Higher Levels Of Empathy Research Articles

Empathy Levels and Burnout in Medical Students: An Analytic Cross-Sectional Study in a Thai University Hospital

Objective: In medical education, empathy is an essential element of professionalism; however, medical students are sometimes advised to limit empathy. Excessive empathy might be linked to burnout and trigger negative consequences such as low mood and quality of life. Due to limited data regarding the association between empathy and burnout, this study aimed to examine the relationship between levels of empathy and burnout with their respective subscales, among medical students.Material and Methods: This cross-sectional study was conducted at the clinical level of medical students currently undergoing medical training at the Faculty of Medicine, Prince of Songkla University, at the end of the 2020 academic year. Medical students aged more than 20 years who completed the questionnaires were included. The questionnaires comprised 1) demographic data, 2) The Toronto Empathy Questionnaire, 3) The Maslach Burnout Inventory (Thai version), and 4) The Thai Mental Health Indicator-15. Associations between empathy and burnout including emotional exhaustion, depersonalisation, and personal accomplishment subscales were investigated using linear regression analysis. Results: From the three-year clinical level, 91.9% (466 of 507) of medical students completed the questionnaires, with a mean age of 23.1±1.4 years. In the linear regression analyses, empathy scores were positively associated with emotional exhaustion and negatively associated with depersonalisation and low personal accomplishment (Adjusted coefficient 0.18 (0.02, 0.33), -0.09 (-0.18, -0.01), and -0.42 (-0.52, -0.31), respectively). Among the empathy subscales, altruism was significantly correlated with personal accomplishment (r=-0.41, p-value<0.001).Conclusion: The study revealed a negative correlation between empathy and overall burnout. While a high level of empathy was found to prevent depersonalisation and enhance personal accomplishment, it did not significantly hinder the emotional exhaustion associated with burnout. Empathy, particularly altruism, was related to personal accomplishments. Our findings suggest that empathy is a crucial determinant of burnout prevention; therefore, optimal levels of empathy should be taught to medical students during medical training to prevent emotional exhaustion. However, the evaluation of further causal explanations is recommended.

Interpretation bias for ambiguous scenarios among individuals with high and low levels of empathy

AbstractEmpathy is the ability to understand and resonate with the emotions of others, typically requiring individuals to infer others' emotional status through the information around them. However, this information is often ambiguous and it is unknown whether individuals with high empathy have a bias in interpreting contextual information. Therefore, this study investigated how individuals with low and high empathy interpret other‐relevant scenarios in Study 1 (N = 98) and self‐relevant scenarios in Study 2 (N = 95), by using the scenarios task and the Sentence Word Association Paradigm (SWAP) separately. Study 1 observed that, for interpretations of other‐relevant scenarios, the high‐empathy group showed greater likelihood ratings for negative interpretations than those with low‐empathy in both social and non‐social scenarios. Study 2 found that, for interpretations of self‐relevant scenarios, the high‐empathy group differed from the low‐empathy group only on non‐social scenarios but not on social scenarios. Specifically, individuals with high empathy were more likely to report a relationship between a negative word and an ambiguous scenario compared to those with low empathy in self‐relevant non‐social scenarios. The study first revealed a bias for highly empathetic individuals to regard the ambiguous scenarios as negative in other‐relevant and self‐relevant scenarios, except for self‐relevant social scenarios.

