scholarly journals Can Video Engender Empathic Concern for Others? Testing a Positive Affect Arousing Intervention

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401667629 ◽  
Author(s):  
Aaron Castelán Cargile
Keyword(s):  
Positive Affect ◽  
Ethnically Diverse ◽  
Empathic Concern ◽  
Affective Empathy ◽  
Classroom Setting ◽  
Online Environment ◽  
Student Sample ◽  
Concern For Others ◽  
Diverse Student ◽  
Psychological Foundation

Empathy is widely recognized as the psychological foundation for prosocial behavior, yet very little is known about methods to increase affective empathy in students and trainees. The present research sought to assess the reliability and potential boundary conditions of one such intervention—a brief emotional video featuring a boy diagnosed with cancer. Study 1 found that the video succeeded in indirectly increasing empathic concern for an African American victim of police abuse among an ethnically diverse student sample in a classroom setting. Study 2 replicated the effect in an online environment among a population of near-racially homogeneous adults. The effect of this brief, convenient, positive-affect intervention is in line with other practice-based and negative-affect interventions.

scholarly journals The Developmental Trajectory of Empathy and Its Association with Early Symptoms of Psychopathology in Children with and without Hearing Loss

2021 ◽  
Author(s):  
Yung-Ting Tsou ◽  
Boya Li ◽  
Carin H Wiefferink ◽  
Johan H M Frijns ◽  
Carolien Rieffe
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Primary Schools ◽  
Developmental Trajectory ◽  
Affective Empathy ◽  
Psychopathological Symptoms ◽  
Early Symptoms ◽  
Concern For Others ◽  
Children With Hearing Loss ◽  
Internalizing And Externalizing

AbstractEmpathy enables people to share, understand, and show concern for others’ emotions. However, this capacity may be more difficult to acquire for children with hearing loss, due to limited social access, and the effect of hearing on empathic maturation has been unexplored. This four-wave longitudinal study investigated the development of empathy in children with and without hearing loss, and how this development is associated with early symptoms of psychopathology. Seventy-one children with hearing loss and cochlear implants (CI), and 272 typically-hearing (TH) children, participated (aged 1–5 years at Time 1). Parents rated their children’s empathic skills (affective empathy, attention to others’ emotions, prosocial actions, and emotion acknowledgment) and psychopathological symptoms (internalizing and externalizing behaviors). Children with CI and TH children were rated similarly on most of the empathic skills. Yet, fewer prosocial actions were reported in children with CI than in TH children. In both groups, affective empathy decreased with age, while prosocial actions and emotion acknowledgment increased with age and stabilized when children entered primary schools. Attention to emotions increased with age in children with CI, yet remained stable in TH children. Moreover, higher levels of affective empathy, lower levels of emotion acknowledgment, and a larger increase in attention to emotions over time were associated with more psychopathological symptoms in both groups. These findings highlight the importance of social access from which children with CI can learn to process others’ emotions more adaptively. Notably, interventions for psychopathology that tackle empathic responses may be beneficial for both groups, alike.

The Role of Culture in Affective Empathy: Cultural and Bicultural Differences

2010 ◽  
Vol 10 (3-4) ◽  
pp. 309-326 ◽  
Author(s):  
Winnie Chung ◽  
Sherilynn Chan ◽  
Tracy G. Cassels
Keyword(s):  
Emotional Health ◽  
East Asian ◽  
Cultural Influences ◽  
Well Being ◽  
Empathic Concern ◽  
Reactivity Index ◽  
Affective Empathy ◽  
Personal Distress ◽  
Social Emotional

AbstractEmpathy is essential for healthy relationships and overall well-being. Affective empathy is the emotional response to others’ distress and can take two forms: personal distress or empathic concern. In Western cultures, high empathic concern and low personal distress have been implicated in increased prosocial behaviour (e.g., Eisenberg et al., 1989) and better emotion management and peer relations (e.g., Eisenberg and Fabes, 1998). Various factors have been examined with respect to affective empathy, but the role of culture has received little attention. Previous work suggests that children from East Asian cultures compared to those from Western cultures experience greater personal distress and less empathic concern (e.g., Trommsdorff, 1995), but no work has specifically examined these differences in adolescents or individuals who identify as ‘bicultural’. The current research examines cultural differences in affective empathy using the Interpersonal Reactivity Index (Davis, 1980) in an adolescent and young adult sample (n=190) and examines how empathy relates to social-emotional health in bicultural individuals. Consistent with research on children, East Asian adolescents reported greater personal distress and less empathic concern than their Western counterparts. The bicultural individuals’ scores fell in between the East Asian and Western groups, but revealed significant differences from their ‘uni-cultural’ peers, demonstrating shared influences of community and family. Importantly, however, the relationship between affective empathy and social-emotional health in bicultural individuals was the same as for Western individuals. The current results provide an important first step in understanding the different cultural influences on empathic responding in a previously understudied population ‐ bicultural individuals.

