Increase Empathy Research Articles

Life after lockdown: loneliness, exclusion and the impact of hidden disability.

Background Stroke survivors are a population at increased risk of experiencing loneliness, thus exploring the effect of lockdown measures on stroke survivors is of paramount importance. We explored the personal experiences of loneliness among stroke survivors during lockdown in the COVID-19 pandemic and the lessons that can be learned from these experiences. Methods Seventeen stroke survivors from across the United Kingdom (10 females, 7 males; 45-83years old; M age =63.47) participated in semi-structured interviews. Reflexive thematic analysis was employed in the interpretation of the data. Results Three overarching themes were constructed: (1) hidden struggles, isolated lives; (2) divergent experiences and adaptations; and (3) rebuilding after lockdown. These themes explore survivors' experiences of loneliness generally after stroke and how this loneliness was assuaged with online video conferencing and other technological solutions. They also chronicle how these feelings changed during lockdown and survivors' feelings regarding society returning to 'normal' and the associated apprehension and anxiety this brings. Conclusions We recommend a focus on improving understanding of the challenges faced after stroke to reduce stigma, increase empathy and promote inclusive attitudes within society, alongside better pandemic preparedness through engagement with hybrid support solutions.

COMMUNITY SYMPATHY-BASED SLUM SANITATION PLANNING CONCEPT IN BATU BARA DISTRICT, NORTH SUMATERA, INDONESIA

ABSTRACT Slums in the Tanjung Tiram area of Batu Bara Regency are caused by high and uneven population density, limited habitable land and low awareness of environmental conservation among residents. This results in poor environmental sanitation and potentially affects environmental sustainability. The local government is trying to improve this situation through slum upgrading and community empowerment programs. Objectives: This study aims to examine community sympathy for the spatial concept and environmental sanitation improvement programs in Tanjung Tiram neighborhood, as well as the factors that influence it. Methodology and Results: The research method was qualitative with a rationalist approach. The study began with literature analysis and continued with field studies to describe community sympathy in sanitation management, identify patterns of behavior change, and analyze the factors that influence it. Conclusion, Significance, and Implication: The results highlight that the community demonstrated empathy through responsibility and mutual concern for the interests of others, such as involvement in the sanitation improvement process from preparation to monitoring in terms of toilet and bathroom use. Community motivation comes from cadre interventions that provide understanding, increase empathy and responsibility, and strengthen community motivation in sanitation management. Community cooperation and awareness must be increased through community empowerment programs.

Video Games as Awareness Raisers, Attitude Changers, and Agents of Social Change

The widespreadness of video games, particularly among digital natives, requires ongoing exploration of their profound effects. This study aligns with this need, investigating video games as possible tools for positive societal influence and exploring their potential to address sensitive social issues. Transportation theory underscores the transformative potential of video games, casting players as “travellers” who, traversing stages of reality dissolution, emotional connection, and altered return, present a pathway for attitude transformation. Participants (N=98) engaged with “Survival,” “Paper, Please,” and “Against All Odds” to explore the effectiveness of video games in addressing the refugee crisis, increasing awareness of the issue at hand, changing perceptions, and encouraging them to take action in real life. The study’s results align with integrated threat theory, revealing that immersive gaming experiences can induce significant changes in attitudes, decrease denial, and increase empathy. The results highlight the potential of video games to educate people about pressing global issues and invoke empathy without trivialising problems. Consequently, while this study extends the current body of knowledge, it offers some promising directions for further research to validate the affirmative impact of video games in this realm.

PELATIHAN PSIKOEDUKASI BYSTANDER INTERVENTION PROGRAM: MAMPUKAH MENJADI SALAH SATU UPAYA PENCEGAHAN KEKERASAN SEKSUAL YANG EFEKTIF DI LINGKUNGAN KAMPUS?

Sexual violence in Indonesia is one of the biggest problems that must be overcome immediately, especially in the campus environment. One of the attempts that can be conducted is to afford bystander intervention programs in psychoeducation training form. This study determines the effectiveness of the bystander intervention program called Do Something to reduce rape myth acceptance and increase empathy, assertiveness, and bystander intervention behavior. This research used a within-subjects design with four times measurements (before and after the first intervention, after the second intervention, and after two weeks of follow-up). The research participants were 14 students of Indonesia University of Education aged 18-25 years who had never participated in psychoeducation activities on sexual violence. The measuring instruments used in this study consisted of 4 measuring instruments, namely Illinois Rape Myth Acceptance Scale – Subtle Version (IRMA-S), Interpersonal Reactivity Index (IRI), Functional Assertiveness Scale (FAS), dan Bystander Intervention Behavior Scale (BIBS). The results of the study showed that the Do Something 'bystander intervention program' was successful in having short-term effectiveness in women in reducing rape myth acceptance, increasing assertiveness, and bystander intervention behavior. It is expected that this program would be beneficial training in preventing sexual violence in the campus environment.

