Academic literature on the topic 'Empathy skills'
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Journal articles on the topic "Empathy skills"
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Murad, Amna, Saira Khan, and Sidra Zahid. "DEVELOPING EMPATHY AS A CORE COMPETENCY AND LIFE SKILL IN CHILDREN." Pakistan Journal of Social Research 04, no. 03 (2022): 839–45. http://dx.doi.org/10.52567/pjsr.v4i03.778.
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Empathy has been studied in accordance to its impact on professional skills and behavior in the fields of medicine, corporations, and educational institutions. As multiple incidents of brutal violence, killing of innocent people on the streets of Pakistan, and apathetic attitudes disseminated even towards young children in schools, the need arises to address the importance and impact of empathy on everyday lives of people in society. The dire need for empathy-building exercises from the grass root level is evident. There is hope if future generations are taught to think of others as well as themselves, giving equal importance to every member of society. This article highlights the importance of empathy and traces its development in the mind of children, as an important core competency and life skill. Prosocial skills are discussed as a precursor and complementary attribute of the essential empathic skill. Future implications of this research lead to the prospect of a national program for building empathic skills for children, in schools across the country, as has been done in the United States, Canada and countries across the world (e.g., by Dan Olweus and Mary Gordon). Keywords: Empathy, Development of Empathy, Prosocial Behaviour, Bullying, Children
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Yigitbaş, Çağla, Aliye Bulut, and Selin Günseli. "The Relationship Between Perceived Social Support, Empathic Tendencies and Empathic Skills." Eurasian Journal of Family Medicine 8, no. 4 (2019): 155–64. http://dx.doi.org/10.33880/ejfm.2019080403.
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Aim: Social support is one of the factors that play a protective role against hazards to physical and mental health. Social support is one of the factors that contribute positively to empathy. The aim of this study is to determine whether there is a relationship between social support, empathic tendency and empathic skills. Methods: This is a cross-sectional study. The population of the study consisted of all 742 undergraduate students receiving education about health at a public university. After the power analysis, the number of people to be sampled was calculated as 441. The necessary permissions were obtained for the research. Perceived Social Support Scale and Empathic Tendency and Empathic Skill Scale were used in the study. Results: The mean age of the participants was 20.83±1.93. The scores of social support and sub-dimensions are high, but the scores of empathic tendencies and skills are low. A significant relationship was found between perceived social support and empathic tendency and empathic skills. Those who are 21 years or older have higher potential for empathy. The midwifery department has higher social support, empathic tendency and empathic skill scores. Conclusion: Although perceived social support was associated with empathic tendency, empathic skills were not. Keywords: social support, empathic tendency, empathy, students
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Lee, Youngjoon. "Beyond Cognitive Empathy: Suggestions for Strengthening Medical Students’ Empathy." Korean Medical Education Review 26, no. 2 (2024): 140–54. http://dx.doi.org/10.17496/kmer.23.030.
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A physician’s empathy plays a crucial role in patient-centered care, and in modern medicine, patients, their caregivers, and society demand a high level of empathy from healthcare providers. The conceptualization of clinical empathy, which has emphasized cognitive empathy since the mid-20th century, has been widely accepted in medical schools and the healthcare industry without much critical reflection. This study provides an overview of the ongoing debates on empathy versus sympathy and cognitive empathy versus affective empathy to clarify the concept of empathy. Based on recent research findings, clinical empathy is proposed to encompass three components: cognitive empathy, affective empathy, and empathic motivation. It is suggested that fully demonstrating these components requires empathic communication skills. Additionally, the cognitive characteristics of medical students and the features of the academic environment demonstrate the need for education to strengthen their empathy skills. Considering this, proposed intervention methods that medical schools can consider include utilizing tutoring programs and debriefing processes for team activities, which can facilitate problem-solving as a coping strategy for stress. Learning communities can create an environment where students can receive social support and recover from stress. Medical schools can contribute to the development of students' professional identities as practicing clinicians who embody empathy and respect by cultivating professors as positive role models. Additionally, utilizing scales to assess the empathic nature of doctor-patient communication or incorporating patients and caregivers as evaluators can actively improve empathic communication skills.
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Cilingir, Aylin, and Caglar Bilmenoglu. "Social Skills and Empathy Levels of Dental Students: A Cross-Sectional Study." Eurasian Journal of Family Medicine 12, no. 3 (2023): 139–50. http://dx.doi.org/10.33880/ejfm.2023120305.
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Aim: This study aimed to determine the social skills and empathic levels of students of Trakya University Faculty of Dentistry. Methods: A questionnaire including sociodemographic questions, a social skill inventory, and an empathy scale was administered to 293 students. Results: The empathy score ranged from 17 to 70, with a mean of 42.20±10.40. Empathy scores of 3rd grades were significantly lower than 1st grades, 2nd grades, and 4th grades. There was no statistically significant difference between the 1st, 2nd, and 4th grades regarding empathy scores. The empathy scores of females were statistically significantly higher than males. According to The Social Skills Inventory, the total inventory score was 283.90±24.50. 3rd grade students had lower total inventory scores than 4th grade students. There was no statistically significant difference between the other grades. Pearson correlation analysis showed a positive, moderate (48.6%), and statistically significant relationship between empathy score and emotional sensitivity and the total inventory scores. Conclusions: Results suggest that dental students had the most social control and the least social sensitivity. The empathy scores of females were higher than males, and both emotional and social 'sensitivity' subgroups were positively correlated with the empathy scale. Keywords: dental education, dental students, empathy, social skills
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Amanbaikyzy, Raikhan, and Daiva Jakavonytė-Staškuvienė. "Empathy as a Significant Part of Future Teachers’ Creative Thinking Abilities: The Case of a University in Kazakhstan." Social Sciences 14, no. 4 (2025): 205. https://doi.org/10.3390/socsci14040205.
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This study aims to investigate the development of empathy as a thinking skill among preservice teachers at the University of Kazakhstan. Empathy is one of the domains of critical thinking, and this article aims to reveal the domains of empathy of future teachers. The research used some questions developed by empathic abilities diagnostics The questions were tailored to the pedagogy students and their experiences, and only those related to expressing empathy skills, i.e., assessing the ability to empathize with and understand the thoughts and feelings of another person, were selected. In this article, the authors stress the importance of empathy skills and their expression for developing creative thinking skills in future teachers. The results of a study involving 114 prospective schoolteachers (80 women and 34 men) from one university in Kazakhstan are presented. The study explored preservice teachers’ perceptions of the development of empathy skills, which included areas such as the conditions and dispositions for empathy, the ability to empathize with others, and the identification of empathy expression. To summarize the empirical data, it can be said that preservice teachers are able to recognize the body language of individuals and understand others without words, react emotionally to disasters in the immediate environment, and are sometimes out of control in their vocabulary in the immediate environment (they may unintentionally offend others).
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Maridith, L. Mabiling. "Level of Cognitive-Emotional Empathy and Empathic Concern Predicts the Interpersonal Skills of Students: Basis for an Enhanced Homeroom Guidance Activities." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 2, no. 07 (2023): 646–51. https://doi.org/10.5281/zenodo.8171302.
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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.
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Syed Aun Muhammad and Syed Razi Muhammad. "Empathy unlocked: Enhancing Emotional Intelligence Skills using Communication Workshop for Undergraduates Medical and Dental Students." JMMC 15, no. 1 (2024): 54–61. http://dx.doi.org/10.62118/jmmc.v15i1.475.
