Develop Empathy Skills Research Articles

Developing Empathy Skills among Early Childhood Teachers by Fostering Mindfulness in the Educational Setting

Developing Empathy Skills among Early Childhood Teachers by Fostering Mindfulness in the Educational Setting

Interactive Storytelling Method Based on Local Wisdom to Improve the Empathy Abilities of Group B Children

The low ability of empathy possessed by young children makes them lack a sense of sharing, helping, and understanding other people's feelings. Based on the problems found, it is necessary to provide new methods for developing empathy skills in children. A method that can develop empathy skills is an interactive storytelling method based on local wisdom. This research aims to determine the effect of interactive storytelling methods based on local wisdom on empathy abilities in group B children. This type of research is a quasi-experiment with a non-equivalent control group design. The population in this study was all group B children, totaling 46 children. group B2, totaling 24 children, was the experimental group and group B1, totaling 22 children, was the control group. Data was collected using the observation method and then analyzed using the t-test. Based on the analysis results, there is a significant difference in abilities empathy between the children who were given interactive storytelling methods based on local wisdom and those who were not given interactive storytelling methods based on local wisdom. Based on the results of this research, the use of interactive storytelling methods based on local wisdom affects the empathy abilities of young children.

Social skills training using multiple humanoid robots for individuals with autism spectrum conditions.

Social skills training (SST) is used to help individuals with autism spectrum conditions (ASC) better understand the perspectives of others and social interactions, develop empathy skills, and learn how to engage with others socially. However, many individuals with ASC cannot easily sustain high motivation and concentration during such an intervention when it is administered by humans. We developed a social skills training program using multiple humanoid robots (STUH), including an android robot, that aimed to enable individuals with ASC to become familiar with the perspectives of others and improve their sociability and empathy skills. The objective of the present study was to investigate the effectiveness of STUH for these individuals. In STUH, we prepared 50 social exercises that consisted of conversations and behavioral interactions between an android robot and a simple humanoid robot. We prepared another humanoid robot that featured a cartoon-like and mechanical design, which played the role of host. In the first half-session of STUH, participants worked on the exercise from the perspective of an outsider. In the second half-session of STUH, they simulated experience by using robots as their avatars. The intervention associated with STUH was conducted for five days in total. We conducted an analysis of variance (ANOVA) featuring the intervention time point as the independent variable to examine changes in each score on the sociability index items. In total, 14 individuals with ASC participated in the study. The results of multiple comparison tests using the Bonferroni method indicated that all sociability index items improved between preintervention and follow-up. Our program enabled the participants to become familiar with the perspectives of others and improve their sociability. Given the promising results of this study, future studies featuring long-term follow-up should be conducted to draw definitive conclusions about the efficacy of our training system.

Developing empathy skills with the use of movie sections in social studies lesson

Bu araştırmada sosyal bilgiler dersinde film kesitlerinin kullanımıyla öğrencilerin empati becerilerinin geliştirilmesi amaçlanmıştır. Çalışma grubunu 2021-2022 eğitim öğretim yılında İzmir Bergama Yukarıbey Ortaokulu’nda 7. sınıf öğrencisi olan 22 katılımcı oluşturmaktadır. Araştırma nitel araştırma desenlerinden eylem araştırmasına dayanmaktadır. Araştırma verilerinin toplanmasında ölçek, öğrenci günlükleri, gözlem ve görüş formundan oluşan nicel ve nitel veri toplama araçları kullanılmıştır. Katılımcılara uygulama öncesinde empatik eğilim ölçeği uygulanmıştır. Araştırma süresince film kesitleriyle oluşturulmuş ve sosyal bilgiler dersi kazanımları ile ilişkilendirilmiş etkinlikler gerçekleştirilmiştir. Her bir etkinliğin ardından katılımcılardan Empati Günlüğüm adlı formdaki soruları cevaplamaları istenmiştir. Araştırma sonunda empatik eğilim ölçeği son test olarak tekrar uygulanmıştır. Uygulama sürecinde araştırmacı tarafından gözlem yapılmış, uygulama sonunda ise öğrencilerden yapılan etkinliklere dair görüşler görüş formu aracılığıyla alınmıştır. Toplanan nicel verilerin analizinde istatistiksel analiz yöntemleri, nitel verilerin analizinde ise betimsel analiz ve içerik analizi yöntemleri kullanılmıştır. Araştırma verilerinin analizi sonucunda sosyal bilgiler dersinde film kesitleriyle yapılandırılmış etkinliklerin katılımcıların empati becerilerinin gelişimini olumlu yönde etkilediği, öğrencilerinse etkinliklerle ilgili büyük oranda olumlu görüş belirttikleri ortaya konmuştur.