Can a Course on Sexuality Counseling Increase Empathy when Working with Sex- and Gender-Minoritized Individuals?

Can a Course on Sexuality Counseling Increase Empathy when Working with Sex- and Gender-Minoritized Individuals?

Can a Course on Sexuality Counseling Increase Empathy when Working with Sex- and Gender-Minoritized Individuals?

Can a Course on Sexuality Counseling Increase Empathy when Working with Sex- and Gender-Minoritized Individuals?

The Development and Feasibility of an Empathy Virtual Reality Scenario in Healthcare Education.

Technology-enhanced simulations such as virtual reality and computer-based experiences allow students to improve their understanding of patient perspectives and increase empathy for patients. These technologies can be daunting to nursing faculty without robust technology and video development resources. The purpose of this project was to share a guide for creating and implementing a patient-centered immersive virtual reality scenario within a nursing program. The research team developed, filmed, and produced a cost-effective virtual reality simulation scenario for use with smartphones and inexpensive virtual reality headsets, which could be widely disseminated for students to watch in class or online. The virtual reality simulation allowed an immersive first-person view and was well received by both faculty and students. The virtual reality scenario was implemented with ease in classroom, virtual, and laboratory settings. These virtual reality simulations work in the live setting or remotely, and synchronously or asynchronously with minimal equipment, which reduces barriers to access.

Orff-based Music Education: A Systematic Review of its Effects on Social Emotional Competence in Primary School Students

The study of Orff-based music education has seen an increase in interest recently, particularly among primary school students. The inclusion of social-emotional competence in educational systems has been justified in light of some of our contemporary issues, such as the requirement for cooperation or the continual need to adapt to novel circumstances through the use of Orff-based music education so that the former can be used to develop the latter. The effectiveness of Orff-based music instruction on primary school students' social-emotional competence was examined through a comprehensive analysis of the research. The reviewer separately reviewed 50 papers found in Google Scholar, ProQuest, Science Direct, Sage Journals, and PsycINFO databases to see if these matched the requisites for participation. For review, there were 15 papers chosen in all. The parameters analyzed in the review included the effects of Orff-based music education on various aspects of social-emotional competence, including emotional regulation, empathy, social skills, self-esteem, and self-expression. The studies used a variety of measures to assess social-emotional competence, including self-report questionnaires, standardized assessments, and teacher reports. The studies also varied in length and frequency of the Orff-based music education intervention, with some studies reporting short-term interventions and others reporting longer-term interventions. The findings of this systematic review indicate that Orff-based music education has a positive effect on the social-emotional competence of primary school students. The studies included in the review suggest that Orff-based music education can improve emotional regulation, increase empathy, develop social skills, enhance self-esteem, and promote self-expression in primary school students. The review also highlights the need for further research in this area, including studies that use rigorous research designs and standardized outcome measures.

Using Visual Arts Education and Reflective Practice to Increase Empathy and Perspective Taking in Medical Students.

Empathy is a critical competency for health care providers. However, empathy levels in medical students and residents have been shown to paradoxically decrease during training. Arts and humanities education and reflective practice may reduce burnout and promote empathy during medical school. We developed and implemented an art education elective for medical students focusing on observation and reflective practice and measured its impact on empathy. Between 2017 and 2022, first-year medical students were offered an annual, 4-week elective led by art educators that featured visualization exercises and discussions on the role of bias and perspective in art interpretation. Curriculum effectiveness and impact on empathy were measured using the validated Interpersonal Reactivity Index (IRI) and self-assessments. One hundred twenty-eight students participated in the elective over a 5-year period; 89 (70%) completed assessments. Students reported improvements in empathic communication, recognition of bias, and observation skills. IRI data demonstrated a significant increase in perspective taking (19.0 vs. 20.2; p < .0125). Participation in the elective was associated with self-reported improvements in visual observation, awareness of bias, and empathetic communication. IRI results showed that participants also demonstrated improved perspective taking. Since perspective taking is a cognitive component of empathy, we have provided some empirical evidence that arts education in medical school can promote empathic attitudes and skills.