Association of prosocial personality traits with symptoms of depression, anxiety and stress in psychiatric nurses; Single-centre cross-sectional study in Croatia

IntroductionSymptoms of depression, anxiety and stress are more common in the population of nurses working in psychiatric hospitals than in many other segments of the health care system. These three elements of psychological distress (depression, anxiety, stress) may reduce the nurse’s ability to establish quality therapeutic relationships with patients, which are very important in the treatment of mental disorders. Some studies suggest that prosocial personality traits may have a protective role. Other research suggests that high levels of empathy, for example, may increase secondary traumatisation and lead to more pronounced symptoms of distress.ObjectivesThe main objective of the study was to examine the association of prosocial personality traits with symptoms of depression, anxiety and stress in nurses employed in a psychiatric clinic. The hypothesis was that more pronounced prosocial personality traits are associated with a lower expression of symptoms of depression, anxiety and stress.MethodsThe target population were nurses employed in a psychiatric hospital working directly with patients. No sample was selected, but the whole available population was invited to participate. The independent variable was prosocial personality traits measured by the Prosocial Personality Battery (PSB). The outcome was symptoms of distress (depression, anxiety and stress) measured using the Depression, Anxiety, Stress Scale-21 (DASS-21). The hypothesis was tested using three linear regression analyses.ResultsTotal of 63 MST were included with a median (interquartile range) age of 34 (24-42) years. Prosocial personality traits were statistically significantly associated with scores on the DASS-21 subscale measuring depression: personal distress (PD) (r = 0.32; P = 0.01) and self-reported altruism (r = 0.30; P = 0.02). Only the subscale measuring the specific personality trait of personal distress (PD) was statistically significantly correlated with the scores of the other two DASS-21 subscales, anxiety and stress (anxiety: r = 0.54; P < 0.001; stress: 0.46; P < 0.001). Helpfulness was negatively related to anxiety (b = -0.29; P = 0.03).ConclusionsThis research partially confirmed the hypothesis that stronger prosocial personality traits are associated with a lower prevalence of symptoms of depression, anxiety and stress in the MST of employees in a psychiatric clinic.Disclosure of InterestNone Declared

Empathy in family medicine postgraduate education: A mixed studies systematic review

Purpose Empathy is an important construct in patient-physician relationships, particularly critical in family physicians’ daily practice. We aimed to understand how empathy has been conceived and integrated into family medicine postgraduate training. Materials and Methods Medline, PsyINFO, and Embase were searched in this systematic mixed studies systematic review. Two independent reviewers screened abstracts and full texts. Disagreements were solved through research team consensus-based discussion. Included studies were synthesized thematically. Results A total of 18 studies were included. Four themes were identified. (1) Empathy definition. Included studies stressed the cognitive component of empathy, paired either with a behavioural or an affective response. (2) Empathy modifiers. Starting residency right after medical school, having a role model, having high empathy levels before residency, having children, being married, and being exposed to patient involvement in education were found to have a positive impact on empathy. (3) Empathy-burnout relationship. Whereas greater burnout was related to lower empathy levels, excess empathy seems to favour burnout through ‘compassion fatigue.’ (4) Educational programs for empathy development. Five programs were identified: a communication workshop, a patient-led program, a mindfulness program, a family-oriented intervention, and an arts-based program. Conclusions Studies mostly measured the cognitive component of empathy. The moral component of empathy was underrepresented in the conceptualization of empathy and the development of educational interventions. Conflicting evidence exists regarding the decline of empathy levels during the family medicine residency. Longitudinal designs should be privileged when exploring the evolution of empathy levels across the continuum of medical education.

How can previous intergroup contact predict willingness for intergroup interaction? The mediating role of specific intergroup emotions

AbstractPrior research recognizes intergroup emotions as crucial for intergroup attitudes and interactions, but the psychological mechanisms linking prior intergroup interactions to contact intentions remain incompletely understood. This study investigated the joint effects and interplay of Chinese students' positive and negative contact on behavioural intentions to interact with international students in the future. Six affective variables (fear, anger, anxiety, empathy, happiness, and trust) were tested as mediators. Results revealed that positive contact directly predicted stronger contact willingness and indirectly affected this variable through lower levels of fear, anger, and anxiety and higher levels of empathy, happiness, and trust. Negative contact, however, was negatively associated with positive emotions and contact willingness and predicted more negative emotions. All intergroup emotions played significant mediating roles in the relationship between intergroup contact and willingness for future contact, and anxiety, fear, and trust emerged as robust mediators. Notably, positive contact had larger effects as compared to negative contact. Moreover, no association was observed between negative contact and intergroup emotions when positive contact was frequent. However, when both positive and negative contact were at higher levels, positive contact emerged as a more influential predictor of all intergroup emotions. This research emphasizes examining both positive and negative contact and affective variables as contact mediators, shedding light on enhancing contact intentions.

