Thesis (M. Div. with Concentration : Christian Care and Counseling)--Emmanuel School of Religion, 2006. / Vita. Includes bibliographical references (leaves 46-49).

Thesis (MSc)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (M.A. Rel.)--Anderson School of Theology, 1987. / Includes bibliographical references (leaves 100-103).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 172-194).

Thesis (M.A.)--University of Delaware, 2009. / Principal faculty advisor: Stephen Mortenson, Dept. of Communcation. Includes bibliographical references.

Thesis (Honors)--College of William and Mary, 2009. / Includes bibliographical references (leaves 41-50). Also available via the World Wide Web.

Empathy is presented as a relation between persons and by analogy between persons and non-human entities in which case it is called quasi-empathy. The characteristics of empathy, the sufficient and necessary conditions for its creation and nurturance, and various types of empathy, both authentic and mistaken, are examined. The role of empathy in various types of knowing especially personal knowing are discussed leading to an attempt to classify interpersonal relations. In the course of this analysis different ways of construing human beings are presented and contrasted with particular interest in the extent to which empathy, quasi-empathy and other relations are involved. A variety of emotional bonds which have some bearing on or similarity to empathy are compared with empathy. The dissertation concludes with a review of a selection from the empathy literature in which contrasts are made with the outline theory of empathy developed in this dissertation.

M.Ed. (Educational Management) / As the leader of a group of teachers, the principal of a school has a managerial task to perform. This would include the creation of an educational environment wherein effective teaching and learning can take place. Many of the principal's managerial functions are described in the literature, but the ideal school climate is not the result of purely organizational, administrative and supervisory management. Harmonious interpersonal relations are just as important. Meaningful education in schools can only take place if a congenial relationship between principal and staff exists. Where the principal and staff of a school are interdependent upon each other, sound relationships are essential. The principal should thus practice his style of management and leadership so as not to offend his staff. This would include characteristics such as empathy, respect, warmth and to be explicit in his manner. Furthermore, the personal characteristics of the principal as well as effective communication and motivation can promote job satisfaction and influence the creation and maintenance of interpersonal relations. Practice shows indisputable evidence that the importance of good personal relationships is of great importance in a people-oriented enterprise such as a school. Principals should thus also be sure to maintain a healthy balance between their people- and task orientated styles of management. The handling of conflict should take place in a manner which is not detrimental to the processes of teaching and learning. Conflict should therefore not be seen as only having a negative influence.

M.A. / Interpersonal forgiveness has been a topic of philosophical and theological inquiry for millennia (Enright, Gassin & Wu, 1992; McCullough, Sandage & Worthington, 1997). Despite the centrality of interpersonal forgiveness to the theology and piety of the great Western monotheistic traditions, it has failed to attract the attention of scientific inquiry within the field of psychology. The study of constructs associated with morality or concepts associated with deep religious roots like forgiveness, was not a domain considered significant by neutrally oriented modernistic researchers. It was not until the last decade that psychologists began to give serious conceptual and empirical attention to the concept of forgiving and seeking forgiveness (Enright & Coyle, 1997; Sandage & Worthington, 1997). Psychological scholarship on interpersonal forgiveness has increased during the last ten years and it is beginning to be recognized as a social psychological phenomenon (McCullough & Worthington, 1999). Psychological well-being is another concept that has recently started to flourish because pathogenesis rather than salutogenesis has been the main focus of many modernist practitioners. Unlike forgiveness, psychological well-being was introduced by modernist practitioners in the clinical literature. While many practices within modernistic psychology focused on pathology, proponents of humanistic psychology such as Abraham Maslow and Carl Rogers have encouraged and supported a paradigm shift from pathology to well-being and healthy functioning. Recent literature has linked the two dimensions of interpersonal forgiveness, namely expressing forgiveness and seeking forgiveness, with enhanced psychological well-being. Some of the studies investigated have associated willingness to forgive with a reduction in anxiety, depression, anger, bitterness and resentment as well as enhanced self-esteem and optimism for the future. Some scholars have (Worthington Jr, Kurusu, Collins, Jack, Ripley, & Baler. 2000; Freeedman & Enright, 1996) demonstrated a positive correlation between willingness to forgive and enhanced psychological well-being. Some studies (Kaminer, Stein, Mbanga & Zungu-Dirwayi, 2001; Maltby, Macaskill & Day, 2001; Mauger, Perry, Freeman, Grove, McBride & McKinney, 1992) have shown that failure to forgive others shared significant positive relationships with increased depression, post traumatic stress disorder, psychotic symptoms and social Imagining oneself seeking forgiveness also carries a range of positive emotional benefits. Although interpersonal forgiveness literature has gained momentum overseas, very little empirical attention has been given to this concept in South Africa. The aim of this exploratory study is to examine the existing literature in order to investigate how past scholars established the positive relationship between the two dimensions of interpersonal forgiveness and improvement in psychological well-being. It is hoped that this type of exploration, i.e. the literature review search, would also generate hypotheses that could direct future research in South Africa. Some of the findings of this literature review study are: • Scholars who established the relationship between forgiving and improved psychological well-being and those who showed the link between seeking forgiveness and enhanced psychological well-being used different approaches to arrive at their findings. • Quantitative methodologies were employed by researchers who established the link between forgiving and psychological well-being and seeking forgiveness and psychological well-being. • Psychometric tests (forgiveness scales and other scales used to measure psychological well-being) were the main instruments used for purposes of collecting data by researchers who established the link between forgiving and psychological well-being and seeking forgiveness and psychological well-being. • Although all the studies articulated the link between interpersonal forgiveness and psychological well-being, none of them defined psychological well-being. Psychometric instruments used to measure psychological well-being were different to psychological well-being instruments used by the fourth psychology (Positive Psychology) researchers. In the studies gathered for analysis by this literature review study, symptomatology scales were used to assess the level of psychological well-being. This exploratory literature review study concluded that interpersonal forgiveness is a relevant and worthwhile research area for pursuit in South Africa.

The purpose of this study was to investigate "themes," patterns of accounts related to the lived experiences of interpersonal relationships between Koreans and Japanese living in Japan. The research question was: What is the texture of the voices of Koreans living in Japan and their host Japanese in their interculturally lived experiences of interpersonal relationships? Individual interviews were conducted in Japanese with six Koreans living in Japan. In addition, interviews were held with three Japanese who had interpersonal relationships with three of the Korean interview subjects. The relationships varied from low, to moderate, to high intimacy. Four themes emerged through interpretive analysis of the participants' accounts of their relationships: Japanese attitudes towards Koreans, a sense of commonality, cultural differences, and involvement. In the first three theme categories, two to three subthemes were identified. Japanese discriminatory attitudes towards Koreans seemed to have negative influences on some of the Korean participants. Also, the way the participants perceived cultural differences rather than the differences themselves appeared to be important in developing interpersonal relationships. The educational implication of this study is the implementation of a curriculum of Japanese-as-a-second-language that focuses on cultural awareness and appreciation of cultural difference among cultures as well as those within Japanese culture. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate