Useful communication heuristics; clinical efficacy, survey associations and personal stories do not establish a causal Academy retention benefit.
Whole book examined; selected noncontiguous passages support internal learner-support synthesis.
Fleck distinguishes acknowledgment from agreement and evaluation, proposes reflective listening and optional practical assistance, and applies validation to workplace feedback. The Academy synthesis retains accurate criteria, accessible support and voluntary participation.
244
44
PDF44–58;94–99;108–110;156–170;219–223;234–244
All338supplied sheets read;19visual sheets inspected. Primary checks and limitations linked in Literature Note. Verified means attribution to source, not endorsement of every claim.
Evidence boundary
This is a paraphrase of selected passages, not a continuous quotation. Fleck's framework informs a proposed support practice; any learning, belonging or retention effect remains untested at USWA.
Key correction
The college study cited at PDF243 uses single-time-point observations, explicitly limiting causal inference; microexpression training should not be used to judge learner honesty. See the Literature Note for primary-source links and precise coverage.