A narrative analysis of clerkship reflections: Medical student identity development in a changing world.

Medical students' written reflections on their clinical experiences can be a useful tool for processing complex aspects of development as physicians. To create educational programs that scaffold adaptive professional identity development, it is essential to understand how medical students develop as professionals and process the dynamic sociocultural experiences of the current moment. To explore the developing professional consciousness of medical students through clerkship reflections. Narrative analysis of written reflections are produced by clerkship students, who were asked to tell a story that resonated with the physician's relationship with patient, self and colleagues. Two independent readers applied inductive labels to generate a homogenous codebook, which was used to generate themes that were then used to construct a conceptual model. Four themes were identified in the data that describe relationships between medical students' developing professional identities and the norms of their future professional and personal communities. These included: medical students as outsiders, conflict between the student identifying with the patient versus the healthcare team, medical students' own value judgements and, finally, the changing societal mores as they relate to social and racial injustice. The conceptual model for this experience depicts the medical student as pulled between patients and the social context on one side and the professional context of the medical centre on the other. Students long to move towards identification with the healthcare team, but reject the extremes of medical culture that they view on conflict with social and racial justice. Medical students in clinical training identify strongly with both patients and the medical team. Rather than viewing professional identity development as a longitudinal journey from one extreme to another, students have the power to call attention to entrenched problems within medical culture and increase empathy for patients by retaining their strong identification with the important issues of this time.

Spatial interventions and built environment features in developing age-friendly communities from the perspective of urban planning and design

Population ageing is creating opportunities and challenges for many communities across the globe, as one in six people is expected to be older than 65 by 2050. Initiatives to develop age-friendly communities (AFC) have increased in popularity for more than two decades. While the physical environment and outdoor spaces are recognized as the core domain of the concept of AFC in the literature, most articles are published in the journals of ageing, gerontology, health and social policy and not in mainstream urban planning or design journals. The aim of the paper is to examine the spatial interventions and built-environment related discussions in the scholarly literature in the realm of AFC in the fields of landscape architecture and urban planning and identify gaps in the literature with the focus on spatial interventions. In addition, this paper aims to call urban planners and designers to action to be more engaged in the discussions and implementation of age-friendliness of communities. Findings suggest that urban planners and designers have the ability and power to contribute to the implementation of AFCs by raising awareness, changing attitude towards ageing issues, develop networks and collaboration, increase empathy, initiate and change policies, and put policies into action.

The Influence of Communication Skills toward Social Interaction Students in Buddhist College

Effective social interaction is essential to everyday life, especially in an educational environment. Students of Jinarakkhita College of Lampung undergoing lectures need good speaking skills to interact with fellow students and related parties in the campus environment. This study aims to analyze the influence of speaking skills on student social interaction at STIAB Jinarakkhita Lampung. The research method used was a quantitative study using questionnaires distributed to the active student population on the campus. The results showed that the ability to speak significantly influenced the social interaction of students at STIAB Jinarakkhita Lampung. Students with good speaking skills tend to express their thoughts and ideas better clearly and in structure, facilitating effective communication in various social interaction situations. In addition, good speaking skills also affect students' ability to listen well and understand other people's perspectives. With good speaking skills, students can avoid misunderstandings and increase empathy for others, which in turn will strengthen healthy and harmonious social interactions in the campus environment. This research has important implications for academics and decision-makers at STIAB Jinarakkhita Lampung in designing strategies and activities to develop speaking skills for students. By improving speaking skills, it is hoped that social interaction on campus can be improved, create an inclusive environment, support each other, and contribute positively to students' educational experience at STIAB Jinarakkhita Lampung

A Participatory Archives Approach to Fostering Connectivity, Increasing Empathy, and Building Resilience during the COVID-19 Pandemic

This paper explores two pandemic-era projects conducted by the Museum and Archives of North Vancouver (MONOVA) using a participatory archives framework during the COVID-19 pandemic. #NorthVanStories, a rapid-respond social media collecting project, ran from May to September 2020 and received over 200 submissions. #NorthVanStories–Living Histories, a digital video oral history project, ran from summer 2020 to fall 2021 and produced five videos with seven storytellers from diverse and vulnerable communities. This paper discusses the power of collaborative documenting, storytelling, and memory-making to foster connectivity, increase empathy, and build resilience. It highlights the benefits of working collaboratively with organizations and communities; successful approaches to planning and outreach activities; the importance of flexibility and sustainability when working with communities in times of crisis; and how to ensure the future relevance of archives by being responsive to contemporary events and community interests.

