Form Of Empathy Research Articles

ESSENTIAL CHARACTERISTICS OFEMPATHY AS A PROFESSIONALLY SIGNIFICANT FEATURE OF A SOCIAL WORKER

The article characterizes empathy as a professionally significant feature of a social worker. The significance of empathy for social workers is substantiated due to the fact that social workers are forced to be in close and intense interaction with different people, in an emotionally tense atmosphere, which can cause significant damage to their health and professional activities. The main directions of scientific research of the phenomenon of empathy are outlined, the analysis of scientific sources allowed to come to the conclusion that empathy was most actively studied in the problematic field of psychology, ethics and philosophy. The main approaches to defining the essence of empathy are determined: epistemological, ethical and integrative. The main types and forms of empathy are indicated: short-term and long-term empathy, adequate and inadequate empathy, situational and dispositional empathy. It was found out that the formation of empathy is influenced by socio-demographic, psychological and external factors. Factors that significantly complicate the development of empathy include egocentrism, emotional coldness, instability of character, excessive self-control, and so on. It is noted that interpersonal interaction between a social worker and a client is a complex two-way process that requires empathic response not only from social workers, so empathy should be developed in clients and it is important to motivate them to communicate with the specialist. We see a promising direction of further research in the study of techniques of balanced interpersonal interaction, which, on the one hand, will promote sufficient expression of empathy on the part of the social worker, on the other hand, will help to resist his/her emotional exhaustion. The essential characteristics of the social workers’ empathy are defined: they are humanistic attitude to the client, the two-sided nature of the manifestation of empathy, the correlation of empathy with the psychological mechanism of identification and the combination of three components in empathy (cognitive, emotional, activity components).

Enhancing innovative delivery in schools using design thinking

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. The study showed that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

Enhancing innovative delivery in schools using design thinking

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. It shows that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

Baudelairean Empathy and the Limits of Transcendence

Inscriptions of empathy for other human beings, in Baudelaire's poetry, communicate an affective experience that has long outlived both the poet and its originator. His poems, which often give thematic prominence to the idea of an afterlife, tend therefore to have their own afterlife, even as they gesture towards both the possibility and the impossibility of the transcendence of physical limitations. The article, which begins with a brief discussion of both the history and meaning of empathy, will suggest that Baudelaire can be understood not only as an early theorist of empathy, but also as a very early theorist of an ethical, because unsettling, form of empathy. The poet anticipated the thinking of the first empathy theorists insofar as, like them, he conceived of an at least partial imaginary merging of self and object. However, he also went beyond these thinkers to the extent that at least some of his poetry describes a disquieting recognition of kinship with other human beings that anticipates far more recent thinking about empathy. The article considers the inscription of empathy in a number of poems that focus on non-human objects before giving more sustained attention to how empathy expresses itself in poems that foreground virtual, real, or imagined human beings. It is argued that Baudelaire's most dramatic evocations of empathy with other human beings foreground the idea of human mortality and the limits of human knowledge even as they hint at the possibility of the magical removal of limitations. While the notion of an ideal communication of souls is certainly present in Les Fleurs du mal, representations of interpersonal empathy in the verse poems tend to involve a recognition of both the possibility and the impossibility of human transcendence of physical limitations.

The cognitive, affective and somatic empathy scales for adults

The Cognitive, Affective and Somatic Empathy Scales (CASES) assess three forms of empathy, each with subscales for positive and negative empathy. The present study extends this child instrument to adults and examines its factor structure and construct validity. A secondary aim is to investigate the under-researched area of positive empathy. Community samples totaling 2604 adults completed the CASES for adults, together with scales assessing construct validity. Confirmatory factor analysis supported the three-factor cognitive-affective-somatic model and a two-factor positive-negative empathy model. Findings were replicated in a second independent sample. Internal reliabilities ranged from 0.80 to 0.92. Individuals with higher psychopathy and stimulation-seeking scores were less impaired in their empathic reactions to positive relative to negative valence events, suggesting that they are relatively capable of responding emotionally to rewarding events. Somatic empathy was most strongly associated with pleasure in affective touch and with female > male gender differences in empathy. While proactive aggression was associated with reduced cognitive and affective empathy, reactive aggression was associated with increased empathy. Findings provide initial support for the utility of CASES for assessing different forms of empathy and suggest that the balance between positive and negative empathy could provide new insights into psychological traits.