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Empathy is considered as a basic skill, if patient care is to be improved. Published literature showed that with academic progress from 1st year to final year, overall, there is a decline in empathy among undergraduates. Emerging evidence suggest that by stimulating emotional intelligence, we can improve empathy more effectively when compared to solely relying upon cognitive method of teaching.1 Review of the literature showed that in some way or other empathy may be taught“.2-5 Many ways to teach empathy has been proposed these includes; “improving interpersonal skills, audio or video-taping of encounters with patients, exposure to role model, role playing (aging game), shadowing a patient (patient navigator), hospitalisation experiences, studying literature and the arts, improving narrative skills, theatrical performances, and by discussing cases/clinical situation which has aroused feelings among students known as Balint method”. Among this interpersonal commination was addressed more in detail by Davis4 by developing Interpersonal Reactivity Index (IRI) that identified multidimensional approach towards empathy and also ways how empathy may be improved. Different aspects of empathy and ways how it may be improved were best address by Krznaric et al.5 He identified 6 habits of highly empathic peoples and ways how these habits allow these empathic peoples to connect them with others very nicely.When reviews on the subjects were assessed, we found three reviews of worth mentioning.
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Marcu, Gabriela Mariana. "Self-reported altruism as predictor for active-empathic listening skills." COUNS-EDU: The International Journal of Counseling and Education 5, no. 1 (2020): 23. http://dx.doi.org/10.23916/0020200525810.
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While there are many consistent results regarding the altruism – empathy relationship, starting with the empathy-altruism hypothesis (Batson, 2008) and its confirmations or criticism, there is one specific aspect of empathy that has not often been associated with generosity: active listening. Our research hypothesizes that sharing one’s attention in an empathic way (active-empathic listening) might be a skill linked to a person’s generosity. A linear regression established that self-reported altruism (SRA) could statistically significantly predict someone’s active-empathic listening skill (AELS), F(1, 96) = 28,965, p = .0001 and that SRA accounted for 22,4% of the explained variability in AELS. The results confirmed the initial claim and may have an impact in counseling practice, in career decision-making or in other studies on prosocial behavior.
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Cartledge, Gwendolyn, Diane Stupay, and Caroline Kaczala. "Social Skills and Social Perception of LD and Nonhandicapped Elementary-School Students." Learning Disability Quarterly 9, no. 3 (1986): 226–34. http://dx.doi.org/10.2307/1510468.
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Twenty-six pairs of elementary-aged LD and nonhandicapped children were assessed individually on social perception (empathy) and social skills measures. Empathy was determined by the children's responses to stories involving various emotional situations, and was defined both as their tendency to identify with the emotion another person is experiencing (empathy-1) as well as their ability to label emotions in others (empathy-2). Social skill was measured by teacher ratings of the subjects on the Social Behavior Assessment (SBA). With the exception of the Task-Related category on the SBA, statistically significant differences were not found between the two subject groups on the empathy and social skills measures. Moderate correlations between social skill and empathy were obtained only for the nonhandicapped children. Empathy−1 and −2 appeared to measure distinct skills, thus relating differently to the social skills assessed. These findings question the assumed relationship between social skill and social perception, particularly with reference to the usefulness of social perception instruction of learning disabled individuals.
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Riggio, Ronald E., Joan Tucker, and David Coffaro. "Social skills and empathy." Personality and Individual Differences 10, no. 1 (1989): 93–99. http://dx.doi.org/10.1016/0191-8869(89)90184-0.
Full textDissertations / Theses on the topic "Empathy skills"
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Doyle, Katherine Jane. "The relationship of age, empathy skill training and cognitive development to nursing students' empathic communication skills." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28212.
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The interactive skill of empathy is essential to the practice of nursing. The British Columbia Institute of Technology General Nursing Diploma Program has implemented an interactive skills training program that includes the skill of empathy in order to assist nursing students to acquire this skill. The purpose of this study was to investigate the relationships between the interactive skill of empathy and the developmental variables of level of cognitive development and age and the educational variables of empathy skill training and number of years of post-secondary education in nursing students.
Developmentally, the ability most relevant to the cognitive component of empathy is perspective and role-taking which is facilitated by the development of formal operational thinking. The constraints on the development of formal operational thinking consequently are constraints on the development of the cognitive component of empathy. It is this cognitive empathic ability, however, that is considered crucial to nursing. The question therefore arises: To what degree do the cognitive constraints evident in nursing students inhibit or impede their development of empathic interactive skills.
Data were collected from two groups of nursing students, one that had experienced the empathy training and the other that had not. The variables of empathic interactive skill and level of cognitive development were measured with Carkhuff's Empathic Understanding in Interpersonal Processes Scale and the Arlin Test of Formal Reasoning respectively. Data on age and number of years of post-secondary education were collected with a Biographical Data Sheet. Hierarchical multiple regression analysis was used to investigate the linear relationship of age, empathy skill training, and cognitive level to the subjects' empathic interactive skill. Two nonparametric tests of chi square were used to examine the degree of independence between empathic interactive skill and the variables of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference.
The findings of this study indicate that there is a significant linear relationship between empathic interactive skill and empathy skill training. Training accounted for the greatest proportion of variance in empathy scores after age had been removed (53%), F (3, 50) = 30.64, p<.00001. Chi square analysis found that empathic interactive skill was shown to be independent of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference. It is recommended that the empathy skill training program be continued with the following suggestions. The contextual, process nature of interaction needs to be emphasized including the constraints and realities of nursing practice that generally are not operating in the counselling paradigm from which the skills program is adopted. Subsequently, more emphasis is required on the facilitative skills, including basic empathy rather than the challenging skills. It is suggested that on-going seminars for faculty to clarify the value and practice of empathy plus a team teaching approach would improve the quality of supervision students receive. Suggestions are made for further research.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Hintzman, Cynthia S. Fahser. "The effects of curriculum designed to enhance empathy skills of sixth grade students." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000hintzmanc.pdf.
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Gorniewicz, James Stephen. "Do Adult Romantic Attachment Empathy and Social Skills Influence Mate Poaching Infidelity?" Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1311.
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The present study examined the possibility that adult romantic attachment orientation, empathy, and social skills could either individually or jointly influence the expression of mate poaching behaviors. Participants (N = 404) were recruited from a Southern Appalachian university and ranged in age from 18-60 years, with a mean of 21. Data were collected using a web-based survey system. Results of this study lend support to the growing literature demonstrating a link between adult romantic attachment and mate poaching. Additionally, the present study also added to the literature by showing for the first time 1) a relationship between empathy and mate poaching and 2) a relationship between social skills and mate poaching. Contrary to one of the hypothesized structural models, adult attachment was not found to mediate the relationships between 1) empathy and mate poaching and 2) social skills and mate poaching.
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Meireles, Regina Maria. "As relações entre as medidas de habilidades sociais do professor do ensino fundamental II e seu desempenho social em sala de aula." Universidade do Estado do Rio de Janeiro, 2008. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5120.
