Empathy In Students Research Articles

ДИСТАНЦІЙНЕ НАВЧАННЯ В КОНТЕКСТІ ЕФЕКТИВНОСТІ СТУДЕНТСЬКО-ВИКЛАДАЦЬКОЇ ВЗАЄМОДІЇ

The article presents a brief overview of scientific and theoretical research on a new form of distance learning. The main attention is paid to such an aspect as psychological and pedagogical interaction in the dyad «student-teacher». Interaction is defined as a system of mutual influences of subjects involved in joint activities on the basis of common goals of vocational education. The main negative consequences of this format of interaction are presented: the problems of dialogic communication; reducing the ability to qualitatively control the student’s activities and encourage him/her to be active; insufficient technical conditions to involve all students in the learning process. The list of the basic skills of the teacher for increasing the quality of distance learning is given: involvement in discussion, expression of one’s own opinion and establishment of interpersonal interaction; optimal use of ICT tools for communicative interaction; the right choice of communication strategies and tactics in accordance with the purpose of training; conducting training sessions taking into account the psychological characteristics of students’ behavior in a virtual environment; application of mechanisms for diagnosing communicative conflicts, removing barriers in indirect communication. The value indicators of the teacher-student format are also empirically studied. The level of positive and negative assessment of teacher and student interaction on behalf of both subjects of its organization is determined (emotional and positive attitude of students to the work of the teacher). An analysis of difficulties that potentially affect the level of teacher-student interaction in the format of offline-online learning is made (inability to conduct training sessions considering the psychological characteristics of students’ behavior in a virtual environment, students’ lack of independent work skills, leading to incomprehensibility). Conclusions are made on changes in the levels of empathy of teachers and students before and after the organization of forced transition to distance learning due to the threat of COVID-19: with the emergence of an objective factor (forced transition to distance education). Subjective factors for teachers and students became less significant due to the fact that the priorities in the assessment of the situation have changed at the stage of difficulties, which was still too subjectively assessed. The general level of teacher-student interaction has changed in the direction of increasing student empathy and general positivizing of teachers.

ANALISIS POTENSI DIRI MAHASISWA TERHADAP MINAT MENJADI GURU MATEMATIKA

The purpose of this study is to analyze and describe students' self-potential from the potential sources of IQ and potential EQ for interest in becoming mathematics teachers. The method used in this study is a qualitative descriptive method with the subject of this research being students majoring in mathematics education who collect 87 students. The technIQue of collecting data using tests and filling out questionnaires. The test is used to obtain student IQ data, while filling out the questionnaire sheet is used to obtain EQ data and students' interest in becoming a teacher. Data acquisition through tests and questionnaire filling is done online by using the help of Google Form media. Based on the results of data processing there are still students who are lacking in terms of IQ, but students have a good EQ with considerable interest in the teaching profession. Good student EQ through self-awareness contributed 60%, independent students contributed 51%, student motivation contributed 92%, student empathy contributed 89%, and students' social skills contributed 69%. Besides that students' interest to become teachers is approved through awareness, emotions, and conation. Student cognition contributed 94%, student logistics contributed 93%, and contribution or contribution 62%. Thus it can be concluded that mathematics education students are quite ready to become a teacher

Medical empathy in medical students in Madrid: A proposal for empathy level cut-off points for Spain.

This study evaluates the degree of empathy among medical students and its influencing factors at three critical moments of their degree studies (beginning of first year and end of third and sixth years) as well as establishes low-, medium-, and high-empathy cut-off points to obtain valid and reliable results that can be extrapolated to the general population. This cross-sectional study of the eight (public and private) medical schools in the province of Madrid, used an electronic questionnaire with the Jefferson Scale of Empathy (JSE), Medical Student Well-Being Index, and other independent characteristics as measuring instruments. Of the 2,264 student participants, 1,679 (74.0%) were women, with a 50.7% participation rate. No significant differences were found in empathy levels by academic year. Regarding range, percentile and cut-off point tables were established to identify students with high, medium, and low empathy levels. Women (p<0.001), volunteer workers (p<0.001), and those preferring general specialties (internal medicine, psychiatry, pediatrics, or family medicine) scored higher on the JSE (p<0.02). Moreover, 41.6% presented high level of psychological distress. Women reported a lower well-being level and a higher risk of psychological distress (p = 0.004). In sum, the empathy of medical students in Madrid did not differ among the three critical moments of their university studies. The established cut-off points could be taken into account when accessing the medical degree and identifying students with low levels of empathy to implement curricular interventions to rectify this perceived deficiency. There was a high percentage of medical students with high levels of psychological distress.

