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Books on the topic 'Affective empathy'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Cooper, Bridget. Empathy in education: Engagement, values and achievement. New York, NY: Continuum, 2011.

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2

The science of evil: On empathy and the origins of cruelty. New York: Basic Books, 2011.

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3

Wallon, Philippe. La relation thérapeutique et le développement de l'enfant: Émotions, interactions et contagion affective. Toulouse: Privat, 1991.

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4

Swift, Martin. Empathy and psychiatric nursing: Practice-setting and gender as contextual variables affecting nurses' empathic response. [s.l: The Author], 1995.

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5

Anger, rage, and relationship: An empathic approach to anger management. Hove, East Sussex: Routledge, 2008.

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6

White, Boyd. Aesthetics, Empathy and Education. Lang Publishing, Incorporated, Peter, 2013.

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7

White, Boyd. Aesthetics, Empathy and Education. Lang Publishing, Incorporated, Peter, 2013.

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8

Mossner, Alexa Weik von. Affective Ecologies: Empathy, Emotion, and Environmental Narrative. Ohio State University Press, 2017.

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9

Pedwell, C. Affective Relations: The Transnational Politics of Empathy. Palgrave Macmillan Limited, 2014.

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10

Pedwell, C. Affective Relations: The Transnational Politics of Empathy. Palgrave Macmillan, 2014.

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11

Hillis, Argye E., and Katherine P. Rankin, eds. Neuroimaging of Affective Empathy and Emotional Communication. Frontiers Media SA, 2019. http://dx.doi.org/10.3389/978-2-88945-690-1.

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12

Pedwell, C. Affective Relations: The Transnational Politics of Empathy. Palgrave Macmillan, 2014.

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13

Affective Ecologies: Empathy, Emotion, and Environmental Narrative. Ohio State University Press, 2017.

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14

Pedwell, Carolyn. Affective Relations: The Transnational Politics of Empathy. Palgrave Macmillan, 2014.

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15

Dalton, Jane, and Lyn Fairchild. The Compassionate Classroom: Lessons That Nurture Wisdom and Empathy. Zephyr Press, 2004.

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16

Cooper, Bridget. Empathy in Education: Engagement, Values and Achievement. Bloomsbury Publishing Plc, 2013.

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17

Carr, Paul R., P. L. Thomas, Julie A. Gorlewski, and Brad J. Porfilio. Pedagogies of Kindness and Respect: On the Lives and Education of Children. Lang Publishing, Incorporated, Peter, 2015.

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18

Pedagogies of Kindness and Respect: On the Lives and Education of Children. Lang AG International Academic Publishers, Peter, 2015.

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19

Davis, Mark H. Empathy, Compassion, and Social Relationships. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.23.

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Empathy is widely recognized to have multiple facets, both affective and cognitive. This chapter reviews evidence regarding the effect on social relationships of two of these facets: compassion and perspective-taking. The focus is on three domains: smooth social functioning/relationship quality, social support, and responses to partner transgression. Evidence indicates that perspective-taking is consistently related to measures of relationship quality, including global relationship satisfaction and interpersonal hostility. In contrast, compassion displays weaker and less consistent associations. A similar pattern is found for social support; perspective-taking has a consistent beneficial effect on the provision of various types of relationship support; the effects of compassion are weaker. A different pattern emerges for reactions to partner transgression. By far the strongest predictor of forgiveness is experiencing compassion for the transgressor. Finally, the limited evidence from studies examining these issues cross-culturally suggests that these patterns hold in non-American samples as well.
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20

Chiao, Joan Y. Cultural Neuroscience of Compassion and Empathy. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.12.

