Empathy As a Response to Frustration in Password Choice
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Strategic Empathy As a Tool of Statecraft
Strategic Empathy as a Tool of Statecraft John Dale Grover Published October 2016 Contents Introduction ................................................................................................................................................. 3 Empathy Defined ........................................................................................................................................ 4 Strategic Empathy as a Tool of Statecraft ................................................................................................ 7 International Relations Theory and Empathy ....................................................................................... 14 The Opening of China .............................................................................................................................. 24 American Policy in the Iraq War ............................................................................................................ 30 Conclusion ................................................................................................................................................. 35 Bibliography .............................................................................................................................................. 37 2 Introduction “If you know the enemy and know yourself, you need not fear the result of a hundred battles. If you know yourself but not the enemy, for every victory gained you will also suffer a defeat. If you know neither the enemy nor yourself, you will succumb -
1 the Development of Empathy: How, When, and Why Nicole M. Mcdonald & Daniel S. Messinger University of Miami Department Of
1 The Development of Empathy: How, When, and Why Nicole M. McDonald & Daniel S. Messinger University of Miami Department of Psychology 5665 Ponce de Leon Dr. Coral Gables, FL 33146, USA 2 Empathy is a potential psychological motivator for helping others in distress. Empathy can be defined as the ability to feel or imagine another person’s emotional experience. The ability to empathize is an important part of social and emotional development, affecting an individual’s behavior toward others and the quality of social relationships. In this chapter, we begin by describing the development of empathy in children as they move toward becoming empathic adults. We then discuss biological and environmental processes that facilitate the development of empathy. Next, we discuss important social outcomes associated with empathic ability. Finally, we describe atypical empathy development, exploring the disorders of autism and psychopathy in an attempt to learn about the consequences of not having an intact ability to empathize. Development of Empathy in Children Early theorists suggested that young children were too egocentric or otherwise not cognitively able to experience empathy (Freud 1958; Piaget 1965). However, a multitude of studies have provided evidence that very young children are, in fact, capable of displaying a variety of rather sophisticated empathy related behaviors (Zahn-Waxler et al. 1979; Zahn-Waxler et al. 1992a; Zahn-Waxler et al. 1992b). Measuring constructs such as empathy in very young children does involve special challenges because of their limited verbal expressiveness. Nevertheless, young children also present a special opportunity to measure constructs such as empathy behaviorally, with less interference from concepts such as social desirability or skepticism. -
A Study of Emotional Intelligence and Frustration Tolerance Among Adolescent
ADVANCE RESEARCH JOURNAL OF SOCIAL SCIENCE RESEARCH ARTICLE Volume 6 | Issue 2 | December, 2015 | 173-180 e ISSN–2231–6418 DOI: 10.15740/HAS/ARJSS/6.2/173-180 Visit us : www.researchjournal.co.in A study of emotional intelligence and frustration tolerance among adolescent Archana Kumari* and Sandhya Gupta The IIS University, JAIPUR (RAJASTHAN) INDIA (Email: [email protected]; [email protected]) ARTICLE INFO : ABSTRACT Received : 14.07.2015 In every sphere of life whether it is education, academic or personal, adolescents feel Revised : 22.10.2015 lots of obstacles on the way of their goals in life. Sometimes they are able to deal with Accepted : 03.11.2015 them rationally but sometimes they deal with it emotionally. In case if they are incapable KEY WORDS : to deal with these obstacles they get frustrated. To cope up with frustration the adolescents need to be emotionally intelligent that means they should have flexibility, Emotional intelligence, Frustration, optimist thought and skilled to control impulses. The present study attempted to Tolerance, Adolescent correlate frustration tolerance with emotional intelligence. A total of 120 adolescents were selected from Jaipur city in the age group of 12- 19 years of age. Out of 120 HOW TO CITE THIS ARTICLE : Kumari, Archana and Gupta, Sandhya adolescents, 60 were girls and 60 were boys. For data collection Emotional intelligence (2015). A study of emotional intelligence scale and Frustration tolerance tool was used. A positive correlation was found between and frustration tolerance among emotional intelligence and frustration tolerance of adolescents. Girls were found to adolescent. Adv. -
“Trees Have a Soul Too!” Developing Empathy and Environmental Values in Early Childhood
