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Journal articles on the topic 'Empathy'
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1
Polyakova, O. B. "The Specifics of the Components of Empathy of Volunteers Providing Social Assistance to the Population in the Context of the COVID-19 Pandemic." Contemporary problems of social work 7, no. 1 (March 31, 2021): 115–22. http://dx.doi.org/10.17922/2412-5466-2021-7-1-115-122.
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the specificity of the components of empathy of volunteers providing social assistance to the population in the context of the COVID-19 pandemic was determined; the average degree of expression of the components of empathy, empathic empathy and empathy of an effective orientation; lower average severity of identification, general and penetrating empathy, intuitiveness, rationality and emotionality of empathy, empathic attitudes. Found: a marked connection between: effective and empathic empathy; identification and general empathy; intuitiveness of empathy and general empathy; general and penetrating empathy, and empathic attitudes; empathic empathy and empathy; moderate connection between: effective empathy and empathy; identification and empathic empathy, and empathic attitudes, and the intuitiveness of empathy, and the rationality of empathy; general empathy and rationality of empathy, and the emotionality of empathy, and empathy, and empathic empathy; penetrating empathy and emotionality of empathy, and empathy, and empathic attitudes; the rationality of empathy and empathic empathy; empathic empathy and emotionality of empathy; emotionality of empathy and empathy; weak link between: effective empathy and the emotionality of empathy; penetrating and empathic empathy; empathic and empathic attitudes. It has been proven that the higher the effective, identification, intuitive and empathic empathy, the higher the general and penetrating empathy, as well as empathic attitudes.
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Sanahuges, Carme, and Hortènsia Curell. "The perception of empathy." Círculo de Lingüística Aplicada a la Comunicación 89 (December 21, 2021): 235–46. http://dx.doi.org/10.5209/clac.79506.
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In the present article, we aim to identify, analyse and correlate the variables underlying the perception of empathy based on the evaluations made by the role play participants of their own interactions. The subjects, whose L1 was either Catalan or English, held a conversation dealing with a trouble that aimed to elicit an empathic response. Each participant assessed the effects that those dyad dialogues had on them by completing a questionnaire in which different elements were included depending on whether they were the empathy receiver or the empath provider. Although partially grounded on conversational aspects, the analysis of the items favours a more psychology-oriented approach since they involve subjective cognitive and emotional factors. The results show the positive effects of empathy-related verbal strategies on the empathy receiver and the central importance of understanding and appraisal in the construction of empathy. The results also point to the mutual influence of interactional participants on each other. By identifying the significant correlations established between the variables considered, we hope to contribute to the understanding of the impact of empathic conversations on the participants.
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Hickson, Joyce. "Psychological Research on Empathy: In Search of an Elusive Phenomenon." Psychological Reports 57, no. 1 (August 1985): 91–94. http://dx.doi.org/10.2466/pr0.1985.57.1.91.
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A need for additional study of the empathic process is evidenced by a review of the literature. As yet there is no definitive study, and contradictory definitions exist regarding empathy's nature, meaning, and use. Because empathy has presumptive value in aiding interactional situations, the concept seems particularly relevant to psychology. Although empathy is an influential directive in all interactions and vital to communication, its full implications remain unknown. The present discussion focuses on the unique problems empathy poses for the psychological investigator.
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Zhu, An. "The Effects of Cognitive and Emotional Empathy in Moral Judgement and Relevant Factors." Journal of Education, Humanities and Social Sciences 10 (April 5, 2023): 111–16. http://dx.doi.org/10.54097/ehss.v10i.6900.
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Empathy is described as the ability to understand and experience others' feelings and thoughts. Moral judgment is an important part of moral cognition. Previous studies found that empathy was potentially correlated with moral judgment. In those studies, the researchers noticed that empathic people tended to behave more prosocial and the people with trait alexithymia tended to behave more utilitarian when facing some moral dilemmas. Whether cognitive empathy or affective empathy influence the judgment is still hotly debated. Some researchers thought cognitive empathy promoted positive results and affective empathy introduced negative results. Some other researchers hold the opposite opinion, and they thought that affective empathy should be the dominant, as it is spontaneously generated. As the research of empathy-moral judgment deepens, more and more relevant factors were found, such as guilt, population characters, and punishment. This review systematically reviewed cognitive and emotional empathy's contribution to moral judgment with other factors, such as guilt and moral character. This review suggested that empathy should be treated as an integral predictor of moral judgments. Because cognitive and emotional empathy both have their benefits and weaknesses, when combined, maximum impact could be achieved. This review can provide a relatively comprehensive understanding for developing effective interventions.
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Andreychik, Michael R. "I like that you feel my pain, but I love that you feel my joy: Empathy for a partner’s negative versus positive emotions independently affect relationship quality." Journal of Social and Personal Relationships 36, no. 3 (December 10, 2017): 834–54. http://dx.doi.org/10.1177/0265407517746518.
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Given the myriad ways in which close relationships impact human well-being, it is important to understand the factors that contribute to healthy relationship functioning. One such factor is the extent to which partners empathize with each other’s emotional experiences. To date however, research examining empathy’s relevance for social relationships has focused overwhelmingly on empathy for others’ specifically negative emotions. Building on recent scholarship demonstrating the separability of empathy for others’ negative versus positive emotions, the present work argues that both of these empathic capacities contribute to relationship quality and that they do so via different pathways. A first study showed that whereas perceptions of a partner’s negative empathy and positive empathy were each independently associated with relationship quality, this association was substantially stronger for positive empathy. A second, experimental study demonstrated independent causal effects of negative empathy and positive empathy and showed that these effects were mediated by different mechanisms. These results suggest that although having a partner who empathizes with one’s negative emotions is good for relationships, having a partner who (also) empathizes with one’s positive emotions may carry even greater benefits.
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Lee, Youngjoon. "Beyond Cognitive Empathy: Suggestions for Strengthening Medical Students’ Empathy." Korean Medical Education Review 26, no. 2 (June 30, 2024): 140–54. http://dx.doi.org/10.17496/kmer.23.030.
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A physician’s empathy plays a crucial role in patient-centered care, and in modern medicine, patients, their caregivers, and society demand a high level of empathy from healthcare providers. The conceptualization of clinical empathy, which has emphasized cognitive empathy since the mid-20th century, has been widely accepted in medical schools and the healthcare industry without much critical reflection. This study provides an overview of the ongoing debates on empathy versus sympathy and cognitive empathy versus affective empathy to clarify the concept of empathy. Based on recent research findings, clinical empathy is proposed to encompass three components: cognitive empathy, affective empathy, and empathic motivation. It is suggested that fully demonstrating these components requires empathic communication skills. Additionally, the cognitive characteristics of medical students and the features of the academic environment demonstrate the need for education to strengthen their empathy skills. Considering this, proposed intervention methods that medical schools can consider include utilizing tutoring programs and debriefing processes for team activities, which can facilitate problem-solving as a coping strategy for stress. Learning communities can create an environment where students can receive social support and recover from stress. Medical schools can contribute to the development of students' professional identities as practicing clinicians who embody empathy and respect by cultivating professors as positive role models. Additionally, utilizing scales to assess the empathic nature of doctor-patient communication or incorporating patients and caregivers as evaluators can actively improve empathic communication skills.
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Rameson, Lian T., Sylvia A. Morelli, and Matthew D. Lieberman. "The Neural Correlates of Empathy: Experience, Automaticity, and Prosocial Behavior." Journal of Cognitive Neuroscience 24, no. 1 (January 2012): 235–45. http://dx.doi.org/10.1162/jocn_a_00130.