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O conceito atual de um comportamento socialmente habilidoso deve incluir capacidade de o indivíduo obter satisfação pessoal e, ao mesmo tempo, de desenvolver e manter relacionamentos mutuamente benéficos e sustentadores. No âmbito da educação, identifica-se uma crescente preocupação de pais, diretores de escolas e professores com o desenvolvimento interpessoal dos alunos, com o propósito de reduzir conflitos, aumentar a qualidade das relações entre os alunos e facilitar a aprendizagem. Neste sentido, é necessário que o professor se dedique a desenvolver as próprias habilidades interpessoais para que seja capaz de facilitar o desenvolvimento social e intelectual do aluno. Diante dessas constatações, torna-se relevante identificar que habilidades sociais do professor estão mais relacionadas com o seu desempenho social em sala de aula. Tais constatações fundamentaram esse estudo que avaliou os níveis de habilidades sociais de professores, assim como o desempenho social destes em sala de aula. Participaram da pesquisa oito professoras e dois professores do Ensino Fundamental II (do 6 ao 9 Ano), do Instituto Nossa Senhora Auxiliadora, no Rio de Janeiro. Suas idades variavam entre 24 e 50 anos. Participaram também 198 adolescentes, 100 do sexo masculino e 98 do sexo feminino. Suas idades variavam entre 11 e 15 anos. O desempenho social dos professores em sala de aula foi avaliado pelos próprios professores e pelos alunos, através do Questionário do Desempenho Social do Professor (QDSP). Os professores também responderam ao Inventário de Habilidades Sociais (IHS) e ao Inventário de Empatia (IE). Os resultados das medidas de auto-relato apontaram níveis de assertividade e de empatia acima da média na maioria dos professores dessa amostra, especialmente nos fatores relacionados a: auto-afirmação com risco; conversação e desenvoltura social; auto-exposição a desconhecidos e a situações novas; autocontrole da agressividade; tomada de perspectiva; flexibilidade; altruísmo e sensibilidade afetiva. As medidas de desempenho social dos professores foram satisfatórias, tanto a partir da perspectiva do professor quanto dos alunos. Entretanto, a auto-avaliação dos professores mostraram-se mais favoráveis do que a avaliação feita pelos alunos. Além disso, com base na avaliação dos alunos, apenas quatro professores apresentaram desempenho social assertivo e empático de forma equilibrada. Tais resultados indicam a necessidade de se desenvolver programas de treinamento em habilidades sociais educativas.<br>The actual concept of a social skilled behavior should include the ability of the individual to obtain self-satisfaction and, at the same time, to develop and keep mutual beneficial and sustainable relationships. In the educational field, a growing worry of parents, school principals and teachers is identified related to the interpersonal development of their students in order to reduce conflicts, to increase the quality of relationships among students and to help the learning process. Therefore, it is necessary that the teacher dedicates him/herself to develop his/her own interpersonal abilities in order to be able to help the student social and intellectual development as well. According to these findings, it becomes relevant to identify which social skills of the teachers are more related with his/her performance in class. Eight teachers and two elementary (from the 6 to the 9 grade) students from Instituto Nossa Senhora Auxiliadora in Rio took part in this research students. They were between 24 and 50 years old. Other 198 eleven to fifteen-year-old teenagers also participated in it, 100 male students and 98 female ones. The social performance of the teachers was both evaluated by themselves and by their students through the Teachers Social Performance Questionnaire. The teachers also answered the Social Skills Inventory and the Empathy Inventory. The results of self-relate measurement point to levels of assertiveness and of empathy above the average in most teachers of this sample, especially in factors related to: self-affirmation with risk; conversation and social development; self-exposure to unknown people and new situations; self- control of aggressiveness; perspective taking; flexibility; altruism and affective sensitiveness. The measurement of the teachers social performance was satisfactory, not only from the teachers, but also from the students perspective. However, the teachers evaluations results were more favorable than the ones done by the students. Besides that, based in the students evaluation, only four teachers showed both empathic and assertive behavior. These results indicate the need to develop training programs in social educational abilities.
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Davies, Elizabeth Jill. "Communication and perspective-taking skills of pupils excluded or at risk of exclusion from school : an investigation into deficits in communication skill and implications for intervention." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/87153.
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The research focuses on young people excluded from school, and those identified as being at risk of exclusion. It assesses their skills in communication, empathy / perspective taking, and incorporates information from staff at their schools relating to their perceptions of the participants’ communication skills and their risk of exclusion. This data, along with interviews with a smaller sample of the young people who have experienced permanent exclusion, is used to discuss implications for policy and intervention with regard to supporting pupils with language difficulties. The research is set out in two papers. Paper One describes the findings from an assessment of communication skill and empathy / perspective taking. Paper Two uses the findings from Paper One to compare the participants’ skills with the perceptions of their teachers regarding their communication ability and risk of exclusion, and also describes the findings from interviews with a selection of the participants. The research demonstrated significant communication difficulties in the sample groups. This has implications for their prospects, as the literature review highlights the difficulties that young people can experience if their language difficulties are not addressed. The questionnaire completed by staff showed that although many staff were aware of the pupils’ language difficulties, they often underestimated the extent of these difficulties.
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Parkin, Tracey. "Empathy : its significance and monitoring in the dietetic consultation for chronic disease management." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/908.
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Communication between the patient and healthcare professional is pivotal in enabling effective self-care management to occur (Street et al., 2009) which in turn leads to improved health outcomes (Kravitz et al., 1993). However, there is little published data exploring the most effective tools for evaluating whether these communication skills occur and what particular attributes enhance the process (Goodchild, Skinner & Parkin, 2005; Heisler et al., 2003; Parkin & Skinner, 2003). This study aims to identify patient-centred communication skills occurring in consultations and to explore their link with a tool-recording agreement on reported decisions made. Quantitative analysis was conducted on 86 dietetic consultations across four outpatient diabetes services. Audio recordings from 20 of these were qualitatively analysed. Greater agreement on reported decisions correlated significantly with level of empathy demonstrated (t = .283, p = .0005). In consultations featuring agreement, dietitians expressed more empathy (p = .02), used more active listening skills, asked significantly more exploratory questions on self-care practices (U = 18.5, p = .007), provided significantly more supportive/collaborative information-giving exchanges (U = 11, p = .003) and were more likely to set an agreed agenda at the start of consultations. In contrast, consultations featuring disagreement had low levels of empathy, fewer active-listening skills and exploratory questions, significantly greater numbers of persuasive information-giving exchanges (U = 17, p = .007) and more recommending exchanges. Generally, agendas were not set. In conclusion, recording patient/healthcare professional agreement on reported decisions made during a consultation is a simple tool that can indicate the presence of patient-centred communication skills. Active-listening skills allow expressions of empathy that facilitate patient involvement and interactive dialogue. The measure of agreement should be used frequently as a marker of effective dietetic consultations and to provide further data on the relationship between patient-centred communication and implementation of behaviour change for improved health outcomes.
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Axén, Sonesson Titti. "Kommunikationskompetens för lärare : - en översikti i konsten att kommunicera med empati." Thesis, Lärarprogrammet KUB90, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6597.
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Carroll, Amy. "Cognitive behavioural therapy skills in children : the role of executive function, empathy and theory of mind." Thesis, University of East Anglia, 2013. https://ueaeprints.uea.ac.uk/48090/.
