Interpersonal Reactivity Index Research Articles

Raising Students’ Self-Awareness of Their Conflict Communication Styles: Insights from an Intercultural Telecollaboration Project

Intercultural communication is often affected by conflicts, which are not easy to resolve, mainly due to the clash of conflict communication styles. Direct/indirect ways to approach conflicts, emotional display/control, the ability to empathize and consider perspectives of others, cultural conventions, previous experiences with conflict, cooperativeness, and many other factors determine our conflict communication styles. It is important to acknowledge, though, that these styles are learned and are not rigid. They can differ depending on the context and situation. This article reports the results of an intercultural telecollaboration project, drawing on four sources of quantitative and qualitative data, i.e., the results of assessments conducted with the Interpersonal Reactivity Index, the Toronto Empathy Questionnaire, and a Conflict Styles Assessment based on the Thomas–Kilmann Conflict Mode Instrument, as well as students’ critical self-reflective feedback. The data were collected at a Mid-Atlantic minority-serving university from undergraduate students, who were invited to explore their conflict communication styles through a series of activities and then reflect on their experiences and the insights gained during this intercultural telecollaboration experience. As a result of this pedagogical intervention, most of the participants not only became aware of their conflict communication styles but also developed their empathy and ability to intervene to defend others who are discriminated against or attacked verbally.

A - 44 Social Cognition and its Neuroanatomic Correlates in Frontotemporal Dementia.

Frontotemporal dementia (FTD) often presents with impaired social cognition in both the behavioral and language variants. Establishing reliable measures and neural correlates of social cognition may aid in staging and monitoring FTD subtypes. Here, we examined group differences in social cognitive measures between FTD subtypes and cortical thickness correlates of social cognition across groups. Participants with behavioral variant FTD (n = 53; bvFTD), semantic variant primary progressive aphasia (n = 32; svPPA) and non-fluent variant PPA (n = 32; nfPPA) were enrolled in the Frontotemporal Lobar Degeneration Neuroimaging Initiative (NIFD). In first-visit data, we examined group differences in social cognition measures [Interpersonal Reactivity Index (IRI), Revised Social-Monitoring Scale (RSMS), and Behavioral Inhibition/Activation (BIS/BAS) Scales]. We used multivariate regression adjusted for age, total intracranial volume, and CDR global score to explore associations between social cognition and cortical thickness in pre-specified regions. Reduced perspective-taking and sensitivity to socio-emotional expressiveness was observed in early-stage bvFTD and svPPA groups compared to the nfPPA group. Across FTD cohorts, increased perspective-taking was associated with reduced cortical thickness of regions within the salience and default mode networks. Increased empathic concern was associated with increased left inferior parietal cortical thickness. Increased behavioral inhibition was associated with reduced right posterior cingulate cortical thickness. Increased behavioral activation was associated with reduced right pars triangularis cortical thickness. Social cognition is affected in early-stage bvFTD and svPPA to a greater extent than nfPPA. Neural correlates of social cognition are varied and warrant additional study as our findings contrast with previous literature that has typically linked lower perspective-taking with atrophy.

Beyond scientific and technical training: Assessing the relevance of empathy and assertiveness in future physiotherapists: A cross-sectional study.

Empathy and assertiveness are two essential social skills for a health professional such as a physiotherapist and are necessary for developing moral thinking. Previous studies show that the development of empathy and other social skills improves as students progress in their studies. However, other authors show deterioration of empathy as students progress in their studies and acquire clinical experience. Training in soft skills, such as assertiveness, among health science students will have an impact on the quality of patient care. Effective communication, conflict resolution and the ability to work as part of a team are competencies that have been put to one side as a result of the recent COVID-19 pandemic and it is important to resume training students in soft skills. The objective of this study is to investigate to determine the empathic and assertive state of physiotherapy university students. A descriptive cross-sectional study of physiotherapy university students was conducted in the 2022/2023 academic year. The Interpersonal Reactivity Index (IRI) scales for empathy and the Rathus test for assertiveness (RAS) were used as study tools. Finally, 127 students participated in the study, 52.91% of the total population of physiotherapy students. The questionnaire was available for 4 weeks in November and December 2022. The empathetic and assertive development of the students was found to be acceptable. Significant differences were also observed according to the gender variable in the students, with female students presenting better results (p = 0.01). Students who are working or have clinical experience in other professions score lower on the empathy personal distress subscale (p < 0.001). Future research should be considered to help improve clinical and professional expertise in physiotherapy students about empathic and assertive development. The findings provide new evidence on the levels of empathy and assertiveness in physiotherapy students.