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Empathy is a critical aspect of human emotion that influences the behavior of individuals as well as the functioning of society. Although empathy is fundamentally a subjective experience, no studies have yet examined the neural correlates of the self-reported experience of empathy. Furthermore, although behavioral research has linked empathy to prosocial behavior, no work has yet connected empathy-related neural activity to everyday, real-world helping behavior. Lastly, the widespread assumption that empathy is an automatic experience remains largely untested. It is also unknown whether differences in trait empathy reflect either variability in the automaticity of empathic responses or the capacity to feel empathy. In this study, 32 participants completed a diary study of helping behavior followed by an fMRI session, assessing empathic responses to sad images under three conditions: watching naturally, under cognitive load, and while empathizing. Across conditions, higher levels of self-reported experienced empathy were associated with greater activity in medial PFC (MPFC). Activity in MPFC was also correlated with daily helping behavior. Self-report of empathic experience and activity in empathy-related areas, notably MPFC, were higher in the empathize condition than in the load condition, suggesting that empathy is not a fully automatic experience. Additionally, high trait empathy participants displayed greater experienced empathy and stronger MPFC responses than low trait empathy individuals under cognitive load, suggesting that empathy is more automatic for individuals high in trait empathy. These results underline the critical role that MPFC plays in the instantiation of empathic experience and consequent behavior.
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Bruneau, Emile G., Mina Cikara, and Rebecca Saxe. "Parochial Empathy Predicts Reduced Altruism and the Endorsement of Passive Harm." Social Psychological and Personality Science 8, no. 8 (June 7, 2017): 934–42. http://dx.doi.org/10.1177/1948550617693064.
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Empathic failures are common in hostile intergroup contexts; repairing empathy is therefore a major focus of peacebuilding efforts. However, it is unclear which aspect of empathy is most relevant to intergroup conflict. Although trait empathic concern predicts prosociality in interpersonal settings, we hypothesized that the best predictor of meaningful intergroup attitudes and behaviors might not be the general capacity for empathy (i.e., trait empathy), but the difference in empathy felt for the in-group versus the out-group, or “parochial empathy.” Specifically, we predicted that out-group empathy would inhibit intergroup harm and promote intergroup helping, whereas in-group empathy would have the opposite effect. In three intergroup contexts—Americans regarding Arabs, Hungarians regarding refugees, Greeks regarding Germans—we found support for this hypothesis. In all samples, in-group and out-group empathy had independent, significant, and opposite effects on intergroup outcomes, controlling for trait empathic concern.
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VanCleave, Diane S. "Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training." Advances in Social Work 17, no. 2 (January 30, 2017): 369–89. http://dx.doi.org/10.18060/21087.
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The difficulty in comprehending the epistemology of empathy lies in shifting paradigms which have resulted in empathy being viewed as vague and elusive. Such elusive understanding of empathy has confused research, practice, and advancement of therapeutic principles. Empathy is the core of all social and intellectual transformation. Humankind is biologically programmed to use empathy for survival, health, and well-being. Pursuing and understanding empathy frees human capacity for wisdom. Studying the epistemology of empathy is operationally and scientifically relevant in the synthesis of an empathic practice theory. Clear epistemic definition and neuroscience provide the foundation for an expanding discovery of rational frameworks for a clinician’s empathic training and teaching. A clinician’s empathic ability requires competency in reflective, global, affective, cognitive, and interpersonal perspective-taking. Once understood, renewed curriculum for teaching and training are recommended that would produce more finite outcomes. Epistemic review culminates in empathy skills training over the course of curricula at the undergraduate (BSW) and graduate (MSW) levels.
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Gómez-Leal, Raquel, Ana Costa, Alberto Megías-Robles, Pablo Fernández-Berrocal, and Luísa Faria. "Relationship between emotional intelligence and empathy towards humans and animals." PeerJ 9 (April 16, 2021): e11274. http://dx.doi.org/10.7717/peerj.11274.
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Previous research has highlighted that Emotional Intelligence (EI) is related to an array of positive interpersonal behaviours, including greater human empathy. Nonetheless, although animals are an integral part of our lives, there is still a lack of clarity regarding the way in which EI relates to empathy towards animals. The aim of this study was to investigate the relationship between EI and empathy towards humans and animals. We used the Trait-Meta Mood Scale to assess EI, the Interpersonal Reactivity Index to assess empathy for humans, and the Animal Empathy Scale to assess empathy for animals. Our findings revealed a positive relationship between empathy for humans and animals. The results also supported the idea that EI is positively related to empathy for humans, while the relationship between EI and empathy for animals was dependent on whether or not the participants had experience with pets. In addition, multiple regression analysis showed that the variables that best predicted empathy for animals were having a pet (or not), age, gender and human empathic concern. Finally, the relationship between human empathic concern and empathy for animals was stronger in participants who had pets. These findings provide a better understanding of the mechanisms underlying empathic behaviour and suggest that empathy for humans and animals can be influenced by different factors. Limitations and future lines of research are discussed.
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Osadcha, Elena. "Empathic Communication in the Process of Teaching English." International Letters of Social and Humanistic Sciences 58 (September 2015): 117–22. http://dx.doi.org/10.18052/www.scipress.com/ilshs.58.117.
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The aim of this study is to analyze the ways empathy influences the effectiveness of the process of teaching English. The problem of empathic communication in the educational process is considered. The genesis of the concept of empathy is traced in behaviorism, psychoanalysis and in humanistic psychology. The aspects of empathy are distinguished and characteristics of the empathic process are determined. The role of empathy in the educational process and in the teacher’s behaviour is described. The significance of empathy in intercultural communication of English learners is assessed.
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David, Yossi, Nimrod Rosler, and Ifat Maoz. "Gender-empathic Constructions, Empathy, and Support for Compromise in Intractable Conflict." Journal of Conflict Resolution 62, no. 8 (April 4, 2017): 1727–52. http://dx.doi.org/10.1177/0022002717701818.
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The goal of the present study was to investigate how empathy and gender-empathic constructions affect the levels of support for political compromise in an intractable conflict. Gender-empathic constructions relate to perceptions that individuals hold about self or others as having feminine-empathic gender traits. We hypothesized that empathy will be positively associated with support for compromise, but that perceiving one’s own group as feminine empathic will be negatively associated with such attitudes, with empathy being a significant mediator. Data were collected through a public opinion survey conducted with a representative sample of Israeli-Jewish adults ( N = 511). The findings supported our hypotheses, thus indicating that perceiving one’s own group as having feminine-empathic traits and empathy toward opponents made significant contributions to explaining Jewish-Israeli willingness to compromise with Palestinians. The implications of our findings for understanding the role of gender-empathic constructions and of empathy in conflict resolution are discussed.
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Ávila-Villanueva, Marina, Jaime Gómez-Ramírez, Jesús Ávila, and Miguel A. Fernández-Blázquez. "Alzheimer’s Disease and Empathic Abilities: The Proposed Role of the Cingulate Cortex." Journal of Alzheimer's Disease Reports 5, no. 1 (May 3, 2021): 345–52. http://dx.doi.org/10.3233/adr-200282.
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In recent years there has been increasing interest in examining the role of empathic abilities in Alzheimer’s disease (AD). Empathy, the ability to understand and share another person’s feelings, implies the existence of emotional and cognitive processes and is a pivotal aspect for success in social interactions. In turn, self-empathy is oriented to one’s thoughts and feelings. Decline of empathy and self-empathy can occur during the AD continuum and can be linked to different neuroanatomical pathways in which the cingulate cortex may play a crucial role. Here, we will summarize the involvement of empathic abilities through the AD continuum and further discuss the potential neurocognitive mechanisms that contribute to decline of empathy and self-empathy in AD.
