Global Empathy Research Articles

Promoting Global Empathy and Engagement through Real-Time Problem-Based Simulations

We introduce a real-time problem-based simulation in which students are tasked with drafting policy to address the challenge of internally displaced persons in post-earthquake Haiti from a variety of stakeholder perspectives. Students who participated in the simulation completed a quantitative survey as a pre-/post-test on global empathy, political awareness, and civic engagement and provided qualitative data through post-simulation focus groups. The simulation was run in four courses across three campuses in a variety of instructional settings from 2013 to 2015. An analysis of the data reveals that scores on several survey items measuring global empathy and political/civic engagement increased significantly after the simulation, while qualitative student comments corroborated the results. This format of a real-time problem-based policy-making simulation is readily adaptable to other ongoing and future global crises using the framework provided in this paper.

Dissociating emotional and cognitive empathy in pre-clinical and clinical Huntington’s disease

Huntington’s disease (HD) is centrally characterized by motor, neurocognitive and psychiatric symptoms, but impaired emotional decoding abilities have also been reported. However, more complex affective abilities are still to be explored, and particularly empathy, which is essential for social relations and is impaired in various psychiatric conditions. This study evaluates empathic abilities and social skills in pre-clinical and clinical HD, and explores the distinction between two empathy sub-components (emotional-cognitive). Thirty-six HD patients (17 pre-clinical) and 36 matched controls filled in the Empathy Quotient Scale, while controlling for psychopathological comorbidities. At the clinical stage of HD, no global empathy impairment was observed but rather a specific deficit for the cognitive sub-component, while emotional empathy was preserved. A deficit was also observed for social skills. Pre-clinical HD was not associated with any empathy deficit. Emotional deficits in clinical HD are thus not limited to basic emotion decoding but extend towards complex interpersonal abilities. The dissociation between impaired cognitive and preserved emotional empathy in clinical HD reinforces the proposal that empathy subtypes are sustained by distinct processes. Finally, these results underline the extent of distinct affective and social impairments in HD and the need to grasp them in clinical contexts.

Examining the Impact of a Domestic Violence Simulation on the Development of Empathy in Sociology Classes

Increasing empathy toward others is an unspoken goal of many sociology courses, but rarely do instructors measure changes in empathy throughout a semester. To address this gap in the literature, I use a combination of quantitative and qualitative data gathered before and after students from five sociology classes participated in a simulation on domestic violence. I systematically evaluate whether students’ levels of global empathy, empathetic responses toward victims, definitions of abuse, and propensity to agree with victim-blaming attitudes change after completing this experiential learning activity. Posttest results suggest a statistically significant but small increase in global empathy scores, a growth in empathetic responses toward victims, an expansion in students’ definitions of abuse, and greater disagreement with victim-blaming attitudes. I discuss ways sociology instructors can use this simulation as a tool to help students comprehend a difficult subject matter while simultaneously engendering empathy toward victims of abuse.

Study on subjective well-being and its influencing factors among undergraduate nursing students

Objective To investigate the status of subjective well-being and its influencing factors among undergraduate nursing students. Methods By using stratified cluster sampling method, 557 undergraduate nursing students were investigated by questionnaires including general information questionnaire, Interpersonal Reactivity Index-C(IRI-C) and Index of Well-being Scale. Results The total average score of subjective well-being was (10.43±2.86), and the total average score of empathy was (52.31±9.15). There were significant differences in gender, grade, the student cadres and single-parent families (t=-3.79, 172.97, 2.52, -2.56, 4.07, respectively; P<0.05). The global empathy, dimension of perspective taking, imagine, sympathy and care were positively related to subjective well-being (r=0.10, 0.14, 0.10, 0.20, respectively; P<0.05), and the dimension of personal distress was negatively related to subjective well-being (r=-0.17, P<0.05). Stepwise regression analysis revealed that the impact factors of subjective well-being were gender, grade, the dimension of sympathy and care, personal distress. Conclusions In order to improve the subjective well-being of the undergraduate nursing students, the educator should help them with targeted guidance in their different stages. Key words: Undergraduate nursing student; Subjective well-being; Influencing factors

Students’ Understanding of Global Civics in Philadelphia, USA and Istanbul, Turkey: A Framework for Improving Higher Civics Education

Traditionally, civics has been defined as the study of rights and duties of citizenship within the context of a region or nation. In a world of increasing interdependence, the concept of global civics - the rights and responsibilities that people of one country have to another country - is gaining importance. Though the youth of today are poised to assume leadership roles and make decisions that will affect the future of our planet, the educational curriculum of most schools is lacking in teaching global civics. The objective of this paper is to determine how young people understand global civics and develop a framework for improving this understanding. By interviewing eight students (ages 17-27) from the United States and Turkey, we explored how young people understand global cooperation in three domains: environmental (climate change), economic (eradication of poverty) and political (mass atrocities). Our interviews show that in both countries, young people view global civics as essential to todays world though they express doubt regarding its feasibility. Important themes that emerged in this context were global self-identity, knowledge and empathy. Based on these themes, we present a conceptual framework for improving young peoples understanding of global civics. Our study provides critical information that can be used to design educational programs and curricula for improving young peoples understanding of global civics.

