Foster Empathy Research Articles

Adolescent Empathy Concerning Parenting Style and Peer Social Support Based on Gender Differences

Empathy is crucial for individuals to interact well with others, but it has been declining among teenagers. This decline has led to increased bullying and antisocial behavior. This study aims to look at empathy in adolescents in terms of parenting, peer social support, and gender. This study involved 176 samples using a cluster random sampling technique, which used all 11th-grade students of SMA 11 Jambi City. The research is a quantitative approach using multiple linear regression tests and using independent sample T-tests to compare empathy based on gender. The results showed that authoritarian parenting affects empathy by 0.8%, then democratic parenting affects empathy by 5.8%, permissive parenting affects empathy by 4.7%, ending peer social support affects empathy by 27.9%, and overall parenting and peer social support affect empathy by 71.9%. A comparison of empathy by gender found that women are higher than men, with a mean difference of 1.43 and a significance of 0.005, which indicates a significant difference. The novelty of this study is that this study looks at how gender differences also affect adolescent empathy so that it can optimise parents in parenting and how a good peer environment for adolescents in an effort to foster empathy within themselves.

Exploring the drivers of pro-environmental behavioral intentions in an emerging nation

PurposeDrawing on the theory of planned behavior and value-belief norms theory, this study aims to explore the causes of pro-environmental behavioral intentions in the context of Sri Lanka.Design/methodology/approachData were garnered from 503 subjects with the aid of self-reported questionnaires. The formulated hypotheses were examined using a variance-based statistical approach (PLS-SEM).FindingsThe findings of the study revealed that personal values, particularly altruistic and biosphere values, significantly strengthen the psychological drivers of pro-environmental behavioral intentions. The study further found that religiosity enhances the association between personal norms and pro-environmental behavioral intentions and the place attachment augments the relationship between attitude and pro-environmental behavioral intentions.Practical implicationsThis study suggests that instilling altruistic and biosphere values in individuals can boost pro-environmental behavioral intentions. Campaigns and educational programs could focus on instilling these values to foster responsibility and empathy. Recognizing the influence of religiosity on pro-environmental behaviors and attitudes, this study suggests collaborative efforts between organizations and religious institutions. Religious leaders can integrate environmental stewardship into teachings, emphasizing ethical responsibilities.Originality/valueThe study pushes back the frontiers of environmental consciousness literature by highlighting the importance of personal values, psychological factors and contextual variables such as religiosity and place attachment in fostering pro-environmental behavior within the specific context of an emerging country – Sri Lanka.

Cultural Identity in Museum Exhibits: Power Symbols in Intercultural Communication

The research provides a comprehensive investigation into the profound impact of museum exhibits, particularly those centered on potent symbols, on audience cultural identity and cross-cultural exchange, especially within the contemporary context of globalization. It elucidates the pivotal role played by museums as essential conduits of cultural expression, leveraging historical artifacts and symbolic representations not only to deepen audience appreciation of their own cultural heritage but also to foster empathy and appreciation for the diverse cultural perspectives prevalent worldwide. Through meticulous analysis of these exhibits, the study reveals the intricate cultural narratives they convey, thus emphasizing the critical role museums play in facilitating profound cross-cultural understanding, nurturing meaningful cultural dialogue, and shaping both individual and collective cultural identities. By showcasing objects rich in historical significance, aesthetic beauty, and societal values, museums emerge as dynamic platforms for cultural interpretation and exchange, effectively bridging cultural divides and promoting mutual understanding amidst the diverse tapestry of global cultures.