Effects of Adolescent Empathy on Emotional Resilience: The Mediating Role of Depression and Self-Efficacy and the Moderating Effect of Social Activities.

This study aims to investigate the role of empathy in fostering emotional resilience and the impact of social activity on adolescents' mental health. A survey was conducted on 1666 adolescents aged from 11 to 15 across seven cities in China, including Beijing, Shanghai, etc. Results: Empathy is significantly positively related to emotional resilience (β = 0.128; p < 0.001). Moreover, depression acts as a mediator between empathy and emotional resilience (ab = 0.106, SE = 0.021, 95% confidence interval [0.065, 0.146]), while self-efficacy plays an incomplete mediating role (ab = 0.286, SE = 0.020, and a 95% confidence interval of [0.246, 0.326]). Additionally, social activity was able to modulate the relationship between empathy and depression (β = 0.004; p < 0.001), as well as the relationship between empathy and self-efficacy (β = 0.003; p < 0.001). For adolescents, (1) greater emotional resilience is associated with higher levels of empathy; (2) improving empathy can indirectly enhance their emotional resilience by reducing their depression level; (3) the relationship between empathy ability and depression is modulated by social activity, and the predictive effect of empathy on depression is reduced when adolescents have high social activity levels; and (4) the relationship between empathy and self-efficacy is also modulated by social activity, and the predictive effect of empathy on self-efficacy is enhanced when adolescents have higher levels of social activity.

Critical global citizenship of high school students in Indonesia and Japan

The COVID-19 pandemic has prompted a review of global citizenship and education to tackle global injustices. This study investigates the impact of school education and the national curriculums on students’ attitudes towards global citizenship and examines the features of critical global citizenship among Indonesian and Japanese students. According to a questionnaire survey, students in both countries had high levels of altruism, empathy and non-violent aspirations of the collective and low levels of fairness of rewards and non-violent aspirations of the personal. Indonesian students had a higher sense of personal and national responsibility; however, they did not recognize the structural violence of poverty. Japanese students recognized poverty as structural violence; however, they were uninformed about global human rights and lacked a sense of personal responsibility in global issues. Online international education and curricula should be improved to enable students to understand global issues and adopt a sense of responsibility towards them.

CHARACTERISTICS OF THE RELATIONSHIP PSYCHOLOGY BETWEEN TEACHERS AND STUDENTS IN THE PEOPLE’S REPUBLIC OF CHINA

The following article is devoted to the exploration of the relationship between teachers and students of China, whereas the typical traits of communication between Chinese teachers and students are not sufficiently explored to date. The aim of the research consists in consideration of the “teacher – student” relationships originality in comprehensive schools of the PRC. The tasks of the study are to analyze the influence of the Chinese philosophy in formation of the educational relations in China, to consider the place of a teacher and a student in the Chinese educational process, and to describe the level of communication between teachers and students of the PRC. The meta-analysis of the historical, philosophical, and psychological-pedagogical scientific works was served as the main method of the research. Results of the study. The analysis of the fundamental Chinese philosophical traditions and the official documents of PRC about the roles of the teacher and the students showed the social importance of the teacher`s role as a mentor, a leader, and an elder brother of the student, due to which we can observe the high level of respect among the students, what can also be followed by some degree of the fearfulness to teacher. The consideration of psychological-pedagogical scientific works of the foreign specialists had approved the following statements because the physical distance between a teacher and his students, and the structure of a classroom can create the certain differences between the subjects of education activity. Meanwhile modern Chinese educators endeavour to reduce the level of students` tension, building the academic and educational activities, which are based on the individual characteristics of students, and showing them the high level of attention and empathy.

