• Korean Journal of Childcare and Education
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• v.15 no.6
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• pp.117-137
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• 2019

Objective: The purpose of this study was to investigate the effects of a cyclical empathy model-based empathy enhancement program on young children's empathy, peer competence and emotional intelligence. Methods: A total of 40 subjects were selected for this study from 5-year-old children attending S Day Care Center located in Seoul, out of whom 20 were assigned to an experimental group and the remaining 20 to a comparative group (control group). The SPSS 21 statistical program was used to determine whether there was a significant difference between the two groups in the effectiveness of the program implementation. Results: There were statistically significant differences in the changes between the pre and post scores of the experimental group and the comparative group, which showed that the cyclical empathy model-based empathy enhancement program was effective for the young children's empathy, peer competence and emotional intelligence. Conclusion/Implications: This study suggests that if a young children's empathy enhancement program can be applied to child care sites to help the teachers in the field children can overcome empathy-related difficulties by themselves. This study also provides basic information in order to have meaningful educational experiences in young children's education institutions.

• Journal of Digital Convergence
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• v.18 no.8
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• pp.361-370
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• 2020

The purpose of this study was to identify factors affecting nursing professionalism in students and develop educational programs. Data were collected from 169 students in G-do, from March 15th to April 30th, 2019. Analysis was done using IBM SPSS 21.0 for frequency, percentage, average, standard deviation, t-test, ANOVA, Pearson correlation coefficient, and Multiple regression. The subjects' moral self was 3.39, moral behavior was 3.72, self-control was 3.68, empathy was 3.53, interpersonal competence was 3.69, and nursing professionalism was 3.90. Nursing professionalism positively correlated with self-control, empathy, and interpersonal competence. The most important factor affecting nursing professionalism was major satisfaction - 'satisfied' (β=.232, p=.002), followed by empathy (β=.222, p=.003) and interpersonal competence (β=.178, p=.016). The explanatory power was 18.5% (F=13.69, p<.001). Therefore, a program promoting major satisfaction, empathy, and interpersonal competence and a customized program considering personality and department adaptation are needed for establishment and enhancement of nursing professionalism. Utilizing the results of this study as basic data for nursing professionalism enhancement program and study confirming enhancement is expected.

• The Journal of the Korea Contents Association
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• v.17 no.1
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• pp.402-411
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• 2017

To develop a more efficient computer-based empathy program that enables medical students to increase their empathy levels, and to test its applicability to medical students. We developed PACP (the Pain Assessment Computer Program) for measurement of medical students' levels of recognition of another's pain. An empathy questionnaire was administered to 145 medical students before and after the PACP. In the high empathy group, the scores for cognitive empathy increased significantly after completion of the PACP, while affective empathy scores showed no significant change. In contrast, in the low empathy group, both cognitive and affective empathy scores increased significantly after the PACP. The PACP effectively increased cognitive empathy for the high empathy group, and increased both cognitive and affective empathy, particularly for the low empathy group. Given the fact that existing empathy education programs are time-consuming and costly, and the demand for more efficient empathy education is high, the PACP as a useful tool can be applicable to medical students, particularly those with low empathy in order to enhance their empathic abilities within a short period of time.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.237-262
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• 2005

The purpose of this study was to examine the effects of an empathy training program on the empathy and bullying's degree for bullies. The research hypotheses set to achieve this goal were as follows. 1. An experimental group that gets empathy training might make a better improvement in empathy immediately after the training than a control group that doesn't, and the effect of the training might last till eight weeks later. 2. An experimental group that undergoes empathy training might show a more significant decrease in bullying's degree for bullies immediately after the training than a control group that doesn't, and the effect of the training might last till eight weeks later. The subjects in this study were 20 children who were designated as bullies when 40 fifth graders from Y Elementary school and 31 children from S Elementary school in the city of T, south Gyeongsang province, took K-PNI. Those children were asked to tell about who were attackers and who were victims, and 10 children each were selected from the two elementary schools as bullies, who were respectively selected as an experimental group and a control group. The empathy training program used in this study was prepared by modifying the empathy training programs developed by Shin Gyeong- il(1994). That program was prepared to be appropriate at fifth grader level. To assess how much the selected children bullied their peers, Kim Seok-jin(1999)'s School Bullying Inventory was utilized. Besides, Song Ho-yeon's revised version to assess the change of counselee empathy was employed. In order to analyze the resulte, ANOVA was implemented. The conclusions obtained from the results and discussion of this study are as follows. First, the empathy training program was effective in changing the empathy of the bullies for the better, and their improved empathy remained the same eight weeks later. Second, the empathy training program had an effect in reducing bullying's degree for bullies, and there was no change in their reduced bullying's degree eight weeks later. Third, the empathy training program served to change their neglecting/ ostracizing and ridiculing/teasing behaviors. And the retention test that was implemented eight weeks later showed the effect of training remained unchanged. Fourth, the empathy training program was effective in changing their cursing/threatening actions according to the posttest results, but the retention test showed that its effect didn't keep on. Fifth, the empathy training program didn't bring any changes to their robbing/striking actions either immediately after the training or eight weeks later.