Does Child Maltreatment Reduce or Increase Empathy? A Systematic Review and Meta-analysis.

Arguments about the associations between child maltreatment and empathy remain controversial. This systematic review and meta-analysis aim to estimate the direction and magnitude of the relationships between child abuse and neglect and empathy. Four English databases (Web of Science, PsycInfo, PubMed, and Cochrane Library), three Chinese databases (China National Knowledge Infrastructure, Wanfang, and Weipu), and grey literature were systematically searched. We extracted data related to the associations between child maltreatment and empathy and pooled them using random effects models. A total of 24 eligible studies involving 22,580 participants and 176 estimates were included in the analyses. Overall, child maltreatment was significantly related to reduced empathy ( = -0.15, 95% CI [-0.17, -0.13]). Specifically, the rank-order mean effect size of subtypes of maltreatment on empathy is: emotional neglect ( = -0.18, 95% CI [-0.25, -0.12]) > physical neglect ( = -0.16, 95% CI [-0.23, -0.09]) > emotional abuse ( = -0.15, 95% CI [-0.21, -0.10]) > physical abuse ( = -0.12, 95% CI [-0.17, -0.07]) > sexual abuse ( = -0.07, 95% CI [-0.14, -0.01]). Furthermore, the meta-regression results suggested that the aggregated associations between child maltreatment and empathy were not inflated by publication bias, but they were moderated by the age of respondents, sample size, publication language, empathy measurement, and maltreatment type. The results indicate that general maltreatment and its subtypes are associated with reduced empathy. Parent training and empathy enhancement programs should be designed to help children with a history of childhood maltreatment, respectively, from an early stage.

A Creative Approach to Knowledge Translation: The Use of Short Animated Film to Share Stories of Refugees and Mental Health.

This study used animated film to translate narratives of refugees and mental health into accessible material aimed at enhancing empathy and understanding. It focuses on the use of short animated films in series one and two of the Woven Threads catalogue. Series one shared moments of hope in a refugee’s journey, whilst series two focused on people living with mental health challenges. This research was designed to understand the responses to viewing for people who watch these animations. A mixed-method design was used via an online Qualtrics platform that asked respondents to view two short animated films, one from the refugee series and one from the mental health series. 364 members of the general public viewed and responded to the refugee film and 275 responded to the mental health film. The platform collected both quantitative and qualitative data. Survey responses indicated that the majority of viewers found the films challenged public misconceptions about refugees and individuals with mental health challenges and left them with a feeling of hopefulness. Qualitative narratives were organised into one superordinate theme: the power of film as a knowledge translation strategy, with four subthemes: (i) changing perceptions and inspiring empathy, (ii) enhancing literacy, (iii) highlighting the power of storytelling, and (iv) encouraging hope and a sense of belonging. The use of short animated film as a knowledge translation strategy can enhance our understanding, promote deep reflection, increase empathy and has the potential to lead to social change.

Meningkatkan Wisata Bersepeda Bagi Wisatawan yang Ramah Difabel di Desa Kembang Kabupaten Kulon Progo

The Student Study Service (KKN) or KKN 80 is carried out from October to November 2021 by the society 5.0 method or without field diving. Development of KKN launch 80 kto l and kulon progo districts, yogyakarta province. The 116 Unit x group is in Kembang Village, Nanggulan district, Kulon Progo, Yogyakarta. The purpose of KKN activity is to be a forum for students to work, provide an explanation of the village’s potential, then provide knowledge about what are the benefits of bicycle tourism for the surrounding community, increase empathy and concern for the surroundings, realizing a sense of responsibility and solidarity, and foster a disciplined attitude in working together. The program run by the 116 group is known as village power and pocketbook. Among the emissions to be produced are (1) ebook and videos development of potential village blossoms for cycling; (2) ebook and the friendly development videos for those with disabilities. Each group member also works on an individual program entitled tourism, science, and entrepreneurship.

