Taiebi. "Practicing “Reflective listening” is a mandatory prerequisite for empathy." Patient Education and Counseling 103, no. 9 (September 2020): 1866–67. http://dx.doi.org/10.1016/j.pec.2020.03.024.

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Rautalinko, Erik, and Hans-Olof Lisper. "Effects of Training Reflective Listening in a Corporate Setting." Journal of Business and Psychology 18, no. 3 (2003): 281–99. http://dx.doi.org/10.1023/b:jobu.0000016712.36043.4f.

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Crack, Angela Maria. "Language, listening and learning: critically reflective accountability for INGOs." International Review of Administrative Sciences 79, no. 4 (December 2013): 809–28. http://dx.doi.org/10.1177/0020852313500599.

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Munakarmi, Rupa. "Reflection on Researching Teachers' Professional Integrity: Being in the Setting of Ethnography." Journal of Education and Research 6, no. 2 (December 30, 2018): 83–89. http://dx.doi.org/10.3126/jer.v6i2.22155.

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This short article is a reflective product of my experiences and learning while engaging in six month long ethnographic fieldwork with teachers from semi urban and rural community schools in Kavre district, Nepal. As an ethnographic researcher, I am still in contact with my research participants in doing peer review and reflection of the listening, seeing and being within the topic. Specifically, this note reflects my positionality and challenges of interviewing, observing and presenting the initial findings. Moreover, this reflective note highlights ethnography as both a process and a product that evolves during the study time itself.
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Jordan, Randolph. "The Ecology of Listening while Looking in the Cinema: Reflective audioviewing in Gus Van Sant'sElephant." Organised Sound 17, no. 3 (January 11, 2012): 248–56. http://dx.doi.org/10.1017/s1355771811000458.

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This article argues that the state of spatial awareness engendered by the art of soundscape composition can be productively extended to the act of listening while looking in the cinema. Central to my argument is how Katharine Norman's concept ofreflective listeningin soundscape composition can be adapted toreflective audioviewingin the audiovisual context of film. Norman begins the process of intersecting film theory and the discourse of soundscape composition by appealing to famed Soviet filmmaker Sergei Eisenstein's theories of montage to illustrate how soundscape composition enables active listener engagement. I extend her discussion of Eisenstein to demonstrate how this filmmaker's thinking about sound/image synchronisation in the cinema – and R. Murray Schafer's own predilection for Eisensteinian dialectics – can be understood as a means towards the practice of reflective audioviewing. I illustrate my argument with an analysis of how the soundscape compositions of Hildegard Westerkamp have been incorporated into Gus Van Sant's filmElephant. Attention to the reflective qualities of Westerkamp's work open up new dimensions in our experience of the audiovisual construction of space in the film. Ultimately I argue that the reflective audioviewing prompted byElephantcan be carried into considerations of all films that make use of sound design for spatial representation.
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Масленникова, Елена, and Elena Maslennikova. "The humanities component of training students of «Tourism» specialty: psychological aspects." Universities for Tourism and Service Association Bulletin 7, no. 4 (December 23, 2013): 27–29. http://dx.doi.org/10.12737/1830.

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The article shows the role of socio-psychological training in teaching students in «Tourism» professional dialogue, tolerance communicative behavior, in particular, the fundamentals of reflective and non-reflective listening skills, strategies and tactics of verbal behavior, effective management of conflicts. Models of non-standard communication situations specific to the tourism industry and service are presented.
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Dissertations / Theses on the topic "Reflective listening"

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Rautalinko, Erik. "Nondirective Counseling : Effects of Short Training and Individual Characteristics of Clients." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4551.

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Bender, Kathlyn M. "Everyday Physics: Listening to Pre-Service Teachers Reflect on Learning and Teaching Science Through Inquiry." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1181076412.

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See, Mui-yian, and 施梅燕. "Preparation for enlightenment: understanding derived from listening, reflection and meditation--a study of theśrutamayī, cintāmayī and bhāvanāmayī bhūmayaḥ of theyogācārabhūmiśāstra." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B46478474.

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Horne, Maxine. "Care to dance : listening, watching, dancing and reflecting the practice of a community arts and health dance artist working with older people." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/615895/.

