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SAY WHAT YOU SEE®
is available as a 55 page printed booklet.
Buy
Now
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Acknowledgment
SAY WHAT YOU SEE®
simplifies, integrates and expands on communication techniques and
concepts commonly used by play therapists as they were generously
presented to me by a true hero for all children, Dr. Garry L. Landreth,
in person and in his books including, Play Therapy: The Art of the
Relationship, Second Edition. New York, Brunner-Routledge,
2002. I would also like to acknowledge my family and friends for their
years of enthusiastic support, and all of the children in my life who
have reminded me what it is like to be a child.
Throughout the text, direct quotes from Dr. Landreth are indicated by a
superscript L ( L ).
Additional Training
If you liked this book, you will
love YOU & ME PLAYTIME TM!
It's
a one-on-one time you
spend with your child in a creative play setting intensely using
the SAY
WHAT YOU
SEE® skills
presented in this book. In
your thirty uninterrupted
minutes together once a week, deep and lasting connections are forged.
Join a growing number of parents across the country discovering the
wonders of YOU
& ME PLAYTIME TM.
Language
of Listening®
Copyright
© 2005-07
Sandra R. Blackard
All rights reserved.
www.languageoflistening.com
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Part
II:
How
to SAY WHAT YOU
SEE
Demonstrating
Understanding
Body language is an important part of saying what you see.
Along
with
your words, your actions and facial expressions must match the child's
mood. Use your arms, hands and face to express intense emotion, or keep
a calm, quiet demeanor to match concentration. Body language helps us
demonstrate understanding to children.
Body language includes getting down to the child's level. Be aware that
to a child, an adult looking down over crossed arms feels like
judgment. Seat yourself next to the child at a table or desk, kneel on
bended knee, or sit on the floor with the child when possible. Watch
intently to understand; remember "eyes equal ears to a child."L
When you are down at the child's level, you can begin to SAY
WHAT YOU
SEE. Your objective
observations will
incorporate what you see, hear,
and otherwise sense. Saying what you see
is the basic building block of
understanding. It's the one thing that can change a bad
moment with a child into a rewarding one:
The best part, for those of us who may be concerned about saying the
right thing, is that saying what we see takes
the pressure off of us.
What to say always comes directly from the child. We are there simply
to hear the child's perspective and let the child know that we
heard.
While listening, do not give answers or try to teach; instead you are
there to learn from the child about the child. If needed, teaching can
come later, after
you show that the child's point of view is
understood. If a child is not listening, you need to listen to the
child first. Children cannot listen until they are heard.
To put a child at ease and provide the listening that is needed, set
your intentions on observing without directing. Simply follow the
child's lead. Allow children to decide how near to you to stand, and
let them direct the conversation or activity. Children need to feel
safe to communicate.
Make observations using statements, not questions. Sometimes we use
questions to appear polite or to avoid being wrong and mistake this for
keeping the child in the lead. A great thing about children is that
when you say what you see, children know you
are listening to
understand, and they make sure you do. If something matters to them,
they won't let you get it wrong.
Statements encourage communication and help us follow the child's lead.
Questions can feel threatening and inhibit a child's expression, as
though there is a "right" answer.
Questions such as, "What's
in
your
hand?" or "Why are you holding that rock?" tend to cause a quick
hand-behind-the-back response. Whereas, the non-threatening statement,
"You've got a rock," encourages a flow of information like, "It's MY
rock. I found it with my Grandpa when we went for a walk in the woods.
My dog was there; his name is Chips. My mommy doesn't like
dogs…"
 Questions
also carry assumptions. Even something as innocent as, "What
do you want to do next?" reveals our pervasive adult perspective by
assuming the child has a plan. Alternatively, saying what we see
keeps
us present and open to the child's perspective as in, "Looks like
you're done with that." Free from external pressure to make a decision,
the child can say, "Yep!" and begin to look around for something else
to do or just relax for a minute and stare out the window.
Questions can also be directive. Questions like, "Don't you think
scissors would work better for cutting out that circle?" direct the
child to do something the adult way rather than encourage creativity.
 Instead,
when you say what you see
as in,
"You're tearing the paper
around that circle," the child can tell you, "I like the way the edges
look. They make my circle look like the sun," or the child can say,
"This isn't working. I need scissors." Either way, the child's opinions
and problem solving skills are encouraged.
