• Title/Summary/Keyword: Korean empathy

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Empathy In Informal Caregiving: Extension of A Concept from Professional Practice

  • Lee, Haejung;Patricia, F. Brennan
    • Journal of Korean Academy of Nursing
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    • v.29 no.5
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    • pp.1123-1133
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    • 1999
  • The concept of empathy was examined In the professional caregiving relationship and its application was extended to the context of informal caregiving. Using the Lazarus and Folkman model, the influence of empathy on the caregiver's experience in the caregiving relationship was illustrated. The effects of the caregiver's empathy on his/her own caregiving outcomes were investigated by examining the relationship between empathy and burnout experience and life satisfaction. Empathy increased emotional exhaustion while increased personal accomplishment and personalization, indicating conflicting relationship between empathy and burnout. This conflict relationship between empathy and burnout can be explained by suggesting the distinct roles of two dimensions of empathy emotional and cognitive. The needs for more research to support the critical roles of empathy in informal caregiving context and to examine the definite roles of two dimensions of empathy were suggested.

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Beyond Cognitive Empathy: Suggestions for Strengthening Medical Students' Empathy (인지적 공감을 넘어: 의과대학생의 공감능력 증진을 위한 제안)

  • Youngjoon Lee
    • Korean Medical Education Review
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    • v.26 no.2
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    • pp.140-154
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    • 2024
  • A physician's empathy plays a crucial role in patient-centered care, and in modern medicine, patients, their caregivers, and society demand a high level of empathy from healthcare providers. The conceptualization of clinical empathy, which has emphasized cognitive empathy since the mid-20th century, has been widely accepted in medical schools and the healthcare industry without much critical ref lection. This study provides an overview of the ongoing debates on empathy versus sympathy and cognitive empathy versus affective empathy to clarify the concept of empathy. Based on recent research findings, clinical empathy is proposed to encompass three components: cognitive empathy, affective empathy, and empathic motivation. It is suggested that fully demonstrating these components requires empathic communication skills. Additionally, the cognitive characteristics of medical students and the features of the academic environment demonstrate the need for education to strengthen their empathy skills. Considering this, proposed intervention methods that medical schools can consider include utilizing tutoring programs and debriefing processes for team activities, which can facilitate problem-solving as a coping strategy for stress. Learning communities can create an environment where students can receive social support and recover from stress. Medical schools can contribute to the development of students' professional identities as practicing clinicians who embody empathy and respect by cultivating professors as positive role models. Additionally, utilizing scales to assess the empathic nature of doctor-patient communication or incorporating patients and caregivers as evaluators can actively improve empathic communication skills.

The Effects of Children's and Their Mothers' Variables on the Empathy of Children: Focusing on the Children's Empathy Interview Tool (유아 및 어머니 변인이 유아공감에 미치는 영향: 유아공감 면접도구를 중심으로)

  • Eunsun Kook;Jinsuk Lee
    • Korean Journal of Childcare and Education
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    • v.19 no.6
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    • pp.55-77
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    • 2023
  • Objective: The purpose of this study was to evaluate the empathy of children aged 4 to 5 through the empathy interview tool and to verify the effects of children's and mothers' variables on the children's empathy. Methods: The subjects of this study were 102 pairs of children aged 4 to 5 and their mothers. The research was conducted through children's interviews and mothers' questionnaires. The data were analyzed using Pearson's correlation and multiple regression analysis. Results: First, girls exhibited a higher level of empathy than boys. Second, significant correlations were found between mothers' empathy, parenting behavior, emotional expression, and children's empathy. Third, the influences of independent variables on children's empathy followed the order of mothers' emotional empathy, positive emotional expression, and children's gender. Conclusion/Implications: This study identified variables in children and their mothers that influenced children's empathy. These findings contribute to a deeper understanding of children's empathy and can serve as fundamental data for intervention programs aimed at enhancing children's empathy.

Empathy and Involvement in Bullying in Adolescents

  • Bang, Seongyeog;Lee, Eunhee
    • International Journal of Advanced Culture Technology
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    • v.9 no.3
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    • pp.46-54
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    • 2021
  • Bullying prevention and intervention programs often include empathy training. This study investigated how the cognitive empathy and affective empathy are related to bullying involvement. For this purpose, a questionnaire composed of Korean version of Participant Role Questionnaire scale (bullying, defending, and outsider behavior), and Korean version of Basic Empathy Scale (cognitive empathy, and affective empathy) were administered to 598 middle school students from 7 different middle schools in Gyeongnam province of Korea. The results, based on Structural equation modeling, showed that adolescents' cognitive empathy were indirectly linked to bullying behavior of adolescents' through defending behavior and outsider behavior. Adolescents' affective empathy were directly linked to bullying behavior. These findings could guide the development and implementation of prevention programs for adolescents' bulling. Implications and future research are discussed.