Empathic Skills Training As a Means of Reducing Cyberbullying among Adolescents: An Empirical Evaluation.

Cyberbullying is a form of aggression in which electronic communication such as e-mails, mobile phone calls, text messages, instant messenger contacts, photos, social networking sites and personal webpages are used to threaten or intimidate individuals. Cognitive-behavioral therapy (CBT) counselling based on empathic training may reduce cyberbullying among adolescents. The present study investigated the impact of developing empathy skills in reducing cyberbullying among a sample of adolescents using two groups (i.e., an experimental group and control group). The experimental group received counselling intervention based on CBT with special focus on improving empathy whereas the control group received CBT general counselling. The participants comprised 217 adolescents (experimental group = 98 adolescents, control group = 119 adolescents) with a mean age of 15.1 years (SD ± 1.5). The measures included the Toronto Empathy Questionnaire (TEQ) and the Bullying, Cyberbullying Scale for Adolescents (BCS-A). Results showed that there were statistically significant differences on TEQ scores and BCS-A scores in the experimental and control groups after the intervention but more so in favor of the experimental group in terms of reduced levels of cyberbullying (both victimization and perpetration). Positive gains among the experimental group in both empathy and reduced cyberbullying remained at two-month follow-up. It is recommended that teachers and school counselors tackling cyberbullying should use empathy training as part of their cyberbullying prevention programs.

Developing Empathy with STEAM Learning in Grade VIII SMP Lazuardi Al-Falah Depok

Empathy (Burns and Lesseig, 2017) is a skill that is rarely discussed in planning mathematics lessons. The objective of this research is to initiate and explore how mathematics learning can develop empathy skills to students using STEAM based project. This research use qualitative method, in which the observation was executed when students were developing until launching the application prototype to a limited audience. The application created with Google Sheets was called Your Energy Counter, intended to count the energy gathered from the food consumed by the user. This research revealed how empathy was formed during the project execution and how students are able to reflect on themselves being empathetic to others during mathematics lessons.

HEKİM-HASTA İLİŞKİSİNİ İYİLEŞTİRMEDE ETKİLİ BİR YÖNTEM: BALİNT GRUP YÖNTEMİ

Balint groups were put forward by Michael Balint, who studied the physician-patient relationship with its deep dimensions in the 1950s. The Balint group method consists of case presentations and general discussions that emphasize the emotional content of physician-patient relationships following the case presentation. One of the aims of establishing Balint groups is to help health professionals and medical students develop empathy skills to reduce communication difficulties between people. Today, worldwide widely used in a manner Approaches of Balint Group, was not given sufficient importance in Turkey. Today, although many scientific studies have been published about Balint groups, there is not any work published in Turkey. The purpose of this study is to discuss the results of some studies about the Balint Group Method and to explain the definition, content, and application of this method in family medicine. It is known that the Balint Group Method contributes greatly to the increase of physicians' empathy levels and to decrease their burnout levels. Nowadays, due to the Covid-19 pandemic, healthcare workers have quite tiring and difficult days and their burnout levels are increasing considerably. According to the results of the study, the application of the Balint Group Method by physicians in Covid-19 and the following period will contribute to better physician-patient relations as well as reduce the burnout levels of physicians. In Turkey, the introduction of the Balint Group Method, implementation, and inclusion in educational curricula are recommended. Also, it is recommended that physicians who have experienced the Balint Group Method contribute to the increase of the physician-patient relationship by making these experiences into scientific publications, sharing the results with the literature. As a result of the literature review, the implementation of this method in the virtual environment during the pandemic period and its spread throughout the world will make the application of this method even easier.

Peran Metode Cooperative Learningdalam Pengembangan Empati Siswa Kelas VI SD X di Kota Cimahi

Schools had a great influence on children in developing their potential, but most only focus on the development of cognition even though the interaction of students with the environment was needed. This became important to apply active and interactive learning methods, but errors in the selection of learning methods often occur so that the ability of student interaction with the environment was hampered. The delay of this interaction had an impact on the development of empathy, so this study had been conducted to determine the role of cooperative learning in developing empathy in 6th grade elementary school. The study had been conducted on 6th grade students who had applied the cooperative learning method in class 5 with different intensities. The study design used quasi-experimental, to prove the causal relationship between independent variable and dependent variable through a projective measuring tool that contains 9 scenarios, used Posttest-Only Design with Nonequivalent Groups. The results indicated the role of cooperative learning in the development of empathy based on comparative testing in each class using Kruskal-Wallis at 34,673 (P-value = 0,000). The intensity of the implementation of cooperative learning was very influential on the development of student empathy. The data also showed the differences in the development of empathy in each category of distress situations due to the implementation of cooperative learning. Thus, cooperative learning could be one of the stimulations to develop children's empathy, especially the condition of peer interaction could be a trigger for children in developing empathy skills in their environment.