The final type of counterproductive question is the non-question. We
usually use this one when we are annoyed and far from seeing the good
in the child. Non-questions are basically a way to deliver criticism or
introduce a lecture as in, "What are you doing in there?"
Appropriately, non-questions result in defensive non-answers like,
"Nothing!" To put children at ease and get real information, back-up
and simply say what you see
as in, "I
hear banging noises in there."
You might actually get an answer like, "I just accidentally knocked
some books off the shelf," or a self-correction like, "Sorry. I'll be
more careful next time."
Most questions distance us from children. We see something, our thought
processes automatically tack on our perspectives and opinions, and a
question pops out. When we add this extra layer of adult mental
processing, the result is a disconnection with the child. To reconnect,
even after a question has popped out, back-up and state the observation
that gave rise to the question — simply say what you saw.
Kids always
allow do-overs.
SAYing
WHAT YOU SEE
SAY WHAT YOU SEE
applies directly to what the
child is DOING,
SAYING,
FEELING,
and THINKING:
DOING
When you way what you see the child
doing, focus on the process, not
the product. Adults tend to think the point of working with craft
materials or building blocks is to create a specific thing. Children
may simply enjoy the experience of the moment.
Saying what we see helps us stay in the moment
with the child. It
returns us to the experience of making marks on crisp, white paper or
handling soft, cool play dough and allows the children we watch to
create more freely. With crayons, statements like, "You are drawing
blue, back and forth across the top of the paper, coloring really
fast," and "You're working carefully to color in that shape, covering
all the little white spaces that are showing through," or with clay,
"You pressed really hard right there and made a hole," and "You're
squishing the clay between your fingers," demonstrate that we are
paying close attention to what matters to the child at the moment.
Understanding builds deep connections.
The connection is especially clear with younger children who will often
test you playfully to see what they can get you to say. For example
after hearing the observation, "You poked  your
finger
into that play
dough," the child might look up expectantly and poke it again, just to
see if you will respond. You'll know it's a game if when you say, "You
poked it again!" the child breaks into a giggle and pokes it yet again.
As long as you are willing to play the poking-looking-giggling game,
it will continue. Child-led, spontaneous games like these are a great
way to connect with young children.
For older children who already
focus on the product, you may identify finished objects as needed to
let them know you understand their intentions. At the same time, be
sure to point out the mental and physical processes of the moment. For
example, "You're making a house. Looks like you know what you're doing.
You're  adding
a door
right there. I see
you're concentrating on making
the lines very straight. And there's the door handle. Now you're adding
brightly colored curtains to the windows; now a garden with three kinds
of flowers; and there (point), a bird flying overhead. You decided to
add lots
of details to get it just the way you wanted!" Saying what you see
helps
children appreciate their efforts and abilities and increases their
self-confidence.
SAYING
Saying what you see the child saying is done in
two ways: repeating
exactly what the child says or rephrasing it. In either case, be sure
to use the same important words or phrases the child uses. Words often
have special meanings to children;
using their own words
says you
understand. 
For example, if a child runs to you excitedly and says that
a big fire truck just zoomed by, repeat by saying enthusiastically, "A big
fire truck just zoomed
by!" or rephrase by saying, "It was big, and
it zoomed!"
This will draw a quick nod from the child and possibly more
information like, "I want to be a fireman when I grow up!"
The shorter your response, the better. All children will confirm with
body or voice when you are right. They can't help it. Watching for
physical responses and noticing when your comments open the door for
further communication will keep you on track. Don't worry about missing
a word or phrase that matters to children. When children know you are
interested, they will repeat it for you.
FEELING
When you say what you see the child
feeling, the most important thing to
remember is to accept all feelings, even those you don't
like. Saying what you see
celebrates emotions like joy and
pride and validates
other emotions like sadness and anger. It also helps us contain our
need to make everything all better, which in turn strengthens
children's abilities to solve their own problems and/or handle
disappointments.
 Using
a tone that matches the child's mood, simply say what you see
the child feeling, taking clues from the child's demeanor and what the
child does and says. For example, "You feel proud of the way you drew
that!" or "You're feeling sad about losing your dog. You wish it would
come back," or "You just squashed that snowman flat! You feel angry
when you can't make the play dough do what you want."  (Notice
the part
about how nice the snowman was is missing?)