Effects of Emotions on Altruism and Social Inference in Retarded Adolescents

1977 ◽  
Vol 41 (1) ◽  
pp. 135-138 ◽  
Author(s):  
Ronald J. Karpf
Keyword(s):  
Public School ◽  
Positive Affect ◽  
Significant Positive Correlation ◽  
Negative Emotions ◽  
Positive Correlation ◽  
Social Inference ◽  
Concern For Others ◽  
Positive And Negative Emotions

The effects of positive and negative emotions on concern for others (altruism) and awareness of others (social inference) were investigated with 60 male and 61 female public school educable (IQ 50–80) retarded 13-, 14-, and 15-yr.-old adolescents. That induced positive affect would increase altruism was supported. A significant, positive correlation (.27 and .25) was found between altruism and social inference.

A Study of the NASPA Journal (1967-1996): A 30-Year Reflection of Scholarship in Student Affairs Focusing on Race and Ethnicity

NASPA Journal ◽  
2000 ◽  
Vol 38 (1) ◽  
Author(s):  
James H. Banning ◽  
Linda M. Ahuna ◽  
Blanche M. Hughes
Keyword(s):  
Native American ◽  
Student Affairs ◽  
Minority Students ◽  
Race And Ethnicity ◽  
Ethnically Diverse ◽  
Student Body ◽  
Racial Minority Students ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Comprehensive Picture

The purpose of this study is to present a comprehensive picture of the student affairs scholarship published in the NASPA Journal from 1967 to 1996 that focused on racial and ethnic topics. A thematic analysis suggested the published articles moved from themes of “concern and assessment” to themes of ethnic and racial minority students as multi-dimensional rather than a population in need of “adjustment,” and “campus environmental change” as a way to support a more racially and ethnically diverse student body. While the scholarship addressed racial and ethnic topics, the writings most often focused on concerns related to the Black student. Few articles related to Native American, Hispanic or Latino, and Asian groups. Encouragement by all levels of the profession, including associations, training programs, and journals for additional scholarship in these underrepresented areas is recommended, including using the historical strategy of the “special issues” format.

scholarly journals Face-to-Face in Writing: My First Attempt at Conducting a Text-based Online Focus Group

2014 ◽  
Author(s):  
Steven Terrell
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Educational Research ◽  
Group Session ◽  
Focus Group Session ◽  
Classroom Setting ◽  
Online Environment ◽  
Face To Face ◽  
Graduate Degrees

Having completed graduate degrees in educational research and counseling, I have studied the theory of focus groups and participated in many while in a classroom setting. Interestingly, I had never moderated one until my first attempt in a text-based online environment. This paper describes my preparation for the session as well as the issues I faced while actually conducted the focus group. Readers will find that being prepared by establishing rapport with their group prior to the event, understanding the change of dynamics that distance brings to the process and handling the pressures of an expanded role as moderator, will help ensure a successful focus group session.

scholarly journals Enactments of Curriculum Policies in Greek Secondary Education: Regulative Discourses and the Reproduction of Social Inequalities

2021 ◽  
Vol 5 (2) ◽  
pp. 57-70
Author(s):  
Sofia Koutsiouri ◽  
Ioulia Antoniou ◽  
Anna Tsatsaroni
Keyword(s):  
Performance Management ◽  
Social Inequalities ◽  
Ethnically Diverse ◽  
Structured Interviews ◽  
Critical Research ◽  
Socially Disadvantaged ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Curriculum Policies ◽  
State Schools

Many critical research studies have documented the complex ways in which global policies on school curricula are reshaped at national and local levels. This paper focuses on the discourses which regulate the recontextualizations of global policies in local school settings. The paper presents an empirical study on the enactments of language curricula in the Greek school education system. Using Bernstein’s theory of knowledge pedagogization, we analyze data produced by semi-structured interviews and classroom observations in five lower secondary state schools with socially and ethnically diverse student populations, in the inner city of Athens. Our findings show that, while the socially disadvantaged schools are regulated by discourses on inclusion, in the more advantaged schools of the study regulative discourses are related to performance management concerns. The paper points to the potential implications of such discourses, claiming that challenging educational inequalities requires to identify and act upon the discourses regulating teachers’ practices.

