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Naor, Navot, Christiane Rohr, Lina H. Schaare, Chirag Limbachia, Simone Shamay-Tsoory, and Hadas Okon-Singer. "The neural networks underlying reappraisal of empathy for pain." Social Cognitive and Affective Neuroscience 15, no. 7 (July 2020): 733–44. http://dx.doi.org/10.1093/scan/nsaa094.
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Abstract Emotion regulation plays a central role in empathy. Only by successfully regulating our own emotions can we reliably use them in order to interpret the content and valence of others’ emotions correctly. In an functional magnetic resonance imaging (fMRI)-based experiment, we show that regulating one’s emotion via reappraisal modulated biased emotional intensity ratings following an empathy for pain manipulation. Task-based analysis revealed increased activity in the right inferior frontal gyrus (IFG) when painful emotions were regulated using reappraisal, whereas empathic feelings that were not regulated resulted in increased activity bilaterally in the precuneus, supramarginal gyrus and middle frontal gyrus (MFG), as well as the right parahippocampal gyrus. Functional connectivity analysis indicated that the right IFG plays a role in the regulation of empathy for pain, through its connections with regions in the empathy for pain network. Furthermore, these connections were further modulated as a function of the type of regulation used: in sum, our results suggest that accurate empathic judgment (i.e. empathy that is unbiased) relies on a complex interaction between neural regions involved in emotion regulation and regions associated with empathy for pain. Thus, demonstrating the importance of emotion regulation in the formulation of complex social systems and sheds light on the intricate network implicated in this complex process.
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Gill, Kathryn L., Susan E. Dedmon, and Amy Clark. "Is empathy an emotionally regulated response?" Infant Behavior and Development 21 (April 1998): 432. http://dx.doi.org/10.1016/s0163-6383(98)91645-9.
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Eisenberg, Nancy. "Distinctions among various modes of empathy-related reactions: A matter of importance in humans." Behavioral and Brain Sciences 25, no. 1 (February 2002): 33–34. http://dx.doi.org/10.1017/s0140525x02350015.
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Preston & de Waal minimized differences among constructs such as empathy, sympathy, and personal distress. However, such distinctions have been shown to relate differently to altruistic behavior. Moreover, although the authors discussed the role of regulation in empathy, they did not consider the possibility that sometimes empathy is not well-regulated and likely leads to personal distress rather than sympathy.
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Litvinenko, Irina, and Anastasiya Pshenicina. "Some aspects of the development of empathy capabilities in officers of the armed forces of Ukraine." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 2 (21) (2021): 21–25. http://dx.doi.org/10.33310/2078-2128-2021-21-2-21-25.
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The article is devoted to the problem of development of empathic abilities of officers of the Armed Forces. An officer of the modern Armed Forces must be a holistic personality, capable of constant self-development and selfimprovement, with a certain set of moral qualities; his personality should be leadership-oriented, which includes the skills to lead subordinates, take responsibility for them and have a sufficient level of empathic abilities, manifested in empathy, interest in improving the moral and psychological condition of subordinate personnel and each subordinate individually. The concepts of personality, leadership and empathy as a communicative and organizational component of leadership qualities are covered. The level of empathy ability among the officers of a unit of a separate military unit is analyzed and recommendations for its increase are given. Regarding the problem of developing empathic abilities among officers of the Armed Forces of Ukraine, we can say that this topic is unfairly underestimated. This is due to the specifics of military-professional activities, which are clearly regulated by the statutory relationship. "Living by statute" implies the mandatory fulfillment of all its requirements, and does not provide any recommendations for the establishment of interpersonal relations in the military. However, as the experience of recent years has shown, the Armed Forces of Ukraine needed an immediate increase in mobilization resources, which led to conscription of Ukrainian troops, with different motivational factors, different levels of life experience, different age groups. Empathy is one of the important communicative and organizational components of leadership. The chief officer must have an average level of empathic abilities, which allows you to create the most comfortable psychological climate in the subordinate department, without violating military discipline. Analyzing the level of empathy on the example of one of the military units, we saw that not all officers have formed it enough, so it was suggested training exercises to improve it. We also stressed the importance of awareness of the participants about empathy, as well as its development in terms of its various components.
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Tone, Erin B., and Erin C. Tully. "Empathy as a “risky strength”: A multilevel examination of empathy and risk for internalizing disorders." Development and Psychopathology 26, no. 4pt2 (November 2014): 1547–65. http://dx.doi.org/10.1017/s0954579414001199.
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AbstractLearning to respond to others' distress with well-regulated empathy is an important developmental task linked to positive health outcomes and moral achievements. However, this important interpersonal skill set may also confer risk for depression and anxiety when present at extreme levels and in combination with certain individual characteristics or within particular contexts. The purpose of this review is to describe an empirically grounded theoretical rationale for the hypothesis that empathic tendencies can be “risky strengths.” We propose a model in which typical development of affective and cognitive empathy can be influenced by complex interplay among intraindividual and interindividual moderators that increase risk for empathic personal distress and excessive interpersonal guilt. These intermediate states in turn precipitate internalizing problems that map onto empirically derived fear/arousal and anhedonia/misery subfactors of internalizing disorders. The intraindividual moderators include a genetically influenced propensity toward physiological hyperarousal, which is proposed to interact with genetic propensity to empathic sensitivity to contribute to neurobiological processes that underlie personal distress responses to others' pain or unhappiness. This empathic personal distress then increases risk for internalizing problems, particularly fear/arousal symptoms. In a similar fashion, interactions between genetic propensities toward negative thinking processes and empathic sensitivity are hypothesized to contribute to excess interpersonal guilt in response to others' distress. This interpersonal guilt then increases the risk for internalizing problems, especially anhedonia/misery symptoms. Interindividual moderators, such as maladaptive parenting or chronic exposure to parents' negative affect, further interact with these genetic liabilities to amplify risk for personal distress and interpersonal guilt as well as for consequent internalizing problems. Age-related increases in the heritability of depression, anxiety, and empathy-related constructs are consistent with developmental shifts toward greater influence of intraindividual moderators throughout childhood and adolescence, with interindividual moderators exerting their greatest influence during early childhood. Efforts to modulate neurobiological and behavioral expressions of genetic dysregulation liabilities and to promote adaptive empathic skills must thus begin early in development.
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HASHIMOTO, Sora. "Effects of self-regulated respiration and empathy technique on anger." Proceedings of the Annual Convention of the Japanese Psychological Association 77 (September 19, 2013): 1EV—106–1EV—106. http://dx.doi.org/10.4992/pacjpa.77.0_1ev-106.
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Maconachie, Glenda. "Emotional Suppression to Regulated Empathy: From One Face of Control to Another." Labour & Industry: a journal of the social and economic relations of work 16, no. 1 (January 2005): 43–58. http://dx.doi.org/10.1080/10301763.2005.10722030.
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Kim, Sang Ok, and Jung Gun Lee. "Moderated Mediating Effect of Parenting Attitudes and Basic Psychological Needs on the Relationship between Parent’s Empathy and Elementary School Students' Self-Determined Learning Motivation." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 333–54. http://dx.doi.org/10.22251/jlcci.2022.22.19.333.
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Objectives In this study, it was checked whether parental empathy affects elementary school students' self-determination learning motivation through parenting attitude as a medium. And in this influence, the moderating effect of elementary school students' basic psychological needs was analyzed. Methods A survey was conducted with 600 students and their parents in grades 3 to 6 of elementary school. As suggested by Muller, Judd, and Yzerbyt (2005), the mediating effect, the moderating effect, and the regulated mediating effect were sequentially analyzed. Results Parents' cognitive empathy was found to be mediated by parenting attitudes and affect children's self- determination learning motivation, and this mediating effect was found to be controlled by relationship among sub-factors of children's basic psychological needs. Conclusions Negative parenting attitude partially mediated the effect of cognitive empathy on self-determination learning motivation. This means that parental empathy not only directly positively affects self-determination learning motivation, but also indirectly negatively affects it through negative parenting attitudes. In addition, relation among children's basic psychological needs means that the negative effects of negative parenting attitudes on self-determination learning motivation through indirect paths can be mitigated.
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Balconi, Michela, and Ylenia Canavesio. "Empathy, Approach Attitude, and rTMs on Left DLPFC Affect Emotional Face Recognition and Facial Feedback (EMG)." Journal of Psychophysiology 30, no. 1 (January 2016): 17–28. http://dx.doi.org/10.1027/0269-8803/a000150.
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Abstract. Empathic trait (Balanced Emotional Empathy Scale [BEES]) and emotional attitude (Behavior Activation System [BAS]) were supposed to modulate emotional face recognition, based on left dorsolateral prefrontal (DLPFC) cortex contribution. High-empathic trait (high-BEES) was compared with low-empathic trait (low-BEES), when detection performance (Accuracy Index; Response Times [RTs]) and facial activity (electromyogram, EMG, i.e., zygomatic and corrugators muscle activity) were analyzed. Moreover, the implication of the left DLPFC was tested by using low-frequency rTMS (repeated Transcranial Magnetic Stimulation) to induce a decreased response to facial expression of emotions when subjects (N = 46) were required to empathize with the emotional stimuli. EMG and behavioral responses were found to be modulated by BEES and BAS, with a decreased performance and a reduced facial responsiveness in response to happiness for high-BEES and high-BAS in the case of TMS on left DLPFC. Secondly, an emotion-specific effect was found: the DLPFC effect was observed for the positive emotion (happiness) more than for the negative emotions (anger and fear) with a decreased performance (lower Accuracy Index [AI] and higher RTs) and a decreased zygomatic muscle activity. Finally, a direct correlation was found between BEES and BAS and the latter was revealed to be predictive (regression analysis) of the behavioral and EMG modulation induced by TMS. These results suggest significant effect by empathic and emotional attitude component on both EMG and behavioral level in emotional face recognition. This mechanism appears to be supported and regulated by DLPFC. The lateralization (left) effect was discussed in light of the valence model of emotions.