Can measures of social cognition predict autistic traits?

Past research has yielded conflicting findings concerning socio-cognitive deficits in individuals with autistic traits. This raises the fundamental question whether autistic traits and socio-cognitive abilities are related. The present study investigated whether three key socio-cognitive abilities—imitation-inhibition, empathy, and emotion regulation—can serve as predictive factors for autistic traits within a neurotypical population. Participants (N = 166, Mage = 24.83 years, SDage = 5.20 years, rangeage = 18 to 39 years) were asked to perform an online imitation-inhibition task and complete self-report measures assessing empathy, emotion regulation, and autistic traits. Empathy was measured using the Interpersonal Reactivity Index (IRI), emotion regulation was assessed using the Difficulties in Emotion Regulation Scale (DERS), and autistic traits were measured using the ten-item short form of the Autism-Spectrum Quotient (AQ-10). Multiple regression analyses revealed that both imitation-inhibition and emotion regulation were significantly associated with autistic traits. However, empathy was not found to be a significant predictor. Our study aimed to clarify inconsistent results regarding the relationship between socio-cognitive abilities and autistic traits.

Self-assessment of empathy uncovers defective self-awareness in mild cognitive impairment.

Self-assessment scales are broadly used to evaluate empathy in neurological patients, but it is conceivable that some discrepancy with caregiver evaluation may emerge as consequence of reduced self-awareness. The aim of the present study was to verify the presence of discrepancies in the self-assessment of empathy in subjects with mild cognitive impairment (MCI) and to explore their neural correlates. Twenty MCI patients and 38 healthy controls (HCs) underwent the Interpersonal Reactivity Index (IRI), exploring the following four aspects of empathy: perspective taking (PT), fantasy, empathic concern, and personal distress. The questionnaire was administered in two modalities: self-administered, and administered to an informant, and the scores were compared. The correlation between discrepancies and regional cortical thickness was assessed. The self-administered version of IRI showed higher PT scores in MCI as compared to HC (p = .017), with no differences detected in the other subscales. The difference between the scores obtained in the self-administered and in the informant-administered IRI-PT was significantly higher in MCI than in HCs (p = .006). The self-assessment of empathy in subjects with MCI may be misleading because of a tendency toward an overestimation of the PT ability, typically considered as a cognitive component of empathy. Our results may reflect a particular aspect of reduced self-awareness in MCI subjects. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Grey-matter correlates of empathy in 4-Repeat Tauopathies

Loss of empathy is an early and central symptom of frontotemporal lobar degeneration spectrum diseases. We aimed to investigate the topographical distribution of morphometric brain changes associated with empathy in Progressive Supranuclear Palsy (PSP) and Corticobasal Syndrome (CBS) patients. Twenty-seven participants with CBS and 31 with PSP were evaluated using Interpersonal Reactivity Index scales in correlation with gray matter atrophy using a voxel-based morphometry approach. Lower levels of empathy were associated with an increased atrophy in fronto-temporal cortical structures. At subcortical level, empathy scores were positively correlated with gray matter volume in the amygdala, hippocampus and the cerebellum. These findings allow to extend the traditional cortico-centric view of cognitive empathy to the cerebellar regions in patients with neurodegenerative disorders and suggest that the cerebellum may play a more prominent role in social cognition than previously appreciated.

Online Assessment of Social Cognition in a Population of Gamers and Gamblers: Results of the eSMILE Study

The purpose of the eSMILE study was to explore social cognition (SC) in the two behavioural addictions (BAs) included in international classifications: gaming disorder and gambling disorder. In these disorders, cognitive functioning is involved in the development and maintenance of addiction. Nevertheless, SC have received less attention than other cognitive functions. The eSMILE study was conducted online and included 105 participants (gamers and gamblers). This study included: the Penn emotion recognition task, the Condensed and Revised Multifaced Empathy Test, the Interpersonal Reactivity Index, the Chicken Game, social metacognition questions, and the Toronto Alexithymia Scale. We analysed the relationships among SC measures, addiction levels, and behaviour frequency. For gamers, we showed that the higher their level of addiction was, the lower their self-confidence following the identification of basic emotions, although the more frequently they played, the better their performance on this task. Additionally, we found lower performance on the identification of more complex emotions by gamblers, which seems to be the result of their levels of addiction rather than the frequency of their gambling behaviour. This study contributes to our understanding of the cognitive processes underlying BAs. Additionally, working on SC abilities may be an additional management mode for BAs that could be added to existing treatments.