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Commons, Michael Lamport, and Chester Arnold Wolfsont. "A complete theory of empathy must consider stage changes." Behavioral and Brain Sciences 25, no. 1 (February 2002): 30–31. http://dx.doi.org/10.1017/s0140525x02320016.
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A sequential, hierarchical stage model of empathy can account for a comprehensive range of empathic behaviors. We provide an illustrative table, “Stages of Empathy,” to demonstrate how increasingly complex empathic behaviors emerge at each stage, beginning with the infant's “automatic empathy” and ending with the advanced adult's “coconstruction of empathetic reality.”
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Lupu, Valentin. "A Preliminary Study of Empathy in Romanian College Students." International conference KNOWLEDGE-BASED ORGANIZATION 23, no. 2 (June 25, 2017): 312–17. http://dx.doi.org/10.1515/kbo-2017-0134.
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KeywordsThe Interpersonal Reactivity Index is a self-report instrument used for assessing empathy. The theoretical model of empathy for IRI assumes that empathy is multidimensional in nature containing affective aspects (Empathic Concern and Personal Distress) and cognitive aspects (Perspective Taking and Fantasy). The objective of this study was to compare the level of empathy in Romanian college students to the level of empathy in American college students and to compare empathy in college students based on gender and field of study. The IRI was administered to a sample of 216 Romanian college students. We were interested only on Empathic Concern and Perspective Taking scales. The results revealed that Empathic Concern in Romanian college students is lower than in American college students, women score higher than men on the two scales used and students studying at humanities colleges have a higher Perspective Taking than students studying at science colleges. Our suggestion as a result of this study is to introduce more classes in the curriculum at the elementary school level to teach children empathy using diverse methods.
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Shamay-Tsoory, S. G., R. Tomer, B. D. Berger, and J. Aharon-Peretz. "Characterization of Empathy Deficits following Prefrontal Brain Damage: The Role of the Right Ventromedial Prefrontal Cortex." Journal of Cognitive Neuroscience 15, no. 3 (April 1, 2003): 324–37. http://dx.doi.org/10.1162/089892903321593063.
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Impaired empathic response has been described in patients following brain injury, suggesting that empathy may be a fundamental aspect of the social behavior disturbed by brain damage. However, the neuroanatomical basis of impaired empathy has not been studied in detail. The empathic response of patients with localized lesions in the prefrontal cortex (n = 25) was compared to responses of patients with posterior (n = 17) and healthy control subjects (n = 19). To examine the cognitive processes that underlie the empathic ability, the relationships between empathy scores and the performance on tasks that assess processes of cognitive flexibility, affect recognition, and theory of mind (TOM) were also examined. Patients with prefrontal lesions, particularly when their damage included the ventromedial prefrontal cortex, were significantly impaired in empathy as compared to patients with posterior lesions and healthy controls. However, among patients with posterior lesions, those with damage to the right hemisphere were impaired, whereas those with left posterior lesions displayed empathy levels similar to healthy controls. Seven of nine patients with the most profound empathy deficit had a right ventromedial lesion. A differential pattern regarding the relationships between empathy and cognitive performance was also found: Whereas among patients with dorsolateral prefrontal damage empathy was related to cognitive flexibility but not to TOM and affect recognition, empathy scores in patients with ventromedial lesions were related to TOM but not to cognitive flexibility. Our findings suggest that prefrontal structures play an important part in a network mediating the empathic response and specifically that the right ventromedial cortex has a unique role in integrating cognition and affect to produce the empathic response.
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Wise, Pamela Sharratt, and Stanley H. Cramer. "Correlates of Empathy and Cognitive Style in Early Adolescence." Psychological Reports 63, no. 1 (August 1988): 179–92. http://dx.doi.org/10.2466/pr0.1988.63.1.179.
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This research examined the correlations among cognitive style, empathic traits, and other variables such as age, sex, grade, school ability, birth order, and school-related achievement, identified from previous empathy and cognitive-style research. Subjects were 840 seventh and eighth grade students. The Hogan Empathy Scale measured empathic disposition globally, while the Interpersonal Reactivity Index measured dimensional traits of empathic concern, personal distress, perspective taking, and fantasy. Cognitive style was assessed on the Group Embedded Figures Test. No significant correlation appeared between empathy and cognitive style as measured by this instrument. Two empathy factors were identified, a general empathic factor and a withdrawn personal distress factor. Correlations with the other variables are presented and discussed.
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Vrečer, Natalija. "Empathy in Adult Education." Andragoška spoznanja 21, no. 3 (October 28, 2015): 65–73. http://dx.doi.org/10.4312/as.21.3.65-73.
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Empathy is an important part of emotional intelligence and the latter is crucial for human relations, whether they be interpersonal relations, relations among people at work, or in a wider community. Therefore, empathy is important for adult education, for guidance counsellors, and for other adult educators. Adult educators must be empathic in order to understand the perspectives and needs of the participants in the educational process and empathy is a precondition for understanding. The development of empathy as a competence is a lifelong learning process. Namely, despite some biological predispositions for empathy, the latter can be learnt. It is the contention of the article that empathy is one of the most important intercultural competencies, because if a person is not empathic, other intercultural competencies vary rarely cannot develop to their full extent. Thus empathy is a precondition for successful intercultural dialogue.
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Ziaei, Maryam, Lena Oestreich, David C. Reutens, and Natalie C. Ebner. "Age-related differences in negative cognitive empathy but similarities in positive affective empathy." Brain Structure and Function 226, no. 6 (May 26, 2021): 1823–40. http://dx.doi.org/10.1007/s00429-021-02291-y.
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AbstractEmpathy, among other social-cognitive processes, changes across adulthood. More specifically, cognitive components of empathy (understanding another’s perspective) appear to decline with age, while findings for affective empathy (sharing another’s emotional state) are rather mixed. Structural and functional correlates underlying cognitive and affective empathy in aging and the extent to which valence affects empathic response in brain and behavior are not well understood yet. To fill these research gaps, younger and older adults completed a modified version of the Multifaceted Empathy Test, which measures both cognitive and affective empathy as well as empathic responding to both positive and negative stimuli (i.e., positive vs. negative empathy). Adopting a multimodal imaging approach and applying multivariate analysis, the study found that for cognitive empathy to negative emotions, regions of the salience network including the anterior insula and anterior cingulate were more involved in older than younger adults. For affective empathy to positive emotions, in contrast, younger and older adults recruited a similar brain network including main nodes of the default mode network. Additionally, increased structural microstructure (fractional anisotropy values) of the posterior cingulum bundle (right henisphere) was related to activation of default mode regions during affective empathy for positive emotions in both age groups. These findings provide novel insights into the functional networks subserving cognitive and affective empathy in younger and older adults and highlight the importance of considering valence in empathic response in aging research. Further this study, for the first time, underscores the role of the posterior cingulum bundle in higher-order social-cognitive processes such as empathy, specifically for positive emotions, in aging.
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KWAŚNIEWSKA-PASZTA, SANDRA. "DEVELOPING EMPATHIC SENSITIVITY IN YOUNGER CHILDREN." Society Register 5, no. 2 (May 15, 2021): 135–54. http://dx.doi.org/10.14746/sr.2021.5.2.09.
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The article presents a review of theoretical concepts on empathic sensitivity. The text demonstrates correlations between empathy and moral development and presents empathy in children and its conditions. The article is also aimed at pointing to the significance of empathy in human relations, and it introduces several factors which influence bringing up children to have empathy. Moreover, it presents the methods of working with children aimed at developing their empathic sensitivity. These include, among others, drama, working with literary texts and art techniques.
