Empathy Behavior Research Articles

Mothers' Knowledge of What Distresses and What Comforts Their Children Predicts Children's Coping, Empathy, and Prosocial Behavior

SYNOPOSIS Objective. The authors aimed to determine whether mothers' knowledge of what is upsetting and what is comforting to their children predicts their children's coping, empathy, and concern for others. Design. One hundred forty 10- to 12-year-old children were asked to identify distressing events as well as what they found comforting, and their mothers were asked to say how they thought their children would respond. Children were assessed for coping and empathy, and teachers were asked to report on children's prosocial behavior in the classroom. Results. Mothers' accuracy about what distressed their children predicted the children's coping and, to an extent, their empathy. Accuracy about comforting interventions predicted coping and prosocial behavior for children prone to distress. Conclusion. Mothers' knowledge of how their children think and feel makes it easier for them to socialize their children effectively.

Can simulations measure empathy? Considerations on how to assess behavioral empathy via simulations

Standardized patient simulations have been used as an assessment tool, providing teachers an opportunity to observe learner clinical and communication skills while eliminating the fear of harm to patients. Yet the vices and virtues of these simulations in measuring clinical and communication skills have been deliberated. Based on our standardized patient examination experience, we believe standardized patient simulations can be used to assess certain forms of learners’ empathic behaviors. We advocate that, in properly designed and conducted simulations, the scores and feedback comments from standardized patients to learners regarding their empathic behaviors can identify learners with important deficiencies. We conclude our discussion by recommending that reflective practice, challenging cases, decision moments, and raters training to provide feedback can supplement and enrich the use of standardized patient simulations in evaluating empathy.

Psychophysiological perspective on presence: The implications of mediated environments on relationships, behavioral health and social construction.

As technologies are increasingly being used to deliver educational curricula and health care services, presence becomes an essential construct for psychologists to assimilate. Presence, or the sense of “being there” in a mediated environment, has implications for the development of new behavioral health interventions; improved approaches for performance and education; and, for the promotion of new strategies for healthier lifestyles. Understanding the essential components of presence may allow us new insights into interpersonal relationships, improved communications, more effective conflict resolution strategies, and in determining how to better teach compassion, empathy, and prosocial behavior. This article discusses the general construct of presence, defines psychophysiological determinants of presence, addresses the quantification of presence, describes “optimal” presence, and presents future directions for research and clinical applications.

Children’s cognitive appraisal of others’ distressful and positive experiences

The study presents a theoretical model for understanding how children’s cognitive processing of empathy-provoking information is linked to vicariously aroused feelings, and to prosocial and aggressive behaviour. Predictions from the model were tested in a cross-sectional sample of second-, fourth-, and sixth-graders ( N = 175) and in a large sample of fourth-graders ( N = 124). Two significant forms of information processing bias were identified: (a) one that enhances the awareness of potential threats towards the self or others, and (b) one that reduces the emotional significance of the stimuli subjected to processing. Children high in empathy and prosocial behaviour tended to experience moderate levels of threat and to modulate the emotional significance of empathy-provoking stimuli through cognitive restructuring. Aggressive children tended to use dismissive operations and typically experienced either very low or very high levels of threat. The oldest children differed from the youngest by using more multiple perspective taking and cognitive restructuring.

Hemispheric dominance for emotions, empathy and social behaviour: evidence from right and left handers with frontotemporal dementia

Hemispheric dominance for emotions, empathy and social behaviour: evidence from right and left handers with frontotemporal dementia

Hemispheric Dominance for Emotions, Empathy and Social Behaviour: Evidence from Right and Left Handers with Frontotemporal Dementia.

Hemispheric Dominance for Emotions, Empathy and Social Behaviour: Evidence from Right and Left Handers with Frontotemporal Dementia.

Relation between empathy and aggression and behavior compliance among abused group home youth.

Physically abused youth are often described as more aggressive and noncompliant in comparison with normal children, despite inconclusive findings regarding the nature of behavior problems among these youth. The present study investigated whether empathy would be differentially related to aggression and behavior compliance of abused youth within the natural living context of a group home environment. As predicted, results suggest a strong, positive relationship between empathy and lower rates of interpersonal aggression and a strong positive relationship between empathy and higher rates of behavior compliance. In contrast to previous studies which support the intergenerational cycle theory of abuse, the results of this study do not support the belief that abuse results in stabilized aggression and suggests that the empathetic abused child is less likely to be aggressive and noncompliant than his/her non-empathic counterpart. The implications of these results for understanding and helping abused youth are discussed.

