Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1975. / Bibliography: leaves [98]-101. / vi, 101 leaves ill

This study explored the link between use of humour and empathy among elementary school age children. Based on research demonstrating high levels of empathy in individuals who behave pro-socially and lower levels of empathy in individuals who behave antisocially, it was hypothesized that empathy (cognitive and affective) would be positively associated with positive uses of Humour, and negatively associated with negative uses of Humour. To this end, the Humour Styles Questionnaire (HSQ), developed for use with adults, was adapted for use with children and administered to 191 children (ages 8-13 from two elementary schools) along with a self-report measure of Cognitive and Affective Empathy. Factor analytic results verified a four factor solution for the HSQ, tapping use of Affiliative, Self -Enhancing, Self-Defeating and Aggressive Humour. Correlational analyses showed that the links between empathy and humour varied across types of humour and across boys and girls. Boys reporting higher levels of Cognitive Empathy were more likely to use humour in positive ways (Affiliative and Self-Enhancing Humour) and less likely to use humour to taunt others (Aggressive Humour) or to self-deprecate (Self-Defeating Humour). Boys who reported greater Affective Empathy were also less likely to use humour aggressively. For girls, greater Affective Empathy was associated with less use of Aggressive Humour and more use of Affiliative and Self-Enhancing Humour. Affiliative and Self-Enhancing Humour were also more likely among girls reporting greater Cognitive Empathy. Results of hierarchical regression analyses revealed that Cognitive Empathy contributed significantly to the variance in Self- Defeating, Affiliative and Self-Enhancing use of Humour, above and beyond sex effects. Affective Empathy was found to have a unique contribution, above and beyond sex effects, to the variance in Aggressive and Self-Defeating Humour.

Thesis (MPsy(Specialisation))--University of South Australia, 2003.

This study aimed to enhance understanding of the moral reasoning of gifted children. While research has explored the justice moral reasoning of gifted children (Arbuthnot, 1973; Chovan & Freeman, 1993; Gross, 1993; Henderson, Gold, & Clarke, 1984; Howard-Hamilton, 1994), this study explored prosocial moral reasoning, moral reasoning which involves conflict between one??s own needs and desires and the needs and desires of others. In addition, this study sought to gather empirical evidence for literature claims that gifted children have higher levels of empathy than their age peers (Lovecky, 1997; Piechowski, 2003; Silverman, 1993b). The study aimed to investigate the possible relationships among giftedness, prosocial reasoning and empathy. Primary (elementary) school students aged between 9 and 12 years in the Sydney Metropolitan area were administered The Prosocial Reasoning Objective Measure (PROM), The Interpersonal Reactivity Index (IRI) and The Index of Empathy for Children and Adolescents (IOE) questionnaires. The results for gifted students (n = 176) were compared with a control group of students not identified as gifted (n = 128). The study found that gifted students used more of the highest level of prosocial reasoning in the PROM than their age peers. Furthermore, gifted students used more empathic concern, fantasy empathy and cognitive empathy than their age peers, although ability was not predictive of the other empathy factors in the instruments. Small but significant correlations between some types of empathy and some levels of prosocial reasoning were also found, indicating possible relationships between empathy and prosocial reasoning. Interviews were conducted with selected students (n = 13) from the above sample, along with some of their teachers (n = 5) and parents (n = 2). Despite the small sample, the interviews seemed to indicate a relationship between experience with bullying and prosocial reasoning. The study highlights the need for an empathy questionnaire that specifically tests cognitive and affective empathy in children. A new questionnaire may unravel some of the seemingly contradictory results in the present study. The study also provides empirical evidence that gifted children use higher levels of prosocial moral reasoning and empathy than their age-peers.

Thesis (MPsy(Specialisation))--University of South Australia, 2003.

The study of empathy has had a long history in both psychology and philosophy; however, debate has continued in relation to the exact nature of the construct. Several distinct variants of empathy have evolved over time, with some researchers viewing the construct as cognitive, while others emphasise the affective nature of empathy. An examination of the history of the construct reveals evidence which supports both positions. Multidimensional models of empathy, such as that posed by Davis (1994), encompass both cognitive and affective accounts of empathy, as well as their interaction. Despite the apparent acceptance of multidimensional models of empathy, confusion still remains as to the definition of empathy. This has restrained theories of the relationship between empathy and constructs such as aggression. The current program of study sought to clarify the relationship between aggression and empathy, focusing on a multidimensional approach. It was argued that previous research relied on the assumed inhibitory nature of empathy on aggression, and although intuitive, had failed to acknowledge alternative explanations for a relationship between empathy and aggression. Three possible explanations to account for a possible relationship between empathy and aggression were therefore examined. firstly, that the distress cues of another produce distress in the observer (personal distress) and that distress is interpreted as aversive. Personal distress produces a drive to reduce the aversive state which may result in the use of violence by some individuals. (Empathic arousal functioning as a facilitator of aggression); secondly, that the distress cues of another fail to produce an affective reaction in some observers. (Empathic arousal failing to function as an inhibitor of aggression); and thirdly, that the distress cues of another produce an affective reaction in some observers, which is interpreted as an excitation (contrast empathy), and functions to reinforce the use of violence. (Empathic arousal functioning as a facilitator of aggression). During phase 1 of the research the psychometric properties of the empathy measure, currently used with offenders, were examined in an offender sample. Results from 88 violent offenders indicated that the measure was not suitable for use with offender samples, and therefore new scales needed to be produced before research could continue. Two scales were constructed; the Negative Affect Intolerance Scale (NAIS) assessed offenders’ level of intolerance toward distress cues of others, while the Offender Contrast Affect Scale (OCAS) assessed offenders’ level of excitation and enjoyment of the distress cues of others. Once scale construction had been complete, the psychometric properties of the scales were examined using sample of 166 university students. These preliminary results indicated that both scales were reliable and valid. Phase 2 of the research program began with a pilot study to examine the psychometric properties of the two newly constructed scales with sample of 49 incarcerated male offenders. Both scales once again produced results which supported their reliability and validity. A larger study was then conducted to examine the three theorised roles that empathy may play in either the production or maintenance of aggression. Cluster analysis identified 5 clusters in a sample of 106 sentenced male offenders, based on their responses to a set of scales (including the NAIS and OCAS). Each of these clusters was compared to a Western Australian community sample (43 low SES males). Results supported all three explanations of a relationship between empathy and aggression, within different clusters of offenders. The final phase of research involved postulating a theoretical role for cognitive aspects of empathy (perspective taking) in the production or inhibition of aggression. It was argued that, despite the apparent simplicity with which the construct has been dealt with in the literature, perspective taking should be considered a two dimensional construct (frequency & accuracy). When considered in this way, perspective taking may provide additional guidance in the study and treatment of human aggression

Thesis (Ph.D.)--York University, 2005. Graduate Programme in Philosophy. / Typescript. Includes bibliographical references (leaves 197-218). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR11620

Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1990. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (4/10/2008). Includes bibliographical references (leaves 136-140).

Thesis (B.A. Hons. 1973) from the Department of Psychology, University of Adelaide.