Promoting Global Citizenship in a Large Enrollment Political Science Course: The Role of Project-Based Learning

A large and growing body of research has recently turned its attention to the promotion of global citizenship as an essential component of undergraduate education. Although there is considerable consensus on the value of this goal, there is less agreement as to how it is best achieved or assessed. Are some pedagogical interventions or approaches more effective than others? Recent studies have made advances in more concretely defining and operationalizing the concept of global citizenship, but few have rigorously assessed substantive learning gains in this area, and fewer still have assessed changes in global values or political efficacy as the consequence of specific pedagogical interventions. This study contributes to efforts to address this gap by examining the impact of project-based learning in a large (227 student) upper-division political science course. Using a global citizenship survey developed by Levintova, Johnson, Scheberle and Vonck (2011), we compare pre- and post-project survey scores to assess three dimensions of global citizenship: (1) global knowledge, (2) global empathy, and (3) global political efficacy. We find that project-based learning contributes to the development of global citizenship skills at statistically significant levels in all three areas. Qualitative analysis of student responses to an open-ended end-of-term survey question also provides compelling evidence for the use of project-based learning as an effective means for promoting increased understanding of global citizenship and the skills supportive of it.

Measuring fidelity to a culturally adapted HIV prevention intervention for men in substance abuse treatment

A fidelity measure was developed for use with Real Men Are Safe-Culturally Adapted (REMAS-CA), an HIV prevention intervention for ethnically diverse men in substance abuse treatment. The aims of this analysis were to: 1) assess the reliability of the Fidelity Rating and Skill Evaluation (FRASE); 2) measure improvement in therapist competence and adherence over time while delivering REMAS-CA; and 3) identify which modules of REMAS-CA were most difficult to deliver. Results showed that, 1) the FRASE was a reliable instrument; 2) therapists achieved adequate adherence and competence after training and demonstrated significant improvement over time in Global Empathy; and 3) Sessions 4 and 5 of REMAS-CA contained the most challenging modules for therapists to deliver. Recommendations for future REMAS-CA therapist trainings and fidelity monitoring are made.

Can Online International Simulations Improve Global Awareness?

Research on the use of simulations to enhance global-specific student outcomes is linked to an overall effort to enhance global citizenship in the classroom. Phrases like globalizing and internationalizing have been increasingly included in strategic plans of higher education institutions. In addition, the movement towards assessment has introduced a variety of desired student outcomes, including global learning, education, or citizenship. This project relies on the popular International Communication & Negotiation Simulations (ICONS) international system simulation as a tool to improve global awareness as a student outcome. A set of survey tools adapted from similar research on the effect of online simulations on global empathy and learning in secondary education is used to assess changes in global awareness as a result of participation in this online simulation. In addition, this paper identifies key aspects of pedagogical design of simulations in support of that outcome and makes recommendations for further research linking simulations to student outcomes. Finally, the class evaluated for this project experienced major disruptions to their simulation experience, the direct impact of Superstorm Sandy and the unrelated death of a student in the class. This paper also includes successful strategies for dealing with serious disruptions in a way that enhances rather than hurts student experiences in simulations.

Empathy as a predictor of recidivism among young adult offenders

This longitudinal study examined the role of empathy in predicting recidivism among young adult offenders. During their prison terms, 748 male offenders between the ages of 15 and 28 were administered the interpersonal reactivity index (IRI; Davis, 1980). Official criminal records were used to determine general as well as violent recidivism during the (on average) five years following release from prison. Cox regression models of reoffense rates were calculated using IRI scales as explanatory variables while controlling for age, socioeconomic status, duration of imprisonment, and intelligence. The global empathy score and the subscales of perspective taking and empathic fantasy, but neither empathic concern nor personal distress, contributed to the prediction of recidivism. Furthermore, empathy did not contribute significantly to the prediction of violent reoffending. However, comparing offenders whose index crimes were violent versus nonviolent, violent offenders scored lower on the IRI and recidivated more often with a violent offence than did nonviolent offenders.

