In nearly 25 years of clinical practice as a speech-language therapist, listening is the most important skill I’ve had to learn and cultivate on an ongoing basis. Listening skills may appear to be an obvious prerequisite for any therapist, or perhaps it’s an assumed quality that therapists possess, but what does it really mean for a therapist to demonstrate traits of an effective listener?
I have learned most about the art of listening through my involvement and work in the stuttering community. Meeting and working with people who stutter has opened my eyes to the vital need for communicative environments where listening is prioritized and valued.
In the therapy world, whether we call it reflective listening, empathic listening, or active listening, this kind of listening means we seek to listen with understanding, that is, understanding what the speaker is truly feeling and experiencing (Rogers & Roethlisberger, 1952).
The late Carl Rogers (1952) calls this “understanding with a person, not about her.” He defines it as “seeing the expressed idea and attitude from the other person’s point of view, sensing how it feels to the person, achieving his or her frame of reference about the subject being discussed” and being “willing to enter his private world and see the way life appears to him, without any attempt to make evaluative judgments” (Rogers & Roethlisberger, 1952).
Each time a client shares their story, it’s a privilege to be invited into their world—to see life through their eyes. This deep listening—understanding WITH a person rather than merely about them, and without judgment—is transformative in therapy. When we as therapists engage in this way, we create a safe space that encourages our clients to open up further. They begin to share more deeply, express themselves more freely, and experience a genuine sense of being heard, perhaps for the first time.
Rogers also asserts that if we can listen with understanding and “catch the essence” of a person’s hatreds and fears, we will be “better able to help them alter those hatreds and fears and establish realistic and harmonious relationships with the people and situations that roused such emotions” (Rogers & Roethlisberger, 1952). This concept is so applicable to the stuttering experience, so let’s examine further.
Learning from the lived experiences of people who stutter (Tichenor & Yaruss, 2019), we know that stutterers often grapple with complex emotions. These can range from anxiety and frustration stemming from challenging speaking situations to guilt and shame due to societal stigma and unrealistic fluency demands. Many also experience fear and isolation, feeling alone and disconnected from others due to their stutter. In the face of profound and deeply rooted emotions, speech-language therapists have a unique opportunity. By listening with empathy and understanding, we can guide individuals who stutter to explore and reframe their relationships with the people and situations that evoke such intense emotional responses.
Itzchakov and Kluger (2018) highlight Rogers’ theory that “when speakers feel that listeners are being empathetic, attentive, and non-judgmental, they relax and share their inner feelings and thoughts without worrying about what listeners will think of them. This safe state enables speakers to delve deeper into their consciousness and discover new insights about themselves—even those that may challenge previously held beliefs and perceptions.”
Reflecting on this concept, again I consider the experiences of our clients who stutter. They often find themselves in communicative spaces that feel unsafe, where listeners are not empathetic, attentive, or non-judgmental, and are thus hindered in their ability to communicate freely. By contrast, therapists who engage in the art of listening can go against the grain by creating safe communicative spaces that open the door to self-reflection and growth.
We must beware, however, of potential barriers to listening that might keep us from unlocking deeper understanding in our interactions and sessions with clients. Four main barriers warrant our attention:
The art of listening in speech-language therapy, especially for those who stutter, is paramount. It transforms therapy rooms into places where individuals who stutter can safely explore their experiences and challenges and reshape their relationship with stuttering. As therapists refine their listening skills, they not only improve clinical outcomes but also model the patience and acceptance that clients may struggle to find in their daily lives. As we continue serving people who stutter and their families, may we learn and practice listening with understanding, that our clients may truly feel heard!