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Were, Simon, Moses Miricho, and Vincent Maranga. "Restaurant tipping behavior and its inspiration on food service empathy: a focus on two- and three-star hotels in Kenya." International Hospitality Review 35, no. 1 (January 19, 2021): 57–69. http://dx.doi.org/10.1108/ihr-07-2020-0026.
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PurposeThe purpose of this study was to investigate restaurant clientele tipping behavior and its inspiration on foodservice empathy within two- and three-star hotels in Kisumu County, Kenya. This was with the objective of analyzing the tipping effect on restaurant food service quality with an emphasis on Parasuraman, Zeithmal and Barry's empathy as a key dimension of quality in accordance to the SERVQUAL model.Design/methodology/approachFor the purpose of this study, food service empathy was investigated in relation to the influence of tipping on restaurant food service quality. Further, a census of all the two and three star-rated hotels within Kisumu County was carried out. The study applied descriptive research design in the investigation on the tipping behavior and its inspiration on foodservice empathy. Moreover, simple random sampling was employed in the selection of clients since it yielded a sample that is representative of the population. Additionally, the study employed the use of questionnaires for collection of data, which were coded, analyzed and presented in frequencies, tables and graphs.FindingsThe study findings reveal that there is a significant relationship between rewards upon perception of service and food service empathy but failed to find a significant relation between incentives for improved future service as well as the social norms and foodservice empathy. However, in general, the study established a significant relationship between tipping and foodservice empathy in the sampled hotels in Kenya. Thus, in summary, at 95% confidence level, the study concluded that there is a significant relationship between tipping and foodservice empathy.Research limitations/implicationsThis study was restricted on two and three-star hotels within Kisumu County in Kenya with a sample size of 384 respondents, which would otherwise limit the degree to which the findings were applied. Consequently, the study sought to collect data from restaurant clients although the access and, therefore, direct interaction were denied by some of the hotels. Further, this study employed a survey approach in the collection of data from restaurant clients in two and three-star hotels. Accordingly, there was minimal local and regional research literature available on the study topic.Practical implicationsTipping in the context of the broad global service industry, including hospitality's restaurant food service, is as old as Roman times. However, tipping is practiced differently across the world with some countries practicing while other countries not practicing the act of tipping. For that reason, tipping is not regulated in some of the countries including Kenya and therefore the lack of policy. Nonetheless, tipping is perceived to be the genesis of food service failures as a result of discriminatory restaurant food service in addition to increasing costs of eating out. This study therefore sought to investigate restaurant tipping behavior and its inspiration on foodservice empathy. The study results might be applied in policy formulation in order to curb the negative effect of tipping on food service empathy.Originality/valueMinimal studies have been instituted and published in the area of tipping and service quality relationship with an emphasis on each of Parasuraman, Zeithmal and Berry's dimensions of quality. This research survey, therefore, sought to collect data from restaurant clients in two and three-star hotels within Kisumu County in Kenya and therefore investigated restaurant clientele tipping behavior and its inspiration on food service empathy.
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Syamsudin, Ria Rahmatul Istiqomah, and Heru Purnama. "Gambaran Komunikasi Interpersonal Petugas Pendaftaran Pasien Terhadap Kepuasan Pelayanan di Puskesmas Karang Pule." ARTERI : Jurnal Ilmu Kesehatan 1, no. 1 (November 13, 2019): 14–21. http://dx.doi.org/10.37148/arteri.v1i1.5.
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Interpersonal communication is communication that occurs between two or more, which is usually not formally regulated. Satisfaction of health services is achieved if what the patient gets exceeds his expectations. The design of this research is quantitative descriptive that aims to see the picture of patient satisfaction can further improve the quality of service. The variables of this study were patient satisfaction with services in Karang Pule Health Center in Mataram City which included registration counters with subvariables of empathy, openness, equality and support. To identify the level of patient satisfaction with the service process by the patient registration officer at the Karang Pule Health Center in MataramCity, based on 4 interpersonal communication attitudes namely empathy, openness, equality and support. To find out the picture of interpersonal communication on patient satisfaction at the service at Karang Pule Health Center, Mataram City.This research method is quantitative descriptive is a scientific observation and is carried out carefully and carefully so that the results are more accurate and precise. The study population was visitors to the Karang Pule Health Center in Mataram City in December 2018. The sampling method was using the Slovin formula. Samples were taken 97 patients in PuskesmasPularang, Mataram City. Data analysis techniques used a cross sectional approach. The conclusion of the research conducted Karang Pule Puskesmas showed that the quality of services provided by the Puskesmas was saticsfactory.
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Maibom, Heidi L. "Empathy and Emotion Regulation." Philosophical Topics 47, no. 2 (2019): 149–63. http://dx.doi.org/10.5840/philtopics201947220.
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In this paper, I evaluate one of the most prominent accounts of how emotion regulation features in empathy. According to this account, by Nancy Eisenberg and colleagues, empathy develops into either personal distress or sympathy depending on the ability to regulate one’s empathic distress. I argue that recent evidence suggests (1) that empathic distress and sympathy co-occur throughout the empathic episode, (2) that a certain degree of empathic distress may be necessary for prosocial motivation, as high emotion regulation leads to loss of this motivation, and (3) that emotion regulation is not an unmitigated good since much of it is achieved by dehumanizing the sufferer or minimizing her pain. A fertile ground for further research, I suggest, is the role of up-regulation of sympathy.
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Wallberg, Pamela, and Maria Kahn. "The Rights Project: How Rights Education Transformed a Classroom." Journal of Childhood Studies 36, no. 1 (April 30, 2011): 31–35. http://dx.doi.org/10.18357/jcs.v36i1.15138.
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Current research has suggested many possible benefits of rights education, including increased empathy, tolerance and respect (Alderson, 1999; Allan & I’Anson, 2004; Covell, 2005; Decoene & De Cock, 1996). In this case study of a rights education project - the Rights Project - we demonstrate some ways rights discourse served to transform the understanding of a group of four year-olds in a preschool. Rather than contributing to the maintenance of a hierarchical, rules regulated classroom, rights education transformed the classroom into a new learning environment based on equity, inter-dependence and group accountability. This article focuses specifically on children’s discussions around, and practical use of, two articles stated in the United Nations Convention on the Rights of the Child: Article 13, ‘the right to be listened to’ and Article 31, ‘the right to play’ (United Nations General Assembly, 1989). As children explored the meaning of each right, their understanding of social being transformed and their recognition of the relationship between rights and responsibilities seemed to shift their perspectives from ‘me’ to ‘we’.
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Cristofani, Chiara, Gianluca Sesso, Paola Cristofani, Pamela Fantozzi, Emanuela Inguaggiato, Pietro Muratori, Antonio Narzisi, et al. "The Role of Executive Functions in the Development of Empathy and Its Association with Externalizing Behaviors in Children with Neurodevelopmental Disorders and Other Psychiatric Comorbidities." Brain Sciences 10, no. 8 (July 28, 2020): 489. http://dx.doi.org/10.3390/brainsci10080489.
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Executive functions have been previously shown to correlate with empathic attitudes and prosocial behaviors. People with higher levels of executive functions, as a whole, may better regulate their emotions and reduce perceived distress during the empathetic processes. Our goal was to explore the relationship between empathy and executive functioning in a sample of children and adolescents diagnosed with Attention Deficit and Hyperactivity Disorder alone or associated with comorbid Disruptive Behavior Disorders and/or Autism Spectrum Disorder. We also aimed to examine the role of empathic dimensions and executive skills in regulating externalizing behaviors. The 151 participants with ADHD were assigned to four groups according to their psychiatric comorbidity (either “pure” or with ASD and/or ODD/CD) and assessed by means of either parent- or self-reported questionnaires, namely the BRIEF−2, the BES, and the IRI. No questionnaire was found to discriminate between the four groups. Affective Empathy was found to positively correlate with Emotional and Behavioral Regulation competences. Furthermore, Aggressiveness and Oppositional Defiant Problems were positively associated with Executive Emotional and Behavioral Regulation competences. On the other hand, Rule-Breaking Behaviors and Conduct Problems were negatively associated with Affective Empathy and with Behavioral skills. Our study provides an additional contribution for a better understanding of the complex relationship between empathic competence and executive functions, showing that executive functioning and empathic attitudes interact with each other to regulate aggressive behaviors. This study further corroborates developmental models of empathy and their clinical implications, for which externalizing behaviors could be attenuated by enhancing executive functioning skills.
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Stotland, Ezra, and Kyle D. Smith. "Empathy, Imagining and Motivation." Imagination, Cognition and Personality 13, no. 3 (March 1994): 193–213. http://dx.doi.org/10.2190/nuqa-4qqw-kdkp-q9dd.
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Empathy consists of experiencing an emotion as a consequence of observing its occurrence in another person. This conceptualization indicates a much broader range of empathized emotions than the usually researched ones of pain or distress. The process generating empathy entails attention to the other's emotion and imagining what the other is experiencing emotionally. Because people can learn from experiencing empathy and its consequences, they may be motivated to empathize in some situations, to avoid empathizing in others, or to escape from empathy-eliciting situations. A wide range of motivations—prosocial, asocial, or antisocial—may be involved. Throughout, the article presents new hypotheses and areas of research suggested by this approach. We propose that people regulate then-social relationships so as to optimize empathized emotional experiences, on the one hand, and regulate empathic experiences to serve social relationships, on the other.
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Segura, Lucía, Jesús F. Estévez, and Estefanía Estévez. "Empathy and Emotional Intelligence in Adolescent Cyberaggressors and Cybervictims." International Journal of Environmental Research and Public Health 17, no. 13 (June 29, 2020): 4681. http://dx.doi.org/10.3390/ijerph17134681.