Observation of rescue behaviour in wild boar (Sus scrofa)

Here, we provide unique photo documentation and observational evidence of rescue behaviour described for the first time in wild boar. Rescue behaviour represents an extreme form of prosocial behaviour that has so far only been demonstrated in a few species. It refers to a situation when one individual acts to help another individual that finds itself in a dangerous or stressful situation and it is considered by some authors as a complex form of empathy. We documented a case in which an adult female wild boar manipulated wooden logs securing the door mechanism of a cage trap and released two entrapped young wild boars. The whole rescue was fast and particular behaviours were complex and precisely targeted, suggesting profound prosocial tendencies and exceptional problem-solving capacities in wild boar. The rescue behaviour might have been motivated by empathy because the rescuer female exhibited piloerection, a sign of distress, indicating an empathetic emotional state matching or understanding the victims. We discuss this rescue behaviour in the light of possible underlying motivators, including empathy, learning and social facilitation.

Manajemen Komunikasi Pelestarian Budaya Seni Tari Pada Sanggar “Potre Koneng” Kabupaten Sumenep

Today, the art of dance is being destroyed so that it requires preservation effort, in order to maintain its sustainability in the midst of society. This is what the Potre Koneng dance studio in Sumenep Regency is doing, namely by managing good communication so that efforts to preserve the art of dance take place well. This study uses a qualitative descriptive approach with data collection techniques using interviews, observation and documentation. The result showed that the communication management carried out in the Potre Koneng dance studio used an adult communication model which was analogous to the "Russian Matouschka dolls", which consisted of self doll, interpersonal doll, people-in-system doll, and competence doll components. Self doll was done in the form of contact, involvement and intimacy. Interpersonal doll was done in the form of empathy, supportive attitude, positive attitude, and an equality. The people-in-system doll was depicted by messing with the humanistic design between the Potre Koneng dance studio and the community. Meanwhile, competence doll covers all layers or sizes of the previous doll. The obstacles in communication management at the Pore Koneng dance studio are the noise during practice and the existence of suspicious prejudices.
 Keywords: communication management; dance art; cultural preservation

How language brokering relates to empathy and psychological well-being

Language brokering often brings children in close, intimate interactions with parents, which, over time, may help them understand their parents and others in the form of empathy. Specifically, frequency and feelings about language brokering may relate to greater empathy. In addition, language brokering may have an indirect effect on psychological well-being via empathy. For this study, 459 language brokers ( Mage = 21.36, Female = 80%) completed an online questionnaire about frequency and feelings about language brokering, empathy, and psychological well-being. There were direct effects of language brokering burden, language brokering role reversal, and language brokering efficacy, but not frequency of language brokering, on empathy. We found an indirect association of language brokering burden and language brokering efficacy, to depressive symptoms through empathy. Findings indicate that empathy may play a role in how language brokering relates to psychological well-being.

Representation of Social Class in the Illustration of Sketches by Boz by Dickens

The study object in this research is the representation of social class in the illustration of Sketches by Boz by Charles Dickens (1895). Social class is one of the most prominent themes raised by Charles Dickens in his work to satirize the condition of Victorian England as a form of empathy towards the lower class people. Dickens tries to portray that phenomenon into a series of story and illustration of people’s everyday life in his work ‘Sketches by Boz’. However, this social phenomenon is always depicted and discussed mostly in term of the narration form. On the contrary, illustration is often being ignored. The aim of this study is to bring together the importance of illustration in its relationship to the text. The method used in this study was a descriptive qualitative. It will examine how social class is portrayed in the illustration of Dickens’ Sketches by Boz by focusing particularly on the variety of techniques used by the illustrators in producing the illustrations. The result shows that both narration and illustration highlights the social class reality in the Victorian era. The narration and the illustration cannot be separated in Charles Dickens’ Sketches by Boz since it is created to be a description of people’s everyday life in Victorian London.
 Keywords: Charles Dickens, Illustration, Narration, Social Class

Aktualisasi Kecerdasan Interpersonal Kepala Sekolah dalam Pengembangan Mutu Pendidikan

The role of the leader in an organization has a very important role. Leaders who have interpersonal intelligence have compassion, a sense of responsibility, cooperate, have a social spirit, can communicate and interact with others. A leader is a person who has unique abilities and advantages so that he can influence others to jointly carry out certain activities for the achievement of a goal. The ability of the principal to build relationships will lead to the development of quality education. This study aims to determine the actualization of the dimensions of social sensitivity, the actualization of the dimensions of social insight, and the actualization of social communication dimensions in developing the quality of education. This research is descriptive qualitative research with a phenomenological approach. Data were collected using interviews, observation, and documentation. The data were then analyzed using three stages, namely data reduction, data presentation, and drawing conclusions. This study indicates that: first, there is actualization or real manifestation of the dimensions of social sensitivity in the form of empathy, social sensitivity, and the ability to observe changes in school elements. Second, the actualization of the dimensions of social insight in the form of the ability to handle the problems at hand. Third, the social communication dimension's actualization in the form of the ability to establish communication with school members to achieve educational goals. These forms of actualization become a way to develop a quality education. Keywords: Interpersonal Intelligence, Principal, Quality Development, Education