The International Journal of Early Childhood Environmental Education, 5(1), p. 68 International Journal of Early Childhood Environmental Education Copyright © North American Association for Environmental Education ISSN: 2331-0464 (online) “Trees have a soul too!” Developing Empathy and Environmental Values in Early Childhood Loukia S. Lithoxoidou 77th Kindergarten School of Thessaloniki, Greece Alexandros D. Georgopoulos Aristotle University of Thessaloniki, Greece Anastasia Th. Dimitriou Democritus University of Thrace, Alexandroupolis, Greece Sofia Ch. Xenitidou NOESIS Science Center and Technology Museum, Greece Submitted June 22, 2016; accepted April 17, 2017 ABSTRACT Coping with environmental crisis cannot but presuppose a change in the values adopted by modern man. Both ecocentric values associated with creating a caring relationship with nature, and the development of empathy, can become vehicles of transformation towards a society based on ecological principles. In connection with these issues, an Environmental Education program for preschoolers was designed and implemented in the classroom. The evaluation shows that preschool children can be interested in non-human beings, can feel the need to protect them, and ascribe them intrinsic value. Keywords: environmental values, empathy, preschool environmental education What accords Environmental Education its dynamic character - and marks its difference from environmental studies - is the dimension of critique, relating to the identity of the active citizen who - through studying and clarifying attitudes and values, rejects the prevailing standards, and who, by seeking alternative ways of being, modifies his actions accordingly, and consequently transforms society and the environment (Sterling, 1993). A special case of such a process involves the anthropocentrism - ecocentrism dichotomy and all the movements in between that have emerged over the last decades (Attfield, 2014). -
Individual Differences in Empathy Are Associated with Apathy-Motivation
www.nature.com/scientificreports OPEN Individual diferences in empathy are associated with apathy- motivation Received: 1 August 2017 Patricia L. Lockwood 1,2, Yuen-Siang Ang 1,2,3, Masud Husain 1,2,3 & Molly J. Crockett1,4 Accepted: 24 November 2017 Empathy - the capacity to understand and resonate with the experiences of other people - is considered Published: xx xx xxxx an essential aspect of social cognition. However, although empathy is often thought to be automatic, recent theories have argued that there is a key role for motivation in modulating empathic experiences. Here we administered self-report measures of empathy and apathy-motivation to a large sample of healthy people (n = 378) to test whether people who are more empathic are also more motivated. We then sought to replicate our fndings in an independent sample (n = 198) that also completed a behavioural task to measure state afective empathy and emotion recognition. Cognitive empathy was associated with higher levels of motivation generally across behavioural, social and emotional domains. In contrast, afective empathy was associated with lower levels of behavioural motivation, but higher levels of emotional motivation. Factor analyses showed that empathy and apathy are distinct constructs, but that afective empathy and emotional motivation are underpinned by the same latent factor. These results have potentially important clinical applications for disorders associated with reduced empathy and motivation as well as the understanding of these processes in healthy people. Empathy – the capacity to understand and resonate with the experiences of other people – is considered essential for navigating meaningful social interactions and is closely linked to prosocial behaviour1–7. -
Empathy and Feelings of Guilt Experienced by Nurses: a Cross-Sectional Study of Their Role in Burnout and Compassion Fatigue
Empathy and feelings of guilt experienced by nurses: a cross-sectional study of their role in burnout and compassion fatigue symptoms Abstract Aims: The main goal of this study was to explore the relationships between empathy, empathy-based pathogenic guilt and professional quality of life (burnout and compassion fatigue). We aim to test a model in which we hypothesize that when empathic feelings are related to pathogenic guilt, burnout and compassion fatigue symptoms may be increased. Background: Empathy is at the core of nursing practice, and has been associated with positive outcomes not only for the healthcare provider but also for the patient. However, empathy is also at the core of guilt feelings that, when excessive and misdirected, can lead to pathogenic guilt beliefs. We focused on two types of empathy-based guilt characterized by excessive responsibility over others’ well-being and how these can be related to professional quality of life. Methods and Participants: This study is a cross-sectional self-report survey. Data were collected during 2014 and 2015. 298 nurses from public hospitals in Portugal’s north and center region were surveyed. Professional quality of life (ProQoL), empathy (IRI), and empathy-based guilt (IGQ) were measured using validated self-report measures. Results: Correlation analyses showed that empathy-based guilt was positively associated with empathy, and with burnout and compassion fatigue. Results from multiple mediation models further indicated when empathy is associated with empathy-based guilt, this leads to greater levels of burnout and compassion fatigue. Conclusions: Given the nature of their work, proneness to experience pathogenic guilt feelings may compromise nurses’ well-being, and this should be addressed in training programs aiming at preventing or treating burnout and compassion fatigue. -
