Perspective taking (PT) is the ability to imagine perspectives that differ from our own. Understanding what others believe (cognitive PT) and feel (affective PT) allows us to better navigate social situations, and understanding what others see (spatial PT) allows us to better navigate spatial environments. Deficits in spatial, cognitive, and affective PT are apparent in several DSM–5 categorized clinical populations including autism spectrum disorder (ASD) and major depressive disorder (MDD). Further, differences in the severity of PT impairments may be related to general mechanisms that support this ability rather than diagnostic categories. However, the general cognitive mechanisms that support PT and whether spatial, cognitive, and affective PT share behavioral co-variance and rely on common neural mechanisms is not yet understood. There are at least two theoretical accounts regarding the association of spatial, cognitive, and affective PT. Common mechanisms accounts propose that the three types of PT are associated because all rely on manipulation of frame-of-reference representations coordinated by dorsal and ventral attentional networks. Alternative proposals suggest that attentional mechanisms support spatial PT, but cognitive and affective PT are supported by a distinct module for mental state reasoning. In this dissertation, I begin by summarizing prior evidence from studies which examined the developmental emergence of PT abilities, behavioral co-variance of PT in neurotypical and clinically diagnosed adults, and neuroimaging studies of PT. Review of the literature indicates mixed findings with support for both common and distinct mechanisms accounts. Thus, the present work probes the association of spatial, cognitive, and affective PT across two experiments. In Experiment 1, a systematic activation likelihood estimation meta-analysis of spatial, cognitive, and affective PT and attention switching was conducted. Results indicated no single neural region that was commonly associated with all three types of PT, but several overlapping regions among cognitive and affective PT, and separately among spatial PT and attention switching. In Experiment 2, two behavioral tasks and one self-report measure each of spatial, cognitive, and affective PT, a behavioral measure of attention and general reasoning ability were administered to large sample of young adults. Performance on spatial PT tasks did not significantly covary with cognitive PT, attention, nor two of the three affective PT measures in neurotypical adults. In sum, neural and behavioral experiments provided substantial support for distinct mechanisms accounts and only limited support for common mechanisms accounts of PT in neurotypical adults. / Psychology

The question of how "humanitarianism" became possible, and whether humanitarianism is a factor of power in today's world, and possible in the future, is answered against the backdrop of the problem of the world's moral indifference, and the difficulty of mobilizing empathy and commitment to other people's suffering in humanitarian disasters. A genealogical discourse analysis examines historical breakthroughs for humanitarianism, and how humanitarianism relates to human rights, in a moral-philosophical and sociological perspective, in a historical exposition, with the aim of tracing violations and leaps in the development of conditions and possibilities, which enabled the construction of a discourse of humanitarianism. Important prerequisites for humanitarianism to become possible, and the ideas of human rights, are a changed view of man during enlightenment, and her self-understanding, as an "ethical subject", as ground to rights, and that "humanity" was imagined to be a legal community that entails a moral responsibility of universal solidarity. A discourse of humanitarianism has been constructed which has become a factor of power in international politics to meet needs, that it costs to deviate from. A danger to the future is that humanitarianism, as an active protest against the world's suffering, is politicized and abused as a pretext for power ambitions. Whether humanitarianism is possible depends on the social and moral preconditions of international cooperation and idealism, and the belief that human progression is possible, and the attitude: ”We become more fully human via the manner in which we treat our fellows”.

This study examines whether and how art, through its capacity for transformation, can promote empathy, provide insight into built-in prejudices and open up for new perspectives. The thesis analyzes three works of art: the film Love is the Message, the Message is Death, by Arthur Jafa, Go Gone, a textile sculpture group by Moa Israelsson and Modern sovande, a painting by Åke Göransson. In order to broaden the research material, in addition to the artworks, three projects at three different art institutions are examined, all of which treat empathy and art in different ways. These are: Center for Empathy and Visual Art (CEVA) at the Minneapolis Art Institute, Civic Wellness program, Art Institute of Chicago and In the mirror of the wonder of Luca Giordano, Art Perception, Florence. The study's theoretical framework is based on affect theory and empathy theory in aesthetics. The thesis applies an affect-based model as a method for the analysis of the works of art; the examination of the projects takes place through a description of each project's structure, implementation and outcome. This is presented through a schedule for each project. Main questions are: Can art of various kinds, by virtue of its own being, open up new perspectives, make prejudice visible and lead to the promotion of empathy? Can artists, curators and institutions such as museums, create a method to channel the ability of art? Can the thoughts a work of art includes and which take shape and permanence in the public space, lead to action? The study is based on, among other things, Gilles Deleuze’s thoughts about art's ability to release forces that are not themselves visible, as well as in Gustav Jørgen Pedersen's ideas about pictorial thinking – the paradox of wanting to paint what cannot be seen. Jill Bennett's ideas about exhibitions that function as affectively charged spaces, that is, the affective intensities released in the work of art are social and not something intrinsic and private, are also relevant to the study's reasoning. The study shows how the artist's ability to bring out a bodily dimension, a sense of presence – the ability to paint what cannot be seen– is crucial to what the work of art itself can do. The study also shows that it is fruitful to try to create environments through exhibitions, affective charged spaces, where the intention is to try to lead the visitors' attention towards a targeted goal.