Interaction of Resting Heart Rate with Empathy in Predicting Externalizing Behavior

Biopsychosocial criminological theories suggest that it is important to consider interactions between risk factors from different domains in the prediction of externalizing behavior. Lower resting heart rate is considered the best replicated biological risk factor for externalizing behavior. The psychological construct of empathy has also shown to be predictive of such behavior, but little is known about the potential interaction between these two different risk factors in predicting externalizing behavior. We examined the moderating role of empathy on the association between resting heart rate in childhood and adolescence with externalizing behavior by young adulthood using two subsets of participants from the Longitudinal Risk Factors for Antisocial Behavior project: Subsample 1 (n = 697) at ages 9–10 and 19–20 years and Subsample 2 (n = 394) at ages 14–15 and 19–20 years. Linear and logistic regressions showed that empathy moderated the association between resting heart rate in adolescence and externalizing behavior by young adulthood. Among individuals with low but not high levels of empathy, increased resting heart rate predicted lower levels of externalizing behavior. Interventions enhancing empathic skills in individuals with psychophysiological risk profiles could be beneficial.

Policy for the formation of social consciousness during students training in educational institutions: pedagogical aspect

This article analyzes and proposes improvements to the policy of developing social consciousness during training in higher educational institutions. Furthermore, it focuses on the pedagogical aspect of this issue. Developing social consciousness is crucial in shaping modern specialists. These specialists must possess not only developed practical and theoretical professional skills, but also a high level of empathy and social awareness. The research employs the IDEF0 functional modeling method, a novel approach that goes beyond simply listing key stages. Instead, it demonstrates the place and role of additional elements within the process. As a result, a model system for enhancing the policy of developing social consciousness in higher education institutions was formed. The study acknowledges a limitation: it solely considers processes for improving pedagogical methods among students with a pedagogical profile. Future research plans to expand this study to encompass other higher education institutions.

The empathy imperative in whole person care - for patients and physicians

Clinical empathy is associated with improved patient satisfaction, treatment compliance, and better health. At the same time, empirical evidence shows that strong empathic connections between physicians and patients increase job satisfaction and decrease malpractice complaints. Plus, doctors with higher levels of empathy also experience less stress, cynicism, and burnout. Empathy in healthcare should be the norm. Unfortunately, that’s not the case. Physicians encounter emotionally taxing situations—illness, trauma, suffering, and dying—on a frequent or ongoing basis. Which might explain why they may miss or dismiss signs of patient distress. But there’s a growing body of evidence that points to overwork and a lack of self-care as a major problem. In fact, relative to the general population, doctors suffer from higher rates of compassion fatigue, burnout, depression, and suicide. The long hours, administrative workload, and financial imperatives of today’s medical practice means that many physicians struggle to prioritize self-care, including a lack of sleep, exercise, and healthy eating habits. All of this was further exacerbated by the pressure of the recent COVID pandemic. Yet physicians are not permitted to appear vulnerable or weak because doing so is inconsistent with the culture of medicine.This session will explore why empathy and self-empathy are both imperative to whole person care - for physicians and their patients. And will suggest several strategies and practices to combat empathy fatigue.

Primary Care Professionals' Empathy and Its Relationship to Approaching Patients with Risky Alcohol Consumption.