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“Compassion” and “empathy” refer to adaptive emotional responses to suffering in oneself and others that recruit affective and cognitive processes. The human ability to understand the emotional experience of others is fundamental to social cooperation, including altruism. While much of the scientific study of compassion and empathy suggests that genes contribute to empathy and compassion, recent empirical advances suggest gene–environment interactions, as well as cultural differences in development, influence the experience, expression, and regulation of empathy and compassion. The goal of this chapter is to review recent theoretical and empirical advances in the cultural neuroscience of empathy and compassion. Implications of the cultural neuroscientific study of empathy and compassion for public policy and population health disparities will be discussed.
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21

The formative five: Fostering grit, empathy, and other success skills every student needs. ASCD, 2017.

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22

Sands, Danielle. Animal Writing. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474439039.001.0001.

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Reading contemporary fiction and philosophy alongside each other, Animal Writingproposes a thinking of and with animals which brings together critical and affective approaches. Aspiring to a critical distancing from the sometimes claustrophobic proximity of empathy – currently the prevailing mode in Animal Studies – this book interrogates the claims made of empathy without exchanging it for the kind of abstract, disembodied reason which has long disavowed the ethical status of nonhuman life. This book is particularly interested in the stories that we tell, and are told, by beings at the edges of animal life, insects, and the possibility that the indifference, even disgust, that these creatures evoke might form the basis for an ethics which is not bounded by empathy. Across five interdisciplinary chapters, it asks: is it possible to read, write and think non-anthropocentrically? How might we develop approaches to nonhuman life which are affectively and critically informed? It contends that reframing the human in relation to the elements of itself which it denounces as inhuman can inform a renewed attentiveness to nonhuman life.
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23

Fuchs, Thomas. Intercorporeality and Interaffectivity. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190210465.003.0001.

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According to phenomenological and enactive approaches, human sociality does not start from isolated individuals and their hidden inner states, but from intercorporeality and interaffectivity. This paper introduces first a general concept of embodied affectivity: it conceives emotions as a circular interaction of the embodied subject and the respective situation with its affective affordances. This leads to a concept of embodied interaffectivity (with others) as a process of coordinated interaction, bodily resonance, and “mutual incorporation,” providing the basis for a primary empathic understanding. Finally these empathic capacities are also based developmentally on an intercorporeal memory acquired in early childhood, which conveys a basic sense of social attunement or a “social musicality” and also manifests itself in an individual’s habitus. Basic empathy mediated by embodied interaction may subsequently be extended by higher-level cognitive capacities such as perspective-taking and imaginary transposition. Nevertheless, intercorporeality and interaffectivity remain the basis of social understanding.
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24

Pickard, Hanna, and Lisa Ward. Responsibility without Blame. Edited by K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, George Graham, John Z. Sadler, Giovanni Stanghellini, and Tim Thornton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0066.

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Effective treatment of disorders of agency presents a clinical conundrum. Many of the core symptoms or maintaining factors are actions and omissions that cause harm to self and others. Encouraging service users to take responsibility for this behavior is central to treatment. Blame, in contrast, is detrimental. How is it possible to hold service users responsible for actions and omissions that cause harm without blaming them? A solution to this problem is part conceptual, part practical. This chapter offers a conceptual framework that clearly distinguishes between ideas of responsibility, blameworthiness, and "detached" and "affective" blame. It argues that affective blame is detrimental to effective treatment. And it suggests that affective blame can be avoided by attention to service users' past history, which directly evokes compassion and empathy. Finally, the chapter briefly considers whether the clinical stance of responsibility without blame should be adopted in non-clinical interpersonal and social contexts.
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25

Mentalizing In The Development And Treatment Of Attachment Trauma. Karnac Books, 2012.

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26

Allen, Jon G. Mentalizing in the Development and Treatment of Attachment Trauma. Taylor & Francis Group, 2019.

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27

Allen, Jon G. Mentalizing in the Development and Treatment of Attachment Trauma. Taylor & Francis Group, 2018.

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28

Allen, Jon G. Mentalizing in the Development and Treatment of Attachment Trauma. Taylor & Francis Group, 2018.

