Application Of Empathy Research Articles

التقمص العاطفي وتطبيقاته في السنة النبوية

Empathy is one of the components of emotional intelligence and it is defined as the ability to perceive what other is experiencing whether it is emotionally or cognitively. It is said that during the age of social media, the ability of people to empathize with others has dwindled as the consequence of the role played by algorithms in creating what is known as the “filter bubbles” that skew or limit the information an individual user sees on the internet based on the searches. This study aims to lay down the Islamic foundation in the subject matter of empathy and to address its application in the Prophetic tradition. The research adopts inductive and analytical approaches in presenting the discussion regarding the application of empathy and important addition rendered by the Prophetic tradition in the subject. Some of the findings of the research lies in several observations; the empathic capacities which are innate in human being originated from Allah and that He is the source of compassion and mercy; there are abundant of aḥadīth that encourage us to take the perspective of others as perspective-taking is one of the essential components in empathy: and empathy is the mechanism of altruism and helping behaviour while also instigating other good characters and traits in human being.

The Application of Empathy in the Daily Ideological and Political Education of College Counselors

Empathy; College counselors; Daily ideological education

Simulation as Vicarious Learning in the BSW Classroom

ABSTRACT While direct client experience is the optimal environment for social work students to learn interviewing skills, vicarious learning, or learning through observing peers or an instructor in a simulated client encounter, also affords students the opportunity for personal growth and reflection. To explore students’ experiences of vicarious learning this study involved Year 4 BSW students who observed the course instructor conduct 10, 1-hour, live simulated client interviews over the period of a two-semester course. Data for this study included a course assignment on the simulated sessions, and written responses to reflection questions, following the last simulated session. Thematic analysis surfaced salient themes which included the following: 1) benefits of live simulation: application of theory to practice and authenticity; 2) challenges of live simulation: logistical and experiential concerns; 3) application of empathy and active listening; 4) focus of attention; 5) maintaining attention and self-awareness; 6) reactions to simulated sessions; and 7) improved theoretical understanding and application. The article offers implications for social work educators to maximize vicarious learning in the social work classroom.

Investigative empathy: a strength scale of empathy based on European police perspectives

A growing body of research suggests that empathy plays a major role in establishing and maintaining rapport during police interviews. The benefits of rapport include not only increased cooperation from interviewees, but also gaining more accurate investigation-relevant information. However, there still is no universally agreed-upon definition and very little research on operationalizing empathy, especially within investigative interviewing. The present study analyzed police interviewers’ self-reports regarding their (a) training and methods employed during interviews, (b) application of empathy in interviews, and (c) definitions/understanding of empathy. It was found that officers in all seven participating countries varied within each country in their use of accusatory or information-gathering interview styles. The majority of participants in each country claimed to employ empathy in their interviews with suspects, yet they varied regarding the definitions they provided. In no country was empathy defined as having aspects that may not be conducive to investigative interviewing.

The empathy continuum: An evidenced-based teaching model derived from an integrative review of contemporary nursing literature.

This paper has twoaims : first, to explain the concept of empathy derived from an integrative review of contemporary nursing literature; and second, to profile a new conceptual model that can be used to inform the teaching of empathy. Empathy is fundamental to therapeutic communication and integral to quality patient care. However, the lack of agreement on the definition or conceptualisation of empathy in the nursing literature can make teaching and evaluating this skill challenging and inconsistent. Integrative review of literature. Publications from January 2000 to July 2018 in Ovid Medline, Scopus, CINAHLPlus, PsycINFO, and PubMed. As no integrative review checklists are currently available, a PRISMA checklist was adapted to guide this review. A two-stage approach was used to explore the concept of empathy. Key definitions and attributes of empathy were identified from 11 primary studies and tabulated to allow for display and comparison. Next, the definitions and attributes of empathy drawn from a purposeful sample of 18 nursing education studies were examined, tabulated and summarised. Finally, the two samples were integrated and synthesised to form a cohesive summary, which was then illustrated with teaching and learning exemplars. Despite the lack of consensus on the definitions of empathy evident in the literature, recurring attributes and elements of empathy were evident, leading to the development of a new empathy model. Patterns of consistency in the attributes of empathy that emerged from the review provided the basis for a new conceptual model, termed "The Empathy Continuum." Each of the stages in the Empathy Continuum can be used to teach learners the meaning, attributes and application of empathy in practice. The model will be relevant to nurse educators as well as educators from other disciplines.

