Whole-Body Listening - A Helpful Tool

CSHA 2015 WBLL Poster Display

By Elizabeth Sautter, M.A., CCC-SLP“Pay attention!” and “Are you listening to me?” are common refrains spoken by teachers, parents, and caregivers.  Adults often complain that children struggle to pay attention, but some children do not fully understand what is expected of them, or they may not be able to meet the expected demands when it comes to listening.This is where Whole-Body Listening comes in.  Developed by speech pathologist Susanne Poulette Truesdale in 1990, this innovative approach teaches that listening does not happen only with the ears: it includes the brain to think about what is being said or taking place; the eyes to look at or towards the speaker; the mouth to stay quiet while someone else is talking; and the hands, feet, and bottom to be still and not distract the speaker or other listeners.  In a more recent article (2013) Truesdale stresses that the most critical part of Whole-Body Listening takes place in the brain.  She states that “when we are asking someone to think about what we are saying, we are in essence asking for the listener’s brain to be connected and tuned-in.”Whole-Body Listening was expanded by Nita Everly to include the heart as a way to encourage empathy and perspective taking.  This approach is different from a focus on pure “listening” skills.  However, it is very helpful when working on interactions and relationships in which listening is part of social behavior involving two or more people—an essential part of Social Thinking®.  Over the years, Whole-Body Listening has become a foundational concept to help make the abstract more concrete for many who struggle with attention, focus, and social/emotional skills.  It also provides a useful tool for teachers and parents to utilize when explaining the complex skill of listening.  Breaking things down can make it easier for children and adults to better understand and become more self-aware when listening.As with other tools and curriculum, the abilities and developmental level of the person should be considered before implementing Whole-Body Listening.  There are some children and adults who find eye contact extremely difficult or even painful, and some who find it stressful or impossible to keep their body still or quiet.  When this is the case, it’s important to demonstrate awareness and understanding.  Parents and teachers should make modifications such as “listening hands,” in which the hands hold a fidget/focus tool.  Teachers and parents should not enforce Whole-Body Listening or any other concept on a child or adult if it will cause anxiety or discomfort.  Truesdale said it perfectly: “This is a TOOL, not a RULE.” Truesdale simplified an abstract and difficult concept that is hard to teach and learn by breaking it down into smaller, more digestible pieces.For those who struggle with the expectations of Whole-Body Listening, it is useful to build awareness for when this type of listening is expected and to help individuals advocate for themselves in these situations.  All of us (teachers, therapists, parents, caregivers, employers, etc.) can benefit from understanding that some people do best using a different model for listening based on their unique profile of needs.Whole-Body Listening provides a useful tool that breaks down the tasks involved in listening.  It has not only aided in making a complex concept more clear, but it increases awareness of expected behavior and can facilitate the teaching of self-advocacy skills when aspects of Whole-Body Listening are not tangible.