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29

Klapwijk, Eduard T., Wouter van den Bos, and Berna Güroğlu. Neural Mechanisms of Criminal Decision Making in Adolescence. Edited by Wim Bernasco, Jean-Louis van Gelder, and Henk Elffers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199338801.013.12.

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Adolescence is a time of change in which there is an increase and peak in criminal behavior. This chapter discusses the neurocognitive mechanisms underlying criminal decision making in adolescents. First, it provides a brief overview of the neural basis of decision making in typically developing adolescents. Second, it discusses studies that examine decision-making processes in delinquent and antisocial adolescents compared to their typically developing peers. The chapter focuses on executive functioning and empathy, and it is concluded that delinquent and antisocial adolescents mainly display affective deficits. This is manifested in risky and impulsive decisions and in impaired sensitivity to the distress and perspectives of other people. Finally, the chapter argues that future research on criminal decision making in adolescence could benefit from focusing on subgroups of offenders and from including environmental factors such as peer influence in experimental designs.
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30

Lilti, Antoine. The Politics of Popularity. Translated by Benjamin S. Bernard and David Moak. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190674793.003.0003.

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This chapter will explain how celebrity, which appeared in the eighteenth century as a new characteristic of cultural life became, during the French Revolution, a key mechanism of political life as well. It will start by outlining the specific features of celebrity, which is based on the curiosity of contemporaries about individuals and on sentimental empathy, and is distinguished from traditional forms of renown such as glory and reputation. It will then discuss how traditional forms of power were transformed, at the end of the eighteenth century, both by the new figure of the “public” and by changing means of communication (especially the periodical press and engraved portraits). Finally, the article will examine the highly ambivalent relationship that the French Revolutionaries negotiated with the new demand for “popularity”—that is, the affective attachment to an actor that introduces the mechanisms of celebrity into the heart of political action.
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31

Simpson, Hannah. Samuel Beckett and the Theatre of the Witness. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192863263.001.0001.

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This book explores Beckett’s representation of physical pain in his theatre plays in the long aftermath of World War II, emphasising how the issues raised by this staging of pain speak directly to matters lying at the heart of his work: the affective power of the human body, the doubtful capacity of language as a means of communication, the aesthetic and ethical functioning of the theatre medium, and the vexed question of intersubjective empathy. Alongside the wartime and post-war plays of fellow Francophone writers Albert Camus, Eugène Ionesco, Pablo Picasso, and Marguerite Duras, it resituates Beckett’s early plays in a new conceptualising of le théâtre du témoin or a ‘theatre of the witness’. These are plays concerned with the epistemological and ethical uncertainties of witnessing another’s pain, rather than with the sufferer’s own direct experience. They raise troubling questions about our capacity to comprehend and respond to another being’s pain. Drawing on an interdisciplinary framework of extant criticism, recorded historical audience response, theatre and affect theory, and medical understandings of bodily pain, this book argues that these plays do not offer any easily negotiable encounter with physical suffering, and instead push us to recognise the very ‘otherness’ of another being’s pain even as it invades our own affective sphere. In place of any comforting transcendence or redemption of endured pain, they offer a starkly sceptical, even pessimistic probing of what it is to witness another’s suffering.
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32

Hall, Sue Parker. Anger, Rage and Relationship: An Empathic Approach to Anger Management. Taylor & Francis Group, 2009.

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33

Hall, Sue Parker. Anger, Rage and Relationship: An Empathic Approach to Anger Management. Taylor & Francis Group, 2009.

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34

Hall, Sue Parker. Anger, Rage and Relationship: An Empathic Approach to Anger Management. Taylor & Francis Group, 2009.

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35

Hall, Sue Parker. Anger, Rage and Relationship: An Empathic Approach to Anger Management. Taylor & Francis Group, 2009.

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36

Hall, Sue Parker. Anger, Rage and Relationship: An Empathic Approach to Anger Management. Taylor & Francis Group, 2009.

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37

Han, Shihui. The Sociocultural Brain. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198743194.001.0001.