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Background and Research Aims: Cognitive behaviour therapy (CBT) has become an increasingly popular frontline treatment in Child and Adolescent Mental Health Services (Benjamin et al., 2011) and treatment efficacy with children has received significant empirical attention (Graham & Reynolds, 2013). The adaptation of CBT for children has led to the development of tasks intended to assess core CBT skills (such as distinguishing between and linking thoughts, feelings and behaviours, Quakley, 2002). The aim of this study is to explore the relationship between three developmental modalities (executive functioning, empathy and theory of mind) and performance on tasks assessing CBT skill. The developmental modalities were hypothesised to be related to both the demands placed on children by the CBT skills tasks, and to children’s ability to engage in CBT. Method: A quasi-experimental correlational design was employed. Eighty-eight normally developing children between five and eight years old were assessed. Individual assessment with each child included three measures of CBT skill (Quakley, 2002), the Tower of London assessment (Shallice, 1982), age appropriate first and second order theory of mind tasks (Liddle and Nettle, 2006) and a brief measure of IQ (Wechsler, 1999; 2003). In addition one parent of each child was asked to provide parent-report data on their child. This included measures assessing empathy, executive functioning and their child’s overall strengths and weaknesses. Results: Initial exploration of potential confounding variables identified significant effects of age and general intelligence on performance on the both CBT skills tasks and measures of executive functioning, empathy and theory of mind. Through investigation of the research hypotheses, small but significant findings were identified between superior performance on the CBT skills tasks and higher child assessed executive functioning and theory of mind ability. However these results were not maintained when age and IQ were controlled for. No significant relationships were identified between performance of the CBT skills tasks and parent-rated executive functioning or empathy. Conclusions: The results of this study suggest that children’s ability to demonstrate CBT skill is not related to executive functioning, empathy or theory of mind, however CBT skill was significantly influenced by children’s age and IQ. A number of methodological considerations are discussed that suggest that these findings should be interpreted cautiously. Future research should seek to address identified methodological limitations and investigate the validity of the CBT skills tasks employed.
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D'ambrosio, Fanny. "De l'empathie en "psychologie normale" aux empathies chez les auteurs d'agression(s) sexuelle(s)." Thesis, Reims, 2012. http://www.theses.fr/2012REIML009.
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L'empathie est au cœur de nos relations sociales : elle permet leur régulation par les émotions. Des études, aux résultats contradictoires, ont ainsi suggéré qu'un déficit d'empathie chez les auteurs d'agression sexuelle était un élément central dans leur évaluation et leur traitement.Nous avions 2 objectifs pour cette thèse :1) valider en français, dans une population adulte, une échelle d'empathie générale, la Basic Empathy Scale (Jolliffe & Farrington, 2006) ainsi qu'un inventaire des compétences socio-émotionnelles, le Social Skills Inventory (Riggio, 1989, 2002) ;2) approfondir la connaissance des liens existant entre empathie générale, empathie spécifique, distorsions cognitives, compétences sociales et risque de récidive chez des auteurs d'agression sexuelle.136 adultes issus de la population générale (78 femmes et 58 hommes) ont rempli les auto-questionnaires répartis en 2 passations séparées de 7 semaines. 37 détenus (20 auteurs d'agression sexuelle sur enfant, 6 auteurs d'agression sexuelle sur adulte, 6 auteurs d'agression non-sexuelle, 5 non-agresseur) ont participé à des entretiens et questionnaires sur plusieurs semaines.La Basic Empathy Scale et le Social Skills Inventory présentent des qualités psychométriques assez satisfaisantes. Chez les détenus, les liens empathie générale/empathie spécifique/distorsions cognitives différent selon le type de victime, avec des distorsions cognitives plus ou moins généralisées en conséquence. La régulation des émotions apparaît essentielle dans le processus empathique. Enfin, les mesures statiques du risque de récidive ne sont pas liées à l'empathie générale, à l'empathie spécifique et aux distorsions cognitives. Des profils socio-cognitivo-émotionnels ont été proposés à titre exploratoire et nécessiteraient d'être à nouveau investigués dans de futures recherches.Ainsi, notre thèse ouvre la voie à des travaux de recherche novateurs dans le domaine, à l'aide d'outils encore peu utilisés et qui pourraient être améliorés afin d'affiner les profils socio-cognitivo émotionnels des AAS déjà établis et de pouvoir proposer des prises en charge adaptées à chacun des profils rencontrés<br>Empathy is fundamental in our social relations: it allows their regulation by emotions. Studies, with conflicting results, have suggested that a lack of empathy among sex offenders was a central element in their evaluation and treatment.We had two objectives for this thesis:1) to validate in French, in an adult population, a general empathy scale, the Basic Empathy Scale (Jolliffe & Farrington, 2006) and an inventory of socio-emotional skills, the Social Skills Inventory (Riggio, 1989, 2002);2) to increase knowledge on the relationship between general empathy, specific empathy, cognitive distortions, social skills and recidivism among sex offenders.136 adults from a general population (78 women and 58 men) completed the self-report questionnaires divided into two sessions, separated by seven weeks. 37 inmates prison (20 child molesters, six rapists, six authors of non-sexual assault, and five non-aggressors) were interviewed and completed questionnaires over several weeks.The Basic Empathy Scale and the Social Skills Inventory have quite good psychometric qualities. Among inmates prison, links between general empathy, specific empathy, and cognitive distortions depend on the type of victim, with cognitive distortions more or less generalized accordingly. Emotion regulation is essential in the empathic process. Finally, static measures of recidivism are not correlated to general empathy, specific empathy or cognitive distortions. We also proposed exploratory profiles socio-cognitive-emotional but they require to be re-examined in future research.Thus, our thesis opens the way for innovative research in this field, using scales not yet widely used and that could be improved in order to refine the socio-cognitive-emotional profiles of the sex offenders already established and to offer of support adapted to each of the profiles encountered
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Sherman, Kimberly. "Classroom-based empathy training : an evaluation of program effects in an elementary school /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3328729.
Full textBooks on the topic "Empathy skills"
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Menkes, Kushner Jill, ed. Learning to be kind and understand differences: Empathy skills for kids with ad/hd. American Psychological Association, 2016.
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Thomen, Erlinda. How to Empathy : Moving Innovation and Technology Forward Without Succumbing to Isolation: Empathy Skills. Independently Published, 2021.
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Fedorova, Maria. Self-Development Planner: Leadership Skills, Finance, Empathy, Daily Routine. Independently Published, 2021.
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Build Empathy in Teens: A Guidebook for Teens to Develop Social Skills, Empathy, and Boost Confidence. Independently Published, 2022.
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Klein, Kelvin. Improve Your Social Skills: Develop Communication Skills Empathy , Healthy Relationship with Tips and Trick. Independently Published, 2020.
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Filipe, David. Empath Healing: Highly Sensitive Person Needs a Survival Guide for Empaths. This Empath Workbook Illustrates How Your Empathy Skills Will Be Improved Developing Psychic Attitude. Independently Published, 2019.
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Weisz, Erika, and Jamil Zaki. Empathy-Building Interventions. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.16.
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A major question in the study of empathy—the capacity to share and understand others’ internal states—is whether it can be increased. Scientists have designed a number of effective interventions through which to build empathy, especially in cases where it typically wanes. Here we review these efforts, which often focus on either enhancing individuals’ skills in experiencing empathy or expressing empathy to others. We then propose a novel approach to intervention based on a motivated account of empathy: not only teaching people how to empathize, but also encouraging them to want to empathize. Research traditions from social psychology offer several ways of increasing empathic motivation, which can complement existing work and broaden the palette of applied scientists seeking to help people develop their capacities to care for and understand others.
