Positiv empati kan definieras som att dela och förstå någon annans positiva känslor. Studiens syfte var att översätta den amerikanska positive empathy scale (PES), testa den på svenska högskolestudenter samt relatera PES till känsla av sammanhang (KASAM). En enkätstudie med 181 deltagare genomfördes där deltagarna skattade positiv empati och KASAM. Studiens resultat visade att den svenska översättningen av PES var tillförlitlig, mätt med Cronbach ́s alpha. Resultatet visade även att kvinnor tenderade ha högre positiv empati än män, men att ålder inte resulterade i högre positiv empati. Med hjälp av en hierarkisk multipel regressionsanalys visade resultatet att högre KASAM gav högre positiv empati. Studien visar att det nu finns en svensk positiv empatiskala som verkar tillförlitlig, även om den behövs testas vidare för att bidra till en djupare förståelse i ämnet.

The purpose of this study was to determine if two elements of self-conception, environment and biology, influenced trait and dyadic measures of empathy.

Existing research concerning the effects of empathy development has primarily focused on the role of parents, culture, and education but has overlooked the role of siblings. This current retrospective study investigates sibling relationship quality and cognitive and affective empathy in young adults to address the question of whether siblings influence young adults’ empathy processes. A total of 205 young adults participated in the study and completed questionnaires examining their sibling relationship quality and empathy. Strong positive relationships were observed between affective empathy and sibling relationship quality, which suggests that siblings may play a unique role in shaping each other’s affective empathy development. Young adults with a sibling who made a positive impact on them had higher sibling relationship quality and affective empathy scores. Additionally, female participants showed higher affective empathy and quality relationship with their siblings than male participants.

The aim of this thesis is to design a game, created in the form of a game design document, that represents lower socioeconomic class struggles. It is done by using a research through design method, with which we delve into studies and simulations of poverty, socioeconomic classes, previous games and studies on empathy. To make the representation unappropriated, an autoethnographic method is utilized to write down personal experiences as stories to use as inspiration. The studies and methods are used to inform the design decisions for this game called Lesser&lt;Than... . The results show an overview of a finished game design document alongside informed design decisions. We also break the game down into and discuss its mechanics, dynamics and aesthetics. Extra attention is paid to the narrative too, since that is the biggest area of socioeconomic representation. For the conclusion, from this finished game design, we are also picking out three key ways of representing lower socioeconomic classes and explaining why these ways work for us. / <p>One of the author's legal name is Dana Taillefer, but preffered name that is on the thesis is Levi Taillefer</p>

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<p dir="ltr">In this research, I study the role of empathy in first-year engineering design teams. Engineering programs provide students with opportunities to practice and develop teamwork skills to help them become more effective team members. Thus, it is essential to understand factors that contribute to effective teaming experiences for engineering students. One key factor for promoting effective teaming experiences is empathy.</p>

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Historically, autistic people have been portrayed as lacking empathy. However, more recent research reveals mutual, rather than one-sided, gaps in empathy between autistic and neurotypical (NT) people. Decreased empathy can lead to marginalization and even violence, usually toward those in the minority. Regardless of diagnosis, however, there are fundamental aspects of the human experience upon which empathy could be built. In the present study, we explored commonalities and differences in how autistic and NT individuals experience comfort and discomfort. Semi-structured interviews were conducted to discover the causes, emotions, and reactions to comfortable and uncomfortable social situations and environments across autistic and NT individuals. Thematic analysis revealed three universal influences of comfort and discomfort across groups, including social influences, environmental influences, and personal/emotional influences. Each of these main themes revealed subthemes exploring how autistic and NT individuals differ and overlap. Analysis of all themes, subthemes, and codes revealed that autistic individuals differ in degree and frequency, rather than type, of factors influencing comfort and discomfort. Knowledge of these themes and findings could help to challenge the outdated belief in autistic empathy deficits and promote empathy-building.

Call number: LD2668 .T4 1979 H67 / Master of Science

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.