Dialogue on ethics and ethics of dialogue: an exploratory study

We report on a study bearing implications for ethical learning in schoolchildren during social interaction. The study was conducted as part of a project aimed at promoting ethical learning of socially-oriented values within the context of dialogic education. 172 fourth graders from 7 classes participated in an 8-session series designed to foster empathy, inclusion, and tolerance. Two of these sessions (3 and 8) were pre-selected for analysis. We investigated (1) whether students’ discussion of ethical issues and the ethical aspects of their actual in-class interaction with each other can be reliably measured, and (2) what relation holds between students’ ethical thinking during classroom discussions and the ethical aspects of their behavior. We thus developed an analytical framework comprising two tools for appraising ethical thinking and behavior in in-class interaction: dialogue on ethics (DoE) and ethics of dialogue (EoD). This framework was applied to the dialogues taken from the two sessions. The DoE and EoD tools proved reliable, as inter-rater agreement was substantial. Moreover, the relation between children’s DoE and their EoD was positive where the topic posed for discussion presented a dilemma and students’ interaction proceeded under moderate teacher guidance. In contrast, it was negative when the discussion was conceptual, and the teacher was dominant. We conclude that (1) DoE/EoD is a suitable framework for studying children’s ethical learning and development in social interaction, and (2) ethical learning, in its epistemological and behavioral dimensions, can be boosted or inhibited in a context of dialogic education, depending on design principles.

Lived transportation barriers for persons with disabilities: Contextualizing the Ghana disability law through the lenses of Giddens' theory of structuration

Although researchers and policymakers have proposed several ideas for improving the travel experiences of Persons with Disabilities (PWDs), they still face several barriers, especially in developing countries. This calls for a new sociological perspective aimed at contextualizing local disability policies and theories to create a disability-friendly society. This paper contextualizes the Ghana disability law through the lenses of Giddens' theory of structuration for the first time to understand the lived transportation barriers for PWDs. Questionnaire surveys involving 664 PWDs with physical, visual, auditory, and speaking impairments, key informant interviews, and field observations were triangulated. Results showed that all agents and structures, namely discrimination/facility managers' attitude, driver attitude, pedestrian behavior, design of facilities, and accessibility, are creating transportation barriers for PWDs in Ghana. Participants voiced exclusion from the design and implementation of transport facilities. Notably, discriminatory attitudes from commuters, drivers, and facility managers make PWDs feel marginalized. The lack of disability-friendly public buses/paratransit services and assistive technologies impedes PWDs' mobility to work, school, and health facilities. These findings show that although the Ghana disability law makes provisions for PWDs' mobility needs, there is weak enforcement. Thus, beyond improving infrastructure and access for PWDs, societal reorientation and enhanced enforcement of the laws are needed to foster empathy towards PWDs. The reorientation-based approach requires enhanced public sensitization, law enforcement, and regular consultation of PWDs in transport planning to improve the social order.

The Implementation Learning Media Based on a Culture to Develop Student Character

The research aims to find out how culture-based learning media to develop student character at Srikandi Kindergarten in Lhokseumawe City and what obstacles teachers find in the implementation in the classroom. This research uses a descriptive qualitative research approach. The subjects in the study were students at Srikandi Kindergarten Lhokseumawe City, class teachers and principals. Data analysis techniques in this study include data collection, data reduction, data presentation and conclusion drawing. The results of this study found that culture-based learning media significantly contribute to students' character development by encouraging a deeper awareness and appreciation of diverse cultural perspectives, beliefs and practices, culture-based learning media foster empathy and understanding of others by exposing children to the traditions, practices and ways of life of other cultures. Kindergarten children learn to recognize and respect human differences and similarities through stories, music and visual representations of different cultures. The barriers found were the students' different knowledge and viewpoints regarding culture.