The aim of this study was to estimate the level of empathy among primary care (PC) health professionals and its relationship with their approach to patients at risk due to alcohol consumption. This is an observational, descriptive, and multicenter study that included 80 PHC professionals. The professionals completed a questionnaire comprising socio-occupational questions and inquiries regarding their actions when dealing with patients suspected of risky alcohol consumption. The Jefferson Scale of Empathy was used to measure their level of empathy and was completed by 80 professionals, of whom 57.5% were family physicians, 10% were nurses, and 32.5% were family- and community-medicine residents. The mean age was 39.5 ± 13.1 (SD) (range of 24-65 years) and 71.3% were females. The mean empathy level score was 112.9 ± 11.1 (95% CI: 110.4-115.4; range: 81-132 points). Actions that stood out for their frequency were providing health advice in the general population, offering advice to pregnant women, and recommending abstinence to users of hazardous machinery or motor vehicles. The level of empathy was associated with age (p = 0.029), the health center's scope (p = 0.044), systematic alcohol exploration (p = 0.034), and follow-ups for patients diagnosed with risky consumption (p = 0.037). The mean score obtained indicated a high level of empathy among professionals. Professionals with greater empathy more frequently conducted systematic screening for risky alcohol consumption.

Perspective-Taking or Feeling? The Role of Cognitive and Affective Empathy for Adolescents’ Social Entrepreneurial Intentions

Given the world’s current challenges, including poverty, health care, and migration, adolescents will most likely play a critical part in the development of social entrepreneurial solutions that affect their own futures. Nonetheless, previous research mostly overlooks adolescents as prospective founders. This paper analyses how cognitive and affective empathy can affect adolescents’ intention to create a social enterprise. Data from 343 adolescents show that respondents are more prone to start a social venture if they have a high level of cognitive empathy. Affective empathy, however, plays a minor role in this regard. This indicates that perspective-taking abilities (i.e. cognitive empathy) are advantageous for the formation of social entrepreneurial intentions in adolescence, while emotional responses (i.e. affective empathy) may be less meaningful. We discuss implications for future research, policy making, and importantly, education to identify and support future social entrepreneurs at an early age.

Construction of the Argument for the Decision of the Jambi District Court No. 18/Pid.Sus-TPK/2023/PN Jmb

Indonesia has imposed penalties for criminal acts of corruption by sentencing defendants to additional crimes, in addition to the main crime through court decisions. As a text, a court decision is also a practice that uses language like any other text. Therefore, it cannot be denied to analyze the text using the field of forensic linguistic studies. This research aims to explore the argumentative structure of court decisions regarding criminal acts of corruption and additional crimes as argumentative texts. In his analysis, all legal considerations become the basis for decision making. The data in this research is the text of the Jambi District Court decision no. 18/Pid.Sus-TPK/2023/PN Jmb using a qualitative descriptive method referring to a forensic linguistic approach. The results of this research include several things, namely the panel of judges used an indictment that had a high level of empathy and focalization because the indictment was obtained from interviews with the defendants. Thus, it can be concluded that because the claims of 'legitimate and convincing' and 'committing criminal acts of corruption together' are met argumentatively. However, the claim of 'subjected to criminal acts of corruption and additional crimes' needs to be questioned. This is because the six defendants had different sentences. In fact, in the indictment the detailed amount of money received is stated, so this claim is problematic from an argumentative theory perspective.