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Elisabeth, Debbie. Empath : Psychic Empathy: Restore Your Health, Control Your Emotion Skills and Protect Yourself from Narcissistic Abuse. RobertSatterfield, 2020.
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Stanghellini, Giovanni. Empathy and beyond. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198792062.003.0034.
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This chapter discusses previous characterizations of empathy. It argues that understanding severe aberrations of experience requires a kind of training that goes beyond a conception of spontaneous empathic skills, and at the same time avoids the pitfalls of empathy based on the clinician’s personal experiences and common-sense categories. To achieve this kind of second-order empathy I need to acknowledge the autonomy of the other person, and consequently that the life-world of the other person is not like my own. The supposition that the other lives in a world just like my own—i.e. he experiences time, space, his own body, others, the materiality of objects, etc., just as I do—is often the source of serious misunderstandings.
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Lui, Nancy. Emotional Intelligence: Improve Your Social Skills, Self-Confidence, Empathy, and Relationships. Independently Published, 2020.
Find full textBook chapters on the topic "Empathy skills"
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Reiter, Michael D. "Basic Empathy Skills." In Family Therapy, 2nd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003423119-10.
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Reiter, Michael D. "Advanced Empathy Skills." In Family Therapy, 2nd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003423119-11.
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Wadkar, Alka. "Empathy." In Life Skills for Wellbeing and Success. Routledge India, 2023. http://dx.doi.org/10.4324/9781003430704-19.
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Rice-Bailey, Tammy, and Felicia Chong. "Practicing empathy." In Interpersonal Skills for Group Collaboration. Routledge, 2023. http://dx.doi.org/10.4324/9781003285571-5.
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Spaulding, Shannon. "Empathy Skills and Habits." In Empathy’s Role in Understanding Persons, Literature, and Art. Routledge, 2023. http://dx.doi.org/10.4324/9781003333739-3.
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Hodgkins, Angela. "Developing and enhancing empathy skills." In Nurturing Compassionate Connections. Routledge, 2025. https://doi.org/10.4324/9781003464686-8.
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Loughran, Hilda. "Empathy, reflection and reflective responding." In Counselling Skills for Social Workers. Routledge, 2018. http://dx.doi.org/10.4324/9781315145853-7.
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McCarthy Veach, Patricia, Bonnie S. LeRoy, and Nancy P. Callanan. "Listening to Patients: Primary Empathy Skills." In Facilitating the Genetic Counseling Process. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74799-6_4.
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Lamba, Sangeeta, Anastasia Kunac, and Anne Mosenthal. "Teaching Advanced Communication Skills to Trainees Caring for the Critically Injured." In Teaching Empathy in Healthcare. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29876-0_13.
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Sebre, Sandra, Ieva Stokenberga, and Sanita Šaitere. "Empathy, Humor and Other Emotional Skills in Leadership." In Leadership in Statistics and Data Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60060-0_6.
Full textConference papers on the topic "Empathy skills"
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Baldera Chapoñan, Yanelita Misell, Edith Mirella Colunche Quintana, Karla Nicole Carranza Bustamante, et al. "LINK BETWEEN EMPATHY AND SOCIAL SKILLS IN KINDERGARTEN CHILDREN." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1902.
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Vasileva, Maya, and Kliment Naydenov. "A METHODOLOGICAL FRAMEWORK FOR FORMING DESIGN THINKING IN THE TRAINING OF FUTURE GEOGRAPHY TEACHERS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s22.88.
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One of the priorities in professional education, including the training of future geography teachers, is related to ensuring a quality and innovative educational process based on the competence approach and modern innovative educational technologies. In this regard, the present study aims to investigate the pedagogical effectiveness and educational potential of design thinking in the professional training of future geography teachers. The main goal is to enhance the academic performance of students by providing a learning process that stimulates the development of their design thinking skills. At the current stage, over 46% of young people are at risk of social exclusion, as the education system in our country fails to prepare their teachers and provide them with practical and authentic skills. This means that students lack guidance on how to develop their creative thinking and how to solve problems collaboratively. In this context, the study steps on the notion that design thinking as an approach to learning in higher education will encourage the creative thinking of students and future teachers, by helping them develop to empathy. Also lead them to action and metacognitive awareness, improve their skills to solve problems, and develop their imagination. In other words, design thinking will expand the pedagogical repertoire of future teachers. Based on the above, the study offers a methodological framework for implementing design thinking in the preparation of future geography teachers, by the example of Sofia University "St. �l. Ohridski". The development of this framework envisages the implementation of the following tasks: identification of interested parties; defining design thinking skills; analysis of available competencies among students, future teachers; construction of a methodological framework for fostering design thinking among students at the Faculty of Geology and Geography of Sofia University, future teachers of geography.
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Oprit-Maftei, Carmen. "HANDLING IDIOMS IN JOB INTERVIEWS." In 11th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscah.2024/s11.28.
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In Romania, soon-to-be-graduates who aim at joining the corporate world are expected to master English for professional communication in order to make an impact on the hiring committee when they enter the increasingly competitive international labour market. Indisputably, communication skills are in high demand nowadays, in addition to some other essential soft skills such as critical thinking, motivation, mindful listening, empathy or flexibility, among others, which can improve job prospects. ESP students, in general can sometimes face difficulties when dealing with idioms as they are sometimes challenging since they have figurative meaning, which is different from the literal meaning of the individual words making them up. However, they play an essential role in language acquisition and their efficient use in communication can be a gateway to success both in face-to-face or online interviews. The present paper aims at providing an overview of idioms in job interviews used as an important communication tool by ESP students in an attempt to improve their ability to communicate effectively. The proper use of idioms may have a great impact on communication as they add humor and convey nuance whether we speak about applicants who cast their net wide in pursuit of their dream job or recruiters who separate the sheep from the goats in an attempt to find talented employees.
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OALA, Viorica. "Premise contextuale ale formării profesionale inițiale a empatiei medicale la studenții mediciniști." In "Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare". Materialele conferinţei ştiinţifice internaționale. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.03-04-11-2023.p129-135.
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The content of the article provides a detailed analysis of the contextual premises that underlie the formation of medical empathy. These premises include the regulatory documents in the medical field, educational curriculum, and the actual level of empathy exhibited in medical practice. They serve as the foundation for understanding the necessity and significance of medical empathy in the doctor-patient relationship and for cultivating empathic skills among future healthcare professionals. The QMEE (Questionnaire Measure of Emotional Empathy) serves as a valid and efficient tool for assessing the level of empathy in medical students. By utilizing the QMEE questionnaire in alignment with the aforementioned contextual premises, it becomes possible to evaluate not only the level of empathy but also how these premises influence and shape the development of empathic abilities, identifying areas in need of improvement. Furthermore, this connection offers a comprehensive approach to comprehend the process of developing medical empathy in students. The two elements, contextual premises and the QMEE questionnaire, collaborate to provide a detailed perspective on the level of empathy among students and to pinpoint specific areas requiring interventions and enhancements, thereby supporting the development of empathic skills. This integrative approach between contextual premises and the QMEE questionnaire represents a pivotal instrument in evaluating and enhancing the process of cultivating medical empathy among future healthcare professionals.