HEXACO personality traits, spiritual intelligence, and views on euthanasia among medical students: a moderation analysis

The ethical dilemma of euthanasia presents a significant challenge in medical practice. The attitudes of medical students toward euthanasia can be shaped by a variety of factors, such as their personal beliefs, values, and personality traits. This study explored the intricate relationship between personality traits, as outlined by the model, and medical students’ attitudes toward euthanasia, with a particular focus on the potential moderating effect of spiritual intelligence. In this cross-sectional study, 219 medical students from Zahedan, Iran, including 85 males and 134 females, were selected in 2022 using a non-random convenience sampling method. Participants provided socio-demographic information, including age, gender, and medical degree. They were also evaluated using the spiritual intelligence self-report inventory, the 24-item brief HEXACO inventory, and the euthanasia attitude scale (EAS). Data analysis was conducted using SPSS software version 29 and included both descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (independent t-test, analysis of variance, Pearson correlation coefficient, and hierarchical linear regression). The findings revealed a significant positive correlation between the personality trait of openness to experience and favorable attitudes toward euthanasia. In contrast, there was a negative correlation between EAS scores and spiritual intelligence, as well as the honesty-humility dimension of personality. Furthermore, regression analysis indicated that spiritual intelligence moderated the relationship between EAS scores and the associated personality traits. The study underscores the importance of understanding how HEXACO personality traits and spiritual intelligence influence medical students’ attitudes toward euthanasia. This insight is vital for medical educators and policymakers in creating educational programs that foster critical thinking, empathy, and ethical decision-making in future healthcare professionals. Additionally, this knowledge can guide the formulation of euthanasia policies that respect the diverse viewpoints and values within the medical community.

Unveiling The Shadows: Examining Depictions of Human Trafficking for Sexual Exploitation and its Causes in Zura Maids

An ongoing problem in society and more specifically in Uganda, human trafficking for sexual exploitation takes advantage of helpless people and ruins countless lives. Eunice Atuko's moving book "Zura Maids," explores the sinister and unpleasant world of human trafficking. This abstract examines the novel's depictions of human trafficking for sexual exploitation in detail and looks into the root reasons of this horrible crime. This study's main goal is to shed light on the complex aspects of human trafficking as they are represented in "Zura Maids." The analysis focuses on the complex web of traffickers and their allies participating in this criminal operation while also examining the psychological, emotional, and physical traumas suffered by the victims. I sought to obtain a greater understanding of the emotional impact these depictions have on readers and their potential to foster empathy and awareness by looking at the storytelling strategies used by Eunice Atuko. This study also pinpoints and analyzes the underlying factors that contribute to the persistence of human trafficking for sexual exploitation in the novel's setting such as the role of socioeconomic circumstances, gender disparities, a lack of legal protection, and institutional shortcomings in sustaining this abhorrent trade as well as the cultural and historical factors that have shaped the characters' vulnerability, agency, and choices throughout the story are critically addressed. A close reading and textual analysis of "Zura Maids" is used in this study's qualitative methodology to identify pertinent themes and insights. Secondary sources such as academic research, reports, and pertinent literature are also used to support and strengthen the results. By offering "Zura Maids" the author intended to add to the corpus of information on the ugly vice, raise awareness and promote productive conversations aimed at ending human trafficking and defending the dignity and everyone’s rights by comprehending the depictions and underlying reasons of this worldwide horror as depicted in the novel.

Designing historical empathy learning experiences: a pedagogical tool for history teachers

This article explores the pedagogies that history teachers use to foster historical empathy, drawing from interviews with secondary school history teachers in Canada. The findings highlight that historical empathy is nurtured by teachers over time using a variety of different teaching approaches and activities, tasks and projects. The article begins by examining the pedagogical choices that teachers make when designing and implementing historical empathy lessons, categorised as implicit, thematic, student-centred, scaffolded and comparative approaches. Next, consideration is given to the types of learning experiences that teachers use to develop historical empathy, and some of the opportunities and challenges involved. These learning experiences include role plays and simulations, first- and third-person writing tasks, experiential learning and virtual reality, and collaborative and project-based learning. The perspectives shared by the teachers in this study contributed towards the development of a research-informed pedagogical tool to guide the future design of learning experiences that foster historical empathy, which may be applied by teachers across educational jurisdictions, and adapted for various grade levels.