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Is the human brain shaped by our sociocultural experiences, and if so, how? What are the neural correlates of cultural diversity of human behavior? Do genes interact with sociocultural experiences to moderate human brain functional organization and behavior? The Sociocultural Brain examines the relationship between human sociocultural experience and brain functional organization. It introduces brain imaging studies that identify neural correlates of culturally familiar gesture, music, brand, and more. It reviews cultural neuroscience findings of cross-cultural differences in human brain activity underlying multiple cognitive and affective processes (e.g., visual perception and attention, memory, causal attribution, inference of others’ mental states, self-reflection, and empathy). Further, it reviews studies that integrate brain imaging and cultural priming to explore a causal relationship between culture and brain functional organization. It also examines empirical findings of genetic influences on the coupling between brain activity and cultural values. The book aims to provide a new perspective on human brain functional organization by highlighting the role of human sociocultural experience and its interaction with genes in shaping the human brain and our behavior. Finally, the book discusses the implications of cultural neuroscience findings for understanding the nature of the human brain and culture, as well as implications for education, cross-cultural communication and conflict, and clinical treatment of mental disorders.
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38

Roscher, Mieke, Nils Steffensen, Roman Bartosch, Liza B. Bauer, Michaela Keck, Alexandra Böhm, Björn Hayer, Jobst Paul, Pamela Steen, and Greta Gaard. Multispecies Futures: New Approaches to Teaching Human-Animal Studies. Edited by Andreas Hübner, Micha Gerrit Philipp Edlich, and Maria Moss. Neofelis Verlag, 2022. http://dx.doi.org/10.52007/9783958084025.

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Beyond Anthropocentric Perspectives on Education In light of the dramatic growth and rapid institutionalization of human-animal studies in recent years, it is somewhat surprising that only a small number of publications have proposed practical and theoretical approaches to teaching in this inter- and transdisciplinary field. Featuring eleven original pedagogical interventions from the social sciences and the humanities as well as an epilogue from ecofeminist critic Greta Gaard, the present volume addresses this gap and responds to the demand by both educators and students for pedagogies appropriate for dealing with environmental crises. The theoretical and practical contributions collected here describe new ways of teaching human-animal studies in different educational settings and institutional contexts, suggesting how learners – equipped with key concepts such as agency or relationality – can develop empathy and ethical regard for the more-than-human world and especially nonhuman animals. As the contributors to this volume show, these cognitive and affective goals can be achieved in many curricula in secondary and tertiary education. By providing learners with the tools to challenge human exceptionalism in its various guises and related patterns of domination and exploitation in and outside the classroom, these interventions also contribute to a much-needed transformation not only of today’s educational systems but of society as a whole. This volume is an invitation to beginners and experienced instructors alike, an invitation to (re)consider how we teach human-animal studies and how we could and should prepare learners for an uncertain future in, ideally, a more egalitarian and just multispecies world.
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39

Zhang, Yu. Affective-Discursive Practice in Online Medical Consultations in China: Emotional and Empathic Acts, Identity Positions, and Power Relations. Springer, 2022.

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40

Fuchs, Thomas. The Phenomenology of Affectivity. Edited by K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, George Graham, John Z. Sadler, Giovanni Stanghellini, and Tim Thornton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0038.

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In contrast to current opinion which locates mental states including moods and emotions within our head, phenomenology regards affects as encompassing phenomena that connect body, self, and world. Based on the phenomenological approach, the chapter gives a detailed account of: (a) the feeling of being alive or vitality, (b) existential feelings, (c) affective atmospheres, (d) moods, and (e) emotions, emphasizing the embodied as well as intersubjective dimensions of affectivity. Thus, emotions are regarded as resulting from the circular interaction between affective affordances in the environment and the subject's bodily resonance, be it in the form of sensations, postures, gestures, or movement tendencies. A special section deals with the phenomena of interaffectivity, understood as the mutual empathic coupling of two embodied subjects. Psychopathological examples complete the phenomenological account of affectivity.
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41

Braude, Hillel. Radical Somatics. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039409.003.0007.