Evaluating the Effects of Experiencing Virtual Reality Simulation of Psychosis on Mental Illness Stigma, Empathy, and Knowledge in Medical Students.

ObjectivesApplying technologies such as virtual reality (VR) in education has gained popularity especially in comprehending abstract and subjective phenomena. Previous studies have shown that applying a virtual reality simulation of psychosis (VRSP) is useful in increasing knowledge and empathy toward patients. Here, the efficacy of using VRSP in altering stigma, empathy and knowledge as well as side effects have been assessed in medical students in comparison with the routine education (visiting the patients).MethodAfter attending one session of lecture about positive psychotic symptoms, medical students were allocated to two groups: experiencing one session of VRSP or visiting patients under supervision as routine practice in the ward. Before and after the first session and after the second one, questionnaires of knowledge, empathy and stigma were filled by students. Finally, the results were compared in two groups.ResultsBoth interventions were effective in reducing stigma as well as increasing knowledge and empathy toward patients with psychotic experiences. VRSP could significantly reduce stigma and increase knowledge and empathy compared with the traditional visiting patients under supervision. The side effects were minimal and ameliorated right after the experience.ConclusionVRSP is an effective tool in decreasing stigma and increasing empathy and knowledge of the students and can be incorporated in psychiatric education with minimal side effects.

The Evaluation of Empathy and Communication Skills in Medical Students: A Descriptive Study

Empati ve iletişim, hasta-hekim ilişkisinde önemli bir faktör olup klinisyenler için temel mesleki özellikler olarak kabul edilir ve tıbbi uygulamalar üzerinde olumlu etkileri vardır. Bu nedenle tıp öğrencilerinde empatinin ve iletişim becerilerinin değerlendirilmesi tıp eğitimi için önemlidir. Çalışmanın amacı tıp fakültesi ilk ve son sınıf öğrencilerinin empati ile iletişim beceri düzeylerini değerlendirmek, etkileyen faktörleri belirlemektir. Bu tanımlayıcı çalışmada tıp fakültesi 1. ve 6. sınıf öğrencilerine sosyodemografik bilgi formu, İletişim Becerileri Envanteri (İBE) ile Jefferson Doktor Empati Ölçeği-Öğrenci Versiyonunu (JSPE-S) içeren bir anket formu uygulandı. Çalışmaya katılan 294 öğrencinin yaş ortalaması 20,93±3,01 (17-30) yıldı. Katılımcıların %58,2’si (n=171) birinci sınıfta ve %66,3’ü (n=195) kadın cinsiyetteydi. Sırasıyla JSPE-S ve İBE puan ortalaması 106,04±14,19 ve 159,47±14,74 puan olarak bulundu. Kadınların iletişim beceri ve JSPE-S puanı, erkek öğrencilerin iletişim beceri ve JSPE-S puanından anlamlı olarak yüksekti (p=0,003; p=0,012). İlk ve son sınıf öğrencilerin iletişim beceri puanları arasında istatistiksel olarak anlamlı bir ilişki saptanmazken (p=0,953), 1. sınıf öğrencilerinin JSPE-S puanı, son sınıf öğrencilerinin puanından anlamlı olarak yüksekti (p

Transformative Pedagogy in the Film Taare Zameen Par: An Empirical Analysis under the Light of Transformative Learning Theory

This article examines how transformative pedagogy happens in the Indian film Taare Zameen Par. This film has been analyzed under the lens of transformative learning theory introduced by Jack Mezirow. The author of this article purposively selects some critical scenes, dialogues, and situations that appear throughout the film to understand transformative pedagogy and transformative learning theory. This study employs the textual analysis method suggested by Frey et al. (1999). The prime intention of this study is to investigate how transformative learning happens in that film and find out ways to overcome the challenging situation in classrooms. This study finds that substantial transformative learning happens in the film’s last half. Communication or dialogue is the most important element to engage students in transformative learning activities. This study discovers the teacher’s extensive communication or communication efforts that support Mezirow’s transformative learning theory. Teaching critical thinking is another vital element of transformative learning. This study observes teachers could change students’ views about themselves and turn perplexed or shattered students into successful ones. Desire to change students, empathy for students, trusting students, and caring for students are some of the essential elements of transformative learning. This study notices that all those components of transformative learning exist in the film Taare Zameen Par. This study is crucial from the pedagogical point of view, which applies film as a transformative learning tool. Later, this article suggests how the school system and higher education institutions across the globe might be beneficial by employing a transformative learning approach in the classroom to make learners confident and successful in their life.