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The main objective of the present research was to examine the role played by emotional intelligence in its three dimensions—emotional attention, emotional clarity, and emotion regulation—and by empathy in its four dimensions—perspective-taking, empathic understanding, empathic stress, and empathic joy—in cyber violence, both in aggressors and victims. A total sample of 1318 adolescents (47% boys; aged between 11 and 17 years), enrolled in four secondary compulsory education schools in Spain, participated in the study. The results indicated that, regarding emotional intelligence, cyberaggressors showed statistically significant differences in the dimension of emotion regulation. Participation in violent online behaviors is associated with a lower capacity to regulate emotions; cybervictims showed statistically significant differences in the three dimensions of emotional intelligence. Regarding empathy, cyberaggressors obtained statistically significant group differences in three of these dimensions: perspective-taking, empathetic joy, and empathic stress. Finally, the empathy dimensions for the cybervictimization groups did not show significant mean differences, indicating that there was no statistical relationship between the degree of cybervictimization and the individual’s empathy. These findings stress the relevance of emotion regulation in cyberviolence in students in adolescence and allow us to understand the different roles it plays for offenders and victims.
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Corbera, S., S. Ikezawa, M. D. Bell, and B. E. Wexler. "Physiological evidence of a deficit to enhance the empathic response in schizophrenia." European Psychiatry 29, no. 8 (October 2014): 463–72. http://dx.doi.org/10.1016/j.eurpsy.2014.01.005.
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AbstractEmpathy is crucial for maintaining effective social interactions. Research has identified both an early-emotional sharing and a late-cognitive component of empathy. Although considered a functionally vital social cognition process, empathy has scarcely been studied in schizophrenia (SZ). We used event-related potentials (ERPs) to study the temporal dynamics of empathic response in 19 patients with SZ and 18 matched healthy controls (HC) using an empathy for physical pain paradigm. Participants responded to pictures of hands in neutral and painful situations in an active empathic condition and one manipulated by task demands. Additionally, subjective ratings of the stimuli and empathic self-reports were collected. People with SZ had (1) decreased early-emotional ERP responses to pictures of others in pain; (2) decreased modulation by attention of late-cognitive ERP responses; (3) lower ratings of perspective taking and higher ratings of personal distress which were both related to decreased modulation of late-cognitive empathic responses; (4) a significant relationship between high affective overlap between somebody else's pain and their own pain and decreased modulation of late-cognitive empathic responses; (5) a distinct relationship between regulatory deficits in late-cognitive empathy and functioning. Patients had present but reduced early and late empathy-related ERPs. Patients also reported increased personal distress when faced with distress in others. The late ERP responses are thought to be associated with self-regulation and response modulation. The magnitude of these late responses was inversely associated with reported levels of personal distress in both patients and controls. Additionally, regulatory deficits in cognitive empathy were highly related with deficits in functioning. Decreased ability to regulate one's own emotional engagement and response to emotions of others may be an important source of distress and dysfunction in social situations for patients with schizophrenia.
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Susanto, Susanto. "Dampak Inovasi Pembelajaran Berbasis Karakter Terhadap Pengembangan Karakter Positif di SD Karakter Genius Islamic School Kota Depok." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 13, no. 2 (November 19, 2021): 687–708. http://dx.doi.org/10.37680/qalamuna.v13i2.1066.
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This study aims to analyze the impact of character-based learning innovation on developing positive characters in the Character Genius Islamic School Elementary School in Depok. This study uses a qualitative research approach with data collection techniques using interviews, observations, and literature review. Character-based learning innovations at the Genius Islamic School Character Elementary School are designed, developed, and structured dynamically by the teachers by prioritizing noble character values based on local wisdom. The development of character-based learning at SD Character Genius Islamic School is carried out through various strategies, including implementing Seven Core Values or 7 (seven) pillars of character in every learning and civilizing process in the school environment, including religious pillars, discipline, empathy, respect, integrity, critical thinking, and self-regulated learning. The various learning strategies carried out by the teachers at the Character Genius Islamic School have a positive impact on students' character development. With the highest results obtained, namely Religion Belief, with an achievement of 97%. It shows that teachers have succeeded in internalizing religious values to students, informing positive characters always to hold fast and believe in their religious teachings.
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Mora-Pelegrín, Miguel, Beatriz Montes-Berges, María Aranda, María Agustina Vázquez, and Elena Armenteros-Martínez. "The Empathic Capacity and the Ability to Regulate It: Construction and Validation of the Empathy Management Scale (EMS)." Healthcare 9, no. 5 (May 15, 2021): 587. http://dx.doi.org/10.3390/healthcare9050587.
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The aim of this study was to develop a measure to evaluate the management of empathic capacity. To this end, two studies were conducted. Study 1 (N = 277, 172 females) describes the scale creation procedure, factorial validity, and internal consistency. The exploratory factor analysis yielded a five-factor model with 18 items (62.4% of the variance explained). The dimensions were as follows: D1: identification, D2: incorporation, D3: reverberation, D4: separation, and D5: projection. The internal consistency was good (alpha values ranging from 0.70 to 0.80). Study 2 (N = 480, 323 females) examined the validity (including convergent validity) of the model and the relationships with sociodemographic variables. The five-factor model showed a robust goodness of fit, χ2 = 240.5, p < 0.001, root mean square residual (RMSR) = 0.05. The fit indices were satisfactory, Non-normed fit index (NNFI) = 0.89, comparative fit index (CFI) = 0.90, mean square error of approximation (RMSEA) = 0.04. The convergent validity analysis showed that, as empathy management increased, so too did the empathy level and emotional intelligence. Some differences by age and sex were found. In conclusion, the Empathy Management Scale is a valid and reliable instrument for analyzing the empathic process that allows vulnerabilities and strengths to be estimated, which could improve professional practice in the healthcare context.
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Luh, Eka Swarnadi, Ketut Budi Susrusa, and Ida Ayu Listia Dewi. "PERBANDINGAN KUALITAS PRODUK DAN MINAT MENABUNG PADA LPD DESA ADAT TAJUN DENGAN DESA ADAT TEGAL." Agrisocionomics: Jurnal Sosial Ekonomi Pertanian 4, no. 1 (May 13, 2020): 59–67. http://dx.doi.org/10.14710/agrisocionomics.v4i1.5373.
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LPDs are non-bank financial institutions that are regulated and approved by the Regional Regulations of the Province of Bali. The management of LPD is fully handed over to the relevant Pakraman village. In line with the rapid development of LPDs, it turns out that on the other hand it shows diverse performance, so that LPDs need to pay attention to the level of product quality and customer interest in the products offered. The purpose of the study was to determine the comparison of product quality and interest in saving at the Tajun Traditional Village LPD with the Traditional Village of Tegal. The number of samples from Tajun Adat Village LPD was 98 people and the LPD of Tegal Traditional Village was 84 people. The research data were analyzed by the Mann-Whitney Test. The results showed that there was a significant difference between the quality of the products of the Adat Village of Tajun LPD and the Traditional Village of Tegal. This difference is indicated by indicators of physical evidence, reliability, responsiveness and empathy. The product quality of Tajun Adat Village's LPD is better than the traditional village of Tegal. There is a significant difference between the interest in saving the traditional village of Tajun LPD and the traditional village of Tegal. The difference is in the indicator of confidence. Interest in Saving Tajun Indigenous Village LPD is higher than the Traditional Village of Tegal.
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Moss, Rachel. "“Let Him Walk with You”: Telling Stories About Fifteenth-Century Men, and the Women they Left Behind." Medieval Feminist Forum 58, no. 1 (2022): 128–45. http://dx.doi.org/10.32773/rxmx9778.
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In this article I use a blend of autoethnography and historical storytelling to explore the role of outdoor space in forming relationships between fifteenth-century men and their maintenance of hegemonic power. By weaving together three striking vignettes from late fifteenth-century England, constructed as creative retellings of the historical evidence, with autoethnographic notes on my own lived experience, I am able to fill in the gaps of the historical record and open up questions about the implications of what has been left out. I argue that the medieval cultural understanding of the outdoors as both spiritually and physically beneficial, as well as practical concerns about privacy, made orchard and garden spaces a natural site for sharing sensitive news and for deepening emotional bonds between men in ways that may have been less feasible in a busy domestic interior context. In outdoor spaces related to, but distinct from, the interior domestic space, men may have been able to exercise a homosocial intimacy freed from some of the constraints of the regulated household. This could have positive effects that nuance our understanding of the way generations of men related to one another, shifting the conversation beyond interpreting multi-generational relationships beyond strict hierarchical systems. Cultivated outdoor spaces were fruitful in ways beyond the obvious: they facilitated cross-generational empathy and fostered mutual understanding. However, the blurring of social controls and relaxing of strict etiquette around status and age in these spaces could facilitate and then cover up gross misconduct and criminal activity, up to and including rape.
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Et.al, Aspalila Shapii. "Inquiry-Based Learning Approaches to Enhance Engagement among Post Graduate Students in Research Methodology Courses." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 2313–25. http://dx.doi.org/10.17762/turcomat.v12i3.1212.