“You Guys Are Smaller!”: “Talking Back” to Microaggressions Through Poetic Inquiry

This article examines collective dialogues surrounding the confrontation of microaggressions through a unique combination of autoethnographic poetry and found poetry. Focused on my personal encounters as an Asian woman in academia, a mother of three young children, and an international employee residing in the United States, the autoethnographic poems serve as a platform for shared reflection and exploration. Following the sharing of these poems to undergraduate students, I invited their anonymous responses via a Padlet page, from which I crafted found poetry. By juxtaposing these two forms of poetic inquiry, this study aims to challenge dominant narratives, restore agency, and underscore the humanity and dignity of marginalized individuals. Furthermore, this article delves into methodological insights regarding the use of poetic inquiry as a catalyst for collective dialogic healing and transformative action. I seek to foster empathy, understanding, healing, and actionable change in the face of microaggressions.

Inclusive curriculum design: Meeting the diverse needs of students for social improvement

Inclusive curriculum design is a critical framework in contemporary education aimed at addressing the diverse needs of students for fostering social improvement. This review explores the foundational principles and practical strategies of inclusive curriculum design to enhance educational equity and societal progress. Inclusive curriculum design prioritizes the creation of learning environments that accommodate the varied backgrounds, abilities, and learning styles of all students. It recognizes the importance of representation, diversity, and inclusivity in course content, instructional methods, and assessment practices. By embracing diversity and equity as core values, inclusive curriculum design seeks to dismantle barriers to learning and promote equal opportunities for academic success. Central to inclusive curriculum design is the concept of universal design for learning (UDL), which emphasizes flexible instructional approaches that cater to individual differences. UDL encourages educators to provide multiple means of engagement, representation, and expression to support diverse learners effectively. Moreover, inclusive curriculum design promotes the incorporation of culturally responsive teaching practices that validate students' identities and experiences. By integrating diverse perspectives into the curriculum, educators can foster empathy, understanding, and respect among students, contributing to a more inclusive and harmonious society. Through the implementation of inclusive curriculum design, educational institutions can play a pivotal role in advancing social improvement by cultivating inclusive learning environments where every student feels valued, respected, and empowered to succeed. By embracing diversity and equity in curriculum design, educators can nurture the next generation of compassionate and socially conscious citizens who are equipped to contribute positively to a more inclusive and equitable society. Keywords: Education, Curriculum Design, Social Improvement, Diverse Needs, Students, Review.

Toward a Beloved Community: Facilitated Group Listening as a Tool for Community Development and Civic Engagement

Toward a Beloved Community: Facilitated Group Listening as a Tool for Community Development and Civic Engagement

Inclusive curriculum design: Meeting the diverse needs of students for social improvement

Inclusive curriculum design is a critical framework in contemporary education aimed at addressing the diverse needs of students for fostering social improvement. This review explores the foundational principles and practical strategies of inclusive curriculum design to enhance educational equity and societal progress. Inclusive curriculum design prioritizes the creation of learning environments that accommodate the varied backgrounds, abilities, and learning styles of all students. It recognizes the importance of representation, diversity, and inclusivity in course content, instructional methods, and assessment practices. By embracing diversity and equity as core values, inclusive curriculum design seeks to dismantle barriers to learning and promote equal opportunities for academic success. Central to inclusive curriculum design is the concept of universal design for learning (UDL), which emphasizes flexible instructional approaches that cater to individual differences. UDL encourages educators to provide multiple means of engagement, representation, and expression to support diverse learners effectively. Moreover, inclusive curriculum design promotes the incorporation of culturally responsive teaching practices that validate students' identities and experiences. By integrating diverse perspectives into the curriculum, educators can foster empathy, understanding, and respect among students, contributing to a more inclusive and harmonious society. Through the implementation of inclusive curriculum design, educational institutions can play a pivotal role in advancing social improvement by cultivating inclusive learning environments where every student feels valued, respected, and empowered to succeed. By embracing diversity and equity in curriculum design, educators can nurture the next generation of compassionate and socially conscious citizens who are equipped to contribute positively to a more inclusive and equitable society.