scholarly journals Psychological Flexibility With Prejudices Increases Empathy and Decreases Distress Among Adolescents: A Spanish Validation of the Acceptance and Action Questionnaire–Stigma

2021 ◽  
Vol 11 ◽  
Author(s):  
Sonsoles Valdivia-Salas ◽  
José Martín-Albo ◽  
Araceli Cruz ◽  
Víctor J. Villanueva-Blasco ◽  
Teresa I. Jiménez
Keyword(s):  
Prosocial Behavior ◽  
Predictive Validity ◽  
Psychological Flexibility ◽  
Empathic Concern ◽  
Vicarious Experience ◽  
Personal Distress ◽  
Spanish Validation ◽  
Concern For Others ◽  
Acceptance And Action Questionnaire

Empathy is an emotional response that may facilitate prosocial behavior and inhibit aggression by increasing empathic concern for others. But the vicarious experience of other’s feelings may also turn into personal distress when the person has poor regulation skills and holds stigmatizing beliefs. In thinking about the processes that may trigger the experience of personal distress or empathic concern, research on the influence of psychological flexibility and inflexibility on stigma is showing promising results. Both processes are assessed with the Acceptance and Action Questionnaire–Stigma (AAQ-S). The current study sought to carry out a validity study of a Spanish version of the AAQ-S with a sample of adolescents aged 11–17 years. The study included an expanded test of its predictive validity with measures at three times to evaluate the role of psychological flexibility and inflexibility as risk or protective variables for the development of personal distress and/or empathic concern in the stigmatizer. Statistical analyses confirmed a two-correlated-factor solution, the adequate reliability of both factors, and their construct and predictive validity in the expected direction. The stigmatizer’s inflexible reaction to their stigmatizing thoughts predicted the occurrence of personal distress, whereas the stigmatizer’s flexible reaction to their stigmatizing thoughts predicted the occurrence of empathic concern for others. These findings confirm the importance of considering the role of regulatory skills in the experience of empathic concern or personal distress in the presence of stigmatizing thoughts, with possible implications for the promotion of prosocial behavior and the reduction of aggressive behavior among adolescents.

scholarly journals Greater Positive Affect Change after Mental Imagery than Verbal Thinking in a Student Sample

2012 ◽  
Vol 3 (2) ◽  
pp. 178-188 ◽  
Author(s):  
Sabine Nelis ◽  
Koen Vanbrabant ◽  
Emily A. Holmes ◽  
Filip Raes
Keyword(s):  
Positive Affect ◽  
Mental Imagery ◽  
Student Sample ◽  
Verbal Thinking

scholarly journals Cooperative Learning in Swedish Classrooms: Engagement and Relationships as a Focus for Culturally Diverse Students

2020 ◽  
Vol 10 (11) ◽  
pp. 312
Author(s):  
Kate Ferguson-Patrick
Keyword(s):  
Cooperative Learning ◽  
Intercultural Competence ◽  
Culturally Responsive ◽  
Diverse Students ◽  
Teacher Interviews ◽  
Refugee Students ◽  
Culturally Diverse Students ◽  
Culturally Responsive Education ◽  
Concern For Others ◽  
Diverse Student

The ongoing refugee crisis makes intercultural competence and culturally responsive education crucial issues in schools. At the same time, increased migration poses new challenges for social cohesion in countries around the world. How schools and classrooms can be fair and inclusive in terms of experiences and outcomes for migrant and refugee students is therefore a key question. This paper will explore the increase in migration of newly arrived students in Sweden, and how teachers in this country are catering for diverse students through cooperative learning. I explore cooperative learning as an inclusive and culturally responsive pedagogy that can be effectively used in schools to support all students and especially ‘refugee’ or newly arrived students. Using theory from cooperative learning and Stembridge (2020) as a theoretical framework, I particularly focus on analysis using two of Stembridge’s themes of Culturally Responsive Education: Engagement and Relationships to analyze Swedish primary school classroom observations and teacher interviews and find commonalities between these two themes and the key ideas in cooperative learning. This research is built on the premise that there is more need in education research for up to date observations into the classroom factors that support or hinder learning and the way that within-class groupings can support diversity and inclusivity. Cooperative learning allows participants to develop a commitment to fairness, social responsibility and a concern for others and this particularly caters for our diverse student populations.

Sign in / Sign up

Export Citation Format

Share Document