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Lecturers teaching research methodology courses often feel concerned when discovering many students attempted research without the necessary research methodology skills even after completed compulsory faculty-organized research methodology (RM) courses. The lack of research knowledge and skills is evident when the submitted research proposal deemed not robust enough to qualify for a feasible study. Scholars identify lack of deep learning during RM courses as the main factor since the courses are perceived as not having context and uninteresting hence there was little engagement with the material. Inquiry-based Reflectice Learning (IBL) has been argued to effectively rectify this as its pedagogies involve students in discovery learning that uses activities that are regulated by students. IBL requires students to apply questioning and researching skills to explore, conduct analysis, communicate, and reflect on information. In the study, inquiry-based instruction was used to encourage students to develop multiple perspectives and encourages empathy with the subject and eventually enhance engagement. The study involves a reflective cases study of research methodology courses to explore the lecturer’s classroom practice using IBL and the students’ experiences participating in IBL activities. st. The methodology used involve conducting a needs analysis via Google Form survey, interviewing and document analysis of the lecturers’ teaching plans and field notes and the reflections by both the lecturers and students. The findings from the survey indicate that most students admit they have minimal research skills and require assistance particularly practical research skills. Data from the reflections and field notes also show that students feel engaged with discovery activities conducted, while the lecturer feel students understand better and more engaged with IBL activities conducted. The study has shed significant input on the needs of RM students, participants’ experiences, and the challenges of implementing RM course using IBL. Some recommendations to facilitate more deep learning experiences among postgraduate students taking RM courses are also proposed.
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Berninger, Anja. "Empathy – Real-Life and Fiction-Based." Journal of Literary Theory 12, no. 2 (September 3, 2018): 224–40. http://dx.doi.org/10.1515/jlt-2018-0013.
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Abstract In response to the so-called paradox of fiction, Kendall Walton famously argued that our affective reactions to fictions differ structurally from real-life emotions. Many authors now reject the idea that there really is a paradox of fiction. But, even if this is true, Walton may have been right in that there really are far reaching differences between the way we respond to fictions and our real-life emotional reactions. That is, even if we do not believe the paradox of fiction is a paradox, it can still lead us to doubt the homogeneity of our emotional responses and to reflect on the relation between real-life and fiction-based emotional reactions. In this paper, I want to further discuss this issue focusing on the case of empathy. The main questions I want to answer are: What are the differences between our real-life and fiction-based empathic reactions? Are there any far reaching structural differences between the two? In my discussion, I will stress the idea that real-life empathy is often built on a relatively complex interaction between the person that empathizes and the emotional subject. I will show, first of all, that this type of social interaction is not possible in literary fiction. Secondly, I will stress that literature often offers an introspective perspective on a character’s inner life. This is a perspective not open to us in real-life settings, which allows for a distinct kind of empathy. In discussing real-life and fiction-based empathy I differentiate between two different functions empathic reactions might fulfill. Thus, following Matthew Kieran, I suggest that some forms of empathy might allow us to infer the emotional state an agent is in and to predict his subsequent behavior. In other cases, however, the aim of empathy is not to achieve some sort of epistemic aim, but rather to feel a kind of solidarity with those that are in the grip of an emotion. In this paper, I concentrate on this second kind of empathy. I will start with some general remarks on the structure of real-life empathy. Drawing on some ideas originally voiced by Adam Smith, I will highlight the fact that empathy is a deeply social process involving two individuals: the one that empathizes (the empathizer or the spectator) and the one that is empathized with (the empathizee or the actor). According to Smith, both actor and spectator will often put themselves in the other’s shoes to bring empathy about. Furthermore, both sides engage in some form of emotion regulation: the spectator tries to regulate his emotions so they match those of the empathizee. The empathizee, in turn, may need to down-regulate his emotional reactions, so that they can indeed match. In how far he must do so, depends on his relation with the empathizer. I suggest that, additionally to these forms of emotion regulation, the empathizee also engages in some forms of reason giving. The exact form this takes again depends on his relationship with the empathizer. I then go on to show that this theory enables us to understand why empathy is sometimes so difficult to achieve in real life. Here, I show that high degrees of emotional intensity but also the type of emotion felt may make it difficult for the empathizee to engage in the sort of down-regulation and reason giving discussed. With these distinctions in place, I then turn to the case of fiction-based empathy. I will show that fiction-based empathy is not a social phenomenon in the same sense as real-life empathy. There is thus an important structural difference between the two. I then suggest that fiction often confronts us with the type of cases that present challenges to real-life empathy (i. e. cases where there is a lack of down-regulation, high emotional intensity and so on). Fiction, however, also provides us with additional resources that facilitate empathy even in these difficult cases. Fiction often gives us access to the stream of thought of a fictional character. Fictional texts thus allow us to get a glimpse on how emotional intensity and emotion type affect a character’s thinking, as well as offering us insight into the raw emotional feel, the intensity and urgency connected to many emotions. Fictional texts generally use aesthetic means to give us access to these aspects. Thus, when feeling empathy in response to a work of fiction we must therefore not only understand the situation in question, but must also be sensitive to (some of the) aesthetic features of the text.
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Oplatka, Izhar. "Empathy Regulation among Israeli School Principals: Expression and Suppression of Major Emotions in Educational Leadership." Journal of School Leadership 27, no. 1 (January 2017): 94–118. http://dx.doi.org/10.1177/105268461702700104.
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The present study aimed to trace the ways by which Israeli principals manage their emotions at work and posed two questions: (1) How do principals tend to express empathy toward others in the school? and (2) How do principals regulate their empathy at work? Based on semi-structured interviews with 10 Israeli school principals, it was found that they are allowed, even encouraged, to display, under specific circumstances, three components of empathy: cognitive, affective (e.g., compassion), and behavioral (e.g., caring), while consciously inhibiting the expression of anger and fear publically. In addition, the principals use four strategies to regulate the components of empathy and its related emotions. Cultural, professional, and personal characteristics seem to explain empathy display and regulation among the Israeli principals.
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Flasbeck, Vera, and Martin Brüne. "Association between childhood maltreatment, psychopathology and DNA methylation of genes involved in stress regulation: Evidence from a study in Borderline Personality Disorder." PLOS ONE 16, no. 3 (March 11, 2021): e0248514. http://dx.doi.org/10.1371/journal.pone.0248514.
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Previous research suggests that childhood maltreatment is associated with epigenetic modification of genes involved in hypothalamic-pituitary-adrenal (HPA) functioning, which could cause dysregulation of the stress response system. If pervasive, this may be associated with the development of stress-related disorder in adults, including affective disorders, anxiety disorders, post-traumatic stress disorder (PTSD) or borderline-personality disorder (BPD). The majority of studies have focused on DNA methylation of the glucocorticoid receptor gene (NR3C1) and the FKBP5 encoding gene, which regulates the sensitivity of the glucocorticoid receptor (GR). How methylation of NR3C1 and FKBP5 interferes with childhood adversity and psychopathology as well as empathy is an under-researched issue. Here, we sought to investigate the association of childhood maltreatment in a sample of 89 individuals (44 healthy participants and 45 patients diagnosed with BPD) with the methylation of the 1F promoter region of NR3C1 and the intron 7 of FKBP5 as well as with different measures of psychopathology and empathy. Methylation of FKBP5 (bin 2) correlated with anxiety (SCL-90-R) and the global psychopathological symptom load index (GSI), as well as with lower empathic perspective-taking abilities. Psychopathology and empathy impairments correlated with the level of childhood maltreatment. No difference in FKBP5 methylation was observed between the clinical and the non-clinical group. Methylation of NR3C1 was lower in BPD patients compared to controls, yet with small differences. The results are discussed regarding their biological relevance, including possible evolutionary explanations. In short, the regulation of the GR sensitivity by methylation of FKBP5 correlated with psychopathology and empathy scores, while no correlation emerged with the severity of childhood adversity.
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Truhan, Elena A., and Olga N. Savchuk. "Perfectionist self-presentation and altruistic attitudes during adulthood." Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology 11, no. 3 (September 22, 2022): 243–53. http://dx.doi.org/10.18500/2304-9790-2022-11-3-243-253.
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The problem of effective tactics of personal self-presentation in various situations of social interaction is becoming increasingly important. The phenomenon of perfectionism as a person's desire for perfection, exceptional achievements and admiration from others, is becoming increasingly common both in professional and personal spheres. Objective: to identify the relationship between perfectionist self-presentation and altruistic attitudes in different periods of adulthood. It is hypothesized that there is gender and age characteristics and the interrelationships of perfectionist self-presentation and altruistic attitudes during adulthood. The study sample consisted of 90 respondents (men and women) aged 20 to 75 years (Minsk). Three periods of adulthood were compared: early (20-40 years), middle (40-60 years) and late (over 60 years). To diagnose perfectionist self-presentation, the Russian–language version of P. Hewitt's Perfectionist Self-Presentation Scale was used (adaptation by A. A. Zolotareva); to determine the manifestation of altruistic atti tudes, the methodology for diagnosing socio-psychological attitudes of the individual (O. F. Potemkin) was used. The authors obtained the data on gender and age characteristics and interrelations of perfectionist self-presentation and altruistic attitudes during adulthood. Through altruistic actions, men strive to create an image of a perfect person, demonstrate socially desirable behavior (altruism as a secondary benefit and a tool for self-promotion). With age, the level of perfectionist self-presentation decreases, and the manifestation of altruistic attitudes increases, reaching its peak in late adulthood. Empirically, the authors proved the existence of a relationship between perfectionist self-presentation and altruistic attitudes during late adulthood (the willingness to act for the benefit of others, to patronize people who suffer or experience difficulties, is associated with the desire to receive admiration and approval from others). Interpersonal interaction is shown to be regulated by empathy as well as by image and reputation goals, and altruism is one of the tactics of impression management. Taking care of one's reputation, public opinion, and image are important reasons for benevolence and prosocial behavior.
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Lissandi, Putri Surya, and Imam Setyawan. "HUBUNGAN ANTARA SELF-REGULATED LEARNING DENGAN KEMANDIRIAN PADA SANTRI PONDOK PESANTREN MATHOLI’UL ANWAR KABUPATEN LAMONGAN." Jurnal EMPATI 8, no. 2 (August 19, 2019): 348–53. http://dx.doi.org/10.14710/empati.2019.24397.