Aby bolo menej sirôt žijúcich otcov

Orphans of Living Fathers Summary In the course of the last decades, the phenomenon of orphans with living fathers has occured in the Euro-American civilisation as we are witnessing a rising number of children growing up without the presence of the father. In some cases it is the result of mother’s deliberate choice (single mothers), in other cases no direct intention is involved as with the divorced mothers, The above situation occurs also in the seemingly functional families, where fathers only have a small share in the upbringing of the children. It seems that the problem begins with the birth of the child who consumes 80% of the mother’s emotional resources. As a result, the woman is not able to give her partner as much affection as she used to, which makes him feel pushed away. In many cases this challenging situation makes the man start perceiving and living the sex life in a sort of materialistic way, which is followed by the wife’s natural reaction i.e. sexual life becomes a burden to her. Fortunately, this is not an unavoidable scenario as there exists an alternative – the possibility to keep developing the tenderness within the marital relationship. On the man’s side this alternative type of tenderness takes on the form of empathy, a concrete attention and care for his wife and child. In order to develop in a healthy way, every child needs to experience the motherly and fatherly love in equal measure and the mutual love between the parents that guarantees a stable and secure home for them. If parents start to perceive God as a loving Father who shows them His tenderness and love, it is the response to His generous offer and the invitation to personal conversion at the same time. God’s tenderness is clearly attested in both Old and New Testament. It is evident from His actions through which He proves to be a caring and tender Father who shows gratuitous love to His children. In the image of such God the humans have been created as male and female. Biblical texts provide numerous examples of these divine traits that can be transformed in everyday life behaviour and attitudes by the spouses in the same way as Jewish families have linked these two realms during the Passover meal and in their everyday life. To sum up, tenderness is a chance to ensure the stability of Catholic families and save their children from becoming the orphans of living fathers.

Adolescent empathic concern and perspective taking: Heterogeneous developmental trajectories and childhood social and psychological factors.

The joint developmental trajectories of empathic concern and perspective taking were examined across adolescence, along with childhood social and psychological predictors. Adolescents completed self-report measures of empathy annually from Grades 7 to 10 (i.e., ages 13 to 16; N=609; 53.9% girls; 76.2% White). Childhood social and psychological predictors were assessed in Grades 5 and 6 using self- and parent-reports. As predicted, the majority of individuals reflected a joint trajectory of moderate stable empathic concern and moderate increasing perspective taking (31.9%), followed by joint high increasing (17.2%) and joint low stable (7.4%) empathy. Fewer adolescents reflected joint trajectories of being high on one form of empathy but not the other (e.g., high empathic concern only, 1.6%; high increasing perspective taking only, 2.8%). High increasing perspective taking was a better indicator of high increasing empathic concern than the reverse. Higher childhood hyperactivity, higher bullying perpetration, and lower perceived school climate were prominent predictors of developing low levels of at least one form of empathy, but childhood anxiety was a predictor of developing high empathy. The skills and abilities associated with perspective taking and empathic concern should be promoted, with special attention paid to early indicators of affective, cognitive, and behavioral self-regulation.

Balancing Emotion and Reason to Develop Critical Thinking About Popularized Neurosciences

Bioscientific advances raise numerous new ethical dilemmas. Neuroscience research opens possibilities of tracing and even modifying human brain processes, such as decision-making, revenge, or pain control. Social media and science popularization challenge the boundaries between truth, fiction, and deliberate misinformation, calling for critical thinking (CT). Biology teachers often feel ill-equipped to organize student debates that address sensitive issues, opinions, and emotions in classrooms. Recent brain research confirms that opinions cannot be understood as solely objective and logical and are strongly influenced by the form of empathy. Emotional empathy engages strongly with salient aspects but blinds to others’ reactions while cognitive empathy allows perspective and independent CT. In order to address the complex socioscientific issues (SSIs) that recent neuroscience raises, cognitive empathy is a significant skill rarely developed in schools. We will focus on the processes of opinion building and argue that learners first need a good understanding of methods and techniques to discuss potential uses and other people’s possible emotional reactions. Subsequently, in order to develop cognitive empathy, students are asked to describe opposed emotional reactions as dilemmas by considering alternative viewpoints and values. Using a design-based-research paradigm, we propose a new learning design method for independent critical opinion building based on the development of cognitive empathy. We discuss an example design to illustrate the generativity of the method. The collected data suggest that students developed decentering competency and scientific methods literacy. Generalizability of the design principles to enhance other CT designs is discussed.