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Dean, Sue, Tracy Levett -Jones, Jacqueline Pitch, Natalie Govind, and Fiona Orr. "SC43 Simulation for developing healthcare graduates empathy skills: virtual empathy museum." In Abstracts of the Association of Simulated Practice in Healthcare, 10th Annual Conference, Belfast, UK, 4–6 November 2019. The Association for Simulated Practice in Healthcare, 2019. http://dx.doi.org/10.1136/bmjstel-2019-aspihconf.80.
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Matsuura, Yoshifusa. "Awareness and Empathy in Self-Body Control for Manufacturing Skill Education." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004695.
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In this presentation, we will discuss the value of skills in the field of manufacturing and introduce a novel approach to effectively acquire skills by focusing on bodily movements. In recent years, the field of manufacturing has rapidly embraced digital transformation (DX). In particular, sensor and computer technologies have significantly advanced over the past decade. This has enabled the real-time acquisition of various physical information related to manufacturing, leading to a substantial increase in the parameters of models. Consequently, the precision of automatic control and robotic technology has greatly improved, facilitating the automation of complex manufacturing processes.However, the importance of human skills has become more pronounced amidst this digital revolution. Although DX ensures certain levels of precision and quality in production, digital information heavily relies on resolution and sampling frequency. Moreover, the number of parameters is finite. Many manufacturing processes involve environments that are not as stable as factory settings. In the pursuit of differentiation through high-precision, high-quality products, human skills are indispensable.Despite ongoing research on human skills in the context of DX, most prior studies have focused on skill evaluation, often framed as the "Expert-Novice Problem.” Evaluation methods assess the quality of end products and use motion capture or image analysis techniques to detect differences in skill movements across various stages. Subsequently, learners are expected to imitate the skill movements of experts, with post-evaluation feedback highlighting product defects and low-skill-level movements.Although imitation learning is effective to a certain extent, it presents limitations in achieving a mastery level of proficiency. To precisely control tools for manufacturing objects, learners must understand how to control their own bodies. Bodily control involves perceiving sensory information related to muscle activity timing, with the balance between body parts and tools collectively referred to as somatosensory information. Learning how to consciously utilize this somatosensory information while processing states during movements is crucial for skill improvement.Because somatosensory information is difficult to verbalize and exhibits an unclear relationship with skills, it has often been regarded as tacit knowledge. We therefore propose a skill information structuring method to clarify somatosensory information, presenting a support approach that encourages learners to be conscious of somatosensory information. This method facilitates mutual understanding between instructors and learners by sharing their respective mental images, enabling empathetic training. Our learning approach is expected to be effective not only for manufacturing, but other skills that involve bodily movements.
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Min Chang, Ssu, and Johan Chang. "Categorizing Empathy Traits." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003958.
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During the university stage, students can be exposed to non-major skills and knowledge in a safe learning environment and experience interdisciplinary teamwork. However, interpersonal relationships, internal team attitudes, and other factors can hinder knowledge sharing and learning experiences. Empathy can help teams handle crises in such situations. Empathy, as a personal trait, is often studied by categorizing individuals into "high-level" and "low-level" types. In recent years, some scholars have defined empathy types based on four dimensions: empathic concern (EC), personal distress (PD), fantasy (FN), and perspective taking (PT). However, the classification of empathy traits using this multi-dimensional structure still remains somewhat unclear. This study is part of a series of research on empathy in design education, and in this paper, we aim to explore the classification of empathy traits as a reference for teaching practices. A total of 31 participants were recruited for a 10-day interdisciplinary design workshop. The Interpersonal Reactivity Index (IRI) was used to measure empathy, and correlation and cluster analyses were conducted based on the dimensions of EC, PD, FN, and PT. The research findings revealed PD was negatively correlated PT, and FN was positively correlated with PT. In addition, PD, FN, and PT can serve as clustering indicators for empathy trait types. Based on these indicators, the participants were divided into three groups: the Anxious-Fantasy Type (highest scores in PD and FN; significantly low scores in PT), the Apathetic-Self Type (significantly low scores in three dimensions), and the Rational-Cognitive Type (highest scores in PT and FN; significantly low scores in PD). This study proposes a new classification of empathy traits, which will be further explored in future research related to design education.
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Wong (Lau), Kathleen, Rebecca L. Norris, Zahed Siddique, M. Cengiz Altan, James Baldwin, and Wilson Merchan-Merchan. "Cognitive Empathy in Design Course for a More Inclusive Mechanical Engineering." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60382.
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Cognitive Empathy, often referred to as perspective taking, refers to the ability to identify and understand details about another’s experience so that one can understand why people may think and feel the way that they do. In recent years the need for designers to develop Cognitive Empathy skills has been recognized and has given rise to human-centered design and empathic design. Many mechanical engineering and design departments offer courses and have programs in these emerging topics. Mechanical engineers need to have basic understanding of Cognitive Empathy to function in today’s workplace. In addition, most mechanical engineering undergraduate programs do not have a diverse student body representative of the general population. Although there are many reasons, we believe that having a welcoming, inclusive environment is a precursor to improving diversity and thus should be an important consideration in mechanical engineering education. We propose that introducing carefully designed training on Cognitive Empathy in design courses could result in (i) a more welcoming and inclusive environment and (ii) a new generation of designers better equipped to consider the users. In this paper we present an “Intercultural Cognitive Empathy” training that was given to all mechanical engineering seniors at the University of Oklahoma to create a more inclusive environment. The students in a senior design course received the training at the beginning of the semester, before forming their design teams, so that they could use the skills to better communicate with each other. Cognitive Empathy research provided the foundation for the training and intercultural active learning components were also integrated. A student survey, done at the end of the semester, showed that students retained and used different components of the training throughout the semester. The assessment strongly suggests that this training should be part of the regular curriculum.
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Maneenil, Sirikanya, Pattaraporn Jamsai, and Suebwong Chuensombat. "Development of Interaction Simulation Video for Enhancing Digital Empathy Skills." In The Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2186-5892.2024.9.
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Marinelli, Melissa, Sally Male, Elaine Chapman, and Johannes Strobel. "Engineers’ perceptions of the importance of empathy and care: initial insights from engineers practicing in Australia." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1386.
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Empathy and care influence aspects of engineering practice including collaboration and teamwork, stakeholder engagement, and quality of work. Empathy has been identified as a key employability skill for professionals, and is the foundation for many skills and attributes anticipated as required by future engineers. Therefore, the understanding of empathy and care, and consideration of the development of empathetic and caring competencies are increasingly relevant for engineering education. Recent studies have explored the conceptualisation of and value placed on empathy and care in engineering practice, from the perspectives of practicing engineers in US and German contexts. We broaden this to include the Australian setting. Engineers’ perceptions of empathy and care within Australian engineering practice were collected using an online version of the Empathy and Care Questionnaire (ECQ) instrument developed by Hess, Strobel, Pan and Wachter Morris (N = 183). Statistical analysis of survey questions relating to the perceived importance and benefits of empathy and care to engineers, and relevance within a range of engineering practice situations was undertaken. Analysis of gender, years of experience, and organisational role indicated that female engineers perceived empathy and care to be more important, and more impactful on engineering practice than male engineers. Perceptions of empathy and care did not vary with duration of engineering work experience, however engineers in positions of organisational leadership placed greater importance on empathy and care in their roles than others. These differences contrast with results of the US and German studies. Further analysis is required to understand where, when and why these differences occur.