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Penelitian ini dilakukan untuk mengetahui hubungan antara self-regulated learning dengan kemandirian pada santri Pondok Pesantren Matholi’ul Anwar Kabupaten Lamongan. Kemandirian merupakan kemampuan individu dalam mengambil keputusan secara mandiri, bertingkah laku sesuai dengan yang diinginkan, serta bertanggung jawab terhadap perilaku yang dilakukan. Self-regulated learning merupakan kemampuan individu dalam mengaktifkan dan mempertahankan kognisi, afeksi, dan perilakunya secara sistematis untuk meraih tujuan belajar. Populasi dalam penelitian ini berjumlah 175 santri Pondok Pesantren Matholi’ul Anwar Kabupaten Lamongan. Sampel penelitian ini berjumlah 112 santri yang dipilih menggunakan teknik simple random sampling. Pengumpulan data menggunakan dua skala psikologi, yaitu skala kemandirian (19 aitem, = 0,847) dan skala self-regulated learning (22 aitem, = 0,877). Teknik analisis data menggunakan analisis regresi sederhana. Hasil penelitian menunjukkan bahwa terdapat hubungan positif dan signifikan (rxy= 0,699, p= 0,000) antara self-regulated learning dengan kemandirian. Semakin tinggi self-regulated learning maka semakin tinggi pula kemandirian pada santri. Begitu pula sebaliknya, semakin rendah self-regulated learning maka akan semakin rendah pula kemandirian pada santri. Self-regulated learning memberikan sumbangan efektif sebesar 48,8% pada kemandirian.
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Saptono, Amad, and Endang Sri Indrawati. "HUBUNGAN ANTARA MINAT BERWIRAUSAHA DENGAN SELF-REGULATED LEARNING PADA MAHASISWA FAKULTAS EKONOMIKA DAN BISNIS UNIVERSITAS DIPONEGORO." Jurnal EMPATI 7, no. 2 (June 30, 2020): 614–19. http://dx.doi.org/10.14710/empati.2018.21686.
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Penelitian ini dilakukan dengan tujuan untuk menguji hubungan antara minat berwirausaha dengan self-regulated learning pada Mahasiswa Fakultas Ekonomika Universitas Diponegoro. Self-regulated learning adalah kemampuan individu dalam mengatur, merencanakan, memotivasi diri sendiri dan mampu menentukan perilaku yang akan dilakukan untuk mencapai tujuan, melakukan usaha-usaha untuk memahami materi yang diajarkan serta memanfatkan lingkungan sekitar untuk mencapai target pembelajaran. Sedangkan minat berwirausaha adalah keinginan, ketertarikan serta kesediaan untuk bekerja keras atau berkemauan keras untuk berdikari atau berusaha memenuhi kebutuhan hidupnya tanpa merasa takut dengan resiko yang akan terjadi. Hipotesis yang diajukan oleh peneliti adalah ada hubungan positif yang signifikan antara minat berwirausaha dengan self-regulated learning pada Mahasiswa Fakultas Ekonomika dan Bisnis Universitas Diponegoro. Populasi pada penelitian ini yaitu mahasiswa Jurusan Manajemen angkatan 2015 sebanyak 233 orang dengan sampel penelitian berjumlah 145 orang. Penelitian ini menggunakan teknik pengambilan sampel convinience sampling. Metode pengumpulan data menggunakan skala Likert yang terdiri dari Skala Minat berwirausaha (63 aitem, α = 0,968) dan Skala Self-regulated learning (23 aitem, α = 0,870). Hasil analisis regresi linier menunjukkan hubungan positif yang signifikan antara minat berwirausaha dan self-regulated learning r = 0,001 (p < 0,05). Artinya, semakin tinggi minat berwirausaha maka semakin tinggi self-regulated learning. Minat berwirausaha memberikan sumbangan efektif sebesar 6,9% terhadap self-regulated learning. Hasil penelitian ini bermanfaat bagi para pendidik sebagai referensi dalam meningkatkan self-regulated learning sehingga berdampak pada aktivitas belajar mahasiswa.
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Santika, Windriya Sri, and Dian Ratna Sawitri. "SELF-REGULATED LEARNING DAN PROKRASTINASI AKADEMIK PADA SISWA KELAS XI SMA NEGERI 2 PURWOKERTO." Jurnal EMPATI 5, no. 1 (January 27, 2016): 44–49. http://dx.doi.org/10.14710/empati.2016.14946.
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Prokrastinasi akademik merupakan suatu hal yang patut diwaspadai oleh seluruh siswa, salah satunya yaitu oleh siswa kelas XI, karena dapat berdampak pada penurunan prestasi akademiknya. Untuk mengurangi dampak tersebut, perlu adanya kontrol diri dalam belajar yang dapat menunjang dalam pencapaian tujuan belajarnya dengan cara mengatur dan mengendalikan sistem belajar yang dikenal dengan self-regulated learning. Penelitian ini bertujuan untuk mengetahui hubungan antara self-regulated learning dengan prokrastinasi akademik pada siswa kelas XI SMA Negeri 2 Purwokerto. Hipotesis penelitian ini adalah ada hubungan negatif dan signifikan antara self-regulated learning dengan prokrastinasi akademik pada siswa kelas XI di SMA Negeri 2 Purwokerto. Populasi penelitian adalah 299 siswa kelas XI dan sampel penelitian berjumlah 162 siswa. Sampel ditentukan dengan teknik cluster random sampling. Pengumpulan data menggunakan skala prokrastinasi akademik (30 aitem, α = .89) dan skala self-regulated learning (35 aitem, α = .90). Analisis regresi sederhana menunjukkan adanya hubungan negatif yang signifikan antara self-regulated learning dengan prokrastinasi akademik (rxy = -.82 dengan p < 0.01), yang berarti bahwa semakin tinggi self-regulated learning maka semakin rendah prokrastinasi akademik. Self-regulated learning memberikan sumbangan efektif sebesar 67% terhadap prokrastinasi akademik. Bagi peneliti selanjutnya yang tertarik untuk mengadakan penelitian dengan topik yang sama disarankan agar lebih memperhatikan subjek penelitian dengan cara melakukan penelitian terhadap populasi yang lebih luas.
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Karimah, Fatihatun Nuroniyah, and Siswati Siswati. "HUBUNGAN ANTARA PSYCHOLOGICAL WELL BEING DENGAN SELF REGULATED LEARNING PADA REMAJA PUTRI PENGHAFAL AL-QUR’AN DI PONDOK PESANTREN KHALAFI KABUPATEN DEMAK." Jurnal EMPATI 5, no. 4 (February 1, 2017): 738–43. http://dx.doi.org/10.14710/empati.2016.15408.
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Self-regulated learning merupakan proses pengelolaan pembelajaran yang dilakukan santri untuk mencapai tujuan belajar yang telah ditetapkan, dengan melibatkan pengelolaan metakognisi, motivasi, perilaku, dan strategi belajar yang efektif. Penelitian ini bertujuan untuk mengetahui hubungan antara psychological well being dengan self-regulated learning pada remaja putri penghafal Al-Qur’an di pondok pesantren khalafi Kabupaten Demak. Populasi penelitian adalah remaja putri penghafal Al-Qur’an di pondok pesantren khalafi Kabupaten Demak, yaitu pondok pesantren Al-Ishlah, Subulussalam, Nurul Furqon, As-Shiddiiqiyyah, dan Asy-Syarifah. Populasi berjumlah 235 orang, dan sampel penelitian 140 orang. Teknik pengambilan sampel dilakukan dengan teknik cluster random sampling. Alat ukur menggunakan Skala Self-regulated Learning (21 aitem, α= 0,858) dan Skala Psychological Well Being (32 aitem, α= 0,908). Teknik analisis data dalam penelitian ini adalah analisis regresi sederhana. Penelitian ini menunjukkan rxy= 0,715; ρ= 0,000 (ρ < 0,001). Hasil analisis data menjelaskan bahwa ada hubungan positif dan signifikan antara psychological well being dengan self-regulated learning. Semakin tinggi psychological well being maka semakin tinggi self-regulated learning. Sebaliknya, semakin rendah psychological well being maka semakin rendah self-regulated learning. Sumbangan efektif psychological well being terhadap self-regulated learning sebesar 51,1% dan sebesar 48,9% dipengaruhi oleh faktor lain yang tidak diungkap dalam penelitian ini.
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Rianatha, Lucky, and Dian Ratna Sawitri. "HUBUNGAN ANTARA KOMUNIKASI INTERPERSONAL GURU-SISWA DENGAN SELF-REGULATED LEARNING PADA SISWA SMAN 9 SEMARANG." Jurnal EMPATI 4, no. 2 (April 30, 2015): 209–13. http://dx.doi.org/10.14710/empati.2015.14918.
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Penelitian ini bertujuan untuk mengetahui hubungan antara komunikasi interpersonal guru-siswa dan self-regulated learning pada siswa SMAN 9 Semarang. Self-regulated learning merupakan kemampuan siswa mengatur diri dalam belajar dengan melibatkan kemampuan strategi pemikiran terkait aktivitas berpikirnya, persepsi keyakinan diri dari kemampuan performa, dan komitmen akademik yang secara sistematis berorientasi mengarah pencapaian tujuan belajar yang diinginkan. Komunikasi interpersonal guru-siswa merupakan penilaian siswa terhadap kemampuan guru dalam menyampaikan pesan/informasi kepadanya secara jelas, sehingga menghasilkan kesamaan pemahaman dan senantiasa mempengaruhi perubahan sikap, serta dapat memelihara juga memperbaiki hubungan yang baik dan menyenangkan akan memudahkan siswa untuk lebih terbuka pada guru. Populasi penelitian berjumlah 364 yang terdiri dari 10 kelas, sedangkan yang digunakan menjadi sampel penelitian sebanyak 108 siswa yang terdiri dari 3 kelas. Teknik sampling yang digunakan dalam penelitian adalah cluster random sampling. Pengumpulan data menggunakan 2 alat ukur skala psikologi yaitu Skala self-regulated learning (33 aitem, α = .92) dan Skala komunikasi interpersonal guru-siswa (26 aitem, α = .88). Hasil penelitian menunjukkan koefisien korelasi (Rxy = .49; p < .001). Komunikasi interpersonal guru-siswa memberikan sumbangan efektif sebesar 25% terhadap self-regulated learning. Hasil tersebut menunjukkan bahwa hipotesis yang diajukan peneliti diterima, yaitu terdapat hubungan positif dan signifikan antara komunikasi interpersonal guru-siswa dengan self-regulated learning. Semakin baik komunikasi interpersonal guru-siswa, maka semakin tinggi self-regulated learning siswa, demikian pula semakin buruk komunikasi interpersonal guru-siswa, maka semakin rendah pula self-regulated learning siswa.