Structural basis of empathy and the domain general region in the anterior insular cortex

Empathy is key for healthy social functioning and individual differences in empathy have strong implications for manifold domains of social behavior. Empathy comprises of emotional and cognitive components and may also be closely linked to sensorimotor processes, which go along with the motivation and behavior to respond compassionately to another person's feelings. There is growing evidence for local plastic change in the structure of the healthy adult human brain in response to environmental demands or intrinsic factors. Here we have investigated changes in brain structure resulting from or predisposing to empathy. Structural MRI data of 101 healthy adult females was analyzed. Empathy in fictitious as well as real-life situations was assessed using a validated self-evaluation measure. Furthermore, empathy-related structural effects were also put into the context of a functional map of the anterior insular cortex (AIC) determined by activation likelihood estimate (ALE) meta-analysis of previous functional imaging studies. We found that gray matter (GM) density in the left dorsal AIC correlates with empathy and that this area overlaps with the domain general region (DGR) of the anterior insula that is situated in-between functional systems involved in emotion–cognition, pain, and motor tasks as determined by our meta-analysis. Thus, we propose that this insular region where we find structural differences depending on individual empathy may play a crucial role in modulating the efficiency of neural integration underlying emotional, cognitive, and sensorimotor information which is essential for global empathy.

Successful R&amp;D management cooperation between China and Australia

PurposeThe purpose of this paper is to identify from the literature the successful R&amp;D management cooperation factors and then examine their relevance to R&amp;D management cooperation efforts between China and Australia.Design/methodology/approachThe case study method is used to encourage a deeper appreciation of the dynamics of R&amp;D management projects. A theoretical framework is constructed based on the literature to highlight factors of successful R&amp;D management, and this framework is then applied to a case study involving the Chinese Academy of Sciences (CAS) and the Australian Commonwealth Scientific and Industrial Research Organisation (CSIRO).FindingsThe result is a hybrid multi‐dimensional model incorporating cultural and social capital variables. Several critical success factors were found to exist: funding, government support, institutional support, complementary technology and expertise, mutual respect and strong commitment from leadership. One additional critical success factor was the bilingual expertise of facilitators who manage to help bridge the gaps between both intellectual capital (technical expertise) and cultural differences.Practical implicationsThe framework of successful R&amp;D cooperation identified in this study can act as a springboard for applying the successful principles in broader cases of R&amp;D management cooperation.Originality/valueThe value of this study lies in the development of a model for successful cross‐cultural application of R&amp;D management cooperation between China, Australia and (by extension) other countries that may foster successful cooperation, build global empathy and create inclusive competitive advantage.

Simulating REAL LIVES

In response to an increasingly interdependent world, educators are demonstrating a growing interest in educating for global citizenship. Many definitions of the “good global citizen” value empathy as an especially important disposition for understanding others across national borders and cultural divides. Yet it may be difficult for people to achieve empathy with others who are perceived as psychologically and geographically distant. Can computerized simulation games help foster global empathy and interest in global civic learning? This quasiexperimental classroom study of 301 Northern California high school students in three schools examined the effects of playing REAL LIVES, a simulation game that allows players to inhabit the lives of individuals around the world. Compared with a control group, students who played the simulation game as part of their curriculum expressed more global empathy and greater interest in learning about other countries. Identification with REAL LIVES characters was also positively related to global empathy. These findings support claims that computerized simulations can cultivate important dispositions for global learning and citizenship.

Investigating Theory of Mind deficits in nonclinical psychopathy and Machiavellianism

This study investigated the relationships between psychopathy (primary and secondary), Machiavellianism, global empathy, and Theory of Mind (ToM) using three behavioural ToM tasks in order to test for ToM deficits/differences in facial expressions, in the eye region, and in vocal affect. In addition, stimuli were categorised in terms of emotional valence (positive, neutral, and negative). Primary psychopathy, secondary psychopathy and Machiavellianism were positively associated with global empathy deficits and ToM deficits in relation to overall scores on the ToM tasks as well as ToM deficits to specific categories of emotional valence.

Impact of communication training on physician expression of empathy in patient encounters

Objective To examine whether an educational intervention that focused on physician communication training influenced physician empathic expression during patient interactions. Methods This study used a quantitative research method to investigate the influence of communication training on physician-expressed empathy using two measures (global and hierarchical) of physician empathic behavior. Results The differences in global empathy scores in the physician training group from baseline to follow-up improved by 37%, and hierarchical scores of physician empathic expression improved by up to 51% from baseline scores for the same group. Conclusions The results strongly supported the hypotheses that training made a significant difference in physician empathic expression during patient interactions demonstrated by both outside observer measures of global ratings and hierarchical ratings of physician empathic behavior. Practice implications These findings have significant implications for program design and development in medical education and professional training with the potential to improve patient outcomes.