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Shabanova, Y. O. "Empathy and Self-Empathy in the Anthropological Dimension of Modernity." Антропологические измерения философских исследований, no. 25 (June 28, 2024): 36–50. http://dx.doi.org/10.15802/ampr.v0i25.307589.
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Purpose. In the article, the author questions rethinking the phenomena of empathy and self-empathy as modes of self-understanding of humanity and the inner intention to self-exploration of human spirituality. Theoretical basis. The research is based on the phenomenological dimension of modern anthropology and axiology. Originality. The change of the traditional intersubjective approach in the understanding of empathy to an introsubjective one and the affirmation of self-empathy as one of the defining existences in human beings, which is adjusted by the altruism-egoism value scale and forms the skills of unconditional empathic action towards the Other as a mode of self-exploration in the spiritual essence of a person are argued. Conclusions. The commonplace in a wide palette of research views on empathy is the construct for the Self – Other disposition and the intersubjective approach emphasizing the object of empathy. Transformation of the intention vector of empathic consciousness from the object to the subject of empathic action opens up deep possibilities of spiritual improvement as a way of self-awareness in the human essence. The transformation of the intention vector of empathic consciousness from intersubjective (I in the Other) to introsubjective (I through the Other) has the potential for spiritual development according to the altruism-egoism value scale. Empathy as an introsubjective position of self-exploration is inseparably connected with self-empathy, which in the mutual integration of its three main components – benevolence towards oneself, reflexivity towards one’s own experience and a tendency to understand one’s fate as common to all mankind – forms an important regulator of self-understanding of a person’s spiritual potential and the possibility of the practical extrapolation for these skills to an empathic way of communication at all levels of anthropo-being. Anthropological accentuation on the inner essence and meanings of human existence is carried out through intuition and self-altruism as the fading of pragmatic interest in the socially conditioned Self (Ego) and immersion in the essential Self – the bearer of the universal spiritual in a person. Self-empathy is considered in the context of the ideas of Stoicism as a deep self-immersion in the human essence and sensitivity to immediate emotional internal states, as a construct of emotional intelligence and a way of realizing individual uniqueness in the context of the metamodern concept of atopy. Self-empathy is defined as one of the key existences in human beings, which forms the skill of altruistic (unconditional) implementation of empathy.
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Lecat, Paul, Naveen Dhawan, Paul J. Hartung, Holly Gerzina, Robert Larson, and Cassandra Konen-Butler. "Improving Patient Experience by Teaching Empathic Touch and Eye Gaze: A Randomized Controlled Trial of Medical Students." Journal of Patient Experience 7, no. 6 (April 8, 2020): 1260–70. http://dx.doi.org/10.1177/2374373520916323.
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Background: Empathy is critical for optimal patient experience with health-care providers. Verbal empathy is routinely taught to medical students, but nonverbal empathy, including touch, less so. Our objective was to determine whether instruction encouraging empathic touch and eye gaze at exit can impact behaviors and change patient-perceived empathy. Materials: A randomized, controlled, double-blinded trial of 34 first-year medical students was conducted during standardized patient (SP) interviews. A video either encouraging empathic touch and eye gaze at exit or demonstrating proper hand hygiene (control) was shown. Encounter videos were analyzed for touch and eye gaze at exit. The Jefferson Scale of Patient Perceptions of Physician Empathy was used to measure correlations. Intervention students were surveyed regarding patient touch. Results: Of this, 23.5% of intervention students touched the SP versus zero controls; 88.2% of intervention students demonstrated eye gaze at exit. Eye gaze at exit positively impacted patient-perceived empathy (correlation = 0.48, P > .001). Survey responses revealed specific barriers to touch. Conclusion: Medical students may increase perceived empathy using eye gaze at exit. Instruction on empathic touch and sustained eye gaze at exit at the medical school level may be useful in promoting empathic nonverbal communication. Medical educators should consider providing specific instructions on how to appropriately touch patients during history-taking. This is one of the few studies to explore touch with patients and the first ever to report the positive correlation of a health provider’s sustained eye gaze at exit with the patient’s perceived empathy. Further studies are needed to explore barriers to empathic touch.
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Zhao, Zhihui, and Xiangzhen Ma. "Ternary Moral Empathy Model from the Perspective of Intersubjective Phenomenology." Behavioral Sciences 14, no. 9 (September 9, 2024): 792. http://dx.doi.org/10.3390/bs14090792.
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The phenomenon of empathy is an intersubjective process of feeling and a particular form of intentionality. Moral empathy refers to a type of empathy that can trigger moral action, with the embodied intersubjectivity laying the foundation for its emergence. This paper attempts to propose a comprehensive theoretical model of moral empathy from the perspective of intersubjective phenomenology, which includes the following. (1) The moral dimension of perceptual empathy: at the subpersonal, unconscious, and perceptual–motor level, embodied empathic practices are essential for the formation of moral consciousness and the emergence of moral empathy. (2) The moral dimension of situational empathy: following the development of shared attention mechanisms, children can direct towards the intentional objects of others through embodied situational cues to perceive the psychological state of others and generate the moral empathy of “ought”, leading to dyadic morality that promotes cooperative behavior. (3) The moral dimension of narrative empathy: the narrative practices of moral empathy refer to the processes by which children could perceive and understand the moral situation of characters within an embodied narrative structure, subsequently generate prosocial motives such as empathic concern, and then accept the “objective” moral norms of the group consciousness embedded in the narrative.
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Hudz, Olena. "Methods of developing artistic empathy of future Music teachers in the process of vocal training." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 4 (133) (December 24, 2020): 71–78. http://dx.doi.org/10.24195/2617-6688-2020-4-9.
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The article substantiates the essence, content and method of developing artistic empathy. The purpose of the article is to substantiate the methods of vocal training that are effective in developing the artistic empathy of the future Music teachers. The purpose of the article is realised through the use of methods of theoretical research: analysis, synthesis, generalisation, deduction, induction, extrapolation. The article clarifies the meaning of the concept "empathy" as a psychological process based on penetration into the inner world of a person. Empathy is interpreted as the integration of emotional and cognitive aspects of cognition. The components of empathy in the context of psychological research have been determined. Empathy as a factor in regulating the effectiveness of pedagogical communication has been studied. Empathy acts as a tool for establishing emotional contact. The procedural aspect of empathy in the context of the teacher's activity is considered. The content of artistic empathy is considered as a process of sympathising with artistic phenomena. Artistic empathy is defined as the basis for comprehending an artistic image. In the context of Music teachers’ activities, artistic empathy is defined as a complex personal and professional entity that allows us to identify the emotional state of a person or the emotional portrait of a musical work. The artistic empathy causes a reaction of sympathy, which optimises artistic and pedagogical communication. It is noted that the vocal training of future Music teachers creates a unique platform for the development of artistic empathy. Two vectors of the artistic empathy within the activities of Music Arts teachers have been considered: empathic penetration into the emotional world of a musical work, and empathic penetration into the emotional world of students in the process of artistic and pedagogical communication. A list of effective methods of the vocal training which is aimed at developing art empathy of the future teachers of Musical Arts has been offered: a method of reflexive adjustment, a method of empathic supervision, a method of emotional collections, a method of vocal improvisation.
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de Wied, Minet, Cora Maas, Stephanie van Goozen, Marjolijn Vermande, Rutger Engels, Wim Meeus, Walter Matthys, and Paul Goudena. "Bryant's Empathy Index." European Journal of Psychological Assessment 23, no. 2 (January 2007): 99–104. http://dx.doi.org/10.1027/1015-5759.23.2.99.