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Hidayati, Pravita, and Diana Rusmawati. "Hubungan Antara Persepsi Terhadap Metode Pembelajaran Kooperatif Dengan Self-Regulated Learning Pada Mahasiswa." Jurnal EMPATI 4, no. 3 (August 31, 2015): 51–55. http://dx.doi.org/10.14710/empati.2015.12975.
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Penelitian ini bertujuan untuk mengetahui adakah hubungan antara metode pembelajaran kooperatif dengan self-regulated learning pada mahasiswa. Populasi dalam penelitian ini adalah mahasiswa fakultas Bimbingan Konseling angkatan 2013 Universitas PGRI Semarang sebanyak 218 mahasiswa diperoleh dengan menggunakan teknik pengambilan sampel random sampling. Alat pengumpul data pada penelitian ini adalah skala self-regulated learning dan skala persepsi metode pembelajaran kooperatif. Pengumpulan data dengan 39 aitem valid (α=0,879) skala self-regulated learning, dan18 aitem valid (α =0,730) skala persepsi terhadap metode pembelajaran kooperatif. Analisis data menggunakan uji korelasi product moment. Hasil analisis product moment mendapatkan angka koefisien rxy=0,581 dengan tingkat signifikansi p=0,000 (p<0,050),menunjukkan bahwa hipotesis dapat diterima. Artinya ada hubungan positif antara persepsi terhadap metode pembelajaran kooperatif dengan self-regulated learning. Semakin positif persepsi mahasiswa terhadap metode pembelajaran kooperatif maka semakin tinggi self-reulated learningnya. Sebaliknya, semakin negatif persepsi mahasiswa terhadap metode pembelajaran kooperatif maka semakin rendah self-regulated learningnya.
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Shaliha, Nadia, and Dian Ratna Sawitri. "HUBUNGAN ANTARA KEMANDIRIAN DENGAN SELF-REGULATED LEARNING (SRL) PADA SANTRI KELAS VIII DI PONDOK PESANTREN IBNU ABBAS KLATEN." Jurnal EMPATI 7, no. 2 (June 30, 2020): 699–704. http://dx.doi.org/10.14710/empati.2018.21700.
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Pondok pesantren merupakan lembaga pendidikan yang menekankan pada pembentukan karakter berbasis agama. Penelitian ini dilakukan dengan tujuan untuk menguji secara empiris hubungan antara kemandirian dan self-regulated learning pada santri kelas VIII di Pondok Pesantren Ibnu Abbas Klaten. Pondok Pesantren pada penelitian ini termasuk dalam jenis pondok pesantren modern. Sistem pendidikan yang digunakan merupakan perpaduan antara penggunaan KTSP dan kurikulum pesantren. Hipotesis yang diajukan oleh peneliti adalah ada hubungan positif antara kemandirian dan self-regulated learning. Populasi pada penelitian ini yaitu santri kelas VIII yang terdiri dari tujuh kelas dan sampel penelitian sebanyak lima kelas diperoleh dengan cluster random sampling. Metode pengumpulan data menggunakan skala Likert yang terdiri dari Skala Kemandirian (24 aitem, α = 0,851) dan Skala Self-Regulated Learning (29 aitem, α = 0,875). Analisis regresi linier menunjukkan hubungan positif yang signifikan antara kemandirian dan self-regulated learning r = 0,477 (p < 0,001). Artinya, semakin tinggi kemandirian maka semakin tinggi self-regulated learning. Kemandirian memberikan sumbangan efektif sebesar 22,8% terhadap self-regulated learning. SRL merupakan salah satu strategi yang dapat diterapkan pada santri untuk meningkatkan kemampuan akademik dan non akademik, sehingga perlu adanya dukungan dari pihak sekolah dan musyrif/musyrifah dalam memberi pertimbangan mengenai strategi-strategi efektif yang dapat dilakukan untuk meningkatkan SRL.
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Rahimmatussalisa, Rahimmatussalisa, and Dian Ratna Sawitri. "HUBUNGAN ANTARA SELF-REGULATED LEARNING DENGAN STRES AKADEMIK (Studi pada Siswa Pondok Pesantren yang Bersekolah di SMA Futuhiyyah Mranggen Demak)." Jurnal EMPATI 4, no. 2 (April 30, 2015): 26–30. http://dx.doi.org/10.14710/empati.2015.14977.
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Penelitian ini bertujuan untuk mengetahui hubungan antara self-regulated learning dengan stres akademik pada siswa pondok pesantren yang bersekolah di SMA Futuhiyyah, Mranggen, Demak. Self-regulated learning adalah proses pengaturan belajar terhadap keseluruhan pikiran, perasaan, dan tindakan oleh siswa dengan melakukan berbagai tindakan yang meliputi perencanaan, penetapan tujuan, monitoring, pencarian bantuan, dan penyesuaian diri demi terwujudnya tujuan yang ingin dicapai. Stres akademik adalah reaksi terhadap stresor berupa tuntutan akademik yang menimbulkan ketidaknyamanan baik fisik maupun mental pada individu. Karakteristik populasi pada penelitian ini adalah siswa pondok pesantren yang bersekolah di SMA Futuhiyyah. Populasi berjumlah 270 siswa dengan sampel sebanyak 120 siswa dengan menggunakan teknik convenience sampling. Pengumpulan data menggunakan Skala Stres Akademik ( 32 aitem; α=.87) dan Skala SRL ( 42 aitem; α=.91). Hasil penelitian menunjukkan terdapat hubungan negatif antara self-regulated learning dengan stres akademik pada siswa pondok pesantren yang bersekolah di SMA Futuhiyyah, Mranggen, Demak (dengan koefisien korelasi sebesar -.25 dengan p=.003 (p < .01)). Sumbangan efektif variabel self-regulated learning terhadap stres akademik sebesar 6%.
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Laneri, Davide, Sören Krach, Frieder M. Paulus, Philipp Kanske, Verena Schuster, Jens Sommer, and Laura Müller-Pinzler. "Mindfulness meditation regulates anterior insula activity during empathy for social pain." Human Brain Mapping 38, no. 8 (May 15, 2017): 4034–46. http://dx.doi.org/10.1002/hbm.23646.
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Hanifah, Fikrotul, and Diana Rusmawati. "PENGARUH PELATIHAN SELF-REGULATED LEARNING TERHADAP PROKRASTINASI AKADEMIK PADA SISWA SMP NEGERI 33 SEMARANG." Jurnal EMPATI 8, no. 2 (August 19, 2019): 449–55. http://dx.doi.org/10.14710/empati.2019.24411.
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Penelitian ini bertujuan untuk menguji adanya penurunan perilaku prokrastinasi akademik pada siswa SMP Negeri 33 Semarang setelah diberikan pelatihan self-regulated learning. Metode yang digunakan adalah kuantitatif eksperimen dengan desain pretest-posttest control group design. Subjek penelitian berjumlah 56 siswa SMP Negeri 33 Semarang yang dibagi kedalam dua kelompok yaitu kelompok kontrol yang tidak diberi intervensi dan kelompok eksperimen yang diberi intervensi berupa pelatihan self-regulated learning. Pelatihan self-regulated learning disusun dengan mengacu pada aspek self-regulated learning dari Zimmerman (dalam Chen, 2002). Alat ukur yang digunakan adalah Skala Prokrastinasi Akademik (38 aitem, α = 0,900) yang disusun berdasarkan aspek yang dikemukakan oleh Schouwenburg (dalam Ferrari, 1995). Analisis dalam penelitian ini menggunakan Independent T-Test, perhitungan dilakukan dengan gain score dari pretest dan posttest skala prokrastinasi akademik. Hasil Uji Independent T-Test didapatkan nilai p (signifikansi) adalah 0,007 (p < 0,05) yang menunjukkan bahwa terdapat perbedaan signifikan pada kelompok eksperimen dan kelompok kontrol. Selanjutnya dilakukan penghitungan efek pelatihan yang dilakukan terhadap penurunan tingkat prokrastinasi akademik dihitung dengan rumus Cohen, didapatkan angka 0,761 yang menurut klasifikasi Cohen (dalam Becker, 2000) termasuk dalam kategori memiliki efek yang besar dengan persentase 76%.
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Amanda, Gianti, and Rose Mini Agoes Salim. "Children’s Empathy and Family Income: The Mediating Role of Family Communication Pattern." Humaniora 10, no. 2 (July 31, 2019): 121. http://dx.doi.org/10.21512/humaniora.v10i2.5510.