• Cartoon and Animation Studies
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• s.15
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• pp.179-192
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• 2009

This study investigates the effects of empathy responses towards animated spokes-characters in advertising on brand likability. This study also examines the mediating role of cognitive and affective responses towards character advertising in the effect process of empathy. Statistically, several significant results are found. First, empathy has positive effects on cognitive responses and affective responses. Second, both cognitive and affective responses have positive influence on brand likability, but the effects of cognitive responses show relatively weaker than those of affective responses. Third, empathy has a positive influence on brand likability mediated by cognitive responses, but affective responses as a mediator do not show statistically significant differences. The results of this study indicate consumers can have emotional responses to advertising characters just as they do to human information sources. And the results also imply that enhancement of the empathy intensity should be considered to make effective animated characters in advertising, and that advertising appeals should be practiced to form cognitive responses positively and strongly to strengthen consumers' empathy responses.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.277-287
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• 2022

Recent trends in sharing online video contents show that vlogging on everyday life can cause meaningful changes in viewers' perception of mediated characters and their own lifestyles. We explored that flourishing everyday life video contents online are intertwined with viewers' psychological engagement such as empathy and social presence, let alone self-enhancing motivations such as self-reflection and psychological empowerment. Survey analysis results suggest that between contents types of vlog (everyday life vs. in-depth information), watching in-depth information videos significantly affected viewers' psychological engagement and self-enhancing motivations. Compared to celebrity's online videos, daily videos starring laypeople showed significantly positive impacts on viewers' engagement such as empathy, social presence, and self-enhancement such as self-reflection, psychological empowerment.

• Korean Journal of Child Studies
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• v.28 no.4
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• pp.229-244
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• 2007

A comprehensive program for children's leadership improvement by enhancing their self-esteem, empathy, communication competence and emotion regulation utilized core concepts and techniques or the Solution-Focused Model of Chung et al. (2005), Satir's Experiential Model(Chung, 2003), Cognitive-Behavioral Model (Kim, 2002) and problem-solving games (Chung & Kim, 2005). Twenty-six $3^{rd}$, $4^{th}$, and $5^{th}$ graders from public schools in Seoul participated in six 2.5 hour sessions and their mothers participated in two 2.5 hour sessions. All subjects received pre-, post- and follow-up tests. The results showed that children's self-esteem, empathy, communication competence, and emotion regulation increased as a result of this program and the effects lasted for at least three months after the termination of the program.

• Journal of the Health Care and Life Science
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• v.8 no.2
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• pp.95-104
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• 2020

This study was conducted in order to examine the effects of humanistic knowledge and empathy ability on cultural competence of nursing students. A convenience sample of 250 nursing students were recruited. The average scores were 2.50 for humanistic knowledge, 3.40 for empathy ability, and 3.33 for cultural competence. Humanistic knowledge had positive correlation with cultural competence. Also, the empathy ability was positively correlated with humanistic knowledge and cultural competence. Finally, cultural competence, empathy ability and level of academic score have shown to influence cultural competence. The research founds that humanistic knowledge, empathy ability and level of academic score influenced cultural competence of nursing students. Therefore, this study provides the basic information for improving the curriculum and quality of nursing for nursing students' cultural competency enhancement.

• The Journal of the Korea Contents Association
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• v.17 no.3
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• pp.261-273
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• 2017

The purpose of study is to measure nurses' empathy levels and to examine the effects of their empathy levels on their life and job satisfaction. The questionnaire was administrated to 150 nurses working in hospitals in Busan. The questionnaire consists of three factors : empathy level, life satisfaction, and job satisfaction. Nurses are classed into two : shift work nurse and non-shift work nurse by their work type. 144 out of 150 questionnaires were used for the analysis with IBM SPSS Statistics 21. The shift work nurses with higher empathy levels showed higher job satisfaction. The non-shift work nurses with higher empathy level revealed higher life satisfaction. Interestingly, while empathy level had positive effects on shift work nurses' job satisfaction(${\beta}=.282$, p=.006), it also had impact on non-shift work nurses' life satisfaction positively(${\beta}=.252$, p=.048). As results show, nurses' life and job satisfaction were positively related to their empathy levels. Given the fact that lack of nurses' empathy often lead to conflicts with patients, in order to improve nurses' job performance, we need a new perspective of understanding the important role of empathy in nurses' job satisfaction and life satisfaction.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.367-374
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• 2020

The purpose of this study was to identify the relationship between empathy, communicative competence, and cultural competence among nursing students and investigate the factors influencing cultural competence. The subjects of the study consisted of 173 nursing students. Data were analyzed based on Pearson's correlations, and multiple regressions using the SPSS 18.0 program. The mean value of cultural competence was 3.44, showing significant positive correlations with empathy(r=.450, p<.001) and communicative competence(r=.579, p<.001) in nursing students. Empathy, communicative competence and foreign language skill accounted for 37.1% of the total variance in cultural competence among nursing students. Overall cultural competence can be improved by empathy, communicative competence enhancement program.