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The focus of this thesis is community arts and health provision for older people. It presents an ethnography of two community dance for older people groups in North West England, UK. It explores the experience of being a participant in the groups, of facilitating the groups and, additionally, of researching with the groups. I acted as both the researcher and the dance artist facilitating the sessions. Much of the existing arts and health literature focuses on the outcome of an intervention. This thesis instead turns its attention to the processes of community arts, seeking to understand more about the mechanisms that might lead to the studied health and well-being outcomes. The data were collected over a period of 13 months and includes session plans, videos of sessions, recorded conversations with dancers (participants) and reflections of the dance artist/researcher in both text and movement. The findings chapters reflect the modality of collection: Listening to the dancers talk about the sessions, Watching video recordings of the sessions, Dancing a response to the sessions and the process of researching and Reflecting through writing on the process of being a researcher. Using thematic analysis, both the dancers’ and the dance artist’s experiences were interpreted through a framework highlighting the physical, psychological and dimensions of participation. The dance artist’s experience was additionally organised with respect to the session planning. The use of the creative movement as a thinking process further revealed that there is much in community dance that does not translate to text; bodily held knowledge and experiences do not transpose to language easily. My thesis contributes to the arts and health and gerontology literatures by revealing the care flowing between the participants and the artist in the sessions and the work required of all members of the group to facilitate that care. It also contributes methodologically through the richness uncovered by the multi-sensory methods employed.
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Robinson, Nina. "Spiritual listening : using a little box of big questions as a tool for promoting change and reflection opportunities with young people with social, emotional and behavioural difficulties and moderate learning difficulties." Thesis, University of East London, 2015. http://roar.uel.ac.uk/4431/.

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This research aimed to ascertain the experiences and impact of using a spiritual listening tool, A Little Box of Big Questions, and follow-up questions to allow opportunities for change and reflection over four sessions with four young people with social, emotional and behavioural difficulties and moderate learning difficulties. The data were collected using semi-structured interviews guided by A Little Box of Big Questions with the young people, alongside a teacher focus group. The data were analysed using a thematic analysis approach. Several factors were identified that elucidated the experiences of those participating in the sessions and mechanisms were identified that suggested how A Little Box of Big Questions had an impact. Overall, the findings suggest that the themes of relationships, education and feelings about themselves and others not only play a role in students’ lives as demonstrated in their experiences of sessions, but are areas in which the sessions had an impact. The mechanisms by which these areas were impacted are suggested to be through Researcher, Student and Tool factors. The implications for Educational Psychologists are a greater understanding of the use and impact of A Little Box of Big Questions with those with Special Educational Needs over several sessions, a greater understanding of what aspects of their lives young people with Special Educational Needs view as important and a role for using A Little Box of Big Questions as a tool to help young people elicit future aspirations and hopes, enable goal setting and motivate behaviour change.
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Foster, Sandra Joan. "Crystallising meaning: attitudes of listening to illness narratives." 2008. http://repository.unimelb.edu.au/10187/3289.

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This study involves listening to illness narratives embedded in in-depth life review processes. The method of multiple interview and multi-modal analysis and reflective responding utilised in the study aims to add to the existing field of research by expanding the understanding of what it is like to be heard or not heard, for people who are either patients, or family members. The study also aims to demonstrate how self-aware ,compassionate and reflective listening, particularly in healthcare relationships, can allow meaning to emerge from within the illness experience, thus enriching the wellbeing of patients, family members and their various healthcare professionals.
Stories of disruption arising within healthcare settings often confronted me during more than forty years of nursing experience and also resonated within my personal experiences. These stories express a gulf between patients, family members, or residents in healthcare institutions, and the healthcare organization and its staff. A recurring theme was that these people felt that they had not been listened to by those they trusted to give them care, with a lasting sense of disruption to their wellbeing. In focusing on the dimensions of reflective listening and intersubjective responding, the implications of being heard on the well being of both narrator and listener can be elucidated. An objective of the research became to articulate the attributes and values of compassionate, reflective listening and elucidate the complex nature of the narrating and listening relationship. (For complete abstract open document)
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Bowles, Wendy S. "Experiencing narrative pedagogy." Thesis, 2014. http://hdl.handle.net/1805/6193.