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The research examined whether the communication patterns in the family by conversation and conformity orientations served as mediators of the relation between children’s empathy and family income. The research was conducted to parents of children age six to eight years old as the participants (N = 233) in Jakarta, Indonesia. The parents’ completed parent’s questionnaire for children’s empathy, family income, and family communication pattern. The relation analyzed using PROCESS Hayes. The results that the family communication pattern partially mediated the children’s empathy and family income. This research result shows a couple of findings. First, the children who come from a low-income family with family conformity orientation have lower empathy. The second finding is that the children with the family who have family conversation orientation have higher empathy. This second finding works for both low and high incomes family. Besides, only conformity orientation is found to mediate the effect of family income on child’s empathy. This research finds there are connections between family environment and children’s behavior. Developing the children’s empathy going to be positive for their social-emotional outcomes in the future is paramount because the children learn to express and regulate their emotion in a positive way when they have higher empathy.
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Decety, Jean, and Claus Lamm. "Human Empathy Through the Lens of Social Neuroscience." Scientific World JOURNAL 6 (2006): 1146–63. http://dx.doi.org/10.1100/tsw.2006.221.
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Empathy is the ability to experience and understand what others feel without confusion between oneself and others. Knowing what someone else is feeling plays a fundamental role in interpersonal interactions. In this paper, we articulate evidence from social psychology and cognitive neuroscience, and argue that empathy involves both emotion sharing (bottom-up information processing) and executive control to regulate and modulate this experience (top-down information processing), underpinned by specific and interacting neural systems. Furthermore, awareness of a distinction between the experiences of the self and others constitutes a crucial aspect of empathy. We discuss data from recent behavioral and functional neuroimaging studies with an emphasis on the perception of pain in others, and highlight the role of different neural mechanisms that underpin the experience of empathy, including emotion sharing, perspective taking, and emotion regulation.
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Hanafi, Sekar Paramitha, Kartika Sari Dewi, and Imam Setyawan. "Hubungan Antara Self Regulated Learning Dengan Gejala Gangguan Somatisasi Pada Mahasiswa Skripsi Fakultas Psikologi Universitas Diponegoro Semarang." Jurnal EMPATI 2, no. 3 (August 24, 2013): 529–38. http://dx.doi.org/10.14710/empati.2013.7375.
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Self-Regulated Learning (SRL) merupakan keseluruhan pikiran, perasaan, dan tindakan dari diri mahasiswa yang berorientasi terhadap tujuan yang ingin mereka capai. Gangguan somatisasi merupakan gangguan dengan gejala fisik tanpa adanya penyakit secara medis. SRL sebagai bagan dari faktor alamiah yag relevan dengan somatisasi bersinggungan dengan stress pada mahasiswa skripsi akan menimbulkan gejala gangguan somatisasi yang diduga menjadi penghambat dan mengganggu proses belajarnya. Penelitian bertujuan untuk mengetahui hubungan antara self-regulated learning dengan gejala gangguan somatisasi pada mahasiswa skripsi Fakultas Psikologi Universitas Diponegoro.Populasi dalam penelitian adalah mahasiswa skripsi di Fakultas Psikologi Universitas Diponegoro berjumlah 85 mahasiswa. Sampel penelitian berjumlah 75 mahasiswa, yang diperoleh melalui teknik simple random sampling. Alat pengumpul data dalam penelitian ini adalah Skala SRL (19 aitem α = 0, 868) yang telah diujicobakan terhadap 54 mahasiswa, Angket, dan Screening For Somatization Disorder (SOMS).Hasil analisis data dengan metode korelasi Spearman rho menghasilkan koefisien korelasi sebesar -0,25 dengan p = 0,415. Hasil tersebut menunjukkan arah hubungan negatif yang tidak signifikan antara self-regulated learning dengan gejala gangguan somatisasi. Berdasarkan hasil angket mahasiswa mengakui beberapa alasan ekternal penghambat penyelesaian skripsi yaitu: dosen, praktis penelitian, bekerja, referensi, hubungan interpersonal, dan sakit.
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Decety, Jean, Chia-Yan Yang, and Yawei Cheng. "Physicians down-regulate their pain empathy response: An event-related brain potential study." NeuroImage 50, no. 4 (May 2010): 1676–82. http://dx.doi.org/10.1016/j.neuroimage.2010.01.025.
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Murniati, Wahyuning, and Moh Hudi Setyobakti. "Dimensions of Service Quality Satisfaction Community at the Village Government Office." Wiga : Jurnal Penelitian Ilmu Ekonomi 10, no. 1 (March 31, 2020): 13–17. http://dx.doi.org/10.30741/wiga.v10i1.456.
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Enhancement public service is one goal of the village setting for the community. Therefore, this study analyzed the correlation between the dimensions of customer satisfaction and community satisfaction. The sample in this study was 83 respondents, Lumajang community who use the services of the village offices, which were analyzed using multiple linear regression. The results showed empathy variables that influence people's satisfaction significantly. The coefficient of determination in this study was 77.8%, it can do that only requires empathy Lumajang community village government in the ministry. But the village government should not rule out other dimensions of quality of service, because they have laws that regulate their work to the public.
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Kristy, Olyvia Heranggi, and Yohanis Franz La Kahija. "PENGALAMAN MENJADI STAND-UP COMEDIAN : SEBUAH PENDEKATAN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS." Jurnal EMPATI 8, no. 1 (March 26, 2019): 284–94. http://dx.doi.org/10.14710/empati.2019.23605.
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Stand-up comedy adalah salah satu jenis seni komedi yang dibawakan secara monolog dan langsung di depan penonton. Orang yang melakukan stand-up comedy disebut sebagai comic. Biasanya comic memberikan pengamatan, pendapat, menceritakan pengalaman pribadi, dan mengutarakan keresahan, kenyataan, kehidupan sosial masayarakat, kemudian menyuguhkannya dengan jenaka. Penelitian ini bertujuan untuk mengekplorasi dan memahami pengalaman menjadi stand-up comedian yang telah melewati masa kompetisi Stand-Up Comedy Indonesia, yang bisa disebut sebagai comic nasional. Pendekatan kualitatif dengan metode fenomenologis, khususnya dengan analisis data Interpretative Phenomenologycal Analysis (IPA). Metode ini dipilih karena adanya kesesuaian dengan tujuan penelitian dengan prosedur yang rinci dalam menganalisis data. Pengumpulan data menggunakan wawancara mendalam semi-terstruktur pada tiga orang comic nasional. Pada penelitian ini ditemukan dua tema induk, yaitu: (1) makna menjadi comic dan (2) proses menjadi comic. Partisipan mengungkapkan keinginnya untuk menjadi comic nasional yang didasarkan oleh kebutuhan akan kasih sayang dan eksistensi diri. Pada penelitian ini juga ditemukan self-regulated learning dan aktualisasi diri.
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Rodameria, Aveena Arreola, and Annastasia Ediati. "STRATEGI KOPING TERHADAP STRES DENGAN REGULASI DIRI DALAM BELAJAR PADA MAHASISWA TINGKAT PERTAMA." Jurnal EMPATI 7, no. 3 (June 27, 2020): 886–91. http://dx.doi.org/10.14710/empati.2018.21743.
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Mahasiswa tingkat pertama dituntut untuk dapat beradaptasi dengan perubahan sistem pendidikan, serta meningkatnya tugas dan tanggung jawab belajar di perguruan tinggi. Tuntutan untuk mampu menyesuaikan diri di perguruan tinggi seringkali menyebabkan mahasiswa tahun pertama merasa tertekan (stress). Penelitian ini bertujuan untuk mengetahui hubungan antara strategi koping terhadap stres dengan regulasi diri dalam belajar (self-regulated learning) pada mahasiswa tingkat pertama Fakultas Psikologi Universitas Diponegoro. Populasi penelitian ini adalah seluruh mahasiswa angkatan 2017 Fakultas Psikologi Universitas Diponegoro yang berjumlah 230 orang. Sampel penelitian berjumlah 139 mahasiswa yang diperoleh dengan teknik convenience sampling. Pengumpulan data dilakukan dengan menggunakan dua skala, yaitu Skala Regulasi Diri dalam Belajar (20 aitem; α = 0,836) dan Skala Strategi Koping terhadap Stres (19 aitem; α = 0,881). Uji korelasi Spearman Brown menunjukkan adanya hubungan positif yang signifikan antara strategi koping terhadap stres dengan regulasi diri dalam belajar (rxy = 0,493 ; p < 0,001). Semakin baik strategi koping terhadap stres, maka semakin baik pula regulasi diri mahasiswa dalam belajar. Untuk meningkatkan kemampuan regulasi diri dalam belajar, mahasiswa sebaiknya meningkatkan kemampuannya dalam menghadapi tekanan.
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Ahyani, Latifah Nur, Ridwan Budi Pramono, Rr Dwi Astuti, Fajar Kawuryan, and Jayanti Putri Purwaningrum. "Evaluation of the PELITA Bullying Prevention Program: A Study of Elementary School Teachers in Kudus, Indonesia." Open Psychology Journal 12, no. 1 (August 31, 2019): 147–54. http://dx.doi.org/10.2174/1874350101912010147.
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Background: Bullying has become a severe problem in the educational context. Along with many other countries, Indonesia is also concerned about bullying problems. PELITA (Bullying-Free Psychoeducation for Indonesia) is a pilot program that is expected to become a foundation for a program in bullying prevention, targeted especially to prevent bullying by teachers in Kudus. Objective: This study aimed to analyze the changes in empathy scores, emotional regulation, and efficacy of teaching before and after undergoing the program. Methods: The researcher then conducted qualitative analysis to determine the narrative results related to subjects’ understanding of bullying and empathy, subjects’ ability to regulate emotions, and the teachers’ efficacy in teaching. This study used a quasi-experimental one-group pre-test post-test design with a convergent mixed methods approach. Using a mixed methods approach, we were able to compare and integrate findings from the quantitative and qualitative data. Participants were elementary school teachers selected to represent various areas in the Kudus district. Data collection was conducted using a scale, interviews, and focus group discussions. Results: The results showed that, from the three variables, empathy and emotion regulation did not see a significant increase. However, the variable of teacher efficacy showed a significant improvement. Conclusion: The qualitative and quantitative data obtained in this study evidently complements each other. Several improvements in this programs that needs attention, are knowledge transfer about learning disability, mastery of techniques related to rewards and punishment, as well as shaping techniques and other behavioral modification techniques. The analysis, conclusion, and implication will be discussed further in this article.