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Abstract. The present study examined the internal structure of Bryant's (1982) Index of Empathy for Children and Adolescents, a 22-item questionnaire measure of dispositional affective empathy. Third graders (n = 817), fourth to sixth graders (n = 82), and eighth graders (n = 1,079) were studied. Factor analyses revealed that the empathy index is multidimensional, encompassing two subscales. The same two-factor solution emerged in all samples. The first factor, labeled empathic sadness, showed good reliability in the two larger samples. Sex differences were established in each sample, with girls reporting more empathic sadness than boys. The second factor, reflecting attitudes rather than feelings, showed weak reliability in all samples, and poor differentiation between the sexes in the two younger age samples. The findings seriously challenge the validity of the 22-item empathy index. Improvement of the scale as a measure of affective empathy is indicated.
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Agosta, Lou. "Empathy in the Context of the Hermeneutics of Suspicion." Études Ricoeuriennes / Ricoeur Studies 14, no. 2 (December 20, 2023): 95–116. http://dx.doi.org/10.5195/errs.2023.628.
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We defend in this essay Paul Ricœur’s hermeneutics of suspicion against Toril Moi’s debunking of it as a misguided interpretation of the practice of critical inquiry, and we relate the practice of a rigorous and critical empathy to the hermeneutics of suspicion. For Ricœur, empathy would not be a mere psychological mechanism by which one subject transiently identifies with another, but the ontological presence of the self with the Other as a way of being —listening as a human action that is a fundamental way of being with the Other in which “hermeneutics can stand on the authority of the resources of past ontologies.” In a rational reconstruction of what a Ricœur-friendly approach to empathy would entail, a logical space can be made for empathy to avoid the epistemological paradoxes of Husserl and the ethical enthusiasms of Levinas. How this reconstruction of empathy would apply to empathic understanding, empathic responsiveness, empathic interpretation, and empathic receptivity is elaborated from a Ricœurian perspective.
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Kang, Youngjin. "Is Empathy a Necessary Function for Future Social Robots? A Discussion of Ishiguro’s Klara and the Sun and Police Robots." Journal of Posthuman Studies 6, no. 2 (December 2022): 111–34. http://dx.doi.org/10.5325/jpoststud.6.2.0111.
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Abstract Drawing inspiration from the recent novel Klara and the Sun by Kazuo Ishiguro, and in the context of the ongoing Black Lives Matter movement against police violence, the benefits and drawbacks of installing an empathy function in robots designed for social use are explored. In the novel, empathic robots are used for the purpose of friendship with children, responding to the emotional needs of humans. To contrast the empathic robots with humans, who at times lose their empathy, a thought experiment assesses the future potential of empathic robots used for law enforcement purposes. The results indicate that empathy is not an important function in police robots and should be suppressed to improve their performance. Further analyses draw on psychological perspectives and sociocultural factors to better understand current police attitudes toward empathy, revealing that empathy is not considered a necessary quality for police officers. Based on those analyses, absence of empathy can be a potential cause of ongoing police brutality in the United States. Last, a posthuman future is envisioned in which all robots can have an empathy function, and the qualities that today define humanity are no longer tied to physical human embodiment.
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Margulies, Alfred. "The Empathic Imagination: Empathy and Inscapes." Journal of the American Academy of Psychoanalysis 21, no. 4 (December 1993): 513–24. http://dx.doi.org/10.1521/jaap.1.1993.21.4.513.
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Yoo, Suhhee, and Mincheol Whang. "Vagal Tone Differences in Empathy Level Elicited by Different Emotions and a Co-Viewer." Sensors 20, no. 11 (June 1, 2020): 3136. http://dx.doi.org/10.3390/s20113136.
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Empathy can bring different benefits depending on what kind of emotions people empathize with. For example, empathy with negative emotions can raise donations to charity while empathy with positive emotions can increase participation during remote education. However, few studies have focused on the physiological differences depending on what kind of emotions people empathize with. Furthermore, co-viewer can influence the elicitation of different levels of empathy, but this has been less discussed. Therefore, this study investigated vagal response differences according to each empathy factor level elicited by different emotions and co-viewer. Fifty-nine participants were asked to watch 4 videos and to evaluate subjective valence, arousal scores, and undertake an empathy questionnaire, which included cognitive, affective and identification empathy. Half of the participants watched the videos alone and the other half watched the videos with a co-viewer. Valence and arousal scores were categorized into three levels to figure out what kind of emotions they empathized with. Empathy level (high vs. low) was determined based on the self-report scores. Two-way MANOVA revealed an interaction effect of empathy level and emotions. High affective empathy level is associated with higher vagal response regardless of what kind of emotions they empathized with. However, vagal response differences in other empathy factor level showed a different pattern depending on what kind of emotions that participant empathized with. A high cognitive empathy level showed lower vagal responses when participants felt negative or positive valence. High identification level also showed increased cognitive burden when participants empathized with negative and neutral valence. The results implied that emotions and types of empathy should be considered when measuring empathic responses using vagal tone. Two-way MANOVA revealed empathic response differences between co-viewer condition and emotion. Participants with a co-viewer felt higher vagal responses and self-reporting empathy scores only when participants empathized with arousal. This implied that the effect of a co-viewer may impact on empathic responses only when participants felt higher emotional intensity.
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Curran, Breanna, Anthony Miller, and Zlatan Krizan. "0129 The Role of Alertness in Cognitive and Affective Empathy." SLEEP 47, Supplement_1 (April 20, 2024): A56—A57. http://dx.doi.org/10.1093/sleep/zsae067.0129.
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Abstract Introduction Lack of sleep may harm the ability to accurately identify and experience others’ emotions. Yet it is unclear what outcome of sleep disruption is responsible for these effects. Specifically, can decreased alertness, a key outcome of insufficient sleep, help explain less empathizing? To this end, three studies tested the hypothesis that higher alertness foreshadows better empathic accuracy and higher empathic concern. Methods College-age participants took part in three studies (N’s of 227, 269, and 823). In all three studies, participants first reported on their subjective alertness using the Karolinska Sleepiness Scale and completed a 10-min Psychomotor Vigilance Test (PVT) to gauge their objective alertness. To measure cognitive and affective empathy, participants completed the Multifaceted Empathy Test (MET) where they had to accurately identify emotions from facial expression portraits (cognitive empathy) and report their empathic concern for each one (affective empathy). Study 2 was a replication of Study 1 using more diverse stimuli. In Study 3, some participants were randomly assigned to ingest 300 mg of caffeine before completing the tasks to experimentally increase their alertness (or received a placebo), and all participants completed an additional measure of affective empathy (Pictorial Empathy Test). Results In studies 1 and 2, slower response time on the PVT was significantly associated with lower levels of empathic concern (e.g. r= -.19, Study 1). Across all three studies, PVT lapses (e.g. r= -.24, Study 2) and false starts on the PVT, were significantly associated with poorer empathic accuracy (e.g. 1 r= -.31, Study 1). In study 3 those in the caffeine-administration group were more objectively alert and reported significantly higher affective empathy, measured by the pictorial empathy test (with only a trend on the MET), then the placebo and control group (d= .19). Conclusion These findings provide robust evidence that implicates lower alertness as a predictor of muted empathic responding and suggests alertness may support both cognitive and affective empathy. Changes in alertness may help explain how sleep disruption undermines individuals’ ability to empathize. Support (if any)
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Neukrug, Ed, Hannah Bayne, Lashauna Dean-Nganga, and Cassandra Pusateri. "Creative and Novel Approaches to Empathy: A Neo-Rogerian Perspective." Journal of Mental Health Counseling 35, no. 1 (January 1, 2013): 29–42. http://dx.doi.org/10.17744/mehc.35.1.5q375220327000t2.