Supervision an essential tool in medical (and psychiatric) training

Introduction Supervision is an essentail tool in medical training and especially in psychiatry and psychotherapy. It emcopasses two distinct aspects namely: coaching in the workplace aimed at developping competences (pyramid of Miller) and on the other side a safe place to reflect on ones personal development as a professional. This mentoring should be distinguised from the personal training psychotherapy. The mentoring supervisor will take the doctor’s pledge as a starting point of professional development. But will also encourage the resident to become aware of elements of transference and counter transference in his/her clinical work, helping to foster empathy “maximal understanding with respect for professional distance. This, not only for the benefit of the patient and his/her security, but also in order to take care of one’s own health and developing a sound balance between work and private life.Too often supervision is taken for granted once the resident has become a consultant. Along with examples of the techniques and the pitfalls of supervison, the presenters will plea for training and intervision as part of the development of the supervisor!ObjectivesRaise awareness for the competences needed to become a valuable supervisor and the place supervision in its two aspects (coaching and place of reflection) should take in the training of medical doctors and especially psychiatristsMethods-an inventory of the place of supervision in training in psychiatry throughout Europe-looking into competences needed in order to develop a sound professional attitude-looking into the competencies needed to become a valuable supervisor Results-supervision is differently defined and given in training in psychiatry throughout Europe-the competences needed in order to develop a sound professional attitude are defined in the Doctor’s Pledge (World Medical Association 2017) but should be refined according to the specialty with special attention to aspects of psychiatry alien to other specialities-along with Teaching the Teachers - special trainings are available to become a supervisor ConclusionsSupervision is an essential tool in medical/psychiatric training, but it needs to be taken seriously in terms of developing the competences needed but also maintaining them in intervision with the colleagues of the training staffDisclosure of InterestNone Declared

Play Therapy: An Analytical Mode of Therapy in Children

Childhood play assumes a myriad of forms, each offering a unique canvas for growth. Physical play builds motor skills and body awareness, while imaginative play nurtures expression, creativity, and conflict resolution. Social interactions within a play therapy environment foster co-operation, empathy, and social understanding. Cognitive development is stimulated through problem solving; emotional development is nurtured through expression of emotions. All these modalities are used in the context of various theories of development and have given rise to a number of techniques of play therapy, each following either a single approach or in some cases an eclectic approach. This chapter unveils the world of play therapy, its origins, core principles, and the transformative potential it holds for children.

Growing through adversity: the relation of early childhood educator post-traumatic growth to young children's executive function.

Early childhood educators (ECEs) play a critical role in supporting the development of young children's executive functions (EF). EF, in turn, underpins lifelong resilience and well-being. Unfortunately, many ECEs report adverse childhood experiences (ACEs) that may compound high stress levels associated with an emotionally and physically demanding profession. ACEs have well-established negative implications for adult well-being and may dampen ECEs' capacities to engage in emotionally responsive interactions with children. However, many individuals who experience ACEs also report post-traumatic growth experiences that foster empathy, self-determination, and resilience. Such post-traumatic growth may equip teachers with skills to engage in responsive interactions with children that support children's EF. The aim of this study was to explore the relations of ECE ACEs and post-traumatic growth to the EF of children in their classrooms. Fifty-three female ECEs self-reported on their ACEs and post-traumatic growth. Parents of 157 children (53% male, 47% female, M age = 4.38 years) rated children's EF. In a set of linear mixed models that accounted for multiple demographic factors and ECE perceived workplace stressors, ECE ACEs were not significantly related to children's EF scores. However, controlling for ACEs, higher levels of ECE post-traumatic growth were associated with fewer parent-reported EF difficulties in children. ECEs may draw on the coping skills they have developed in times of adversity to model and promote healthy EF for children. Mental health supports to facilitate ECEs' processing of their own trauma may be a fruitful means to foster positive early childhood environments that nurture the well-being and resilience of future generations.