Scale of Teacher Empathy for African American Males (S-TEAAM): Measuring Teacher Conceptions and the Application of Empathy in Multicultural Classroom Settings

One does not have to look far to find literature documenting the persistent failure of US public primary, elementary, secondary, and postsecondary schools to adequately educate Black males (used interchangeably with African American males). Black males have been misrepresented as devious, hyper-sexualized, misoginstic, and criminal in mainstream media (Ayers, 2002). Trawalter and colleagues (2008) concluded, association between young Black men and danger has become so robust and ingrained in the minds of social perceivers that it affects early components of attention (p. 1326). Tratwalter and associates contends that White peoples' perceptions of Black males is akin to a phobia of the threat that spiders and snakes may pose. Findings such as these raise red flags for how teachers may perceive Black males going into the classroom. Professional teaching dispositions such as empathy may be significant for mitigating negative perceptions of Black males. However, there is little empirical literature that informs how or why empathy matters, how empathy is defined for use in the professional teaching context, and strategies for cultivating it as a disposition in teacher education.In his The Journal of Negro Education (JNE) article, Teacher's Dilemma in Facilitating the Black Experience, Colquit (1978) wrestled with how well a White teacher can arrange learning experiences that value and affirm the culturally specific experiences of Black children. Educating Black youth in contemporary schools must account for knowledge of the social, environmental, and historical contexts influencing the way these young people experience school. There is a score of literature that vehemently refute cultural deficit theories that position Black children, families, and communities as less capable of achieving educational excellence (Hollins, King, & Hayman, 1994; Hollins, Smiler, & Spencer, 1994; Howard, 2001a, 2001b; Irvine, 1990; King, 2005; Moore & Lewis, 2012; Murrell, 2002). Existing notions of Black student academic inferiority is what led Ladson-Billings (1994) to conduct her historic study of teachers identified as effective educators of African American children.Colquit (1978) argued that the between Blacks and Whites poses a dilemma for the range of teaching and learning experiences offered by White teachers to Black students, which may include choosing course material and negotiating social interactions with students. Perceptual difference can be viewed as any divergence in social and cultural points of view between teachers and students or family/community/school stakeholders. This argument can be extended to suggest that any dissimilarity between teachers and students (i.e., gender, socioeconomic class, religious affiliation, sexual orientation, generational) including race, can create perceptual difference. This difference may have significant implications for how teachers negotiate interactions with youth as well as the types of instructional decisions they make for young people. Sealey-Ruiz and Lewis (2011) edited a special issue of JNE that responds to the very issue of better preparing individuals to be effective teachers of Black students. The aforementioned work provides critical insights about educating African American children. Still, an important addendum to the last three decades of knowledge is a focused discourse around empathy's relevance and utility as a tool for strengthening teachers' comprehension for how to decide what is best for Black children, and the empathic processes influencing their professional decision-making.Perception is understood in this article as the process of making meaning about others based on one's own subjective social and cultural perspectives. Similarly, racial bias and racial stereotyping can significantly impair positive images of students of color (Solorzano & Yosso, 2001) in general, and Black males more specifically. Tyler, Boykin, and Walton (2006) found that teachers tend to value and respond more positively to classroom behavior and learning preferences mirroring White cultural norms. …

Empathy: what does it mean for GPs? A qualitative study.

Research has highlighted empathy as an important and effective factor in patient-physician communication. GPs have extensive practical experience with empathy. However, little is known about the personal views of GPs regarding the meaning and application of empathy in daily practice. To explore GP's experiences and the application of empathy in daily practice and to investigate the practical use of empathy. Facts such as preconditions, barriers and facilitating possibilities are described. Qualitative interview study; 30 in-depth interviews were performed between June 2012 and January 2013 with a heterogeneous sample of Dutch GPs. Interviews were recorded and transcribed verbatim; content analysis was performed with the help of ATLAS-ti. Empathy was seen as an important quality-increasing element during the patient-GP consultation. The application of non-verbal and verbal techniques was described. Attention to cues and references to previous consults were reported separately. Required preconditions were: being physically and mentally fit, feeling no time pressure and having an efficient practice organization. Not feeling connected to the patient and strict medical guidelines and protocols were identified as obstacles. A key consideration was the positive contribution of empathy to job satisfaction. The opinions of GPs in this research can be considered as supplementing and strengthening the findings of previous researches. The GPs in this study discussed, in particular, ideas important to the facilitation of empathy. These included: longer consultations, smaller practices, efficient telephonic triage by practice assistants, using intervision to help reflect on their work and drawing financiers' attention to the effectiveness of empathy.