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Indiana University-Purdue University Indianapolis (IUPUI)
The role of the nurse has changed dramatically in the past twenty years with increasing complexity of patient care and a rapidly changing health care environment. In addition to the challenges noted regarding patient care, problems with increasing medical errors were noted in the literature specific to graduates in their first year as a nurse. Research in particular to nursing education provides a way for nurse educators to become more astute at addressing problems pervading the role of the new nursing graduate. Narrative Pedagogy was identified as a research-based nursing pedagogy and has been researched and enacted for more than a decade. Out of the Narrative Pedagogy research, the Concernful Practices emerged identifying what was considered meaningful to nursing education by teachers, students, and clinicians. Listening was one of the Concernful Practices and became the focus of this study. The research question addressed the “How do nurse educators who enable Narrative Pedagogy experience Listening: knowing and connecting?” This was a hermeneutic phenomenological study in which ten nurse educators shared their experiences. The two themes that emerged from the study included: Listening as Dialogue and Listening as Attunement. The findings of this study provided a different way of thinking about teaching and learning that encompasses so much more than merely a strategy or outcome-based approach. The implications of this study offer nurse educators insight about opening a dialogue that draws attention to the realities of the role of the nurse responding to multiple patients with complex health conditions.
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Wu, Yi-Min, and 吳怡旻. "In-between Listening and Talking: the Reflection of Pediatric Nurses From Group Dialogue." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/9kajf7.

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碩士
國立陽明大學
臨床護理研究所
107
Family-centred care is the central of pediatric nursing care. In the face of today's declining number of children in Taiwan, when a child is sick, the whole family encounters a serious threat to stability. Thus, for pediatric nurses who often need to deal with multiple caregivers under various family structures, this would lead to a lot of stress at work. The purpose of this study was to describe the important them in the group dialogue amongst pediatric nurses regarding clinical work experience of caring for sick children and their families and the work relationship with colleagues. First, the study aimed to understand the clinical situation of today's pediatric nursing staff. The second aim was to describe the content and meaning of work ethics through the participants’ reflection. The study used the phenomenological data analysis method as the qualitative research method in the group dialogue analysis. A total of ten pediatric nursing staff participated in the group dialogue in the study, and data analysis was conducted by content analysis. The themes arisen included four categories which were, first the feedback from the parents; second the team coexistence and co-prosperity; third environmental changes and pressure; and fourth self-reflection and change. The study have found that through the mirror reflection in the group dialogue, the pediatric nurses described their clinical situation and transformation. The findings can be seen as the reference for supervisors to be more understanding and support for pediatric nurses by providing a variety of humanities education and training, which can be helpful to relieve clinical pressure and enhance coping skills leading to better quality of care.
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Lin, Chun-fang, and 林均芳. "Test Design of the Intermediate Level Chinese Listening Proficiency Test and Reflection on Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/04956596305149288971.

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碩士
國立臺灣大學
華語教學碩士學位學程
104
Over the past few decades, Chinese learning has become a growing global trend. Following the demand, language proficiency tests have emerged for Chinese learners. This paper examines the test design of the intermediate level of the Chinese listening proficiency test, and aims to establish what a competent Chinese listening proficiency test looks like, especially one that truly tests language communicative functions. Through examining the existing two influential Chinese listening proficiency tests – Test of Chinese as a Foreign Language (TOCFL) and Hanyu Shuiping Kaoshi (HSK), both of the intermediate level – we discovered that neither one adequately designed its structure, test materials, question types, and other elements so as to meet the objective of testing Chinese as a communicative language. This study references tests that conform to the Common European Framework of Reference for Languages (CEFR), including the International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL), then proceeds to the establishing principles and guidelines for the intermediate level of Chinese listening proficiency tests, and tries to construct a test that accurately reflects the examinee’s proficiency. The major findings of this study are summarized as follows: 1.The study constructs an intermediate level Chinese listening proficiency test designed to test for communicative purposes. Designing within the framework of a thematic test, this study refers to the Chinese language competence scale, including testing principles, test methods, and test construction, and creates a test that involves language forms and contents that are applicable in daily life. Materials chosen are valued for their authenticity, normativity, availability, and the principles of universality. Furthermore, when choosing the question types, scientific and interactive features are all considered. 2.Through examining test design, the study reflects on the teaching aspect of intermediate level Chinese listening. Since it is clear that general Chinese curriculum do not emphasize listening comprehension or comprehension strategies, three suggestions are made: i.To lead students to apply the method of ‘listening and understanding at the same time’ in order to teach them to associate “phonetics and semantics” with “content comprehension.” ii.To increase specialized listening comprehension training in the curriculum and teaching, and to add interactive tasks in the teaching materials. iii. To guide students to apply listening comprehension strategies and question answering strategies to lead Chinese learners to achieve a native speaker’s listening ability. The above findings can serve as a reference not only for future researches on intermediate level Chinese listening proficiency tests but also for listening teaching and material writing. Hopefully, this study can contribute to some degree towards Chinese listening testing and teaching.
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Lin, Ming-Dar, and 林明達. "An Action research on Reflection and Listening: Learning History of a Group of Partner." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/9ss23m.