Walk in/walk as my shoes: Puppetry and prosocial empathy in healthcare

This article explores the connections between puppetry performance practice and the activation of empathy, considering the synergies between puppetry and medical practice where empathy is a key factor in healing. I draw on a consideration of the place of puppetry within ritual transitional and healing practices to develop an examination of contemporary modes of performance, which require deep listening, response and attention. I examine the connections between neuroscience and puppetry, which suggest that attitude-taking engenders empathy, and compare this to my puppetry training practice to suggest that training for and engaging in puppetry practice can encourage and stimulate empathy. This has significance for practitioners of puppetry working in healthcare contexts and for medical practitioners who undertake some form of puppetry, either within their training or as continuing professional development. Although the different forms of empathy are connected in practice, the article focuses especially on affective (emotional), cognitive and social empathy.

ОСОБЛИВОСТІ ЕМПАТІЇ НА РІЗНИХ ЕТАПАХ ПРОФЕСІЙНОГО СТАНОВЛЕННЯ ПРАКТИЧНИХ ПСИХОЛОГІВ СИСТЕМИ ОСВІТИ

Дослідження емпатії практичних психологів та її трансформацій на різних стадіях професійного становлення є важливим для попередження емоційного вигорання фахівців, збереження їхнього психологічного здоров’я. Метою статті стало вивчення особливостей емпатії у практичних психологів системи освіти на різних етапах професіогенезу. Для емпіричного вивчення показників емпатії було використано «Тест на визначення емпатії» Л. Журавльової, для з’ясування особливостей суб’єктивного переживання різних етапів професійного розвитку досліджуваних – методику «Професійний шлях» Г.Пирог. Результати дослідження засвідчили, що для практичних психологів системи освіти найбільш характерними є середній і високий рівні емпатійності. Серед форм емпатії домінують активні емпатійні ставлення, пов’язані з емоційною і дієвою підтримкою людини. Прояви емпатії пов’язані з віком – чим старшим є психолог, тим вища його загальна емпатійність, хоча при цьому він менше переживає з приводу почуттів іншого. Зв’язок емпатії зі стажем виявлено лише в групі «молодих фахівців»: на початку професійної діяльності відбуваються досить інтенсивні зміни в проявах емпатії у напрямку зменшення її загального прояву і збільшення антиемпатії. Це пояснюється особливостями професійного становлення, а саме: змінами в емоційних оцінках професійно значущих подій, їх підсумках, характері труднощів, що призводить до усвідомлення власних проблем і зниження емпатійності. Після періоду професійної адаптації ставлення психологів системи освіти до власної професії починає мати менш емоційний і більш «інструментальний» характер. Вищий рівень емпатійності виявляється у тих досвідчених психологів, які в професійній діяльності орієнтуються на інших людей і мають високу емоційність. Подальші дослідження плануються у напрямі вивчення зв’язку емпатії практичних психологів з локусом контролю, а також розробці програми розвитку оптимальних емпатійних ставлень для попередження емоційного вигорання.

Sharing inwardness in Teju Cole’s Blind Spot

ABSTRACT This article argues that Teju Cole’s recent book Blind Spot (2017) promotes the value of inwardness through its juxtaposition of photography and prose passages. Using Stephen Toulmin’s theory of inwardness as an intentional state of contemplation, reflection, memory, and imagination, it studies how Cole’s largely figureless photography and allusive prose assert an aesthetic of reticence intended to be shared as an alternative to the contemporary image realm of pervasive facial recognition. Contesting the careless, distracted consumption of figures and faces that pervades digital media, Cole uses the juxtaposition of prose and photography to offer a vision of what it might look like to look within, thereby advancing the practice of self-reflection as a form of intersubjective support. Blind Spot shares inwardness as an ethos of discretion, which also produces forms of empathy and curiosity, offering a visual account for how the enrichment of inward experience can actually serve to stimulate interpersonal bonds of solidarity. Using photography theory, and specifically reading the work of Michael Fried, Roland Barthes, Susan Sontag, and others, this article is one of the first academic accounts of Cole’s singularity as a post-millennial writer and photographer, whose interdisciplinary work is deeply engaged in contemporary political and aesthetic concerns.