Say what you see to let a
child know you understand and to send the message, "It is OK to feel
what you feel. You can handle these emotions. You will be able to calm
yourself when you are ready."
Remember first, that the expression of feelings is a communication, and
second, that children must continue to communicate until they are
understood. Saying what you see
tells
them you understand. If children
choose inappropriate methods to express their feelings like hitting
people or breaking things, you can add a CAN DO as
presented later on this page to help them find an appropriate outlet.
A third point to remember is that children are always right about how
they feel. Extreme emotional reactions that seem
out of line are never about the problem at hand. The level of the
reaction isn't wrong; the source is.
For example, if a child has a meltdown reaction to a sibling taking a
toy, it's not about the toy. It's more likely to be about a series of
unresolved toy snatchings and the consequent feeling of having no
control over life in general. While loss of one toy may not warrant a
meltdown, feeling helpless in life does. It's a very scary feeling!
Regardless of the source of the upset, to help a child accept extreme
feelings and calm down, say what you see
in a tone that matches the
desperate feelings of the moment. Adding the observation, "You calmed
yourself!" when the child has completely recovered will help the child
recognize self-control, which is the first step toward regaining a
sense of control over life.
Children are also always right about what they like and don't like, and
what they want and don't want. In fact, the child is the only one who
really knows. So rather than telling a protesting child, "Of course you
like bananas. You just ate one yesterday," and suffering the escalating
proof of the child spitting out the food or even gagging, try
validating the dislike by saying what the child feels as in, "You don't
want it. You don't even like it, and here it is, part of your lunch!"
The child's first response might be agreement, "Yea, and I'm not eating
it!" But, if you continue saying what you see with, "You're not eating
it! No way," in a few minutes you just might hear, "Well, maybe I'll
just take one bite..." as the child proceeds to eat the whole thing.
With no need to defend or prove a dislike, kids sometimes change their
minds. Validation allows kids to experiment with likes and dislikes
until permanent tastes are formed.
Once formed, personal likes and dislikes should be respected and
honored whenever possible. When this is not possible, as in school
drop-offs, medicine, or shots, validate the child's upset by saying
what the child feels as in, "You really don't like getting shots. You
remember they hurt. You wish you never had to have any." The more the
child feels understood, the easier the experience will be for everyone
involved.
THINKING
Saying what you see the child thinking is a way
to check your
understanding of a child's perspective. Again taking clues from the
child's demeanor and what the child does and
says, say what the child appears to be thinking.
 These
statements are about the child's thoughts
and intentions, not yours. They help confirm that you understand.
"Looks like," "sounds like," and "seems like" can be used to introduce
these observations. For example, "Looks like you want to go to the
park," or "Sounds like you don't want to be here," or "Seems like you
want me to do something," invite clarification. When children feel at
ease rather than interrogated, they will often provide whatever
information is needed to help you understand.
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Notes
SAYing
WHAT YOU SEE
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To
respond to doing,
focus on the process, not the product.
Example:
"You are drawing
blue, back and
forth across the top of the paper, coloring really fast."
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To
respond to saying,
repeat or rephrase using the child's
important words and phrases.
Examples:
"A big fire
truck
just zoomed
by!"
"It was big,
and it zoomed!"
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To
respond to feeling,
validate all feelings, even those you
don't like.
Example:
"You're feeling sad
about losing
your dog. You wish it would come back."
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To
respond to thinking,
say what the child appears to be
thinking.
Start with:
"Looks like..."
"Sounds
like..." "Seems like..."
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Adding
STRENGTHs
For children to see their strong points, we must see them first.
Centering responses point out children's strengths. They are responses
that strengthen a child's sense of self and build self-confidence.
Centering responses are all about the child.
Centering reduces dependence on outside approval, which reduces the
negative effects of peer pressure later in a child's life. If we raise
children to live for our approval, we are inadvertently setting them up
for difficulties in their pre-teen and teen years.
Middle school and high school years are the years when children begin
to build their own community of peers with whom they will navigate the
rest of their lives. 
Peer approval naturally replaces previously
established adult approval in their lives and will have the same degree
of influence on their decisions.
Teaching
children how to say no will
not work if their sense of self depends on outside approval. Our
use of centering responses helps children grow up looking inward rather
than to others to decide what's right for them.