In Layman's Terms: The Power and Problem of Science Communication.

Improved policies for science communication are needed to ensure scientific progress in coming decades. The COVID-19 pandemic illustrated massive gaps in science communication, ranging from masking and social distancing mandates to vaccination requirements. These obstacles compounded the pandemic's tremendous inherent clinical and public health challenges. Although science made immense progress in understanding the virus and designing infection control solutions, society still remains within the pandemic due to flawed understanding, low responsiveness, and widespread misinformation on behalf of the public. Flawed communication plagues national responses not only to the pandemic, but also other long-standing issues such as climate change or nutrition. This Letter proposes a new protocol and framework for effective science communication, designed to educate experts in evidence-based communication, improve public partnership through relatability and modern relevance, and increase empathy and trustworthiness to increase public cooperation. A defined protocol for science communication can ensure that evolving knowledge can tangibly benefit society.

Interview with an avatar: Comparing online and virtual reality perspective taking for gender bias in STEM hiring decisions.

Virtual perspective taking can reduce unconscious bias and increase empathy and prosocial behavior toward individuals who are marginalized based on group stereotypes such as age, race, or socioeconomic status. However, the question remains whether this approach might reduce implicit gender bias, and the degree to which virtual immersion contributes to behavioral modulation following perspective taking tasks is unknown. Accordingly, we investigate the role of virtual perspective taking for binary gender using an online platform (Study 1) and immersive virtual reality (Study 2). Female and male undergraduates performed a simulated interview while virtually represented by an avatar that was either congruent or incongruent with their own gender. All participants rated a male and a female candidate on competence, hireability, likeability, empathy, and interpersonal closeness and then chose one of these two equivalently qualified candidates to hire for a laboratory assistant position in the male dominated industry of information technology. Online perspective taking did not reveal a significant influence of avatar gender on candidate ratings or candidate choice, whereas virtual reality perspective taking resulted in significant changes to participant behavior following exposure to a gender-incongruent avatar (e.g., male embodied as female), such that men showed preference for the female candidate and women showed preference for the male candidate. Although between-group differences in candidate ratings were subtle, rating trends were consistent with substantial differences in candidate choice, and this effect was greater for men. Compared to an online approach, virtual reality perspective taking appears to exert greater influence on acute behavioral modulation for gender bias due to its ability to fully immerse participants in the experience of (temporarily) becoming someone else, with empathy as a potential mechanism underlying this phenomenon.

Immersing Healthcare Students in the Patient Experience can Improve Diabetes Attitudes and Increase Empathy

Immersing Healthcare Students in the Patient Experience can Improve Diabetes Attitudes and Increase Empathy

Development of a Multicomponent Intervention to Decrease Racial Bias Among Healthcare Staff.

Real or perceived discrimination contributes to lower quality of care for Black compared to white patients. Some forms of discrimination come from non-physician and non-nursing (non-MD/RN) staff members (e.g., receptionists). Utilizing the Burgess Model as a framework for racial bias intervention development, we developed an online intervention with five, 30-min modules: (1) history and effects of discrimination and racial disparities in healthcare, (2) implicit bias and how it may influence interactions with patients, (3) strategies to handle stress at work, (4) strategies to improve communication and interactions with patients, and (5) personal biases. Modules were designed to increase understanding of bias, enhance internal motivation to overcome bias, enhance emotional regulation skills, and increase empathy in patient interactions. Participants were non-MD/RN staff in nine primary care clinics. Effectiveness of the intervention was assessed using Implicit Association Test and Symbolic Racism Scale, to measure implicit and explicit racial bias, respectively, before and after the intervention. Acceptability was assessed through quantitative and qualitative feedback. Fifty-eight non-MD/RN staff enrolled. Out of these, 24 completed pre- and post-intervention assessments and were included. Among participants who reported characteristics, most were Black, with less than college education and average age of 43.2 years. The baseline implicit bias d-score was 0.22, indicating slight pro-white bias. After the intervention, the implicit bias score decreased to -0.06 (p=0.01), a neutral score indicating no pro-white or Black bias. Participant rating of the intervention, scored from 1 (strongly disagree) to 5 (strongly agree), for questions including whether "it was made clear how to apply the presented content in practice" and "this module was worth the time spent" was ≥4.1 for all modules. There was a decrease in implicit pro-white bias after, compared with before, the intervention. Intervention materials were highly rated.