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.

The Mediating Role of Parenting Style in the Relationship between Parents' Openness to Different Ways of Thinking and Child Anxiety.

The quality of parent-child relationships plays a significant role in the development of child anxiety, especially regarding aspects of parental control, intrusive behavior, and a lack of warmth. Nevertheless, the underlying mechanisms of these parenting behaviors that are associated with the risk of child anxiety have yet to be revealed. The present study aims to examine the contribution of a cognitive aspect of parenting, i.e., openness to different ways of thinking, to the development of child anxiety through its impact on parenting style. A sample of 300 Israeli parents (72% women) over the age of 18 (M = 38.8, SD = 6.2), with at least one child over the age of 6 (M = 13.3, SD = 5.5 of oldest child), was recruited through social media platforms. Participants provided demographic information and filled out self-reported questionnaires dealing with child anxiety (using the Child Behavior Checklist), openness to different ways of thinking (using the Interpersonal Reactivity Index), and parenting style (using the Parental Behavior Inventory). The analysis confirmed the mediation role of hostile/coercive parenting style in the association between parental openness to different ways of thinking and child anxiety. However, the association between supportive/engaged parenting and child anxiety was non-significant. Apparently, openness to different ways of thinking allows for parents to consolidate parenting that does not resort to coercive and hostile behaviors, control, obedience, and severe strictness. As a result, the child develops self-regulation and coping mechanisms that reduce the risk for developing anxiety.

Partner similarity andsocial cognitive traits predict social interaction success among strangers.

Social interactions are a ubiquitous part of engaging in the world around us, and determining what makes an interaction successful is necessary for social well-being. This study examined the separate contributions of individual social cognitive ability and partner similarity to social interaction success among strangers, measured by a cooperative communication task and self-reported interaction quality. Sixty participants engaged in a 1-h virtual social interaction with an unfamiliar partner (a laboratory confederate) including a 30-min cooperative 'mind-reading' game and then completed several individual tasks and surveys. They then underwent a separate functional MRI session in which they passively viewed video clips that varied in content. The neural responses to these videos were correlated with those of their confederate interaction partners to yield a measure of pairwise neural similarity. We found that trait empathy (assessed by the interpersonal reactivity index) and neural similarity to partner both predicted communication success in the mind-reading game. In contrast, perceived similarity to partner and (to a much lesser extent) trait mind-reading motivation predicted self-reported interaction quality. These results highlight the importance of sharing perspectives in successful communication as well as differences between neurobiological similarity and perceived similarity in supporting different types of interaction success.

The relationship between socio-cognitive skills and ethnic prejudice in preservice special education teachers

ABSTRACT The current cross-sectional study aimed to increase the knowledge about socio-cognitive skills of preservice special education teachers that may affect their ethnic prejudices. In particular, the purpose of the study was to analyze the mediating role of empathy dimensions in the relationship between affective theory of mind and blatant and subtle prejudices. Participants included 531 Italian preservice special education teachers (76.4% females and 22.4% males), with an average age of 34.79 (SD = 6.10). Data were collected during the 2020–2021 academic year and all participants were administered, via the Google Form, the Reading the Mind in the Eyes test, Interpersonal Reactivity Index, and Subtle and Blatant Prejudice Scale. Path analysis showed that perspective taking and empathic concern play mediating roles in the relationship between the ability to infer people’s feelings and blatant and subtle prejudices. In addition, direct relations from affective theory of mind to ethnic prejudice and from empathic abilities to ethnic prejudice were found. These findings suggest that affective theory of mind and empathy are two cognitive-social skills involved in the expression of prejudice. The limitations and implications of the study were discussed.

The discrimination of self from other as a component of empathy.

Despite the centrality of empathy in human social life, there is no widely agreed definition or characterization of the concept of empathy. A common thread in many of the proposed definitions, however, is that empathy presupposes the discrimination of self and other on the grounds that, to empathize with another individual, the mental state of the target individual must first be distinguished from the empathizer's own mental state. The purpose of this study is to investigate this proposal empirically. We employed a paradigm in which participants rated the emotional valence and degree of arousal of 93 facial expressions of mental states. We asked participants to infer the mental state represented by each facial expression (the Other condition) as well as to describe the effect of the expression on their own mental state (the Self condition). An absolute difference score between the Other and the Self conditions was used as an index of a capacity for self-other discrimination. Empathy was measured using the Interpersonal Reactivity Index. Results show that individuals high in trait empathy discriminate between self and other to a significantly greater degree when judging mental states than individuals low in trait empathy. This suggests that the capacity for self-other discrimination may be a component of the capacity for empathy and that future investigations of the concept of empathy ought to retain it. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Relationship Between Empathy and Interpersonal Distress of Chinese Left-Behind Children: The Role of Emotion Regulation and Gender.