The Analysis Of Social And Emotional Development Of Mentally Disabled Children (Mild) On Grade 2 Of Muhammadiyah Banguntapan Primary School Yogyakarta

Every child is unique, including a mentally disabled child. The potential for self-development in academic, social, and workability becomes a necessity for mild mentally disabled children. This study aims to analyze the social and emotional development of mild mentally disabled children in grade 2 of Muhammadiyah Banguntapan Primary School Yogyakarta, or usually called SD Muhammadiyah Banguntapan Yogyakarta. Two formulations of the problems of this research are (1) how the social-emotional development of mild mentally disabled children in grade 2 of SD Muhammadiyah Banguntapan Yogyakarta in the classroom and outside the classroom and (2) how the teacher's efforts in developing the child's social-emotional development. The research data were obtained through a qualitative approach with observation, interviews, and analysis of document studies of mild mentally disabled children in grade 2 of SD Muhammadiyah Banguntapan Yogyakarta. From this study, the results were obtained that the social-emotional development of mentally disabled children in the class was achieved in the form of caring, interactive, and displaying an attitude of confidence, while what was not achieved in the form of participation, communication, and teamwork abilities. Whereas outside the classroom, the attainment is in the form of empathy and what is not achieved in the form of solitude and self-ness (ego) and has not been able to control emotions when socializing. The efforts made by teachers in developing children's social-emotional attitudes, namely: asking children to apologize and admit their own mistakes, motivating, "bluffing", advising children, setting seating, and trying to help children.

Pelatihan Empati Untuk Meningkatkan Pemaafan Pada Mahasiswi Korban Kekerasan Dalam Hubungan Pacaran

AbstractThis study aims to determine the effect of empathy training to improve forgiveness for female students who are victims of violence in dating relationships. Research subjects were 5 female students who were victims of violence in dating relationships. This study was only an experimental group, taken from the results of the pre-test on the empathy and forgiveness scale in the low and medium categories and interviews. The research design used was the experimental design of one group group pretest-posttest design. Data collection tools used in the form of empathy, forgiveness, observation and interviews. Analysis of the data used is the Wilcoxon Rank Test to see the difference in experimental group scores between before and after treatment. The Wilcoxon Rank Test found that there was a difference in the forgiveness score in the experimental group after giving empathy with a Z = -2.023 with a significance of 0.043 (p <0.05) with the mean pre-test (X test = 36.40) lower than the mean post-test (X ̅ = 63.40). The conclusion of this study is that there are differences in forgiveness scores between before and after being given empathy training.

Knock, Knock: The Taxman\u2019s at Your Door! Practice Sense, Empathy Games, and Dilemmas in Tax Enforcement

Tax administrators are empowered by the state to secure compliance with tax obligations. Enforcing compliance on the ground is complex, and street-level administrators often engage in the “art of the possible,” leading to dilemmas in the field. This paper examines tax administrators’ practices with regard to Jamaican property tax defaulters with outstanding tax liabilities in excess of 3 years. Drawing on interviews with tax administrators and other key agents, we find that tax administrators reposition themselves from objective enforcers to empathizing officials engaging in schemes of action, doing what they can do rather than what they should do. This is a practical-sense approach to securing compliance. We identify two forms of empathy, assimilated and cynical, and conclude that administrators’ empathetic identification with defaulters does not necessarily arise solely from concern for social cohesion, or inter-subjective compassion, but also sometimes from self-interest.

A typology of empathy and its many moral forms

AbstractDebates about empathy's role in morality are notoriously complex. On the one hand, proponents of empathy argue that it plays a crucial role in the process of making moral judgments, moral motivation, moral development, and the cultivation of meaningful personal relationships. On the other hand, critics of empathy warn that it is especially susceptible to a number of morally troubling biases and motivational shortcomings. Yet there is little consensus about what empathy is or what it might be good for from a moral point of view. As a result, critics and proponents of empathy alike often wind up talking past each other and debates about empathy's role in morality reach an impasse. This paper proposes a typology of empathy's affective, cognitive, and motivational dimensions and the different forms that empathy can take depending on the nature and degree of prominence of these. It argues that different forms of empathy are well equipped to handle some moral tasks as well as ill‐equipped to handle others. Its aim in doing so is to clarify an otherwise conceptually thorny set of debates and to amplify future research on empathy and its role in the moral life.