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碩士
國立中山大學
企業管理學系研究所
95
The main purpose of this study was to investigate the suitable practice and model of reflection and listening for A Company through the action progress of learning history of partner. This study belongs to action research. The experiment field was A Company. It targeted at the learning of reflection and listening. Through reflection-in-action and reflection-on-action in the process of learning history, the problems and dilemmas encountered by each action plan werereflected to seek for solutions and to revise the action plan. Then the learn procedure was built. From the progress of action plan, it sought for newfindings which can be the reference for A Company to promote learning of reflection and listening continuously. The results of this study were as follows: 1, Find the researcher and job partner''s blind spot, listen attentively to through "listener ". 2, Common participation, help to the learning of reflection and listening. 3, Put in order out the learn procedure reflection and listening attentively to from action experience.
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Books on the topic "Reflective listening"

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Talking, listening, and teaching: A guide to classroom communication. Thousand Oaks, Calif: Corwin Press, 2009.

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Beyond the read aloud: Learning to read through listening to and reflecting on literature. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1992.

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Listening to Islam: With Thomas Merton, Sayyid Qutb, Kenneth Cragg, and Ziauddin Sardar : praise, reason, and reflection. Brighton: Sussex Academic Press, 2005.

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Reflective Caring Imaginative Listening to Pastoral Experiences. SPCK Publishing, 2011.

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Connor, Jeanine. Reflective Practice in Child and Adolescent Psychotherapy: Listening to Young People. Taylor & Francis Group, 2020.

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Connor, Jeanine. Reflective Practice in Child and Adolescent Psychotherapy: Listening to Young People. Taylor & Francis Group, 2020.

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Connor, Jeanine. Reflective Practice in Child and Adolescent Psychotherapy: Listening to Young People. Taylor & Francis Group, 2020.

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Connor, Jeanine. Reflective Practice in Child and Adolescent Psychotherapy: Listening to Young People. Taylor & Francis Group, 2020.

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Richardson, Carole. Collaborative consonance: Hearing our voices while listening to the choir, a collaborative narrative inquiry into the role of music in the lives of seven preservice teachers. 2006.

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Bielo, James S. An Anthropologist Is Listening. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198797852.003.0009.

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This chapter focuses on a commitment that has been gaining force among practical theologians and Christian ethicists since the early 2000s. The commitment is that ethnographic fieldwork can be used to generate theological reflection and knowledge. The aim is to encourage a substantive shift, from a one-way engagement into an actual and generative dialogue between ethnographic theologians and anthropological ethnographers. The animating question is this: What does each dialogue partner—anthropology and theology—stand to gain from such an open exchange about ethnography? To address this question, the chapter argues that ethnographic theologians can work with a more diverse conception of ethnography while anthropological ethnographers can learn how theologians engage normativity in their work. It concludes by reflecting on genres of ethnographic writing as an opportunity for dialogue.
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Book chapters on the topic "Reflective listening"

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Weng, Jing. "“He Never Wears a Hat”: Listening to Parents’ Concerns." In Reflective Practice in Teaching, 253–57. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9475-1_38.