Reports on the topic "Empathy skills"
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Suarez Enciso, Sonia, Hyeri Mel Yang, and Gabriela Chacon Ugarte. Skills for Life Series: Empathy & Compassion. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013113.
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Empathy and compassion are vital skills for emotional and social development, motivating prosocial behaviors and effective conflict resolution. Empathy involves understanding others' emotions, while compassion drives actions to alleviate their suffering. These skills can be developed through educational programs and interventions like mindfulness and emotional intelligence training. In this brief, we introduce more about its relevance, successful initiatives to foster them, and tools to measure them.
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Bermingham, Rowena, and Eleanor Shipton. Developing Non-Academic Skills. Parliamentary Office of Science and Technology, 2018. http://dx.doi.org/10.58248/pn583.
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Non-academic skills exist alongside academic knowledge and abilities, and can include empathy, communication, and resilience. They have also been called 'life', 'non-cognitive' or 'essential' skills. Non-academic skills are associated with a range of positive outcomes across education, work, health and wellbeing, such as higher academic attainment, improved employability, and better physical and mental health. This POSTnote reviews evidence on the outcomes associated with non-academic skills and effective educational approaches to developing these skills in and out of the school environment.
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Suarez Enciso, Sonia, Hyeri Mel Yang, and Gabriela Chacon Ugarte. Skills for Life Series: Self-awareness. Inter-American Development Bank, 2024. https://doi.org/10.18235/0013332.
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Self-awareness, the ability to monitor internal states and understand interactions with others, is a key socioemotional skill. It encompasses internal clarity and external understanding of how others perceive us. Linked to well-being, empathy, and self-regulation, self-awareness can be developed through reflective practices, feedback, and personalized learning. In this brief, we explore its significance, successful initiatives to cultivate self-awareness, and tools available to measure it.
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Wolvin, Andrew, and JungKyu Rhys Lim. Skills for Life: Listening. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004351.
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As we face the ravages of COVID-19, climate change, economic disparities, and social injustice, the world needs listening skills more than ever. Listening skills are one of the core life skills that are critical in life, work, and school. Listening skills enable children to access information, develop other skills, such as empathy, and critical thinking, and have better academic performances and lives. Listening skills are one of the most desired and needed in workplaces. In this brief, we explain the importance of listening skills and listening processes. Then, we review how policymakers can help develop listening skills. Lastly, we review how policymakers can measure and assess listening skills.
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McGrath, Robert E., and Alejandro Adler. Skills for life: A review of life skills and their measurability, malleability, and meaningfulness. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004414.
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It is widely accepted that schools and other settings catering to youth can play an essential role in offering education in life skills and character. However, there exists a broad array of potential targets for such programs, suggesting the need for guidance on which targets are most likely to result in demonstrable and valuable results. This report attempts to integrate a broad literature addressing the universe of targets for skills development programs for youth. After identifying a set of 30 candidate skills to investigate further, research literature was reviewed to evaluate each skill on three dimensions. Measurability had to do with the extent to which adequate measurement tools were available for evaluating skill level, with emphasis on those tools specifically used for younger populations and available in multiple languages, particularly in Spanish. Malleability had to do with the extent to which there is evidence that interventions have the potential to modify skill level, with emphasis on those that have been extensively evaluated through randomized controlled trials. Finally, meaningfulness had to do with the extent to which evidence exists demonstrating that the higher levels of skill can result in consequential outcomes. Based on these criteria, 10 skills were selected for further review as having the most compelling evidence to date that they are life skills that matter: Mindfulness, Empathy and compassion, Self-efficacy/ Self-determination, Problem solving, Critical thinking, Goal orientation and goal completion, Resilience/Stress resistance, Self-awareness, Purposefulness, and Self-regulation/Self-control/Emotion regulation. The evidence for each is summarized. We finish with a review of key issues to consider in the design, implementation, and evaluation of life skills that matter.
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Niklander ribera, Gustavo. https://carver.university/academiccrit/art-gustavo-nikklander/. Carver University; Universidad Autónoma de Chile, 2025. https://doi.org/10.32457/niklander22025103.
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The emergence of artificial intelligence (AI) in the workplace has raised numerous questions. On the one hand, its ability to increase efficiency and relieve people of routine tasks is widely celebrated. On the other hand, there is growing concern about the role humans will play when machines not only execute tasks but also create, respond, and decide. In this new scenario, soft skills are often proposed as a possible answer—but not without significant challenges. In an environment where algorithms can already write texts, generate images, serve customers, and solve operational problems, it is inevitable to ask what a human worker can offer that a machine cannot. The most common—and perhaps most hopeful—answer is that human values such as empathy, creativity, and ethical judgment will remain irreplaceable. These so-called soft skills are now gaining unprecedented relevance (Niklander, 2023a).
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Zeba, Mattia, Roberta Medda-Windischer, Andrea Carlà, and Alexandra Cosima Budabin. Civic Education as Preventive Measure and Inclusionary Practice. Glasgow Caledonian University, 2025. https://doi.org/10.59019/ddzh5n65.