Interpersonal relationship serve as crucial of social support and a sense of security for left-behind children, playing a compensatory role in mitigating the absence of familial affection. Interpersonal distress can significantly impact their mental well-being. Although previous research has established a connection between empathy and interpersonal distress, the mechanisms by which empathy triggers interpersonal distress, as well as potential gender-based variations in this relationship, remain elusive. To bridge this gap in knowledge, this study investigates the mediating influence of emotion regulation and the moderating impact of gender in the relationship between empathy and interpersonal distress. A total of 713 rural left-behind children completed the Interpersonal Reactivity Index scale, Emotion Regulation Competence Scale, and Interpersonal Relationship Assessment Scale. Pearson correlation analyses suggested strong significant correlations among empathy, emotion regulation ability, and interpersonal distress. Path analyses indicated that emotion regulation ability mediated the relationship between empathy and interpersonal distress. Furthermore, hierarchical regression analyses suggest a moderating effect of gender in the relationship between empathy and emotion regulation ability. The present study reveals the role of emotion regulation ability and gender in the relationship between empathy and interpersonal distress, which has important theoretical and practical implications for the prevention and intervention of interpersonal distress in left-behind children. Moreover, it may strengthen the relationship between peer and teacher at school, and improve the quality of parent-child communication at home.

Individual differences in empathy in Danish university students: A cross-sectional study.

Empathy is widely recognized as a multi-dimensional construct, involving emotional and cognitive components. These may cause distinct experiences and behaviors that can be both beneficial and deleterious to individuals' well-being and mental health. We wished to examine the association between emotional and cognitive empathy of Danish university students as measured by the multidimensional Interpersonal Reactivity Index (IRI) and study major, sex, age, and parental status. Additionally, we aimed to gauge the validity of the Jefferson Scale of Empathy - Student version (JSE-S) as a measure of primarily cognitive empathy in the context of medical majors by comparing JSE-S scores with IRI cognitive scores. In our national, cross-sectional study, conducted in October 2020, we used survey data from students in their first, third, and final study year. All students from University of Southern Denmark were invited to fill out IRI, and all medical students at Denmark's four medical educations were additionally invited to fill out the JSE-S. Associations were estimated by linear regression models. Of 14,072 invited, 2,595 students completed the questionnaire. Health majors scored statistically significantly higher on cognitive empathy than students from other study majors. The JSE-S correlated significantly with the cognitive empathy subscales of the IRI. Furthermore, the effects found in relation to sex, age-, and parental status were significant. Our study results show that large differences in empathy exist between university students and study majors. Overall, our results highlight (1) the relevance of investigating empathy as a multidimensional versus a global construct in young adult populations (including university students) and (2) the importance of focusing on differences in empathy across different student characteristics.

Alexithymia in Chinese patients with chronic schizophrenia: Prevalence, clinical correlates, and relationship with neurocognition and empathy.

Alexithymia is highly prevalent and strongly related to adverse consequences in patients with schizophrenia. However, its associated factors remain largely unexplored. The present study aimed to determine the prevalence of alexithymia and its association with sociocultural characteristics, clinical symptoms, neurocognition, and empathy in 854 Chinese patients with schizophrenia. Demographic information was collected through a self-designed questionnaire. Alexithymia was assessed by the Toronto Alexithymia Scale (TAS-20). We assessed clinical symptoms, neurocognition, and empathy via the following instruments: Positive and Negative Syndrome Scale, Repeatable Battery for the Assessment of Neuropsychological Status, and Interpersonal Reactivity Index. A multiple logistic regression model was conducted to determine the independent correlates of alexithymia. Approximately one-third (n = 277, 32%) of patients with schizophrenia had alexithymia. Patients with alexithymia had significantly more severe negative symptoms, neurocognition, and empathy impairment than patients without alexithymia. Being male, negative symptoms, personal distress, empathic concern, and language functioning were independently associated with alexithymia. Our findings demonstrate a high prevalence of alexithymia and its strong association with clinical symptoms, neurocognition, and empathy, which calls for timely screening and intervention for alexithymia in patients with schizophrenia. Targeting impaired language function, negative symptoms, and impaired affective empathy might help reduce alexithymia and its related negative consequences.