Opportunities and Lessons Learned to Support Didactic Experiential Learning through a Nutrition Education and Counseling Pilot at a Federally Qualified Health Center

Supervised student care in safety-net clinics affords multiple benefits. These benefits include the expansion of students skills, empathy, and interprofessional education (IPE) opportunities, maintenance of clinical skills for faculty, and work to address gaps in care for low-income, underinsured, or uninsured patient groups.1-7 Historically, many safety-net clinics have been managed by medical students, who have reported barriers to providing nutrition education and counseling to patients.8 Integration of supervised Didactic Program in Dietetics (DPD) students into these under-resourced clinical settings ensures access to quality nutrition care for patients and expands training opportunities for DPD students.

Can stoic training develop medical student empathy and resilience? A mixed-methods study

BackgroundEmpathic erosion and burnout represent crises within medicine. Psychological training has been used to promote empathy and personal resilience, yet some training useful within adjacent fields remain unexplored, e.g., Stoic training. Given recent research within psychology suggesting that Stoic training increases emotional wellbeing, exploring this type of training within health professions education is important. We therefore asked: What impact would a Stoicism informed online training package have on third year medical students’ resilience and empathy?Methods24 third year medical students took part in 12 days of online training (SeRenE), based on Stoic philosophy, and co-developed with psychotherapists. A mixed-methods study was conducted to evaluate impact. Pre- and post-SeRenE students completed the Stoic Attitudes and Behaviours Scale (SABS), Brief Resilience Scale (BRS) and Jefferson Scale of Empathy (JSE). All students completed semi-structured interviews following training and 2 months post-SeRenE. Thematic analysis was employed to analyse qualitative data, whilst within subjects t-tests and correlational analyses were conducted on quantitative data.ResultsQuantitatively, stoic ideation, resilience and empathy increased post-training, with correlational analyses suggesting resilience and empathy increase in tandem. Qualitatively, four themes were identified: 1. Negative visualisation aids emotional and practical preparedness; 2. Stoic mindfulness encourages students to think about how they think and feel; 3. Stoic reflection develops the empathic imagination; and 4. Evaluating the accessibility of SeRenE.ConclusionsOur data lend support to the ability of Stoic-based psychological training to positively influence resilience and empathy. Although, quantitatively, results were mixed, qualitative data offers rich insight. The practice of negative visualisation, promoted by SeRenE, encourages student self-efficacy and planning, domains of resilience associated with academic success. Further, this study demonstrates a connection between Stoic practice and empathy, which manifests through development of the empathic imagination and a sense of empathic bravery.

Reliability of Greek version of the Toronto empathy questionnaire in medical students and associations with sociodemographic and lifestyle factors

BackgroundEmpathy is an important key driver of any therapeutic relationship. It is beneficial for both physicians and patients. Enhancing physician’s empathy should be an important goal of medical education. As there was a literature gap regarding the topic of empathy among medical students in Greece, this study aimed to contribute to filling this gap.MethodsA cross-sectional study was conducted. A socio-demographic questionnaire and the 52-item Greek version of the Toronto composite empathy scale (TCES) for measuring the cognitive and emotional aspects of empathy in both personal and professional life was administered to all the medical students in the Aristotle University of Thessaloniki, in Greece. Descriptive statistics were displayed for demographics. The associations of the variables were quantified by Chi-2 independence tests and Pearson’s Correlation Coefficient. The reliability and validity of the questionnaire was determined by Cronbach’s α, Hotelling's T-Squared Test, and Pearson correlation. Paired and Independent Sample T-Tests and One-way ANOVAs indicated statistically significant mean differences among the variables or subgroups of the variables.ResultsThe 52‐item TCES, 26 for the personal (Per) setting and another 26 for professional (Pro) life, equally divided into cognitive (Cog) and emotional (Emo) empathy in each case. The overall reliability of the TCES questionnaire was found to be high (Cronbach's α = 0.895, significant positive correlations between the subscales). The mean total score of empathy showed that students had a moderately high empathy. Further, there was a statistically significant difference in means between the Per-Cog and Per-Emo settings (p < 0.001), the Pro-Cog and Pro-Emo (p < 0.001), the Per-Cog and Pro-Cog (p = 0.004), and the Per-Emo and Pro-Emo (p < 0.001). Females had significantly higher empathy scores (mean score 208.04) than males (192.5) on the Per-Cog, Per-Emo and Pro-Emo subscales. Furthermore, a positive correlation was found between empathy and factors such as love for animals, interest in medical ethics, belief in God, having an ill person in the family, class year or carrier intention.ConclusionsThe TCES is applicable to medical students. For the most part our findings were consistent with previous literature. However, we identified some nuances that might draw researchers’ attention. The results of this study may contribute to plan interventions in the curriculum to enhance empathy in the medical students.