To help children become centered and look inward, use objective
acknowledgment rather than praise whenever possible. Children act
according to who they believe they are, just as we do. If I believe I
am a parent or teacher, I will work to become a good role model for
children; if I believe I am an artist, I will draw; if children believe
they are good learners, they will pursue a college degree; if children
believe
they are considerate, they will become aware of other's feelings. etc.
Acknowledgment affirms who the child is.
Our beliefs about whom we are come most often from our
successes and
failures — those of which we are aware. By watching for and
acknowledging
children's successes, we can make children aware of their inner
strengths
so they can define themselves accordingly.
Acknowledgment has far greater impact on a child's idea of self than
praise. Praise is about what we think
and what we
like; acknowledgment
is about the
child. Acknowledgment builds confidence because it says
who the child is, not just what we think.
Children accept praise only if they already agree. If children have a
different opinion of themselves, praise can break trust. For example,
if we praise children for being smart or pretty and they don't already
believe they are, they may either think we're just being nice and won't
be able to trust us to tell them the truth, or they will think we don't
understand them. In both cases, their belief that to be accepted they
have to be something they are not will be confirmed. For building
self-confidence and connecting with children, acknowledgment is the
best choice.
To acknowledge a child objectively, SAY WHAT YOU SEE
and add a
STRENGTH:
By adding a strength after saying what you see, you tie your comment
to an immediate, objective observation and provide the child
with proof
instead of your opinion. Saying for example, "You read the textbook and
figured
out how to solve the math problem yourself. That shows you are a good learner,"
makes the child's intelligence undeniable.
 All
children have every inner strength; they just don't know it. When
you want a child to see a particular strength, watch for it in
everything the child does.
Start with the basic building
block by saying what you see, then
name the strength to prove to
a child it's there. For
example, "You finished making that even though you seemed frustrated at
times. That shows you are determined,"
or "You told me right away that
you spilled the milk. That shows you are responsible."
(Additional strengths include: appreciative, brave,
careful, truthful, considerate, team player, tenacious, etc.)
Acknowledgement helps teenagers see their strengths, too. To
help teenagers recognize their ability to dress appropriately, for
example, you need to see it first. This can be hard,
especially if you don't like a teen's clothing choices. But
if the clothes are accepted somewhere like the teen's school, you can
say, "You know I don't like the way you dress, but you seem to choose
clothes that are allowed by the school. That tells me you
know how to dress apropriately for the situation." Teenagers
who believe they can dress appropriately will have an easier time
choosing a suit for an interview or a modest outfit for a funeral than
those who believe they can't.
Sometimes you might not realize you saw an example of a strength until
later. No matter; kids allow do-overs. You can go back at any time, say
what you saw, and name the strength then. Children love it
when they hear that they've gotten your attention even when they were
not with you. Similarly, if you hear yourself use praise, follow it
immediately with an acknowledgment of what you saw and add the strength
it represented. The evidence presented in the acknowledgement will
validate the praise.
Additional centering comments to use when you say what you see
include: "You did that just the way you wanted to!"L
"It's what you
think that matters!"L
and "You stopped yourself!"L
Picture children
growing up with powerful thoughts like these to guide them. Teens and
pre-teens that believe their opinions matter and believe they have
self-control look inward rather than to peers for approval.
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Notes
Adding STRENGTHs
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For children to
see their strengths, we must see them
first.
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Acknowledgment
builds confidence because it says who the
child is, not just what we think.
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To acknowledge
a
child, SAY WHAT YOU SEE
and add a
STRENGTH.
Example:
"You
told me
right away that you spilled the milk. That shows you are responsible."
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Centering
responses point out children's strengths.
"You
did that
just the way you wanted to!"L
"It's what you think that matters!"L
"You stopped yourself!"L
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Adding CAN DOs
Defining
boundaries for children’s behavior is often the biggest
challenge for parents and teachers. None of us wants to be
mean or be the bad guy stopping kids from getting what they want or
need. What we want is for children to learn to control
themselves, so we can enjoy their company as we raise them and teach
them.
Children need rules. Rules create boundaries that provide
children with the opportunity to experience self-control. By
bumping into boundaries, children learn they have the ability to stop
themselves. Rules are centering because they allow children
to master self-control.
Kids seem to know this instinctively. Watch a child walk down
a sidewalk; how long before the child makes up a rule about not
stepping on cracks? Or at any time, “Last one there
is a rotten egg!” Kids call their rules games; we,
on the other hand, tend to call our rules mean.