Empathy Training from a Phenomenological Perspective

AbstractThe purpose of this article is to outline a phenomenological approach to empathy training developed over the past ten years in the context of higher education. The theoretical justification for this empathy training is founded in the phenomenological philosophical interpretation of the phenomenon of empathy, whereas the application of empathy as a skill is theoretically based upon entering the phenomenological attitude. The phenomenon of empathy is described as a unique intentionality as part of the self-other relation and contrasted to mainstreams views such as simulation theory. It is argued that the phenomenological attitude can open up for the possibility of empathy and interpersonal understanding to occur. The consecutive steps of the phenomenologically based empathy training are described as relating to theoretical and pedagogical issues as well as to student’s experiences.

Non-sex offenders display distorted thinking and have empathy deficits too: A thematic analysis of cognitions and the application of empathy

It is generally assumed that empathy acts to disinhibit behaviour that could be perceived as detrimental to others, and as a result is a common feature of offender treatment programmes. The present research hypothesised that empathy in all populations is both a situational and a selective process that is ultimately governed by self-interest, and further, that it is the nature of the self-interest that distinguishes individuals rather than a general empathy deficit per se. Empathic processes were observed in a non-offending population in a personal situation normally regarded as evocative of empathy: infidelity. Thematic analysis of data from individuals who reported being faithful or unfaithful to their partners revealed five dominant themes: vulnerable predisposition, emotional motivators, rational emotive decision making, avoiding cognitive dissonance and lack of remorse. The themes all revealed how individuals employed cognitive strategies, which were managed by self-interest that functioned to create cognitive states devoid of empathy.

The probe into sympathesis nursing using and pregnancy outcome in birth procedure

Objective The application of sympathy during birth procedure observation enhances Vagina childbirth quality and reduces C-section rate,to ensure the mother and the child's safety.Methods Set the 2389 parturient women sympathy-applied during birth procedure observation from January 2004.to November 2006 as an experimental group;set 819 parturient women from January 2002 to December 2003 in the same conditions but nursed by traditional nursing pattem as a contrast group.Observe and compare both groups in the vagina childbirth rate,smooth birth rate,difficult birth rate,the c-section rate,the birth time,the vagina bleeding volume and the newborn suffocation rate.Results The experimental group and the observation group indicates significant difference in the vagina childbirth rate,smooth birth rate,difficult birth rate,the c-section rate,the birth time (P 0.05).Condusion The application of empathy during birth procedure observation can significantly enhance Vagina childbirth quality and reduces c-section rate to ensure the mother and the child's safety,which is highly worth promoting the application in the clinical work. Key words: Sympathy; Birth procedure observation; Vagina childbirth quality; C-section rate; The newborn suffocation

Clarification of conceptualizations of empathy.

If understanding our clients needs, emotions, and circumstances is fundamental to nursing practice, and empathy is the foundation of that understanding, then a conceptualization of empathy that can be used by nurses is of utmost importance to the profession. In 1992, Morse, Anderson, Bottorff, Yonge, O'Brien, Solberg and McIlveen analysed the concept of empathy in the psychological and nursing literature, and suggested the conceptualization of empathy was incomplete. Since that time, nurse authors have continued to publish conceptualizations and research on empathy. The purpose of our analysis was to describe empathy as presented in the nursing literature between 1992 and 2000. A concept clarification methodology of concept analysis was used because of the many definitions, the rich descriptions, and the application of empathy as a research variable in the reviewed literature. Five conceptualizations of empathy were revealed: empathy as human trait, empathy as a professional state, empathy as a communication process, empathy as caring, and empathy as a special relationship. The literature reviewed contained evidence that the concept is developing more depth and breadth. Nurse authors are approaching empathy from a variety of perspectives, time frames, measurements, and outcomes. While all are important to the development of the concept, further enrichment of the conceptual work on empathy is needed before a fully mature concept emerges that is fully useful in nursing practice, research, and education.