The usefulness of a birthing school in the male perception

Introduction: Conscious parenting and a modernfamily model have been constantly developing overthe years. Modern men's approach to parenting hasalso changed.Aim of the study: To examine why men participatein antenatal classes, how they perceive these classes,and whether participation and perception are influenced by the duration of marriage, men's age, education, and place of residence.Material and methods: The study included twogroups of 200 men who would become fathers thefollowing year and attended a birthing school(groupI) and those who would become fathers the followingyear and did not attend a birthing school(group II).The researchers used a diagnostic survey methodbased on a self-authorship survey consisting of ageneral part, a Questionnaire for EmpathicUnderstanding of Other People(KRE), and a CopingInventory for Stress Situations(CISS)Results: Only 138(34.5%) of the surveyed men fromboth groups participated in the previous childbirth oftheir wives or partners. Previously, 118(29.5%) ofthe surveyed men from both groups participated inantenatal classes. Most study subjects learned abouta birthing school from their wives: 248(58.8%). Thelevel of empathy in both groups was also assessed.The study subjects attending a birthing school mostoften presented a high level of empathy(92.5%), while those who did not participate had a lowlevel(61.5%). The analysis of a stress-coping styleshowed significant differences only in task-orientedcoping: it was used to the greatest extent by the menwho attended a birthing school. The men in group IImost often evaluated their knowledge of pregnancyand childbirth as low: 101(50.5%). The men fromgroup II paid more attention to knowledge gainedfrom TV than those from group I(37.5% vs. 34.5%).The majority of the subjects attending a birthingschool(97.8%) would recommend other fathers toparticipate in antenatal classesConclusions: Most often, when the men decided toparticipate in antenatal classes, they desired toprepare for the care of a baby, acquire knowledge ofmedical issues, and develop the ability to supporttheir wives/partners. Participation in antenatalclasses was more often declared by those who hadbeen in a relationship for up to one year or more thantwo years, did not have children, and had a universitydegree. The study subjects attending a birthingschool, compared to those not attending it, moreoften presented a high level of empathy and a taskoriented coping with stress.

The Impact of Touch Screen Tablet Caring Games on Empathic Concern and Compassion in Young Children

Tablet apps that simulate caring for virtual characters have gained considerable popularity among preschoolers. These games involve taking care of virtual pets, babies, or distressed characters on touch screens. Although there are claims that these games enhance empathy and prosocial behavior, there is little research on their impact. The two experiments here explored whether playing touch screen tablet games that involve caring for virtual characters had an influence on preschoolers’ compassion and how young children’s emerging theory-of-mind and developing emotional regulation abilities moderate the relationship between these caring games and compassion towards real others. In both experiments, 3 to 6-year-olds were randomly assigned to one of three game conditions (caring, violent, or neutral). Children’s empathic concern and prosocial behavior towards distressed characters were assessed on laboratory tasks and on vignettes after playing the game. Experiment 1 (N = 192) showed that playing a caring game led to higher levels of empathic concern and helping behavior towards a distressed experimenter than violent or neutral games. In Experiment 2 (N = 188), playing a caring game resulted in higher levels of empathy and prosocial behavior towards hypothetical same-aged peers in need, as compared to the violent or neutral game conditions. Compassion after playing the caring game increased the most in children who scored low on theory-of-mind, or who scored high on emotional regulation abilities. These results suggest that playing caring touch screen games lend weight to the assumption that they may promote empathic concern and compassionate behavior towards distressed others in early childhood.

Empathy, self-compassion, and depression correlations among health professionals in Northern Greece.

Aim: To study and record the level of empathy and self-compassion of the medical and nursing staff of a general hospital in North Greece, and to investigate their connection to depression levels.. Materials and Methods: The study sample consists of 88 people (66 women and 22 men), medical and nursing staff of the General Hospital of Kavala (northern Greece) who filled out a questionnaire. The questionnaire consists of 4 parts: 1) socio-demographic data; 2) the Toronto Empathy Questionnaire (TEQ); 3) Self- Compassion Scale (SCS), and 4) the Beck Depression Inventory (BDI). For the statistical processing of the data, SPSS v.25 software was used. Results: The mean total value for TEQ indicates moderate high level of empathy (M = 40.5). For self-compassion the mean total value for SCS was moderate (M = 82.6) and the BDI shows a low level of depression (M = 28.7). A high level of empathy corresponds to a high level of self-compassion (ρ(88) = 0.263, p = 0013). Older ages correspond to a lower level of depression (ρ(88) = -0.218, p = .042). Conclusions: Empathy is a key factor for the creation of the therapeutic relationship between the patient and the healthcare provider, while increasing the level of the health provider's self-compassion. Increased levels of self-compassion and older age among providers may correspond to lower levels of depression.