The potential of the empathic ability for the performance of civil engineering projects

Purpose The increasing complexity of civil engineering projects necessitates focusing on new competencies of project participants. Based on the research on team performance and design processes that are more closely linked to the relevance of the project context, it is hypothesised that empathic abilities could play an important role in the performance of civil engineering projects. Therefore, this study aims to investigate whether performance can be improved by focusing on empathic abilities during the integrated design phase. Design/methodology/approach Semi-structured in-depth interviews with experts were conducted to explore the relevance of empathic abilities and their interaction with performance in a real-life infrastructure project. The project team’s empathy level was measured by means of a survey using Davis’ Interpersonal Reactivity Index method. Finally, differences between expected and measured levels of empathy were analysed. Findings The results provide insights into how empathic abilities interact with performance. The measurement indicates that, on average, professionals in the civil engineering industry score relatively low on empathy. In addition, differences were identified between the expected distribution and the measured empathy levels of the team, implying a potential for improvement, in particular by increasing the empathic abilities of the project management and increasing gender diversity. Originality/value To the best of the authors’ knowledge, this study is the first to investigate a relationship between empathy and the performance of civil engineering projects. The results provide initial insights into the empathic ability of civil engineering project teams and the potential of empathy to improve performance. Furthermore, from an empathy perspective, this study advocates increasing the gender diversity of project teams to improve performance.

Empathy and associated influencing factors in occupational therapy students: A cross-sectional study

INTRODUCTION: Empathy, often described as the comprehension of another person's state of mind, enables one to appreciate social environments and anticipate others' behaviour. In occupational therapy, the therapeutic use of self, which is grounded in empathy, is commonly considered essential, as it enables therapists to manage a therapeutic relationship with clients. However, high caseloads, stressors and pressure to perform often impact empathy levels. This study aimed to determine the empathy levels of undergraduate occupational therapy students, as well as factors affecting empathy levels METHOD: A quantitative approach was used, with an observational, cross-sectional study methodology, employing an electronic survey consisting of the Interpersonal Reactivity Index (IRI) and a questionnaire developed by the researchers RESULTS: In total, 112 (response rate 70.4%) students participated in the study. Overall, the students had a satisfactory level of empathy. Of concern, however, was the impact of the Covid-19 pandemic and the lack of clinical fieldwork experience, which possibly contributed to the lower empathy levels observed among second-and third-year students CONCLUSION: From the findings, it is suggested that more attention should be given to empathy, as it plays an integral role in practice with clients, as well as in the training of occupational therapy students Implications for practice The findings suggest the opportunity for interventions and support systems that can help students manage high caseloads, stressors, and performance pressures, while also fostering and maintaining empathy. Implementing strategies such as stress management programs, mindfulness training, and self-care initiatives can help mitigate the negative impact on empathy levels and promote the development of empathetic skills in future occupational therapists. The research study's results have implications for the professional practice of occupational therapy. It emphasizes the need for ongoing education and training programs that focus on empathy development and maintenance throughout a therapist's career. By providing therapists with the tools, resources, and support to sustain their empathy levels in challenging work environments, the study suggests that the quality of care provided to clients can be enhanced, leading to better therapeutic outcomes and overall client satisfaction. Organizational changes within healthcare settings may be necessary to address workload issues and create a supportive environment that nurtures empathy among occupational therapy professionals.

Level of Cognitive-Emotional Empathy and Empathic Concern Predicts the Interpersonal Skills of Students: Basis for an Enhanced Homeroom Guidance Activities

