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The Pennsylvania State University the Graduate School MOTIVATING The Pennsylvania State University The Graduate School MOTIVATING ENGAGEMENT WITH SOCIAL JUSTICE ISSUES THROUGH COMPASSION TRAINING: A MULTI-METHOD RANDOMIZED CONTROLLED TRIAL A Dissertation in Psychology by Sinhae Cho © 2020 Sinhae Cho Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2020 ii The dissertation of Sinhae Cho was reviewed and approved by the following: José A. Soto Associate Professor of Psychology Sherwin Early Career Professor in the Rock Ethics Institute Dissertation Advisor Co-Chair of Committee Robert W. Roeser Professor of Human Development and Family Studies Bennett Pierce Professor of Caring and Compassion Co-Chair of Committee C. Daryl Cameron Assistant Professor of Psychology Research Associate in Rock Ethics Institute Michael N. Hallquist Assistant Professor of Psychology Assistant Professor of Institute for Computational and Data Sciences Kristin A. Buss Professor of Psychology Professor of Human Development and Family Studies Head of the Department of Psychology iii ABSTRACT To address issues of racial disparities in the US and effect lasting social changes, it is essential for members of privileged groups to learn about the experiences of marginalized individuals and groups. However, this kind of empathic engagement around social justice issues is often avoided by privileged group members due to the potentially high emotional costs associated with engaging with these issues. This multi-method, randomized controlled trial examined a two-week, online-based, self-administered compassion meditation training (vs. reappraisal training) as a method to counter empathy avoidance among White adults with regard to social justice contexts. Specifically, we investigated (1) whether the compassion training increased White adults’ empathic engagement (i.e., outgroup empathy, approach/avoidance physiology, and willingness to engage in social justice dialogue) in a situation where race-related social injustice is highlighted; and (2) whether such effects occur due to an expansion of social resources following training (i.e., perceived connection with close and distant others). Results showed that compassion training (vs. reappraisal training) did not significantly increase White adults’ empathic engagement in racial disparity contexts. Specifically, there was no significant group differences in changes in outgroup empathy from pre- to post-intervention. Similarly, there was no significant group difference in willingness to engage in social justice dialogue at post-intervention. In addition, approach/avoidance physiological patterns during laboratory empathy task did not significantly differ between training groups. However, the non- significant group difference in physiological patterns at post-intervention indicated a moderate to large effect, such that the compassion group showed physiological response patterns partially consistent with approach orientation (increased cardiac activity coupled with vasodilation) whereas the reappraisal group showed patterns more consistent with avoidance orientation (i.e., increased cardiac activity in the absence of vasodilation). Finally, there was a marginally significant group difference in social resources changes from pre- to post-intervention. Perceived connection with close others increased significantly in the compassion group but increased only marginally significantly in the reappraisal group. Perceived connection with distant others increased significantly in the compassion group but did not change in the reappraisal group. The lack of hypothesized effect and related considerations pertaining to practice compliance, outcome measurement, and training model and content are discussed. Additionally, preliminary findings and limitations of the present study are discussed with an aim to inform future studies. iv TABLE OF CONTENTS LIST OF FIGURES ........................................................................................................................ v LIST OF TABLES ......................................................................................................................... vi ACKNOWLEDGEMENTS .......................................................................................................... vii DEDICATION ............................................................................................................................... ix Chapter 1. INTRODUCTION ......................................................................................................... 1 Problem Statement .............................................................................................................. 1 Literature Review and Theoretical Framework .................................................................. 3 Theory of Change ............................................................................................................. 12 Study Summary and Hypotheses ...................................................................................... 21 Chapter 2. METHOD .................................................................................................................... 24 Participants ........................................................................................................................ 24 Study Design and Randomization ..................................................................................... 25 Description of Study Conditions ....................................................................................... 25 Measures ........................................................................................................................... 27 Study Procedures .............................................................................................................. 35 Chapter 3. RESULTS ................................................................................................................... 39 Preliminary Analyses ........................................................................................................ 39 Impact Analyses ................................................................................................................ 41 Chapter 4. DISCUSSION ............................................................................................................. 58 Lack of Hypothesized Effects ........................................................................................... 58 Preliminary Findings ......................................................................................................... 67 Limitations and Future Directions .................................................................................... 72 Conclusions ....................................................................................................................... 74 References ..................................................................................................................................... 76 v LIST OF FIGURES Figure 1. 1. Theory of Change ...................................................................................................... 23 Figure 2. 1. Schematic of the ESTb-SJI ........................................................................................ 37 Figure 2. 2. Design of the ESTp-SJI Trials ................................................................................... 37 Figure 3. 1. Effect Size for Main Impact Analyses ........................................................................ 52 Figure 3. 2. Univariate Tests of CO, VC, and TPR Changes from BASELINE to INTRODUCTION Blocks for Each Group at Post-Training .................................... 52 Figure 3. 3. Univariate Tests of CO, VC, and TPR Changes from BASELINE to WAIT Blocks for Each Group at Post-Training .................................................................................... 54 Figure 3. 4. Changes in PWS Connection with Close Others from Pre- to Post-Training in the Compassion and Reappraisal Groups ....................................................................... 56 Figure 3. 5. Changes in IWAH Connection with Distant Others from Pre- to Post-Training in the Compassion and Reappraisal Groups ....................................................................... 57 vi LIST OF TABLES Table 2. 1. Physiological changes associated with challenge and threat states ............................ 38 Table 3. 1. Correlations between Primary Self-Reported and Behavioral Outcome Variables at Post-Training............................................................................................................... 49 Table 3. 2. Means and Standard Deviations of Empathy Choice at Pre- and Post-Training ........ 49 Table 3. 3. Univariate Tests of Group Difference in CO, VC, and TPR Changes from BASELINE to INTRODUCTION Blocks at Post-Training ....................................... 49 Table 3. 4. Univariate Tests of CO, VC, and TPR Changes from BASELINE to INTRODUCTION Blocks for Each Group at Post-Training ..................................... 50 Table 3. 5. Univariate Tests of Group Difference in CO, VC, and TPR Changes from BASELINE to WAIT Blocks at Post-Training ........................................................... 50 Table 3. 6. Univariate Tests of CO, VC, and TPR Changes from BASELINE to WAIT Blocks for Each Group at Post-Training ................................................................................. 50 Table 3. 7. Means and Standard Errors of World in Conversation
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