Involvement in cyberbullying events and empathy are related to emotional responses to simulated social pain tasks.

This study aims to explore the relationship between cyberbullying involvement either as a perpetrator or a victim and emotional responses to virtual social exclusion and inclusion. Previous research has predominantly focused on the impacts of in-person bullying. Our study shifts this focus to the cyber realm. A total of 156 adolescents living in northern Italy were recruited (Mage: 12.26; SD = 0.87; 43% female). After completing measures of empathy and involvement in cyberbullying, adolescents participated in the cyberball tasks. Latent profile analysis was used to identify subgroups. We found three groups: Class 3, reporting negative responses to the social exclusion tasks and positive responses to the social inclusion tasks; Class 1, reporting neutral emotional responses to social inclusion and negative emotional responses to social exclusion; and Class 2, showing neutral responses to 'social exclusion' tasks and strongly positive responses to 'social inclusion' tasks. Linear regression revealed that cyberbullies report a typical emotional response to exclusion and inclusion tasks (Class 3), whereas cybervictims are more likely to report negative responses to both exclusion and inclusion events (Class 1). High levels of empathy are associated with the manifestation of a typical emotional response (Class 3), in contrast to an impaired emotional response characterized by neutral or positive responses to conditions of 'social exclusion' and positive responses to conditions of 'social inclusion' (Class 2). Results underscore the complex interplay between cyberbullying roles and emotional responses to virtual social experiences. Theoretical implications and limitations of the research are discussed.

The Mediating Effect of Empathy in the Relationship Between Social Support and Academic Engagement of STEM SHS Students

Academically engaged students display positive attitudes in school and learning. They pay more attention in class, follow school rules better, behave well, and get improved grades. Various factors, like social support, could positively impact a student’s academic engagement through emotional support, open communication, and collaboration. To better grasp this context, this study analyzed the relationship between social support and academic engagement as mediated by empathy. It utilized a non-experimental descriptive correlation design and used survey questionnaires to gather data from STEM SHS students in Davao City, all of whom were selected through convenience sampling. Analysis of results revealed that the learners had moderate to high levels of empathy, a high level of support from friends, and a generally high level of academic engagement. Results also revealed a positive correlation between social support and academic engagement, friend’s support and empathy, and empathy and academic engagement. Upon closer examination, there was no sufficient evidence to support the idea of empathy as a mediating factor between social support and academic engagement. However, it is important to highlight the positive correlations between the variables, thus underlining the value of fostering a learning environment anchored on empathy, support, and engagement. Thus, it is highly suggested that academic institutions design curricula and pedagogy deeply rooted in these aspects.

The Impact of Role-playing Games on Developing Empathy of Future Preschool Inclusive Teachers

Inclusive education should be based on the effective involvement of people with disabilities in the educational process to obtain positive results. The work aims to determine the impact of role-playing games on developing empathy of future inclusive teachers. The aim was achieved using the Likert scale, observation, value function calculations, the rank coefficient of the level of effectiveness, and the Cramér criterion. The results of the study showed that it is necessary to ensure that students’ experiences during communication are considered first and foremost for the effectiveness of learning in an inclusive class and the development of empathy (0.93). Therefore, this criterion was primarily considered during the development of learning mechanisms. Training mechanisms for future teachers were intended to ensure the formation of an adaptive function, a communicative function, an understanding of a new approach, and the formation of an educational function. The game-based approach became the foundation of the educational process. A high level of empathy was achieved among 89% of students, which is associated with the development of tolerance. A high level of empathy was reflected in the development of communication (28%), creative activity (27%), and a greater level of restraint (23%). An individual approach in the process of teaching preschoolers influences their achievement of a high level of knowledge. The importance of the work is determining approaches to the development of a high level of empathy among future inclusive teachers using role-playing games, which is important for children’s development. Research prospects are related to the possibilities of developing empathy for future teachers by using the role-playing approach in education and digital technologies.