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Taylor, Caitlin. "Blame It on the Boogie: Does Listening to Personal Music Devices Within the Classroom Hinder Adolescent Students’ Ability to Be Mindful Learners?" In Reflective Practice in Teaching, 91–97. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9475-1_14.

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Abdulla, Adam. "Rapport-building, listening and reflecting." In Coaching Students in Secondary Schools, 43–50. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315113494-5.

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Salmon, Angela K. "Shifting Teaching and Learning Paradigms in the Process of Listening and Reflecting." In Authentic Teaching and Learning for PreK–Fifth Grade, 116–37. New York, NY : Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781351211505-8.

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Wise, Joseph E. "Listening to Trauma, and Caring for the Caregiver: A Psychodynamic Reflection in the Age of Burnout." In Veteran Psychiatry in the US, 333–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05384-0_21.

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Yeung, Yang. "In Crevices, Stairwells, and Ever-Changing Tides: A Personal Reflection on Holding Up a Walking and Listening Body." In Fractured Scenes, 133–41. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-5913-6_10.

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"Reflective Listening." In Therapist's Guide to Learning and Attention Disorders, 533–35. Elsevier, 2003. http://dx.doi.org/10.1016/b978-012256430-7/50033-8.

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"Reflective Listening." In Encyclopedia of Pain, 3376–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-28753-4_201895.

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"Reflective and Effective Teaching of Listening." In Issues in Applying SLA Theories toward Reflective and Effective Teaching, 179–97. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004380882_013.

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Sullivan, Patrick. "Teaching Listening and the Reflective Essay." In A New Writing Classroom: Listening, Motivation, and Habits of Mind, 80–97. Utah State University Press, 2014. http://dx.doi.org/10.7330/9780874219449.c005.

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Conference papers on the topic "Reflective listening"

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Dieter, Justin, Tian Wang, Arun Tejasvi Chaganty, Gabor Angeli, and Angel X. Chang. "Mimic and Rephrase: Reflective Listening in Open-Ended Dialogue." In Proceedings of the 23rd Conference on Computational Natural Language Learning (CoNLL). Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/k19-1037.

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Masunaga, Shohei, Daisuke Ikefuji, Masato Nakayama, and Takanobu Nishiura. "Steering for listening area of reflective audio spot with parametric loudspeaker array." In ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4800831.

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Fitzsimons, Jeanette. "Becoming reflective practitioners through community based planning projects." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.23.

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Inspired by the influential ‘reflective practitioner’ ideas of Donald Schön (1983), there is an established pedagogical tradition in the University College Cork, Centre for Planning Education & Research, in active learning, and using real projects with real clients as a teaching methodology. In semester two 2019, the first year Masters in Planning students engaged with the Glounthaune community to identify the community’s values and aspirations. Concurrently, the second year students prepared a masterplan for a new town centre, drawing on field work, research and findings from the aforementioned community engagement process. Personal reflection was formally embedded in both processes: students considered their professional and personal skills including working together, dealing with communities; active listening and thinking creatively. These reflections deepened the students’ learning through revisiting the experiences guided by a framework of prompted questions. In her discussion of the challenges in developing excellence in planners, Reeves (2009) insists that ‘Planners need to demonstrate their ability to transform understanding into practical and achievable outcomes… Employers want to see more than credentials; they want to see people demonstrating competence. One’s ability to do a job depends on knowledge, skills and qualities.’ Working on real projects with local communities while using reflection-on-action (Schön, 1983) to revisit the experience further develops their competencies.
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Sinko, L., and D. Saint Arnault. "0089 Capturing healing after gender and sexual violence using photo-experiencing and reflective listening (PEARL)." In Injury and Violence Prevention for a Changing World: From Local to Global: SAVIR 2021 Conference Abstracts. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-savir.66.

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Froes Carvalho, Vera, Miguel Carneiro, Sérgio Esteves, Sandra Torres, and Zita Gameiro. "Motivational interview for schizophrenia patients and alcohol abuse." In 22° Congreso de la Sociedad Española de Patología Dual (SEPD) 2020. SEPD, 2020. http://dx.doi.org/10.17579/sepd2020o038.