Self-Esteem's Relations to Empathy and Parenting
Psychological Thought psyct.psychopen.eu | 2193-7281 Research Articles Self-Esteem’s Relations to Empathy and Parenting Violeta Pavlova Cone* a [a] Department of Social, Labor and Pedagogical Psychology, Faculty of Philosophy, Sofia University “St. Kliment Ohridski”, Sofia, Bulgaria. Abstract The article is looking into theoretical and research relations between self-esteem, empathy and parenting. The empirical study was carried out among 199 undergraduate US students and measured empathy (Empathy Quotient and Interpersonal Reactivity Index), self-esteem (Rosenberg Self-Esteem Scale) and perceived parenting (Parental Bonding Instrument). The results showed no direct relation between empathy and self-esteem, as measured by the instruments in this sample. The care dimension of the perceived parenting style of both parents predicted self-esteem levels. Future research is recommended to confirm findings and identify possible mediator between empathy and self-esteem. Keywords: self-esteem, empathy, perceived parenting style, undergraduate students, Rosenberg Self-esteem Scale, Empathy Quotient, Parental Bonding Instrument, Interpersonal Reactivity Index Psychological Thought, 2016, Vol. 9(2), 184–196, doi:10.5964/psyct.v9i2.194 Received: 2016-07-12. Accepted: 2016-08-18. Published (VoR): 2016-10-28. Handling Editor: Marius Drugas, University of Oradea, Oradea, Romania *Corresponding author at: Sofia University “St. Kliment Ohridski” 15, bul. Tsar Osvoboditel, 1504 Sofia, Bulgaria. E-mail: [email protected] This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Introduction Self-esteem is among the most popular mental health concepts and has influenced the development of numerous scientific and public policies. -
Social and Emotional Skills Well-Being, Connectedness and Success
Social and Emotional Skills Well-being, connectedness and success ©OECD FOREWORD Contents Foreword Foreword 3 Education systems need to prepare students for continuous effort to create the kind of binding social their future, rather than for our past. In these times, capital through which we can share experiences, ideas Introduction 4 digitalisation is connecting people, cities and continents and innovation and build a shared understanding among to bring together a majority of the world’s population in groups with diverse experiences and interests, thus 01. Measuring Social and Emotional Skills 5 ways that vastly increases our individual and collective increasing our radius of trust to strangers and institutions. potential. But the same forces have made the world also 02. Social and emotional skills drive critical life outcomes 10 more volatile, more complex, and more uncertain. And Over the last years, social and emotional skills have when fast gets really fast, being slow to adapt makes been rising on the education policy agenda and in the 03. The impact of specific social and emotional skills on life outcomes 17 education systems really slow. The rolling processes of public debate. But for the majority of students, their automation, hollowing out jobs, particularly for routine development remains a matter of luck, depending on ○ Conscientiousness – getting things done, as required and in time 17 tasks, have radically altered the nature of work and life whether this is a priority for their teacher and their and thus the skills that are needed for success. For those school. A major barrier is the absence of reliable metrics ○ Openness to experience – exploring the world of things and ideas 20 with the right human capacities, this is liberating and in this field that allow educators and policy-makers to exciting. -
The Empathy Connection
The Empathy Connection Creating Caring Communities through the Human-Animal Relationship The Doris Day Animal Foundation (DDAF) is a national nonprofit organization working to create caring communities. Thanks to a generous grant from the Claire Giannini Fund, we are pleased to present “The Empathy Connection,” a publication designed to help parents, teachers, and other adults instill the important skill of empathy in our youth. As a mother of two school-age children, president of the parent teacher’s association of a middle school, and as the Executive Director of the Doris Day Animal Foundation, I know how important empathy is in children’s development. Empathy is an important skill, related to success in many areas of development—social, academic, and personal. Learning how to respond empathetically is also the best antidote to violence, bullying, and other unwanted, aggressive behavior in children. The basic tenet of DDAF’s “creating caring communities” mission is that the protection of, and respect for, animals is closely linked to human welfare. The development of empathy is a case in point: one of the best—and probably one of the most enjoyable—ways to teach children empathy is through the human-animal relationship. The Doris Day Animal Foundation offers training workshops and materials designed to help professional and lay communities address the problem of violence and promote positive development in children, families, and communities. We do this by demonstrating how paying attention to the animal-human welfare link builds safer, more creative communities for all living creatures. We hope you will let us know how you used “The Empathy Connection,” or other DDAF materials. -