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This article describes the historical antecedents of empathy, elaborates on the Rogerian definition of basic and advanced empathy, and relates how some authors have expanded on those definitions. It then describes six creative and novel empathic responses that fit the original Rogers definition of empathy: reflecting deeper feelings, pointing out discrepancies, and the use of visual imagery, analogies, metaphors, and targeted self-disclosure. The benefits and limits of how empathy is taught in counselor training programs are discussed and ways seasoned counselors can improve their skill in making complex empathic responses are suggested.
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Breithaupt, Fritz. "A Three-Person Model of Empathy." Emotion Review 4, no. 1 (January 2012): 84–91. http://dx.doi.org/10.1177/1754073911421375.
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This article proposes a three-step model of empathy. It assumes that people have various empathy-related mechanisms available and thus can be described as hyper-empathic (Step 1). Under these conditions, the question of blocking and controlling empathy becomes a central issue to channel empathic attention and to avoid self-loss (Step 2). It is assumed that empathy can be sustained only when these mechanisms of controlling empathy are bypassed (Step 3). In particular, the article proposes a three-person scenario with one observing a conflict of two others. By taking the side of one of the combatants, the observer is led into empathizing, perhaps to justify her/his earlier side-taking.
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Pramesthi, Jasmine Alya, and Chairunnisa Widya Priastuty. "HOW BRAND EMPATHY CREATED: STUDY ON ORGANIC VIRAL CONTENT." Jurnal Ilmiah Dinamika Sosial 8, no. 1 (February 25, 2024): 69–87. http://dx.doi.org/10.38043/jids.v8i1.5039.
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This research explores and develops the concept of Brand Empathy which includes cognitive empathy, emotive empathy, and empathic action, in the context of viral content between Indomie and Mie Gaga on the TikTok platform, generated through AI storytelling. This research describes the empathy formed by significant discussions on social media, especially TikTok, regarding the story of Djajadi Djaja, the founder of Mie Gaga, and the journey of establishing the instant noodle brand. The research method uses qualitative content analysis with snowball sampling through social media content and comments on TikTok, Instagram, and Twitter. Positive and negative opinions play an important role in shaping Brand Empathy. With AI storytelling technology, viral content triggers intense reactions and leads consumers to Brand Empathy. The development of Brand Empathy involves cognitive empathy in understanding and identifying controversies, emotive empathy in emotional responses, and empathic action in tangible actions. The emotional attachment between the audience and the brand creates a parasocial relationship, which demonstrates consumer loyalty and brand reputation. This research provides deep insight into the complexity of e-WOM and introduces a new approach to understanding audience-brand interactions in the digital age through Brand Empathy. This research also highlights the role of cognitive empathy in Brand Empathy related to information dissemination, especially in the context of viral content about Mie Gaga and Indomie. Audiences actively understood and identified feelings, thoughts and perspectives related to the controversy.
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Fallon, Nicholas, Carl Roberts, and Andrej Stancak. "Shared and distinct functional networks for empathy and pain processing: a systematic review and meta-analysis of fMRI studies." Social Cognitive and Affective Neuroscience 15, no. 7 (June 29, 2020): 709–23. http://dx.doi.org/10.1093/scan/nsaa090.
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Abstract Background Empathy for pain is a complex phenomenon incorporating sensory, cognitive and affective processes. Functional neuroimaging studies indicate a rich network of brain activations for empathic processing. However, previous research focused on core activations in bilateral anterior insula (AI) and anterior cingulate/anterior midcingulate cortex (ACC/aMCC) which are also typically present during nociceptive (pain) processing. Theoretical understanding of empathy would benefit from empirical investigation of shared and contrasting brain activations for empathic and nociceptive processing. Method Thirty-nine empathy for observed pain studies (1112 participants; 527 foci) were selected by systematic review. Coordinate based meta-analysis (activation likelihood estimation) was performed and novel contrast analyses compared neurobiological processing of empathy with a comprehensive meta-analysis of 180 studies of nociceptive processing (Tanasescu et al., 2016). Results Conjunction analysis indicated overlapping activations for empathy and nociception in AI, aMCC, somatosensory and inferior frontal regions. Contrast analysis revealed increased likelihood of activation for empathy, relative to nociception, in bilateral supramarginal, inferior frontal and occipitotemporal regions. Nociception preferentially activated bilateral posterior insula, somatosensory cortex and aMCC. Conclusion Our findings support the likelihood of shared and distinct neural networks for empathic, relative to nociceptive, processing. This offers succinct empirical support for recent tiered or modular theoretical accounts of empathy.
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Tatlılıoğlu, Kasım. "CONCEPTUAL OVERVIEW OF EMPATHY IN THE CONTEXT OF HUMANISTIC PSYCHOLOGY." Distance Education in Ukraine: Innovative, Normative-Legal, Pedagogical Aspects, no. 4 (August 26, 2024): 62–70. http://dx.doi.org/10.18372/2786-5495.1.18881.
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One of the important concepts of humanistic psychology is empathy. Humanistic psychology by the process of realizing and expressing one's own capabilities. There is little consensus about what empathy. Empathy is the process of experiencing the emotions and cognitions of another person and transmitting this situation to him/her. Most broadly, empathy involves the capacity to share the mental lives of others. Empathy is crucial for interpersonal communication.Debates about empathy's is complex. In this article is discussed the concept of empathy one of the important concepts of humanistic psychology.
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Yu, Jihye, Sukyung Lee, Miran Kim, Kiyoung Lim, Kihong Chang, and Mijin Lee. "Relationships Between Perspective-Taking, Empathic Concern, and Self-rating of Empathy as a Physician Among Medical Students." Academic Psychiatry 44, no. 3 (December 23, 2019): 316–19. http://dx.doi.org/10.1007/s40596-019-01114-x.
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Abstract Objective The aim of this study was to ascertain the relationships between perspective-taking, empathic concern, and self-rating of empathy as a physician among medical students. Methods This study analyzed the questionnaire responses of 152 medical students enrolled in Ajou University School of Medicine, Suwon, Republic of Korea, in 2018. As measurement instruments, the authors applied the Interpersonal Reactivity Index (IRI) and Korean Student Version of the Jefferson Scale of Physician Empathy (Korean JSPE-S), and then examined participant characteristic variables based on the obtained data and conducted subsequent correlation analyses of subscales, one-way ANOVA, and regression analyses. Results Medical students with clinical clerkship experience demonstrated higher levels of perspective-taking and empathy as physicians than did students without experience. Moreover, perspective-taking and empathic concern were significant predictors of medical students’ empathy as physicians in the regression model. Conclusions Medical students with higher scores in perspective-taking and empathic concern demonstrated higher levels of perception regarding the necessity and importance of empathy as a physician in patient-physician relationships. Therefore, in actual medical situations with patient-centered therapy, to enhance the levels of physician empathy, medical education should focus on the understanding of other persons’ opinions and interpersonal interactions accompanied by empathic concern.
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Agosta, Lou. "A rumor of empathy: reconstructing Heidegger’s contribution to empathy and empathic clinical practice." Medicine, Health Care and Philosophy 17, no. 2 (September 3, 2013): 281–92. http://dx.doi.org/10.1007/s11019-013-9506-0.
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Barraza, María A., Carolina More, Aracelis Calzadilla-Núñez, Forlin Aguilera, and Víctor P. Díaz-Narváez. "Empathy, components of empathy and empathic declination in students of nutrition and dietetics." Salud Uninorte 35, no. 3 (September 29, 2020): 360–73. http://dx.doi.org/10.14482/sun.35.3.152.41.