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Light, Donald W. "The Managed Care Blues and How to Cure Them, by Walter A. Zelman and Robert A. Berenson. Washington, D.C.: Georgetown University Press, 1998. 240 pp." Cambridge Quarterly of Healthcare Ethics 9, no. 1 (January 2000): 138–41. http://dx.doi.org/10.1017/s0963180100001158.
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In a new and important book entitled The Managed Care Blues and How to Cure Them, a lifetime consumer advocate and a surgeon who witnessed the excesses and unaccountable errors of his colleagues under fee for service explain with deft hands the promise of managed care, its problems, and solutions to them. Walter Zelman and Robert Berenson show empathy for the consumer backlash, provider resentment, and the patients' rights movement that has spawned a thousand bills to prevent possibly unethical actions. Yet they believe these efforts to regulate managed care are misdirected and will prevent it from realizing its potential.
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Goinea, Dana Maria, and Valentina Georgeta Vartic. "Personality characteristics of the facilitator involved in the school inclusion of children with special educational needs." Review of Psychopedagogy 11, no. 1 (December 14, 2022): 53–62. http://dx.doi.org/10.56663/rop.v11i1.41.
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Starting from the observation of the context of achieving school inclusion for students with special educational needs, this article presents some personality traits of the facilitator. International and national legislative frameworks and examples of addressing the issue of inclusion in other countries are presented first. Given the specificity of the work and the demands to which the facilitator is subjected, certain personality traits are necessary. Through the research presented, some of these features are highlighted: empathy, the level of hostility, and the ability to regulate negative states, but the need to clarify the framework for carrying out this occupation is also supported.
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Sorokoumova, Galina Veniaminovna, and Elena Valerevna Abdullaeva. "Learning a Foreign Language as a Method of Preventing Emotional Burnout of Medical Students." Development of education, no. 4 (10) (December 20, 2020): 26–32. http://dx.doi.org/10.31483/r-97185.
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The article shows the need for knowledge of methods of prevention and psychocorretion of emotional burnout, lists methods of prevention, puts forward a hypothesis about the effectiveness of learning a foreign language in order to prevent emotional burnout of medical students. Research on methods of prevention and psychocorrection of emotional burnout describes such methods as training, methods of expressive therapy, and special psychological technologies. The purpose of this article is to study a foreign language as a method of preventing emotional burnout in medical students. We suggested that foreign language classes aimed at preventing emotional burnout of medical students should include awareness of the features of professional self-perception, development of empathy and training in ways to regulate the emotional state. The study presented in the article involved 2 groups: a control group (CG) and an experimental group (EG) consisting of master's students attending elective classes in English. Research methods. At the ascertaining and control stages, the questionnaire «Professional burnout» by N.E. Vodopyanova, the test by V.V. Boyko «Emotional burnout» and the questionnaire «Situational stress assessment» were used. At the formative stage of the study, an elective program in English was developed and tested for the participants of the experimental group, which consisted of a lecture-seminar, training sessions in English and individual consultations conducted by a professional psychologist. Research results. The article analyzes the results of the influence of learning a foreign language on the prevention of emotional burnout of medical students in the course of elective classes. Conclusion. The results of the study proved that learning a foreign language is an effective method of preventing emotional burnout in medical students. It is important that classes are aimed at understanding the features of professional self-perception, developing empathy, and include training in ways to regulate the emotional state.
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Kočiūnas, Rimantas. "EGZISTENCINIS POŽIŪRIS GRUPINĖJE PSICHOTERAPIJOJE." Psichologija 40 (January 1, 2009): 7–20. http://dx.doi.org/10.15388/psichol.2009.0.2589.
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Straipsnyje aptariamas psichoterapinės grupės modelis (vadinamas egzistencinio patyrimo grupe), kurį autorius porą paskutinių dešimtmečių plėtoja naudodamasis egzistencine paradigma. Jis remiasi egzistencine kaip būties pasaulyje samprata.Psichoterapijos procese grupėje orientuojamasi į du svarbiausius dalykus. Pirmasis – siekimas suprasti dalyvių problemas svarbiausių gyvenimo pasaulio matmenų – fizinio, socialinio, psichologinio ir dvasinio – kontekste. Antrasis – dalyvių gyvenimosunkumai tyrinėjami universalių egzistencinių duotybių plotmėje. Kaip svarbiausios išskiriamos šios duotybės: „įmestis į pasaulį“; santykiai su kitais; gyvenimo baigtinumas; laisvė ir atsakomybė; nerimas; įprasminimo poreikis; laiko susietumas. Straipsnyje taip pat aptariami universalūs egzistencinio patyrimo grupės tikslai, svarbiausi funkcionavimo bruožai ir darbo būdai. Aptariama ir terapeuto laikysena egzistencinio patyrimo grupėje, kuri yra reikšminga psichoterapinio darbo dalis.Egzistencinio patyrimo grupėje terapinių pokyčių siekiama nuolat kreipiant dalyvius į sąmoningą žmogaus būties sąlygų refleksiją. Svarbiausiais laikomi savęs ir gyvenimo supratimo pokyčiai.Pagrindiniai žodžiai: egzistencinės duotybės, egzistencinio patyrimo grupė.Existential Approach to Group Psychotherapy Rimantas Kočiūnas SummaryThe review discusses a model of working with psychotherapeutic groups, based on the existential psychotherapy paradigm developed by the author and called “existential experience group”. Its main concept is the idea of the human being as being-in-theworld (Dasein). The process of psychotherapy has two major directions, the first being an attempt to understand the problems of participants in the context of the main dimensions – physical, social, psychological and spiritual – of human life, and the second exploration of participants’ life difficulties in the context of “givens” (universal conditions) of existence. The following “givens” are described as essential: “thrownness” in the world, relations to others, the finiteness of life, freedom and responsibility, anxiety, meaning and meaninglessness, experience of time.The existential experience group represents a structured life situation in which participants with their unique life stories and experiences, involved in transactions among themselves and with the therapist, attempt to develop a common group life. The“group life” is a concentrated expression of individual lives of participants. The problems of participants are treated as certain inadequacies of current ways of “being-in-the-world”, as distortions of individual relation to existential “givens”. The group discusses the problems of participants not in relation to their personal life story (though it is given consideration as well), but rather in the context of the collectively created group life.The author discusses the universal objectives of the existential experience group, the main points of its functioning and ways of work. The basic structure of the group work is provided by the most usual norms of groups (openness and sincerity, interrelatedness of freedom and responsibility, sharing responsibility among participants and the therapist, confidentiality and regulated communication of participants outside the group) and also by changes of “developmental periods” of the group (“childhood”, “youth”, “maturity” and “old age”). The contents of sessions of existential experience groups is not planned in advance. It is determined by participants’ therapeutic goals and interpersonal situations arising “here and now”.Also, the position of the therapist in an existential experience group is analysed, since it is a greatly significant part of the psychotherapeutic work. The author stresses the importance of the therapist as phenomenologically oriented, giving priority to theparticipants’ experience as conceived by themselves. The main attitudes of the therapist are empathy and neutrality. For the therapist, it is critical to remain a real person in the group, a live human being with his own obligations and specific responsibility in the group.In an existential experience group, therapeutic changes are pursued by constantly directing participants to consciously reflect the conditions of humans’ being-in-the-world. Changes in understanding oneself and life are considered most essential.Keywords: “givens” of existence; existential experience group.
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Ministero, Lauren M., Michael J. Poulin, Anneke E. K. Buffone, and Shane DeLury. "Empathic Concern and the Desire to Help as Separable Components of Compassionate Responding." Personality and Social Psychology Bulletin 44, no. 4 (December 4, 2017): 475–91. http://dx.doi.org/10.1177/0146167217741345.
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When do people experience versus regulate responses to compassion-evoking stimuli? We hypothesized that compassionate responding is composed of two factors—empathic concern and the desire to help—and that these would be differentially affected by perspective taking and self-affirmation. Exploratory (Study 1) and confirmatory (Study 2) factor analyses indicated that a compassion measure consisted of two factors corresponding to empathic concern and the desire to help. In Study 1 ( N = 237), participants with high emotion regulation ability reported less empathic concern for multiple children than for one, but perspective taking prevented this effect. In Study 2 ( N = 155), participants reported less desire to help multiple children, but only in the presence of self-affirmation. In both the studies, empathic concern predicted greater distress while the desire to help predicted greater chances of donating. Compassionate responding may consist of two separable facets that collapse under distinct conditions and that predict distinct outcomes.
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ULUM, ZAIFUL, and MOH AFFAF. "KENDALI MPC BERBASIS FILTER KALMAN UNTUK SISTEM EMPAT TANGKI." E-Jurnal Matematika 8, no. 1 (February 2, 2019): 48. http://dx.doi.org/10.24843/mtk.2019.v08.i01.p234.
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A Four-tank system is a multi-input multi-output (MIMO) system consisting of four interconnected water tanks and two pumps. This paper deals with the control design of the four-tank system using model predictive control (MPC) based filter Kalman. The objective of the control design is to regulate the output of the system towards the desired values. In this work, the optimal control to the system is determined by means MPC controller where both output and input constraints to the system are explicitly considered. The filter Kalman is used to estimate the state of the system. Simulations by using Matlab are performed to verify the performance of the proposed control design. Simulation results show that the proposed control design can regulate the output of the system towards the desired values.