The study was conducted to identify the level of students’ profile, cognitive, emotional empathy and empathic concern be a predictive factor of interpersonal skills and constituted the basis for enhanced Homeroom Guidance activities. Using a descriptive correlational design, two hundred (200) Grade 9 students from Sico 1.0 Integrated National High School during school year 2022-2023 were conveniently selected as respondents of the study. Four (4) expert teachers validated the instrument. This study used standardized tests namely: Interpersonal Reactivity Index (IRI) of Davis (1980) with 28 items, and Empathy Formative Questionnaire with 15 items were the questionnaires and answered by a 5-point Likert scale. Interpersonal skills questionnaire was made by the researcher consisting of 35 items. The Pearson Product- Correlation Coefficient was used to analyze the data. The results revealed that cognitive empathy has a high significant relationship (r=.609) and level of the emotional empathy has a moderate positive significant relationship (r=621), while, empathic concern of respondents has a low positive significant relationship to interpersonal skills of respondents (r=.465) at a significance level of 0.01, Sex was significantly associated with emotional empathy at the .05 level of significance. Moreover, monthly income was significantly associated with empathic empathy at the .01 level of significance. Marital status, birth order, and place of residency were not significantly associated with any of the types of empathy. Sex was found to have a significant relationship with interpersonal skills, as indicated by a chi-square value of 9.994 and a p-value of .019. Marital status, birth order, monthly income, and place of residency, on the other hand, did not demonstrate a significant relationship with interpersonal skills. The model as a whole is statistically significant in predicting students' interpersonal skills, as evidenced by the F-value of 51.003 and a p-value less than .01. This suggests that the combination of cognitive empathy, emotional empathy, and empathic concern significantly contributes to the prediction of students' interpersonal skills.

Narrative medicine workshops for emergency medicine residents: Effects on empathy and burnout.

Emergency medicine (EM) residents face unique affective challenges and barriers to interpersonal connection in their clinical environment which may contribute to decreased empathy and increased burnout. Narrative medicine (NM) might address these barriers and has had beneficial impacts in various populations but has never been studied in EM residents. In this study, we sought to evaluate the effect of NM workshops on burnout and empathy and to assess resident perceptions of the workshops. We performed a quasi-experimental study at two EM residencies from June to October 2020. Residents at the intervention site participated in two NM workshops led by EM faculty that were composed of a close reading of a literary text, reflective writing, and group discussion. Residents were asked to complete the abbreviated Interpersonal Reactivity Index (IRI) and a single-item burnout measure pre- and postintervention. We fitted linear regression models to IRI subscores; we treated burnout as an ordinal variable and fitted a conditional logistic regression model. Residents completed a postintervention survey that we analyzed using summary statistics. A total of 46.7% of control (28/60) and 100% of intervention (48/48) residents responded (n = 76). While all respondents demonstrated worsening burnout with time (p = 0.001), residents at the intervention site exhibited less severe increases (interaction p < 0.001). Empathy remained unchanged. A total of 50% of intervention residents (24/48) responded to the postintervention survey; most (n = 20, 83.3%) agreed that the workshops should be a standard part of EM didactics. These findings establish the feasibility and desirability of NM in residency education and offers a model for EM-centered narrative workshops. Additionally, while our outcomes are limited, we found that exposure to an NM curriculum may be protective against worsening burnout.

Longitudinal relationship of empathy and social anxiety among adolescents: The mediation roles of psychological inflexibility and rejection sensitivity

IntroductionThe purpose of study was to explore the roles of psychological inflexibility and rejection sensitivity in the relationship between (cognitive and affective) empathy and social anxiety among adolescents. MethodsA two-wave longitudinal design was adopted in the present study. A total of 2481 participants (41.60 % male; Mage = 16.48) aged from 13 to 21 in 2021 completed the Chinese Version of Interpersonal Reactivity Index (IRI-C), Short Mood and Feelings Questionnaire (SMFQ), Chinese version of the Acceptance and Action Questionnaire-II (AAQ-II), Avoidance and Fusion Questionnaire for Youth (AFQ-Y8), Child Rejection Sensitivity Questionnaire (CRSQ), and Social Anxiety Scale for Adolescent (SAS-A) at baseline assessment (T1), and completed the SAS-A again three months later (T2). Results(1) Results showed, personal distress at T1 could significantly and positively predict social anxiety at T2. (2) Mediation analyses results demonstrated that adolescents' experience avoidance and rejection sensitivity at T1 were significant mediators between cognitive empathy at T1 and social anxiety at T2, but with the opposite effect. As for affective empathy, rejection sensitivity at T1 significantly mediated the relationship between adolescents' empathic concern at T1 and social anxiety at T2. Furthermore, experience avoidance and rejection sensitivity at T1 significantly mediated the association between personal distress at T1 and social anxiety at T2. ConclusionsCognitive and affective empathy had different roles in contributing to adolescents' social anxiety. The findings in the current study can also provide empirical support for targeting adolescents' social anxiety by reducing personal distress directly and decreasing experiential avoidance and rejection sensitivity indirectly.