Emotion Classification Based on Biophysical Signals and Machine Learning Techniques
S S symmetry Article Emotion Classification Based on Biophysical Signals and Machine Learning Techniques Oana Bălan 1,* , Gabriela Moise 2 , Livia Petrescu 3 , Alin Moldoveanu 1 , Marius Leordeanu 1 and Florica Moldoveanu 1 1 Faculty of Automatic Control and Computers, University POLITEHNICA of Bucharest, Bucharest 060042, Romania; [email protected] (A.M.); [email protected] (M.L.); fl[email protected] (F.M.) 2 Department of Computer Science, Information Technology, Mathematics and Physics (ITIMF), Petroleum-Gas University of Ploiesti, Ploiesti 100680, Romania; [email protected] 3 Faculty of Biology, University of Bucharest, Bucharest 030014, Romania; [email protected] * Correspondence: [email protected]; Tel.: +40722276571 Received: 12 November 2019; Accepted: 18 December 2019; Published: 20 December 2019 Abstract: Emotions constitute an indispensable component of our everyday life. They consist of conscious mental reactions towards objects or situations and are associated with various physiological, behavioral, and cognitive changes. In this paper, we propose a comparative analysis between different machine learning and deep learning techniques, with and without feature selection, for binarily classifying the six basic emotions, namely anger, disgust, fear, joy, sadness, and surprise, into two symmetrical categorical classes (emotion and no emotion), using the physiological recordings and subjective ratings of valence, arousal, and dominance from the DEAP (Dataset for Emotion Analysis using EEG, Physiological and Video Signals) database. The results showed that the maximum classification accuracies for each emotion were: anger: 98.02%, joy:100%, surprise: 96%, disgust: 95%, fear: 90.75%, and sadness: 90.08%. In the case of four emotions (anger, disgust, fear, and sadness), the classification accuracies were higher without feature selection. -
Eye White May Indicate Emotional State on a Frustration±Contentedness Axis in Dairy Cows A.I
Applied Animal Behaviour Science 79 22002) 1±10 Eye white may indicate emotional state on a frustration±contentedness axis in dairy cows A.I. Sandema,*, B.O. Braastada, K.E. Bùeb aDepartment of Animal Science, Agricultural University of Norway, P.O. Box 5025, N-1432 AÊ s, Norway bDepartment of Agricultural Engineering, P.O. Box 5065, N-1432AÊ s, Norway Accepted 14 February 2002 Abstract Research on welfare indicators has focused primarily on indicators of poor welfare, but there is also a need for indicators that can cover the range from good to poor welfare. The aim of this experiment was to compare behaviour elements in dairy cows shown in response to a frustrative situation as well as elements shown as a response to pleasant, desirable stimuli, and in particular measure the visible percentage of white in the eyes. The subjects of the study were 24 randomly selected dairy cows, 12 in each group, all Norwegian Red Cattle. In a 6 min test of hungry cows, access to food and food deprivation were used as positive and frustrating situations, respectively. The cows of the positive stimulus group were fed normally from a rectangular wooden box. When the deprived animals were introduced to the stimulus, the box had a top of Plexiglas with holes so that the cows could both see and smell the food, but were unable to reach it. All cows were habituated to the box before the experiment started. All food-deprived cows showed at least one of these behaviours: aggressiveness 2the most frequent), stereotypies, vocalization, and head shaking, while these behaviour patterns were never observed among cows given food. -
Development of a Trait Parochial Empathy Scale
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2019 When Empathy Only Goes So Far: Development of a Trait Parochial Empathy Scale Anna Maria C. Behler Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Quantitative Psychology Commons, and the Social Psychology Commons © Anna Maria C. Behler Downloaded from https://scholarscompass.vcu.edu/etd/6005 This Dissertation is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Running Head: TRAIT PAROCHIAL EMPATHY SCALE WHEN EMPATHY ONLY GOES SO FAR: DEVELOPMENT OF A TRAIT PAROCHIAL EMPATHY SCALE A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Psychology at Virginia Commonwealth University By: ANNA MARIA C. BEHLER M.S., Virginia Commonwealth University, 2017 M.A., CUNY Queens College, 2014 B.S., Fordham University – Rose Hill, 2011 Co-Directors: Jeffrey D. Green, Ph.D. & Jennifer Joy-Gaba, Ph.D. Associate Professors of Psychology Department of Psychology Virginia Commonwealth University Richmond, Virginia July, 2019 TRAIT PAROCHIAL EMPATHY SCALE i Acknowledgements There are several people to whom I would like to say thank you: First, to my advisors, Dr. Jeffrey Green & Dr. Jennifer Joy-Gaba, for their kindness, encouragement, support, and unparalleled mentorship over the past four years. To my committee members, Drs. Daniel Berry, Terri Sullivan, and Sharon Zumbrunn, for their guidance on this project.