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The co-occurrence of schizophrenia and alcohol use disorders often leads to poor treatment retention and adherence. There are very few reports of efficient approaches to treat alcohol abuse in patients with schizophrenia. The purpose of this work was to review the benefits of motivational interview (MI) for alcohol disorders in patients with schizophrenia, and if it can be use in default or if there are some adaptations for this specific population. The authors did a non-systematic review of the literature with the words “motivational interview”, “schizophrenia”, “alcohol”. A case report from 2017 shows a 42 years old man in which was valued the patient's narrative and opinions with support and understanding, that lead to a increase in motivation of abstinence. Reflective listening and summarizing were very important to help with the consciousness of the disease. A study from 2007 with 60 patients shows that they tolerate the shorter sessions (20–30 min) better than longer sessions, because of the difficult time focusing for an extended period of time. More sessions are advantageous because it takes some time for patients to learn how to respond. Other study from 2003 with 30 patients shows that subjects randomized to the MI intervention had a significant reduction in drinking days and an increase in abstinence rates when compared to subjects receiving educational treatment. A blind randomised controlled trial from 2010 with 327 patients shows that integrated motivational interviewing and cognitive behavioural therapy for people with psychosis and substance misuse does reduce the amount of substance used for at least one year after completion of therapy. In conclusion there are evidence of the use of motivational interview in patients with schizophrenia. And the improve is bigger if there is an adaptation to this specific population. More studies are still needed in this aera.
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Shi, Yu, and Weiwei Fan. "Prediction and Reflection: Key to Explore the Listening Process." In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.7.

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Khan, Ridwan A., Ram K. Avvari, Katherine Wiykovics, Pooja Ranay, and Myounghoon Jeon. "LifeMusic: Reflection Of Life Memories By Data Sonification." In The 22nd International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2016. http://dx.doi.org/10.21785/icad2016.008.

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Abstract:
Memorable life events are important to form the present selfimage. Looking back on these memories provides an opportunity to ruminate meaning of life and envision future. Integrating the life-log concept and auditory graphs, we have implemented a mobile application, “LifeMusic”, which helps people reflect their memories by listening to their life event sonifcation that is synchronous to these memories. Reflecting the life events through LifeMusic can relieve users of the present and have them journey to the past moments and thus, they can keep balance of emotions in the present life. In the current paper, we describe the implementation and workflow of LifeMusic and briefly discuss focus group results, improvements, and future works.
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Linsley, Paul, and Steve Wilkinson. "The Use of Listening Dyads as Part of Peer Reflection: Capturing Values Based Nursing Practice." In Annual Worldwide Nursing Conference (WNC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2315-4330_wnc17.96.

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Reports on the topic "Reflective listening"

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Mayas, Magda. Creating with timbre. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.686088.

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Unfolding processes of timbre and memory in improvisational piano performance This exposition is an introduction to my research and practice as a pianist, in which I unfold processes of timbre and memory in improvised music from a performer’s perspective. Timbre is often understood as a purely sonic perceptual phenomenon. However, this is not in accordance with a site-specific improvisational practice with changing spatial circumstances impacting the listening experience, nor does it take into account the agency of the instrument and objects used or the performer’s movements and gestures. In my practice, I have found a concept as part of the creating process in improvised music which has compelling potential: Timbre orchestration. My research takes the many and complex aspects of a performance environment into account and offers an extended understanding of timbre, which embraces spatial, material and bodily aspects of sound in improvised music performance. The investigative projects described in this exposition offer a methodology to explore timbral improvisational processes integrated into my practice, which is further extended through collaborations with sound engineers, an instrument builder and a choreographer: -experiments in amplification and recording, resulting in Memory piece, a series of works for amplified piano and multichannel playback - Piano mapping, a performance approach, with a custom-built device for live spatialization as means to expand and deepen spatio-timbral relationships; - Accretion, a project with choreographer Toby Kassell for three grand pianos and a pianist, where gestural approaches are used to activate and compose timbre in space. Together, the projects explore memory as a structural, reflective and performative tool and the creation of performing and listening modes as integrated parts of timbre orchestration. Orchestration and choreography of timbre turn into an open and hybrid compositional approach, which can be applied to various contexts, engaging with dynamic relationships and re-configuring them.
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