Empathy in Podiatric Medical Education: Challenges and Opportunities for Comprehensive Care.

Many regard empathy as a critical component of comprehensive health care. Much interest has been generated in the field of medical empathy, in particular as it relates to education. Many desirable outcomes correlate with perceived empathy during the patient encounter, but paradoxically, empathy levels have been reported to decline during the years of medical education. Several new approaches have been described in the literature that intend to teach or develop empathy skills in health-care students. PubMed, PsycINFO, and Google Scholar databases were searched for the terms empathy education, medical education, medical student, podiatric medical education, medical empathy, compassion, emotional intelligence, biopsychosocial model, and bedside manner. After implementing inclusion and exclusion criteria, articles were selected for preparation of a literature review. Analysis of the podiatric medical education on empathy was conducted by reviewing descriptions of all courses listed on each of the nine US podiatric medical schools' Web sites. The 2018 Curricular Guide for Podiatric Medical Education was analyzed. In this review, we examine the current state of empathy from a context of medical education in general, followed by a specific analysis in podiatric medicine. We define key terms, describe the measuring of empathy in medicine, explore outcomes of empathy in the health-care setting, review the reports of a decline in medical education, and highlight some of the current efforts to develop the skill in education. An overview of empathy in the podiatric medical curriculum is presented. To improve the quality of care that physicians provide, a transformation in podiatric medical education is necessary. A variety of tools are available for education reform with the target of developing empathy skills in podiatric medical students.

‘Sorry doctor….I didn’t hear that….’: phenomenological analysis of medical students’ experiences of simulated hearing impairment through virtual reality

IntroductionHearing impairment is a common condition that can have a significant impact on an individual. Ineffective communication between such individuals and doctors remains an important barrier. There is a need...

When Empathy Works: Towards Finding Effective Ways of Sustaining Empathy Flow

The need for developing empathy skills in the workplace continues to challenge organisations today. Findings from earlier research highlighted the need for developing these empathy skills. Interviews were undertaken in early 2017 with a mix of empathy trainers and managers of organisations where empathy is signalled as a key skill. The purpose of the inquiry was to explore their perspectives of empathy so as to discover emerging themes that increase our understanding of empathy in the workplace, elucidate optimal ways for developing one’s empathy and for reducing or mitigating empathy burnout. Challenges that emerged from the findings were: maintaining empathy across professional and personal environments; generally participants found they had energy for one of other, not both; caring too much; having time to empathise; managing expectations; professional boundaries; empathy equality i.e. to victim and offender; communicating empathy, and desensitisation. This paper explores these challenges. Four themes emerged from the findings: interpretations of empathy, context; including theory of mind, empathy burnout, and strategies for developing empathy. These themes informed the development of a Flow Model of Empathy.

Parental Attitude and Teacher Behaviours in Predicting School Bullying

The main goal of this research is to present the relationship between “parental attitude and teacher behaviors in predicting school bullying”. The population of this research is consisted of all primary school 4 th grade students within Istanbul Kucukcekmece Municipality borders. Data were gathered from lower, mid and upper socio-economic level schools (2 schools on each level, 6 schools in total.) 702 volunteer students constitute the sample of this research. 363 (52%) of these students are female students and 338 (48%) of the students are male students. Tendency for Bullying Scale, Parental Attitude Scale, Perceived Teacher Behavior Scale and an information form which was developed by the researcher were used in collecting data. T-test, one way analysis of variance (ANOVA) and multiple regression analysis were used in data analysis. Female students who do not attend cultural activities and who have low success levels have a higher bullying tendency. As students’ ages increase, bullying tendency increases, too. Authoritarian behaviors of teachers, mothers and fathers (respectively) are the main predictors of bullying. Students who cannot have emotional sharing, who like to use force and who reflect negatively about events have a higher bullying tendency. Positive attitudes of teachers especially and their efforts to develop empathy skills in students are thought to be important in decreasing school bullying.

Bullying Behavior: Current Issues, Research, and Interventions

Bullying Behavior: Current Issues, Research, and Interventions