Improving pharmacy students' empathy and attitudes regarding opioid overdose and substance use disorder in a skills-based learning environment

IntroductionUsing a skills-based learning environment as a launch pad for developing empathy for patients with substance use disorder or at high risk for opioid overdose allows for learning continuity and early intervention. Empathy for this patient population may reduce bias and stigma associated with negative health outcomes. Previous studies have assessed empathy in pharmacy students, but not in the context of substance use disorder and opioid overdose harm reduction among first professional year pharmacy students in skills-based education. This cohort study aimed to measure the change in empathy and opioid overdose-related attitudes before and after a two-part skills-based learning activity that focused on drug diversion and opioid overdose treatment. MethodsFirst professional year pharmacy students were given a pre- and post-survey consisting of empathy and attitudes sections. The Kiersma-Chen Empathy Scale (KCES) and the Opioid Overdose Attitudes Scale (OOAS) were used. The intervention was a skills-based learning activity with two segments, one that focused on naloxone counseling and the other focused on drug diversion. ResultsThe aggregate mean change in KCES and OOAS scores of the cohort increased by 1.837 (P = .014) and 2.349 (P = .008), respectively. Of note, students with lower baseline empathy and attitudes scores showed more improvement in both KCES and OOAS scores. ConclusionsStudents showed improvement in empathy and attitudes regarding opioid overdose and substance use disorder. A larger magnitude of improvement was noted with lower baseline scores.

TRẢI NGHIỆM BẤT LỢI THỜI THƠ ẤU VÀ SỰ THẤU CẢM Ở HỌC SINH TRUNG HỌC PHỔ THÔNG

This study was conducted on 1070 high school students in Hanoi to find out the current situation of adverse childhood experiences, empathy, and the relationship between these two variables. The study also looked into the impact of the demographic characteristics such as gender, age, parent’s occupation, parents’ educational level, and living area on the level of empathy and adverse childhood experiences in high school students. By using two instruments including the Adverse Childhood Experiences International Questionnaire, the World Health Organization, 2020, and the Basic Empathy scale (Jolliffe và Farrington, 2006), results revealed that high school students experienced adverse childhood experiences at a low level. The most common types of adverse childhood experiences were emotional neglect, having family members being treated violently, having one or no parents, parental separation, or divorce. Most of the adverse childhood experiences happened in the family. Demographic factors also influence the extent to which some types of adverse experiences are experienced. In general, 4 groups of adverse childhood experiences positively correlated together. High school students had an average level of empathy, in which the score of cognitive empathy was higher than that of affective empathy. Girls have higher scores of overall empathy than boys did. There was a positive correlation between empathy and cognitive empathy with the number of adverse childhood experiences in high school students. Explanation of results and limitations of the current studies were also discussed.

Experiential factors affecting the empathy of students in their pre‐clinical year(s) of 21 universities

Hands‐on cadaveric dissection is often considered an important factor in shaping the emotional identity of medical and dental students as healthcare providers. This study explores how demographic and/or experiential factors affect the empathy of students in their pre‐clinical year(s) of medical or dental school. In the Summer of 2021 and Fall of 2021, a total of 530 students from 21 universities around the world participating in the International Collaboration and Exchange (ICE) Program, completed a validated questionnaire containing the Santa Clara Brief Compassion (SCBC) Scale and the Toronto Empathy Questionnaire (TEQ). Responses to the SCBC and TEQ were tested for variance and covariance against age group, sex, clinical experience, year of health professional school, format of anatomy education, hours of study on prosections and/or hours of hands‐on cadaveric dissection in their respective curricula; and whether their school provides an opportunity for reflection, information about the body donors, a memorial service, and/or addresses empathy in their curricula. Results show that having 40‐90 hours of hands‐on cadaveric dissection vs 0 hours yielded higher SCBC averages (p = 0.0206) and TEQ scores (p = 0.0031); and having 20‐40 hours of hands‐on cadaveric dissection vs 0 hours also resulted in higher TEQ scores (p = 0.0105). Comparisons of hours of study on prosections, format of anatomy education, clinical experience, and year of health professional school yielded no significant results in relation to empathy scores. Our study found that across different regions of the world, curricula emphasizing dissection are best at preparing students to become more empathetic healthcare providers. While none of the other curricular factors proved significant, this study confirms the merit of hands‐on cadaveric dissection in the emotional development of medical and dental students.