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Huo, Meng, Yee To Ng, Kira Birditt, and Karen Fingerman. "Empathy and Coping: Older Adults’ Social Encounters and Mood Throughout the Day." Innovation in Aging 4, Supplement_1 (December 1, 2020): 638. http://dx.doi.org/10.1093/geroni/igaa057.2187.
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Abstract Scholars have proposed empathy as a key characteristic of strong social ties, but little is known about the role empathy plays when tensions occur in these ties. We examined whether older adults’ empathy was associated with their (a) coping strategies for interpersonal tensions, and (b) momentary mood when tensions occurred throughout the day. Data were from the Daily Experiences and Well-being Study. Older adults (n = 302) rated empathy, reported avoidant, constructive, and destructive coping strategies, and indicated tensions and mood every 3 hours each day over 5 to 6 days. More empathic older adults used constructive strategies more often and destructive strategies less often than less empathic older adults. Interpersonal tensions were associated with reduced positive mood throughout the day, but this link was attenuated by older adults’ empathy. This study advances our understanding of empathy and social experiences in later life with a focus on the negative moments.
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Antinienė, Dalia, and Rosita Lekavičienė. "EMPATHY AND ITS FACTORS: EMPIRICAL STUDY." Baltic Journal of Sport and Health Sciences 4, no. 99 (2015): 8–15. http://dx.doi.org/10.33607/bjshs.v4i99.97.
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Background. The level of personality’s empathy largely determines altruistic behaviour and the quality of interpersonal relationships rendering the relevance of research indubitable. In psychology, empathy is classified into emotional/affective, cognitive and predictive. This study analyses affective empathy and aims to find out which personality traits related to self-perception, effectiveness in interpersonal relationships and sociodemographics are linked to empathy. Methods. Research participants were schoolchildren, students, unemployed and employed individuals, inmates of imprisonment institutions and other young people. The target group was youth from 17 to 27 years of age, M =19.7, N =1400. An original measurement technique the psychometric quality indicators of which were sufficient (Cronbach’s alpha reached .81) was used to research empathy. Results. The means of Spearman’s correlation coefficients revealed that empathy was related to self-irony (r = .19, p ≤ .001), externality (r = .14; p ≤ .05), positive self-evaluation (r = .47; p ≤ .001), leadership disposition (r = .17; p ≤ .05), etc. Mann-Whitney and Kruskal-Wallis tests revealed that women (Mean Rank = 274.88) were more empathic than men (Mean rank = 139.78; p ≤ .001), young people with higher education (Mean Rank = 234.62) were more empathic than those with no or some education (Mean Rank = 161.06; p ≤ .001), etc. Conclusion. Research revealed that empathy was related to personal-psychological traits: self-irony, externality, positive self-evaluation, leadership disposition, general state of health, etc. The research highlighted the differences of empathy in different genders and revealed that women were more empathic than men. The research participants with high educational achievements exhibited the highest level of empathy.
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Toconas, Lorena del Carmen. "Empathy in nursing professionals for care subjects with depression." Community and Interculturality in Dialogue 3 (July 21, 2023): 67. http://dx.doi.org/10.56294/cid202367.
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Introduction: Empathy in nursing professionals and its impact on quality of care, as well as the challenges they face, are highlighted. Compassion fatigue" due to frequent use of empathy is explored. The study seeks to improve communication and empathic care, especially in patients with psychological health disturbance. The research aims to identify strategies for better care management. Methods: A literature search was conducted in PubMed with the keywords "empathy", "empathy", "nursing" and "depression", establishing inclusion and exclusion criteria to select 7 relevant articles on empathy in nursing professionals for care subjects with depression in the last 5 years and open access. Results: The studies provide valuable information on the psychological health of health professionals and the importance of empathy in their practice. The results highlight the need to implement effective interventions to improve the mental health of these professionals and their empathic capacity in patient care. Conclusions: Empathy is crucial in nursing care, but the presence of negative mental states, such as depression, can affect it. The high prevalence of depression and anxiety disorders in mental health also influences empathy towards patients with eating disorders. Addressing stress, burnout, and stigma is essential to improve empathy in health professional practice and benefit patients.
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Smith-Flores, Alexis S., Gabriel J. Bonamy, and Lindsey J. Powell. "Children’s Reasoning About Empathy and Social Relationships." Open Mind 7 (2023): 837–54. http://dx.doi.org/10.1162/opmi_a_00109.
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Abstract Across the lifespan, empathic and counter-empathic emotions are shaped by social relationships. Here we test the hypothesis that this connection is encoded in children’s intuitive theory of psychology, allowing them to predict when others will feel empathy versus counter-empathy and to use vicarious emotion information to infer relationships. We asked 4- to 7-year-old children (N = 79) to make emotion predictions or relationship inferences in response to stories featuring two characters, an experiencer and an observer, and either a positive or negative outcome for the experiencer. In the context of positive outcomes, we found that children engaged in robust joint reasoning about relationships and vicarious emotions. When given information about the characters’ relationship, children predicted empathy from a friendly observer and counter-empathy from a rival observer. When given information about the observer’s response to the experiencer, children inferred positive and negative relationships from empathic and counter-empathic responses, respectively. In the context of negative outcomes, children predicted that both friendly and rival observers would feel empathy toward the experiencer, but they still used information about empathic versus counter-empathic responses to infer relationship status. Our results suggest that young children in the US have a blanket expectation of empathic concern in response to negative outcomes, but otherwise expect and infer that vicarious emotions are connected to social relationships. Future research should investigate if children use this understanding to select social partners, evaluate their own relationships, or decide when to express empathy toward others.
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Jeong, Jin Ok, and Sue Kim. "The Effect of an Empathy Education Program on Nursing Students' Empathy Ability, Interpersonal Ability, and Caring." Journal of Korean Academic Society of Nursing Education 25, no. 3 (August 31, 2019): 344–56. http://dx.doi.org/10.5977/jkasne.2019.25.3.344.
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Purpose: This study aimed to develop and evaluate the effects of an empathy education program for undergraduate nursing students. Methods: The study employed a non-equivalent control group pretest-posttest design. A total of 46 nursing students were voluntarily recruited by convenience sampling from senior nursing students from the nursing department of K college in I city, Korea. Participants were divided into two groups, an experimental group of 23 and a control group of 23. The experimental intervention (empathy education program) was conducted from April 19 to May 6, 2016 and consisted of 150-minute sessions, twice a week, for 3 weeks for a total of 15 hours. Results: Participants demonstrated improvements in perspective taking in cognitive empathy, improved empathic concern in emotional empathy, and improved communicative empathy. Analysis of reflective writings identified four theme clusters regarding communicative empathy: improvement of empathic expression, experiencing comfort and healing, improvement of interpersonal relationships, and experience of conflict resolution. Improved interpersonal ability and caring were also identified. Conclusion: The empathy education program improved cognitive, emotional and communicative empathy, and interpersonal skills and care, which are all necessary qualities for nurses.
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Nugrahani, Rizka Fibria. "EMPATI PADA PELAKU BULLYING DI SEKOLAH DASAR." Psikodidaktika: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 5, no. 2 (December 30, 2020): 106. http://dx.doi.org/10.32663/psikodidaktika.v5i2.1360.
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The bully has a lack of empathy or in other words the bully cannot react to other people's feelings with the same emotional response that other people feel. Researchers want to see the empathy abilities by the bully in elementary schools. The research method used is a quantitative method with descriptive analysis. In measuring empathy using an empathy scale based on the empathy proposed by Davis (1983). Researchers provide an empathy scale to reveal responses to aspects of perspective taking, fantasy, empathic concern, and personal distress. Based on the results of research conducted, 60% of bullying actors have a moderate level of empathy. In this case, it is necessary to improve the bullying's empathy so that bullying behavior can be minimized or avoided.