Influencia de los factores biopsicosociales en el grado de empatía de la relación médico-enfermo en una cohorte de pluripatológicos

The biopsychosocial factors that affect or influence empathy in the doctor-patient with multiple disease (PMD) relationship are unknown. This study aimed to determine the patient's own and external factors (from a biopsychosocial point of view) associated to a better empathic relation with health professionals in a multicenter cohort obtained from a population basis. The multicenter cohort was obtained from four basic health zones, 3 urban and one periurban, from the province of Seville (Southwestern Spain). Empathy was measured with the Likert scale (1-5), by means of an interview (differentiating between family doctor, family nurse and reference internist), by a member of the research team who was not related with patient's care. After that, a factorial analysis was performed, obtaining global empathy as a factor (maximum likelihood method, the summarized three variable matrix, ranging from 0.44 to 0.85). The possible predictive factors of global empathy were chosen from clinical-demographic care features of PMD. Comparisons between groups were performed with the Student's t and ANOVA tests. Correlations were with Pearson correlation quotient. Finally a multivariant analysis was done by linear regression and p < 0.05 was considered statistically significant. Four hundred and sixty (69%) of 662 eligible PMD from the cohort answered the interview. Empathy with family doctor, family nurse and reference internist was 4.39 +/- 0.98; 4.49 +/- 0.87 and 4.48 +/- 0.48, respectively. The median of the global empathy factor was 0.33 (-4.7-1.2). Global empathy was associated to having telephone access to the family doctor (0.56 vs 0.22; p < 0.0001) and to the family nurse (0.58 vs 0.24, p = 0.05), and was inversely correlated with global Gijon scale (r -0.100; p = 0.031) and with two of its dimensions: support (r -0.145; p = 0.002), and income (r -0.167; p < 0.0001). In the multivariant analysis, social evaluation measured by the Gijon index (p = 0.001) and number of drugs prescribed (p = 0.004) independently predicted global empathy. In the PMD multicenter cohort, both empathy level with the different health professionals and global empathy were high. The latter was associated with having telephone access to the family doctor and nurse, with number of drugs prescribed and with a good social and family support status.

Distant Suffering and Cosmopolitan Obligations

How far does globalization extend the boundaries of community by bringing distant suffering directly into the lives of onlookers, and how far does the greater visibility of suffering arouse compassion and a willingness to help? Modern self-images that stress the growth of emotional identification between the members of the same society encourage the belief that similar attachments may develop at the level of humanity as a whole. Critics of this position emphasize deep-seated tendencies to remain indifferent to remote suffering. In the light of these differences, this paper asks whether the extension of human solidarity largely depends on the development of feelings of guilt or shame when harm is done to ‘distant strangers’ or when little is done to help them. It asks whether universal vulnerabilities to basic forms of mental and physical suffering create the possibility of global empathy and sympathy, and whether the idea of ‘embodied cosmopolitanism’ provides adequate normative foundations for collective action to reduce unnecessary suffering in distant places.

Measuring empathy: reliability and validity of the Empathy Quotient

Empathy plays a key role in social understanding, but its empirical measurement has proved difficult. The Empathy Quotient (EQ) is a self-report scale designed to do just that. This series of four studies examined the reliability and validity of the EQ and determined its factor structure. In Study 1, 53 people completed the EQ, Social Desirability Scale (SDS) and a non-verbal mental state inference test, the Eyes Task. In Study 2, a principal components analysis (PCA) was conducted on data from 110 healthy individuals and 62 people reporting depersonalisation (DPD). Approximately 1 year later, Study 3, involved the re-administration of the EQ (n = 24) along with the Interpersonal Reactivity Index (IRI; n = 28). In the last study, the EQ scores of those with DPD, a condition that includes a subjective lack of empathy, were examined in depth. An association was found between the Eyes task and EQ, and only three EQ items correlated with the SDS. PCA revealed three factors: (1) 'cognitive empathy'; (2) 'emotional reactivity', and (3) 'social skills'. Test-retest reliability was good and moderate associations were found between the EQ and IRI subscales, suggesting concurrent validity. People with DPD did not show a global empathy deficit, but reported less social competence. The EQ is a valid, reliable scale and the different subscales may have clinical applications.

Patterns of development in early empathic behavior: Environmental and child constitutional influences

AbstractThe second year of life is a period of developmental change and instability in empathic expressions. In this study, we identify specific developmental patterns of global empathy during the second year and investigate maternal style, family environment, and temperamental factors as moderator influences on these patterns of development. The sample consists of 158 children selected from twin pairs whose empathic development had been previously studied at 14 and 20 months of age. Planned comparisons within specific groups (initially high, mid‐range, or low empathy) tested the difference between children who changed versus those who remained stable. Maternal style, family climate, and child temperament variables significantly differentiated children among different patterns of development. Child gender was an additional moderator of family influences on development among those children whose empathic responses were initially low. These findings suggest the importance of distinguishing patterns of development based on where in the range of behaviors development is tracked.