In the current literature base of social-emotional development in early childhood there exists a paucity of research of empathy development due to the complicated nature of empathy in young children. The present study utilizes a preexisting dataset from a local therapeutic preschool program, and its methods include visual analysis, correlations, and independent samples t-tests. Results of the present study found that clinical behavior patterns negatively correlate with empathy development. Further, statistically significant group differences exist in affective empathy for children whose parents have a mental health diagnosis. However, results regarding adaptive skills were not found to be statistically significant. The present study contributes and expands the current literature base by exploring empathy development among a clinical sample of preschool-age children. The present study is also unique in its incorporation of specific family factors. / School of Education; / School Psychology / PhD; / Dissertation;
| Identifer | oai:union.ndltd.org:DUQUESNE/oai:digital.library.duq.edu:etd/162269 |
| Date | 02 April 2013 |
| Creators | Venesky, Lindsey G |
| Contributors | Kara McGoey, Laura Crothers, James Schreiber, Kimberly Blair |
| Source Sets | Duquesne University |
| Detected Language | English |
| Rights | Worldwide Access; |
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