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In this chapter, the author discusses the radical transformative power of somatics and the ways that somatics practice directly affects the precognitive sensibility of the Other; he calls this transformation of the Other “somatics affecting.” Drawing on his current research that integrates approaches to medicine and somatics in the emergent field of neuroethics, the author explains how somatics, especially through kinesthesia, provides a means of bridging the distinct realms of phenomenology and neuroscience. To this end, he analyzes the transformative qualities of somatics in terms of neurobiology and phenomenology, and especially the radical idea adapted from the phenomenological writings of Maurice Merleau-Ponty and Emmanuel Levinas. He elucidates the relation between somatics and phenomenonology as disciplines of subjectivity by linking them to the natural sciences. Finally, he illustrates the transformative potential of somatics affecting through a comparison with the social neuroscience understanding of empathy.
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42

Baruch, Jay. Tornado of Life. The MIT Press, 2022. http://dx.doi.org/10.7551/mitpress/13871.001.0001.

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Stories from the ER: a doctor shows how empathy, creativity, and imagination are the cornerstones of clinical care. To be an emergency room doctor is to be a professional listener to stories. Each patient presents a story; finding the heart of that story is the doctor's most critical task. More technology, more tests, and more data won't work if doctors get the story wrong. When caring for others can feel like venturing into unchartered territory without a map, empathy, creativity, imagination, and thinking like a writer become the cornerstones of clinical care. In Tornado of Life, ER physician Jay Baruch shares these struggles in a series of short, powerful, and affecting essays that invite the reader into stories rich with complexity and messiness. Patients come to the ER with lives troubled by scales of misfortune that have little to do with disease or injury. ER doctors must be problem-finders before they are problem-solvers. Cheryl, for example, whose story is a chaos narrative of “and this happened, and then that happened, and then, and then and then and then,” tells Baruch she is “stuck in a tornado of life.” What will help her, and and what will help Mr. K., who seems like a textbook case of post-combat PTSD but turns out not to be? Baruch describes, among other things, the emergency of loneliness (invoking Chekhov, another doctor-writer); his own (frightening) experience as a patient; the patient who demanded a hug; and emergency medicine during COVID-19. These stories often end without closure or solutions. The patients are discharged into the world. But if they're lucky, the doctor has listened to their stories as well as treated them.
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43

Smith, Murray. Engaging Characters. 2nd ed. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198871071.001.0001.

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Characters—those imaginary agents populating the fictional worlds we spend so much time absorbed in—are ubiquitous in our lives. We track their fortunes, judge their actions and attitudes, and respond to them with anger, amusement, and affection—indeed, the whole palette of human emotions. Often enough, powerfully drawn characters transcend the stories to which they owe their genesis, migrating into our imaginations and deliberations about the actual world. And yet there has been remarkably little sustained and systematic reflection on these creatures that engage our minds and shape our feelings in equal measure. In Engaging Characters, Murray Smith sets out a comprehensive theory of character, exploring the role of characters in our experience of narrative and fiction. While focussing on film, Smith’s analysis also illuminates character in literature, opera, song, cartoons, new media, and social media. At the heart of Smith’s account is an explanation of the capacity of characters to move us. Teasing out the different dimensions of character, Smith explores the means by which films draw us close to characters, or hold us at a distance from them, and how our beliefs and attitudes are formed (and sometimes reformed) by these encounters. Integrating these arguments with research on emotion in philosophy, psychology, evolutionary theory, and anthropology, Engaging Characters advances an account of the nature of fictional characters and their functions in fiction, imagination, and human experience as a whole. Opening with a Foreword by David Bordwell, in this revised, twenty-fifth anniversary edition of Engaging Characters, Smith refines and extends the arguments of the first edition, with a substantial new Afterword reviewing the debates on emotion, empathy, and character inspired by the book.
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