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Bajouk, Omar, and Michel Hansenne. "Dispositional Perspective-Taking and Empathic Concern Modulate the Impact of Cognitive Load on Empathy for Facial Emotions." Psychological Reports 122, no. 6 (September 13, 2018): 2201–19. http://dx.doi.org/10.1177/0033294118799337.
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Meeting other people involves the importance to share their experiences and to understand their perspectives or, more simply, to empathize with them. Empathy research distinguishes two main dimensions of empathy, the affective sharing and the cognitive understanding. In the present study, we focus on the impact of cognitive load on empathy to pain, fear, happiness, and neutral facial emotions. Participants had to judge the intensity of the emotion when looking to facial expressions (empathize group), or with an additional eight-digit memory task (cognitive load group). While we assumed that cognitive load would reduce empathy, inconsistently with previous findings, our results did not show any significant effect of group. Interestingly, regression analyses showed that perspective-taking and empathic concern were positively related to pain, fear, and happiness ratings within the cognitive load group. These results reveal that when judging empathy under high cognitive load, dispositional empathic concern and perspective-taking could allow individuals to override the supposed deleterious cognitive load effect on empathy.
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Bezzina, Amanda. "“I feel what you are feeling”: Neural Processes for Empathy and its Impact on Academic and Holistic Achievement." Malta Journal of Education 3, no. 1 (September 14, 2022): 37–66. http://dx.doi.org/10.62695/dgml4574.
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The understanding of empathy is complex. Research suggests that there is a tripartite classification of empathy, which comprises cognitive empathy, emotional (or affective) empathy, and compassionate empathy (or empathic concern). This paper will delve into the concepts, explain the brain functions for empathy, and present emotion contagion, simulation theories and mirror neurons as central to the neuro-analysis of empathy. Notably, there has been a stark increase in studies that focus on the link between empathy and other emotional competences, like emotional literacy and holistic and academic achievement. The paper will present this collection of studies and will discuss the concept of positive schooling, positive classroom setting and positive pedagogy, where students experience empathy and emotional health, and where they can flourish more in life and at their school. Finally, it will present possibilities for practice where empathy can be enhanced in the classroom setting.
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Hodges, Sara D., Kristi J. Kiel, Adam D. I. Kramer, Darya Veach, and B. Renee Villanueva. "Giving Birth to Empathy: The Effects of Similar Experience on Empathic Accuracy, Empathic Concern, and Perceived Empathy." Personality and Social Psychology Bulletin 36, no. 3 (October 29, 2009): 398–409. http://dx.doi.org/10.1177/0146167209350326.
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Laughey, William F., Jane Atkinson, Alison M. Craig, Laura Douglas, Megan EL Brown, Jessica L. Scott, Hugh Alberti, and Gabrielle M. Finn. "Empathy in Medical Education: Its Nature and Nurture — a Qualitative Study of the Views of Students and Tutors." Medical Science Educator 31, no. 6 (October 15, 2021): 1941–50. http://dx.doi.org/10.1007/s40670-021-01430-8.
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Abstract Context Medical education is committed to teaching patient centred communication and empathy. However, quantitative research suggests empathy scores tend to decline as students progress through medical school. In qualitative terms, there is a need to better understand how students and tutors view the practice and teaching of clinical empathy and the phenomenon of empathic erosion. Methods Working within a constructivist paradigm, researchers thematically analysed the individual interview data from a purposive sample of 13 senior students and 9 tutors. Results The four major themes were as follows: (1) ‘the nature of empathy’, including the concept of the innate empathy that students already possess at the beginning of medical school; (2) ‘beyond the formal curriculum’ and the central importance of role modelling; (3) ‘the formal curriculum and the tick-box influence of assessments’; and (4) the ‘durability of empathy’, including ethical erosion and resilience. A garden model of empathy development is proposed — beginning with the innate seeds of empathy that students bring to medical school, the flowering of empathy is a fragile process, subject to both enablers and barriers in the formal, informal, and hidden curricula. Conclusion This study provides insights into empathic erosion in medical school, including the problems of negative role modelling and the limitations of an assessment system that rewards ‘tick-box’ representations of empathy, rather than true acts of compassion. It also identifies factors that should enable the flowering of empathy, such as new pedagogical approaches to resilience and a role for the arts and humanities.
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Song, Yeoungsuk. "Clinical Practice Stress and Burnout in Nursing Students: The Mediating Effect of Empathy." Journal of Korean Academic Society of Nursing Education 24, no. 4 (November 30, 2018): 406–14. http://dx.doi.org/10.5977/jkasne.2018.24.4.406.
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Purpose: The purpose of this paper was to examine the relationships between clinical practice stress and burnout, and the mediating role of empathy in nursing students. Methods: A cross-sectional research design was employed. One hundred seventeen nursing students completed questionnaires on clinical practice stress, empathy (perspective-taking, fantasy, empathic concern and personal distress) and burnout in December 2017. IBM SPSS Statistics 23 was used and descriptive statistics, frequency, Pearson correlation coefficient and multiple regression were conducted. Baron & Kenny method and Sobel test were adopted for analysis of the mediation effect (personal distress of empathy). Results: The mean scores of clinical practice stress and burnout were 3.45 and 43.09, and perspective-taking, fantasy, empathic concern and personal distress of empathy were 2.67, 2.42, 2.64 and 2.19, respectively. The highest relationship between clinical practice stress and empathy was personal distress of empathy (r=.32, p<.001). Burnout was positively associated with clinical practice stress and personal distress of empathy (r=.22, p=.015; r=.51, p<.001). Personal distress of empathy demonstrated a complete mediating effect on the relationship between clinical practice stress and burnout (Z=3.22, p=.001). Conclusion: These results showed that decreasing personal distress of empathy is important for nursing students, and may help in reducing clinical practice stress and burnout.
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Tokareva, Natalia. "ANALYSIS OF THE EMPATHIC ABILITIES OF STUDENTS IN THE CONTEXT OF DIGITALIZATION OF THE EDUCATIONAL PROCESS." Child in a Digital World 1, no. 1 (2023): 171. http://dx.doi.org/10.61365/forum.2023.142.
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Relevance. In modern society, digitalization affects all areas of society, including education and becomes the basis for the development of society itself and social relations. The purpose of the study is to study the features of students’ empathic abilities in the context of digitalization of the educational process. Material and research methods. The study involved st year students of the Medical Institute of the “Mordovian state University named after N. Р. Ogarev” direction “General Medicine”. A total of people were examined. The average age is years. Diagnostics of empathy was carried out with the method of diagnosing the level of empathic abilities by V. V. Boyko. Results. A very high level of empathy was found only in % of the surveyed, % of students have an average level of empathy, most of the surveyed (%) have an underestimated level of empathy, a very low level of empathy was found in % of the surveyed. % of the respondents have attitudes that promote or hinder empathy, the rational channel of empathy prevails in % of the respondents, identifi cation in empathy is found in % of the respondents, the intuitive channel of empathy characterizes % of the respondents, the penetrating channel of empathy is manifested by % of the respondents, the ability to empathize is found in % of respondents, the emotional channel of empathy is observed in % of respondents. Conclusion. It should be noted that technologies have both positive and negative effects on the development of empathy. While they can bring people together, strengthen a sense of community, and help share experiences, they can also lead to a reduction in face-to-face interaction, a lack of attention to non-verbal cues and emotional displays. To develop empathy, it is important to fi nd a balance between technology and real communication and prioritize face-toface communication and connection with other people.