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This cross-sectional survey examined the relationship between social interest, as postulated by Alfred Adler, and job satisfaction among full-time employed registered nurses to determine whether social interest was related to work attitude and whether job satisfaction was related to age, level of education, experience, and type of position in nursing.

Bakgrund: Empatitrötthet påverkar många inom vården och kan ge stora konsekvenser för den som drabbas. Fenomenet kopplades till sjuksköterskor för första gången 1992 och är ett begrepp inom omvårdnad som syftar till att beskriva en form av utmattningssyndrom som kan drabba sjuksköterskor. Trauman är en oundviklig del av sjuksköterskans yrke, så väl som strävan efter ett empatiskt förhållningssätt. När dessa komponenter hamnar i obalans kan det påverka sjuksköterskans hela person, såväl kropp, ande som själ. Syfte: Att undersöka sjuksköterskors upplevelser av empatitrötthet. Metod: En systematisk kvalitativ litteraturstudie har utförts baserat på kvalitativa ansatser för att undersöka sjuksköterskors upplevelser av empatitrötthet. Resultat: Det finns många bidragande faktorer till utvecklandet av empatitrötthet. Specifika grupper av sjuksköterskor, nyutbildade och de som anser sig vara “frälsare”, löper störst risk att drabbas. Ett empatiskt förfarande är viktigt för att kunna ge en god vård. Konsekvenserna av empatitrötthet och avsaknaden av empati kan leda till negativ inverkan på sjuksköterskan, patienten och vården i sin helhet. Det finns vissa hanteringsstrategier att tillgå, främst diskuteras egenvård.  Konklusion: Litteraturstudien visar på bredden och komplexiteten av begreppet empatitrötthet. Resultatet visar på vikten av ökad kunskap kring fenomenet och hur det kan förebyggas samt lindras. / Background: Compassion fatigue affects many in healthcare and can have significant consequences for those who experience it. The phenomenon was first linked to nurses in 1992 and is a concept within nursing that aims to describe a form of burnout that can affect nurses. Trauma is an inevitable part of a nurse's profession, as well as the pursuit of an empathetic approach. When these components become imbalanced, it can affect the nurse's entire being, including their body, mind, and soul. Aim: To investigate nurses' experiences of compassion fatigue in closed care.  Method: A systematic qualitative literature review has been conducted based on qualitative approaches to examine nurses' experiences of compassion fatigue.  Result: There are many contributing factors to the development of compassion fatigue. Specific groups of nurses, such as newly graduated nurses and those who consider themselves "saviors," are at the highest risk of being affected. An empathic approach is important in providing good care. The consequences of compassion fatigue and the lack of empathy can have a negative impact on the nurse, the patient, and the healthcare system as a whole. There are some coping strategies available, primarily self-care.  Conclusion: The literature review demonstrates the breadth and complexity of the concept of compassion fatigue. The results emphasize the importance of increased knowledge about the phenomenon and how it can be prevented and eased.

This research aimed to investigate the contributions of emotions and Emotional Intelligence (EI) to social work practice with children and families in Malaysia. A mixture of methods within an ethnographic approach was used. The Assessing Emotions Scale (AES) (Schutte et al., 2007) was completed by 105 child social workers. The levels of EI and differences in EI according to certain demographic characteristics were identified. Individual interviews with 25 child social workers were conducted to explore their perceptions concerning emotions and EI in the workplace. Observations were carried out over a period of three months to investigate how emotions were expressed in terms of behaviour. The quantitative results showed that levels of EI were high (mean=131.69, SD=12.483). The workers were reported to be emotionally intelligent in perceiving emotions, dealing with their own and others’ emotions and utilising emotions in their professional conduct. There were no significant differences by gender (p-value=0.367>0.05), marital status (p-value=0.694>0.05), age group F (d=3, 101), P>.05=1.468) or length of service F (d=4,100), P>.05=0.331), but there was a difference with regard to educational level F (d=3,101), P<.05=6.878). The qualitative research findings seemed to show that skills in empathising, expressing and regulating one’s and others’ emotional experiences, as well as religious practice factors, contributed to EI. The qualitative research findings also revealed the strength of religious beliefs in Malaysian social workers, which facilitate the qualities of EI. The present study implies that the spiritual and religious dimension of practice should not be ignored in social work education and training.

This paper aims to answer the following question "What does research say about positive versus negative consequences regarding the integration of drama in social studies class?". It is important to note that the paper is based on the Swedish word "SO", which includes four separate subjects: civic education, history education, geography education and education about religion. By performing systematic searches this paper is built on research from fifteen different scientific sources. It is presented that drama leads to many positive outcomes. For example the development of higher order skills, empathy, a positive and fun learning as well as group environment. The paper also illustrates negative aspects regarding teacher knowledge and support, as well as students`hesitant attitude to participate. The conclusion that is made is that drama can lead to a lot of positive outcomes, if the teacher is aware of its complexity. Otherwise, the implementation might not be as successful as desired.

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No description available.