Includes a sample questionnaire in pocket.

Empathy induced altruism is considered as the motivation of human cooperation, one of the most prominent pro-social behaviours in society. To explore the empathy-cooperation link, this thesis presents a series of empirical studies designed to uncover how reliable this association is. Specifically, the introductory chapters present an evidence-based systematic review and discussion of current theories, which take a critical view of the methodological approaches and provide the context and theoretical motivations for the empirical work of the thesis. The empirical chapters present four studies conducted in the laboratory to evaluate empathy-cooperation association, as well as other potential mediating factors via Public Goods Game (PGG) reflecting collective action in society (total approx. 540 participants). Study 1 was a replication of a highly cited finding that has been often used to support theoretical claims regarding the positive empathy-cooperation link, which in the present case was not found when examined using the PGG set up. Study 2 further explored the empathy-cooperation link alongside the impact of personal values as an information signal to support cooperative behaviour, to this end, shared social values predicted cooperative behaviour above and beyond empathy. Study 3 examined the extent to which empathy could be used to support cooperation in heterogeneous group settings by manipulating the distribution of endowments and the origin of endowments; again empathy had a limited effect on levels of cooperation. Study 4 was a replication of Study 3, but using a 2-player PGG, leading to differences between the patterns of results from the previous experiment. The concluding section considers the implications of the findings for current theories that build on the empathy-cooperation link. Overall the experimental findings do not support the statement that empathy induction is an effective way of promoting cooperation in PGG when financial incentives are involved. This enriches the understanding of empathy-cooperation.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Along with academically focused benefits such as vocabulary and literacy, fiction reading has social-emotional benefits. Readers of fiction can identify with characters, and be transported into the fictional world, to differing degrees. Fiction, specifically, can help foster empathy. It has been well established that lifelong fiction readers have higher levels of cognitive empathy than those who have had limited experience with fiction. This relationship between transportation and empathy is well-researched, but the effect of identification on transportation and empathy is less well-defined. The relationship between identification with characters and transportation has mixed findings, and has been studied mostly with films. The current study focuses on the relationship between identification and cognitive empathy, with transportation as a possible mediator. Participants (n=148, age 18-60) read the story The Necklace by Guy de Maupassant, with explicit directions: either to read as if they were the main character (high identification), or read objectively (low identification). Participants then rated their identification (as a manipulation check) and transportation using self-report scales. Cognitive empathy was measured by the reading the Mind in the Eyes test, where participants saw a picture of eyes, and selected which emotion was being expressed. Results showed no difference between groups, indicating a failed manipulation. Further tests showed no significant correlation between condition and transportation; or condition and cognitive empathy; or transportation in cognitive empathy. There was also no significant regression equation. Future research is needed to understand the underlying mechanisms, and more potential benefits of fiction.

Recently Sandra Bem, a psychologist at Stanford University has written about the importance of developing a conception of mental health which is free from culturally imposed definitions of masculinity and femininity. She believes that defining certain behaviors as appropriate only for women and other behaviors as only appropriate for men is restricting and debilitating for both sexes. This sex-typing of behaviors has led to masculinity being associated with assertiveness and dominance, pragmatism, problem solving and task orientation, and a concern for one's individuality, whereas femininity is associated with emotional sensitivity and concern for the welfare of others, the seeking of harmony between oneself and others, and passivity. This study looks at the relationships between masculinity, femininity, anxiety and empathy. Specifically of concern is whether “Androgyny”, a new sex role, seems to be less debilitating and restricting than the traditional “Masculine” and “Feminine” roles as measured by anxiety and empathy scores. The sex role categories of Bem which are used in this study are derived from the Bem Sex Role Inventory. The categories are: 1) “Masculine" referring to someone scoring high in masculinity and low in femininity, 2) “Feminine” referring to someone scoring high in femininity and low in masculinity, 3) “Androgynous” referring to someone scoring high in both masculinity and femininity, and 4) “Undifferentiated” referring to someone scoring low in both masculinity and femininity. All the masculine-feminine (M-F) scales referred to in the following studies give measures corresponding to Bem's categories of “Feminine” and “Masculine”. In traditional M-F scales scoring high in femininity is equivalent to a “Feminine” sex role and scoring high in masculinity is equivalent to a "Masculine" sex role. The reason for this is that traditional M-F scales are structured so that masculinity and femininity are opposite poles on the same dimension and therefore as one moves toward greater femininity one also moves away from masculinity and vice versa. Bem’s inventory, however, is constructed so that masculinity and femininity are orthogonal dimensions. This allows for the development of two other possible sex roles: “Androgynous” and “Undifferentiated”. No predictions will be made about the latter category.