Do We Want a Human First, and a Lawyer Second? Developing Law Student Empathy Through Clinical Legal Education

In the UK, the legal profession is increasingly acknowledging the importance of emotional intelligence and empathy in legal practice. Furthermore, research has demonstrated that soft skills such as empathy can be taught, and that these skills should be incorporated in legal education. This study uses the Basic Empathy Scale to examine whether law student participation in law clinic and tax clinic modules had any effect on students’ self-reported empathy levels. It is submitted that, in general, the students who worked in clinic experienced a statistically significant positive shift in their empathy levels. However, a few students who worked in clinic also experienced a decrease in their empathy levels, and the possible reasons for this are explored. In addition, this paper considers the impact of gender on students’ self-reported empathy levels.

A Pilot Study Examining the Experience of Veterinary Telehealth in an Underserved Population Through a University Program Integrating Veterinary Students.

Cost and transportation are two commonly cited barriers to accessing health care in both human and veterinary medicine within underserved communities. While human medicine has utilized telehealth as a means of breaking down this barrier, limited research exists to describe its use in veterinary medicine. The Pets for Life (PFL) program has partnered with the Penn Vet Shelter Medicine Program to provide veterinary appointments to clients, at no cost to the client, in underserved zip codes through virtual telehealth visits. These visits incorporated veterinary students as part of their clinical rotations through a service learning based model. Between January and August 2021, 31 PFL clients and nine veterinary students completed surveys to describe the role of telehealth in addressing barriers to accessing veterinary care, their perceptions of telehealth appointments, the human-animal bond, and changes in veterinary student empathy. PFL clients completed the survey immediately following their telehealth appointment, and veterinary students completed surveys prior to and following their participation in the PFL appointments during the rotation. Nearly 25% of clients reported that they would not have been able to secure transportation and 58% reported they would not have been able to afford an appointment at an in-person veterinary clinic. The population of clients who responded that cost was a significant barrier to accessing care did not entirely overlap with those who responded that transportation was a significant barrier to accessing care, indicating support for the use of telehealth in providing an alternative modality to address transportation challenges as a barrier to accessing veterinary care. Additional data suggests that both client and student experience was overwhelmingly positive, providing support for further service learning initiatives in veterinary student education. Further research is warranted to continue to assess the emerging role of telehealth in improving veterinary care for underserved communities.

Educational Interventions to Improve Pharmacy Students’ Empathy Towards Geriatrics: A Systematic Review

Empathy is defined as the ability to understand other's feelings, thereby allowing them to feel understood. Empathy must be cultivated in the educational method to help pharmacy students to learn about patients, particularly the elderly. The main objective of this systematic review was to find, evaluate, and synthesize studies about educational interventions that improve the empathy of pharmacy students towards geriatrics. Three databases (PubMed, Science Direct, and Google Scholar) searched for articles with criteria that were educational intervention articles and focused on outcome measures related to improving empathy (or its subdivision) towards geriatrics. The Medical Education Research Study Quality Instrument was used to assess the possibility of bias. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used to guide this review. Of the nine included studies, eight studies have been designed with quasi-experimental pre-post-test measurements. Four studies were carried out at the university in the United States, two in Malaysia, one in Australia, one in Brazil, and one in Singapore. Three studies used simulation and three studies used direct interaction with the elderly, as an educational intervention. Significant increase in empathy reported that 8 reviewed studies resulted from the statistically significant increase in empathy toward geriatrics. It was obvious that the educational intervention could help pharmacy students to develop empathy for the elderly. We recognize that the included studies are heterogeneous, implying that more research is needed to determine the best effective empathy education methods. Transfer to practice and longer-term changes in empathy should also be considered as study outcomes in future investigations.

Historical empathy and medicine: Pathography and empathy in Sophocles' Philoctetes.