To shift this kind of thinking, consider walls: although they
don’t appear the slightest bit mean, walls are
boundaries. Walls block children’s access to
rooms.
Children can’t walk through walls, but they
usually don’t get upset about it—walls just
are. Effective rules are like walls.
We want the rules we make for children to be objective statements of
what is. The way we state a rule and how consistently we
apply it establish its nature as a wall. When subjective or
inconsistent, our rules are like doors. Doors sometimes open
and sometimes don’t. While children may cry and
beat on a door to make it open, they don’t often spend time
beating on a wall. Children accept walls.
The first step for making rules is clarifying your own
boundaries. Beyond the standard rules you make for your
child’s safety, you need to determine what boundaries to set
for your own sanity. If you have been taught to put
others’ wishes first, defining boundaries to maintain
personal comfort is hard. But, isn’t that what you
want for your children?
If you are not sure where to begin, start with
noticing what is OK with you and what isn’t. While
a child banging a toy against your couch cushion might not be hurting
anything, if it doesn’t feel right to you, you can say,
“I don’t like that. I don’t
know why, I just don’t like it,” and find something
that the child can do like bang the toy against a bedroom
pillow. If you have time, a pillow fight would be even better
and completely take the child’s focus off of the couch.
For
children to respect their own likes and dislikes and stay out of
compromising situations, you need to give yourself permission to make
rules that 
reflect your personal boundaries. For example, I don't like
loud noises, so I have rules for the noise levels in my house and my
car —
screaming
is for outdoors.
Role-modeling acceptance of your personal boundaries
equals role-modeling self-respect. Your children will do as you do.
In making rules, to help determine if you should allow a behavior,
ask yourself, "Can I consistently allow this?" On the other hand, to
avoid over-restricting children's behavior, ask yourself, "Is this rule
needed?"
When you make a rule, omit the reasons. Explaining why to
gain children’s cooperation often backfires.
Reasons create an opening for debate and manipulation. If you
say, “Balls are not for throwing in the house because you
might break something,” you can expect children
to defend
their throwing skills with words, “But I won’t
break anything!” or with actions like throwing the ball lower
next time rather than stopping. When in doubt, remember the
wall analogy: walls aren’t for walking
through — no need to say why.
When children question your rules with, “Why?”
consider responding, “If you really want to know,
I’ll be happy to explain, but if you want me to change my
mind, it’s not going to happen.” The
directness of the response brings honesty and openness to the
moment.
If the child actually wants to know why, you can state your
reason. If the child then begins to argue, simply say what
you see and restate your position, “You think I might change
my mind, and I’m not going to.” Remember
to observe the child’s reaction and say what you see as
needed until the child feels heard as in, “You are angry with
me. You don’t like my rules. You wish you
could make your own rules.”
To increase cooperation, acknowledge every movement the child makes
toward following a rule. For instance, after you’ve
ruled out ball throwing in the house, if the child throws the ball
again in a more controlled way, acknowledge the cooperation and restate
the rule, “You threw the ball lower this time.
Balls are still not for throwing inside. They are for
outside.” Children find it easier to cooperate when
their good intentions are recognized.
If you find you cannot be consistent with a rule, check to see if your
reason might actually be the boundary. For example, if the
more controlled throw works for you, breaking things is actually your
boundary, not throwing in the house. To win cooperation,
acknowledge the child for being right and adjust the rule saying,
“You found a way to throw the ball that won’t break
anything—lower and away from the lamp. You can
throw the ball inside that way.”
Wrongly interpreting attempted cooperation as rebellion or rigidly
applying rules children know aren’t right, leaves children
feeling unappreciated and misunderstood. Over time, repeated
misunderstandings will cause children to lose respect for
authority. You may know teens that will no longer listen or
are sure their parents and teachers don’t know
anything. In contrast, repeated understanding and recognition
of children’s attempts to cooperate build respect that
carries through the teen years.
Once you have established a rule, to gain a child’s
cooperation, simply SAY WHAT YOU SEE and add what the child CAN
DO:
When a child is drawing on the wall, the CAN DO sequence sounds like
this: "Looks like you want to draw. You can draw on
this paper.” In most cases, the rule is clear and
does not even need to be stated.
Start with the basic building block by saying what you see.
This helps you remain calm and gives you time to think.