The Efficacy of an Integrated Theoretical Approach to Group Psychotherapy for Male Inmates

To assess the efficacy of an interpersonal process-oriented and cognitive-behavioral group psychotherapy program, 36 incarcerated male adults were assigned to either a treatment group (n = 20) or a no treatment control group (n = 16). Outcome measures consisted of paper-pencil self-report instruments, institutional behavioral data, and structured interviews with the group therapists (n = 3). Results indicated no significant changes in inmates' level of defensiveness, empathy, or institutional behavior; however, the inmates reported universally positive reactions to the treatment program. The group therapists also perceived the treatment program as efficacious, particularly in fostering a cohesive group atmosphere and increasing inmate responsibility for group leadership. Implications for practice and research are discussed.

The Role of Emotionality and Regulation in Empathy-Related Responding

The constructs of emotionality and regulation are central to many current conceptualizations of temperament. In this article, the role of individual differences in emotionality and regulation in empathy-related responding (sympathy and personal distress) is discussed, and relevant research is reviewed. In general, sympathy has been linked to intense emotionality and high regulation. People prone to personal distress (a self-focused aversive response to another's emotions or situation) tend to be low in regulation and prone to intense and frequent negative emotions. Empathy-related responding generally is predicted better by the combination of emotionality and regulation than by either separately. Examples of interventions designed to promote empathy, sympathy, and prosocial behavior in which emotionality and regulation are targeted behaviors are discussed.

Fostering the development of compassion in young children

Compassion involves the feeling of emotions which are more appropriate to another's situation than to one's own situation (empathy), along with elements of condolence, pity, and/or agreement (sympathy) resulting in action taken to help or support another (pro-social behavior). The precise relationship among these components of empathy, sympathy, and pro-social behavior remains ambiguous, although their inter-relatedness seems clear. Martin L. Hoffman's theory of the development of empathy in six modes and other empirical research give assurance that the rudiments of empathy, sympathy, and pro-social behavior exist in very young children; this literature informs the practical efforts of parents and educators toward nurturing compassion. Practical strategies thus deemed effective include fostering the emotional bonds between infants and their care-givers, the inducement and rehearsal of pro-social behaviors in day care, preschool, and primary school programs, the use of inductive discipline, the use of appropriate narrative and viewing, and giving attention to the small child's overall environment.

Study on the Empathy and Prosocial Behaviour of Children in Three Day-Care Centres

The pre- and poststudy measures were performed for 101 day-care children during a training program in empathy. There were 45 girls and 56 boys; their ages varied from 5 to 6 years. A small group of boys with behaviour or mental problems took also participated in the study. Empathy was tested with the 1968 Feshbach and Roe Affective Situation Test, and kindergarten teachers appraised prosocial behaviour, using Kalliopuska's 1981 rating scale. The test scores were examined by sex, age, and whole-day care/half-day care. The special group of 5 boys got lower empathy points than all others. Girls did not differ from boys in empathy but differed in total prosocial scores and on separate items—encouraging, helpful to others, and polite. Six-yr.-old children were more helpful to others and more responsible than 5-yr.-old children. According to teachers' appraisals the half-day care children behave more prosocially than the whole-day care children, explanable as the latter have more difficult social backgrounds.

Empathy, Assertiveness, Aggressiveness, and Defensiveness Among Sex Offenders

A total of 98 sex offenders, including 32 incest offenders, 38 pedophiles, 28 sexual aggressives, and 7 exhibitionists, were compared for defensiveness, assertiveness, aggressiveness, and empathy, employing the Interpersonal Behavior Survey (IBS) and Empathy Scales. The measures overall failed to distinguish defensive and violent sex offenders from those less defensive and nonviolent. Results showed that a number of IBS scales as well as the Empathy scale lacked internal consistency. The measures need further development to examine the theoretically important measures of assertion, aggression, empathy and defensiveness in sex offenders.

Sensitivity to Emotions and Behavioral Empathy in the Initial Counseling Interview

Sensitivity to Emotions and Behavioral Empathy in the Initial Counseling Interview

Differential Development of Empathy and Prosocial Behavior

Abstract Contrary to the assumptions of Hoffman's theory of the origins of prosocial behavior, empathy and prosocial behavior were found not to correlate among 88 Anglo American and Mexican American children. With age, from 66 to 109 months children became more empathic and less prosocial, indicating a limit of Hoffman's theory.

Further validation of the social interest scale: Peer ratings and interpersonal attraction

The research provided additional construct validity for a recently developed measure of Adler's concept of social interest. Social Interest Scale scores correlated positively with amount of liking for new acquaintances after 5 minutes of social interaction. The scale also was related positively ot being liked by others and to peer ratings of social interest. The results supplemented earlier research that showed positive relations between the scale and favorable attitudes toward generalized others, empathy, cooperation, and altruistic behavior.

Sex differences in empathy and related behaviors.

Sex differences in empathy and related behaviors.