The aim of this article is to explore the ways in which the engagement with Greek tragedy may contribute fruitfully to the unfolding of empathy in medical students and practitioners. To reappraise the general view that classical texts are remote from modern experience because of the long distance between the era they represent and today, I propose an approach to Greek tragedy viewed through the lens of historical empathy, and of the association between past situations and similar contemporary experiences, in particular. After a brief examination of the concept of empathy, its links with literary reading, and the discussion of these interrelations within the training of narrative medicine, and narrative ethics in particular, the focus turns to selected parts of Sophocles’ Philoctetes, such as the disease scene—an ancient example of pathography. Here Neoptolemus’ empathy for Philoctetes’ situation and its consequences are explored with specific interest in the modern readers’ affective response in connection with their own experiences in medical practice. Neoptolemus’ ethical conflict, which is resolved by his decision to care for Philoctetes, and the problematic nature of this attitude are both indicative of the aim of Greek tragedy to problematize universal issues and thus to point towards the instability of human life and the fluidity of human nature. Realizing through historical empathy the precariousness of human existence may lead to a better understanding and hence better care for others and open new perspectives in the development of empathy within the context of contemporary medical education and practice.

The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences: A Mixed Methods Study of Luxembourgish Primary Schools

This mixed-method research study aims at an analysis of the role of teaching styles in the development of school alienation and behavioral consequences. Applying an in-depth design, this study combines a quantitative panel study, a student survey (grades 5–6), and qualitative focus groups with Luxembourgish primary school students (grade 6). Methodologically, we aim to demonstrate potentials and limits of integrating quantitative and qualitative research. Quantitative results show that teaching styles affect students’ alienation from teachers and from learning, and eventually from classroom participation and social behavior. Qualitative content analysis reveals that students characterize a fair teaching style as the equal treatment of all students regarding classroom rules and teachers’ empathy for students’ intentions.

Empathy in occupational therapy students: a cross-sectional study at a Spanish university

IntroductionEmpathy is an important interpersonal skill and a fundamental component in the professional–patient relationship, being the basis for implementing person-centred practice. In several studies, a decrease in empathy levels throughout...

Emotional intelligence as a mediator between attachment security and empathy in pre-clinical medical students: A multi-center cross-sectional study

ObjectiveTo explore the association of emotional intelligence (EI) and attachment security (AS) with empathy dimensions in medical students by examining the mediating role of EI. MethodsIn a cross-sectional design, the Interpersonal Reactivity Index (IRI), the Emotional Quotient Inventory (EQ-i), the Attachment Style Questionnaire (ASQ), and demographic questions were administrated to second-year medical students of two medical schools in Northern Italy. Results253 medical students (56.13% female), aged 19–29, participated in this study. AS positively correlated to Empathic Concern (r = 0.17, p = 0.008) and Perspective Taking (r = 0.24, p < 0.001), and negatively to Personal Distress (r = −0.33, p < 0.001). Individuals with the same level of AS and a higher score on EQ-i had a higher score (β = 0.072, p = 0.033) on empathy latent factor (at the basis of Empathic Concern and Perspective Taking) and a lower score (β = −0.290, p < 0.001) on Personal Distress than those with a lower EQ-i score. ConclusionThis study shows that EI completely mediated the relationship between AS and empathy dimensions among medical students. Practice implicationsEI training and workshop should be considered when designing educational interventions and programs to enhance empathy and decrease interpersonal distress in medical students.

BULLYING IN SCHOOLS: DOES EMPATHY HELP

Bullying is a universal problem, affecting students in schools all around the world. It makes life miserable for those who are bullied, and some victims have been so upset that they committed suicide. Bullying is an act of intentional harm, carried out repeatedly. It can take the form of physical, verbal, social or emotional and cyber bullying. The bullies are aggressive in nature and the emotion they harbor is anger. Their home environment is one of conflict, and lack of warmth. The victims of bullies are sensitive and lack social and problem-solving skills and easily fall prey to the bully. They are anxious, depressive and lonely. As a result of bullying, their school attendance falls, and academic results are low. To tackle the bullying problem in schools, many programs have been introduced which have reported to increase empathy in students, and consequently, reducing bullying. This article emphasizes the importance of bullying prevention programs in schools with empathy as a core component, because it is impossible to eradicate bullying by enforcing policies and rules only. The solution of bullying is to develop empathy which will help students to appreciate differences, and to develop a sense of community in students. Keywords: Intervention Program, Reducing Bullying, Schoolchildren and Empathy