Focusing on what the child can do shifts your thinking to the
positive: What is an appropriate way for the child to meet
the need or the want? If you can’t think of a way
try, “Hmm. There must be something you can
do,” and turn the problem solving over to the
child. When children recognize that you are on their side,
they stop themselves from crossing boundaries, cooperate willingly, and
come up with amazingly creative solutions.
 If a rule needs to be clarified,
particularly for younger children,
state the rule using a no-fault, common sense statement like,
“The wall is not for drawing on,” and return your
focus to what the child can do as in, “You can tape several
papers together and put them up on the wall to draw on,” or
“You can use your chalk and draw on the
fence.” Use your creativity and your
child’s to select an appropriate CAN DO
that meets the need.
 If the need can’t be met here
and now, the CAN DO can be a different time like ”after
dinner” or “next time” or a different
place like “outside” or “at
home.” By fulfilling on your promise of later or
elsewhere, you build trust; by focusing on what the child can do, you
encourage creativity and affirm, “Where there’s a
will there’s way.”
To help children wait, explore what they want in wishes. For
example, “I know you’re hot and hungry and want ice
cream right now! You wish you could have a great big cone, or
a whole room full, or an ice cream mountain! You wish you
could slide down through all that cold ice cream!”
It’s easier for kids to wait when someone understands how
they feel. Saying what the child can do also avoids the pitfalls of
taboos. Taboos are guaranteed to challenge kids and focus
their interest on the problem.
Rather than forbidding things like spitting or saying potty words,
offer an alternative place, 
“Sounds like you learned a new
word today that you want to say. You can say it in the
bathroom.” After a few minutes of giggling while
shouting it into the mirror, the fascination of the word will wear
off. If it comes up again just say, “Sounds like
you’re not done yet. You can go back in the
bathroom and say it until you get it all out!”
Avoid taboos;
gain cooperation!
The complete CAN DO sequence for the ball
throwing situation mentioned above and a few others sounds
like:
“Looks
like you want to throw the ball. (The ball is not for
throwing inside.) You can throw it outside.”
"I see you are very frustrated and want to tear something!
(The book is not for tearing.) You can tear
yesterday’s newspaper."
 “You
are so angry you want to hit something. (I am
not for hitting.) You can pretend the pillow is me and hit it
as hard as you want!”
“You really want that toy! (The toy is not for
taking from the store without paying.) You can save up your
allowance, and in two weeks you can buy it.”
If you hear yourself say, "OK?" after stating a rule as in,
“The wall’s not for drawing on, OK?”
check to see what you are really asking. Unless you are
willing to change the rule when the child says,
“No!” this is a non-question that you will want to
avoid. Clearly you don’t need the child’s
permission to define a boundary. However, if your meaning is,
“Do you understand the rule?” then say,
“Understand?” instead of “OK?”
The CAN DO sequence is flexible. Try
only saying what you see when the appropriate behavior is
understood. The fewer words the better. Instead of
saying, “Your dirty clothes are on the floor. The
floor is not for clothes, the laundry basket is,” simply
point and say “dirty clothes.” Likewise
for brushing teeth try “teeth,” or for washing
hands try “hands.” In class when children
know the rules for quiet time, cleaning up, and pushing chairs up to
the table try saying only “talking,”
“messy floor,” or
“chairs.” Single word reminders encourage
children to think and solve problems on their own.
 Similarly,
when the child’s goals and the rules are
understood, feel free to jump straight to what the child can do as in,
“You can run outside,” “You can have
dessert after you eat your dinner,” or “You can
practice pouring in the bathtub.” The CAN DO helps
children cooperate.
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Notes
Adding
CAN DOs
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Effective rules
are like walls.
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Acknowledge
every movement the child makes toward following a rule.
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To encourage self-control and
creativity, SAY WHAT YOU SEE,
and add
what
the child CAN
DO.
Example:
"Looks
like you want to
throw the ball. You can throw it outside." OR "There must be somewhere
you can throw it."
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Avoid
taboos;
gain cooperation.
Example:
" You can
say potty words in the bathroom."
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Single
word
reminders encourage children to think and solve
problems on their own.
Examples:
"Teeth."
"Hands." "Talking."
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Next:
Part III. Conclusion
Back
to Part 1. Modeling Love and Respect
Back
to Language of
Listening®
home page
Language of Listening ®
©
Sandra R. Blackard 2005-07
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