Multicultural Literacy Development Strategy in Basic Education Curriculum in Indonesia


 
 
 Multicultural literacy is becoming increasingly important in today's globalized world, particularly in diverse societies like Indonesia. This paper explores strategies for developing multicultural literacy in the basic education curriculum of Indonesia. Employing qualitative methods, this study conducts a comprehensive literature review and library research to examine existing frameworks, policies, and practices related to multicultural education in Indonesia's basic education system. The research identifies key challenges and gaps in the current curriculum and proposes strategies to enhance multicultural literacy among students. The study underscores the significance of incorporating diverse cultural perspectives, histories, and values into the curriculum to foster empathy, respect, and understanding among students from different ethnic, religious, and socio-economic backgrounds. Furthermore, the paper highlights the need for teacher training programs to equip educators with the necessary knowledge, skills, and pedagogical approaches to effectively implement multicultural education in the classroom. The findings suggest the importance of integrating multicultural literacy across various subjects and learning activities to promote inclusive learning environments and prepare students for active citizenship in a multicultural society. The proposed strategies aim to address the complexities of cultural diversity and promote social cohesion and harmony in Indonesian schools. Overall, this research contributes to the ongoing discourse on multicultural education and offers practical insights for policymakers, educators, and curriculum developers in Indonesia and other diverse societies.
 
 

Beyond empathy training for practitioners: Cultivating empathic healthcare systems and leadership.

Empathic care benefits patients and practitioners, and empathy training for practitioners can enhance empathy. However, practitioners do not operate in a vacuum. For empathy to thrive, healthcare consultations must be situated in a nurturing milieu, guided by empathic, compassionate leaders. Empathy will be suppressed, or even reversed if practitioners are burned out and working in an unpleasant, under-resourced environment with increasingly poorly served and dissatisfied patients. Efforts to enhance empathy must therefore go beyond training practitioners to address system-level factors that foster empathy. These include patient education, cultivating empathic leadership, customer service training for reception staff, valuing cleaning and all ancillary staff, creating healing spaces, and using appropriate, efficiency saving technology to reduce the administrative burden on healthcare practitioners. We divide these elements into environmental factors, organisational factors, job factors, and individual characteristics.

Best Practices and Challenges of Conflict Management Education and Training in Cameroon

Purpose: To aim of the study was to analyze best practices and challenges of conflict management education and training in Cameroon
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: Best practices in conflict management education involve fostering communication skills, empathy, and active listening, alongside promoting collaborative problem-solving and cultural sensitivity. Challenges include overcoming resistance to change, addressing power imbalances, sustaining engagement, and adapting to diverse learning styles and contexts. Successful training requires integrating theory with practical skills and ongoing support.
 Unique Contribution to Theory, Practice and Policy: Social learning theory, cognitive dissonance theory & adult learning theory (andragogy) may be used to anchor future studies on best practices and challenges of conflict management education and training in Cameroon. Practice encompasses the application of knowledge, skills, and techniques derived from theory to real-world situations or contexts. Policy refers to a set of guidelines, rules, or directives established by an organization, institution, or governing body to govern behavior, decision-making, and practices within a specific context.

The Use of Short Stories to improve English proficiency in Sixth Graders

Existing research suggests that short stories are an engaging and immersive experience that actively stimulates foreign language students' imagination and promotes their interest in language acquisition; they can also foster empathy, critical thinking, and creativity, all of which are essential tools for language development. By bringing short stories into the language classroom, a variety of narratives, characters, and cross-cultural experiences might be met. This research examines English as a Foreign Language (EFL) students’ improvement and perceptions of the implementation of short stories into their English classes after a six-week period of exposure to it as a teaching-learning strategy. The findings of the investigation showed a slight difference in students’ language improvement after comparing the pre- and post-test results; however, students’ perceptions of the implementation of short stories could bring insights into the English classrooms to enhance students’ language skills, promoting passion for reading, and encouraging critical thinking.