Individuals who report better relationships with their mental health providers have better treatment outcomes. One element of the relationship is therapist empathy, or the therapist's ability to see the world from the client's point-of-view. Researchers have struggled to define, measure, and teach empathy. The purpose of this study was to investigate whether instruction in character analysis techniques, such as those used by actors, had an effect on cognitive empathy. A convenience sample of 20 adults enrolled in undergraduate or graduate-level coursework was recruited for participation in this study. Each individual provided demographic information and completed the Interpersonal Reactivity Index (IRI) and the Literature Empathy Test (LET). The intervention group (n = 10) participated in a 45-minute character analysis training prior to completing the LET. The control group (n = 10) completed both assessments in a separate meeting with no intervention. A univariate analysis of covariance was used to discover the effect of character analysis training on LET scores in light of IRI scores. The data analysis revealed no significant relationship between the intervention and LET scores, but the findings provided several insights. Future research would benefit from modifications to the LET, inclusion of an additional empathy measure, and revisions to the sample size and inclusion criteria. Although the results of the present study were not significant, this area of research remains a promising means by which to promote social change by informing the pursuit of positive interpersonal relationships and prosocial behaviors

Empathy is the ability of a person to understand what another is experiencing from the receiver's perspective and the ability to communicate that understanding to the receiver. In nursing, empathy is believed to be a necessary component to the nurse-patient relationship. Evidence shows a decline in empathy specifically noted over time in nursing students who are preparing to graduate and enter the workforce. The practice focused question for this project asked whether an experiential learning toolkit for development of nursing empathy can improve sophomore nursing student empathy as measured via the Jefferson Scale of Empathy. This project was guided by evidence that demonstrated a continued need to measure the effect of activities aimed at fostering empathy in nursing students. The design for this project was a one group pre and post evaluation of a current healthcare program experiential learning toolkit. The project utilized a toolkit learning activity including case study and discussion in an undergraduate academic setting to assess whether empathy can be fostered in nursing students. Empathy levels were measured pre and post intervention utilizing the Jefferson Scale of Empathy. Analysis demonstrated a 3% increase in overall Jefferson score post intervention indicating an increase in empathic tendency. Of the 20 items on the scale, most scores increased pre to post survey. The findings are suggestive that experiential learning may be a viable strategy to increase empathy in nursing students. This project holds significant value for social change with the potential to identify effective methods to develop student nurses' expression of empathy.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Mar. 12, 2007). PDF text: viii, 134 p. : ill. (some col.) UMI publication number: AAT 3225993. Includes bibliographical references. Also available in microfilm and microfiche format.

According to the interpersonal process model, interactions characterized by self-disclosure and empathic responding foster emotional intimacy between the two participating individuals (Reis & Shaver, 1988). This study provided “insider” and “outsider” perspectives of this model, examining the relation between perceived and observed behaviors in couple interactions and their relative contributions to the development of intimate feelings. The sample consisted of 102 community couples who completed measures of intimacy after engaging in videotaped discussions about relationship injuries that occurred both within and outside of the relationship. Both self-report and observational measures were used to assess disclosure and empathic responding during these discussions. There was significant agreement between self- and observer-report of men’s behavior, between self- and observer-report of women’s male partner’s behavior, and between partners’ report of disclosure and empathic responding. There was mixed support for global distress and attachment style as predictors of differences between self- and observer-report. Whereas an earlier study using observational measures found gender differences in the effect of self-disclosure and empathic responding on intimacy (Mitchell et al., 2008), in this study self-report measures from the same sample indicated that perception of both an individual’s own and his or her partner’s disclosure and empathic responding predicted intimacy for both men and women. Observational measures provided incremental validity relative to self-report measures in predicting intimacy. These findings suggest that targeting certain personal and relational characteristics may be helpful in treating intimacy deficits and also indicate that self-report and observational measures provide unique information about the influence of behaviors on the development of intimate feelings in couple relationships.

ABSTRACT EFFECT OF A WILDLIFE CONSERVATION CAMP EXPERIENCE IN CHINA ON STUDENT KNOWLEDGE OF ANIMALS, CARE, PROPENSITY FOR ENVIRONMENTAL STEWARDSHIP, AND COMPASSIONATE BEHAVIOR TOWARD ANIMALS by Sarah M. Bexell The goal of conservation education is positive behavior change toward animals and the environment. This study was conducted to determine whether participation in a wildlife conservation education camp was effective in positively changing 8-12 year old students’: (a) knowledge of animals, (b) care about animals, (c) propensity for environmental and wildlife stewardship, and (d) compassionate behavior toward animals. During the summer of 2005, 2 five-day camps were conducted at 2 zoological institutions in Chengdu, China. The camp curriculum was influenced by theory and research on the following: conservation psychology, social learning theory, empathy and moral development theory, socio-biological theory, constructivist theory, and conservation science. Camp activities were sensitive to Chinese culture and included Chinese conservation issues. Activities were designed to help children form bonds with animals and care enough about them to positively change their behavior toward animals and the environment. This mixed methods study triangulated quantitative and qualitative data from six sources to answer the following: 1. Did camp increase student knowledge of animals? 2. Did camp increase student caring about animals? 3. Did camp increase student propensity for environmental and wildlife stewardship? 4. Did camp affect student compassionate behavior toward animals? A conservation stewards survey revealed significant increases on pre-post, self-report of knowledge, care, and propensity. Pre-post, rubric-scored responses to human-animal interaction vignettes indicated a significant increase in knowledge, and stable scores on care and propensity. Qualitative data from student journals, vignettes, and end-of-camp questionnaires demonstrated knowledge, caring, and propensity, and revealed the emergent theme empathy. To address question 4, instructors tallied campers’ behavior toward animals using a student behavior ethogram. Occurrence of positive behaviors was inconsistent, but negative behaviors decreased, indicating campers were more conscious of behaviors to avoid. Field notes helped determine that camps were implemented as planned, therefore not interfering with goals of the camp. This study contributes to an emerging and critical knowledge base of effective strategies to promote conservation behavior.