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In the framework of the D.Rad project, WP10 – entitled Civic education as preventive measure and inclusionary practice – seeks to prevent youth radicalisation through civic education and to identify new pedagogical methods and interactive, participatory tools for building pro-social resilience to radical ideologies. We consider as ‘civic education programs’ all those initiatives of instruction that aim at affecting “people’s beliefs, commitments, capabilities, and actions as members or prospective members of communities”1, as well as foster critical thinking and promoting “civic engagement and support democratic and participatory governance”2. Such programs have been found “to help shape personal efficacy (i.e., an individual’s belief in their ability to effect change, political participation, and tolerance”3. Furthermore, “educational tools as such have proven to foster individuals' desistance from terrorist groups and ideologies by broadening the scope of their political values, ideals, and concepts (e.g., justice, honor, freedom) and by introducing alternative perspectives and worldviews”4. In D.rad’s WP10, the focus is on civic education programs that adopt a participatory approach. This means involving all participants in expressing their ideas and bringing about change. Specifically, these methods empower marginalized voices, promoting civic engagement, problem-solving, and networking. Using techniques like role-plays and interactive tools, these programs foster critical thinking, empathy, democratic literacy, active citizenship, resilience, and socio-emotional learning. Critical thinking involves making reliable judgments based on sound information. It includes steps like asking questions, gathering relevant data, and considering various perspectives. Research shows a positive link between critical thinking and personal efficacy. Empathy is vital in civic and peace education. It means understanding and resonating with others' emotions. Pedagogical approaches like group work and cooperative tasks nurture empathy, as well as exposure to diverse choices and scenarios. Democratic literacy involves recognizing, valuing, and respecting all individuals as legitimate members of society. Non-formal education, like theatre, is a powerful way to engage communities in raising awareness and fostering democratic literacy. Active citizenship means actively participating in one's local community with values like respect, inclusion, and assistance. Educational programs equip participants with skills and knowledge for resilient societies built on trust. Resilience is the ability to bounce back from challenges, a crucial skill in personal development against extremist ideologies. Research links resilience to pro-social behaviour and life satisfaction. Civic education fosters pro-social behaviour through empathy and voluntary actions that benefit others. Socio-emotional learning (SEL) includes five key components: self-awareness, self-management, responsible decision making, social awareness, and relationship skills. Through SEL, individuals understand and regulate emotions, set positive goals, show empathy, build healthy relationships, and make responsible choices. Effective SEL training leads to improved academic performance and positive attitudes. It reduces disruptive behaviours and disciplinary issues. Educators prioritize SEL through activities that encourage communication, cooperation, emotional regulation, empathy, and self-control. Against this background, the final goal of WP10 was to foster social cohesion, democratic literacy, active citizenship and a shared sense of belonging to counteract tendencies of grievance, alienation and polarisation through the development of a participatory role-play targeting community organizations, youth centres, social/educational workers and interested citizens. WP10 was carried out in three parallel and complementary phases:- project partners involved in the WP (EURAC – Bolzano/Bozen, AUP – Paris, FUB – Berlin, BILGI – Istanbul and PRONI – Brcko) analysed civic education programs implemented in their countries to combat radicalisation and violent extremism in order to highlight approaches, practices and challenges that needed to be taken into account in the development of WP10’s toolkit; EURAC complemented such analysis with an overall recognition of existing programmes at EU level and beyond; - WP partners also contacted experts (academics, practitioners, NGO-leaders, public officers at the Ministry of Justice, social workers) in the field of de-radicalisation, civic-education, cultural mediation and theatrical methods to provide both feedback on challenges faced in past projects and opinions on the role-play developed in the framework of WP10; - EURAC, assisted by project partners and external experts developed a role-play as a preventive tool for youth radicalisation; WP partners then tested the role-play in their respective countries to collect feedback on its implementation and effectiveness. The role-play thus developed, called “In Search of the Lost Past”, is a civic education game encourages participants to reflect on available choices, avoiding adverse and/or violent outcomes. It aims to enhance critical thinking skills in problem-solving and understanding diverse perspectives. Accordingly, it fosters open-mindedness and respect for diversities and alternative worldviews while expanding participants' understanding of values, ideals, and concepts like justice, honour, and freedom. Participants collectively reconstruct stories through backwards journeys, starting from possible endings and envisioning earlier events from assigned character viewpoints. Through embodying diverse profiles and exploring various choice pathways, this reverse storytelling method prompts contemplation on decisions and their nuanced repercussions. Although all stories share a common finale, participants shape unique, parallel narratives based on distinct character perspectives. This imaginative process elucidates how personal experiences shape worldviews and life trajectories. This imaginative process serves to illuminate how personal experiences contribute to the formation of worldviews and life trajectories. Post-activity discussions centre around the decisions made and their far-reaching implications, emphasizing alternative approaches to challenging issues. Stepping into different mindsets not only cultivates empathy but also fortifies critical analysis skills among participants. "In Search of the Lost Past" serves as a dynamic platform for exploring and understanding the complex interplay of choices, perspectives, and outcomes. Reconstructing the past helps us be open to new and diverse futures.
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Mateo-Berganza Díaz, María Mercedes, Emma Näslund-Hadley, Margarita Cabra, and Laura Felizia Vélez Medina. Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004877.
Full textAbstract:
In this article we experimentally evaluate Colombias Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on childrens prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on education centers personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the childrens caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning.
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Verdisco, Aimee, Jennelle Thompson, and Santiago Cueto. Early Childhood Development: Wealth, the Nurturing Environment and Inequality First Results from the PRIDI Database. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0011753.
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This paper presents findings from the Regional Project on Child Development Indicators, PRIDI for its acronym in Spanish. PRIDI created a new tool, the Engle Scale, for evaluating development in children aged 24 to 59 months in four domains: cognition, language and communication, socio-emotional and motor skills. It also captures and identifies factors associated with child development. The Engle Scale was applied in nationally representative samples in four Latin American countries: Costa Rica, Nicaragua, Paraguay and Peru. The results presented here are descriptive, but they offer new insight regarding the complexity of child development in Latin America. The basic message emerging from this study is that child development in Latin America is unequal. Inequality in results appears as early as 24 months and increases with age. There is variation in inequality. For example, correlations with the socio-economic characteristics of the home and maternal education are stronger for cognition, and language and communication than for motor development. The environment within which children develop and the adult-child interactions predominant within this environment ¿ referred to in this study as the nurturing environment - is important for all domains of child development utilized in this study, although stronger associations appear for cognition, language and communication, and socio-emotional development. For all domains measured by the Engle Scale, the nurturing environment bears a statistically stronger correlation than the socio-economic endowment of the home or maternal education. Gaps between the development of children in the top and low extremes in these factors matter. By 59 months, the development of a poor and under-nurtured child will lag by as much as 18 months behind her richer and more nurtured peers. For this child it will be more difficult to recognize basic shapes like triangles or squares, count to 20, or understand temporal sequences. She will also have gaps in her basic executive functioning and socio-emotional skills, including empathy and autonomy. She will not likely be ready for school and may not have success once there. Notably, however, if this same child, in the same poor household, were to benefit from a nurturing environment, her level of development would rise and would start to approach levels found in children in richer but less nurtured households. The nurturing environment thus appears to mitigate the negative association lower levels of wealth have with the domains of development included in this study.
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Sistac, Sistac, Lliteras M, and Sistac Palacín JM. Study in a Simulated Scenario of the Influence of Training and Personality in the Resolution of Critical Situations in Anaesthesiology Residents. Science Repository, 2023. http://dx.doi.org/10.31487/j.acr.2022.04.01.sup.
Full textAbstract:
Introduction: Empowerment of simulations in emergent situations by resident medical interns has positively demonstrated the acquisition of clinical skills [1]. Even so, it remains unclear what psychological factors influence when assuming leadership in carrying out these simulations or in a real situation. This study aims to analyse, by simulating critical situations in the operating room, the influence of training and personality among anaesthesiology residents on the predisposition to assume such leadership Materials and Methods: A study was carried out on 22 residents both trained (11) and untrained in simulation, assessing their personality and degree of stress using the Typi and Stay Trait. By observation it was determined that he was the leader, when entering a simulated model of ventricular fibrillation in pairs. Resolution capacity was not valued, but rather the characteristics that define the personality of the resident who assumed leadership. Results: Regarding personality, measured with the TIPI test, the leaders turned out to score high in agreeableness but low in extraversion compared to the helpers. This suggests that they are altruistic, compassionate, trusting, frank, empathic and sensitive to others and on the other hand reserved, socially distant except with close friends. In the trained group, the Stai Trait test revealed a slightly lower mean in helpers compared to the total mean, in addition to a significantly higher SD in leaders (4.57) than in helpers (2.87), obtaining a p> 0.02. In Stai Estado, the opposite occurred in terms of the averages, lower in the group of leaders with respect to the global average. And a very similar SD was obtained in both groups (4.91 and 4.21). In the TIPI test, the leading group stands out with a low score in extraversion, compared to the total mean and compared to assistants, justified data with a p>0.02. Conclusion: The residents of the trained group turned out to have lower anxiety in the stressful situation of the simulation compared to the other group. In addition, the women who turned out to be leaders in the trained group demonstrated control of the situation with lower HRs than the leaders in the untrained group, thus demonstrating the influence of training in resolving critical situations.