Concept Analysis of Empathy (공감에 대한 개념분석)

  • Choi, Sun Yeob
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.26 no.3
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    • pp.145-154
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    • 2019
  • Purpose: This study was done to analyze and clarify the concept of empathy in nursing. Methods: Using the concept analysis framework of Walker & Avant 68 articles about empathy were selected for this study. Results: Defining attributes of empathy included recognizing others' perspective and thought, understanding others' emotion, and communicating with them. The antecedents of empathy included contact with patients, respect and trust for patients, a certain level of cognitive ability, and communication skills. Consequences of empathy were increasing patient self-understanding, self-awareness as a therapeutic subject and improving quality of nursing. The concept was clarified through presentation of model, borderline, related, and contrary cases. Conclusion: The results of this study are meaningful in that the concept and attributes of empathy are explored in the area of nursing. Also, based on results of this study, development of standardized tools to measure patient-perceived empathy and measure the three attributes of empathy is recommended as well as the development of educational programs to enhance empathy.

The effect of empathy training game on the children's prosocial behavior (게임을 활용한 공감훈련이 초등학생의 친사회적 행동 증진에 미치는 영향)

  • Kim, Hyung-Hoe
    • The Korean Journal of Elementary Counseling
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    • v.4 no.1
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    • pp.263-284
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    • 2005
  • The purpose of this study was to examine the effect of game-centered empathy training on the prosocial behaviors of elementary schoolers in a bid to suggest how their prosocial behaviors could be boosted. The research questions were posed as below: 1. Does game-based empathy training improve the overall empathy of school children? 2. Does game-based empathy training have a better effect on the cognitive empathy of school children or their emotional empathy? 3. Does game-based empathy training enhance the prosocial behaviors of school children? The subjects in this study were 62 children in their fourth year of D elementary school in Eumseong-gun, north Chungcheong province. They were divided into an experimental group and a control group, and a survey was conducted before and after the experimental group under-went empathy training for about six weeks. The instrument used in this study was David(1980)'s Interpersonal Reactivity Index adopted by Park Sung-hee(1996) to suit school children. Another instrument was Park Sung-hee (1997)'s inventory to assess the prosocial behaviors of children. The collected data were analyzed by SPSS 10.0 for Windows program, and reliability analysis and t-test were employed. The findings of the study were as follows: First, as for the effects of the game-based empathy training on the overall empathy of the elementary school youngsters that included both emotional and cognitive empathy, both groups got lower scores in posttest than in pretest. The experiment produced unexpected results, as the experimental group got significantly lower scores. This fact indicated that the game-based empathy training was ineffective. Second, the game-centered empathy training didn't exercise any influences on their cognitive and emotional empathy. The experiment had a reverse impact on the cognitive and emotional empathy of the experimental group, which implied that the training served as a factor to deteriorate the two types of empathy, and the hypothesis posed in this study was rejected. Therefore, which type of empathy could make a better progress by being exposed to the training couldn't definitely be determined. Third, the game-based empathy training didn't serve to Improve the prosocial behaviors of the elementary schoolers. There was no change in the experimental group, and this fact signified that there's something wrong with the attempt to develop school children's empathy to step up their prosocial behaviors. Based on the above-mentioned findings, the following conclusion was reached: First, the game-centered empathy training had no effects on boosting the overall empathy of the school children. Second, the game-centered empathy training couldn't be said to be effective in improving either cognitive empathy or emotional one. From a viewpoint of relativity, that could be said to affect emotional empathy more than cognitive one. Third, the game-based empathy training wasn't effective in improving prosocial behaviors. Rather, that resulted in interrupting the promotion of prosocial behaviors.

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The Effects of a Cyclical Empathy Model-based Young Children Empathy Enhancement Program on Empathy, Peer Competence, and Emotional Intelligence (순환적 공감모형기반 유아 공감능력증진프로그램이 공감능력 및 또래 유능성과 정서지능에 미치는 효과)

  • Kang, Eunhee;Kim, Jinwook
    • 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.

Relationships between Empathy and Attitudes toward Curricula Integration of Engineering Students (공과대학생의 공감능력과 융합태도의 관계 분석)

  • Hwang, Soonhee
    • Journal of Engineering Education Research
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    • v.25 no.6
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    • pp.47-57
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    • 2022
  • This research aims to examine the relationships between empathy and attitudes toward curricula integration of engineering students. To achieve this goal, first, differences in empathy and attitudes toward curricula integration among engineering students were examined. Second, the effects of attitudes toward curricula integration, as perceived by engineering undergraduate students, on empathy were explored. A total of three hundred and two engineering undergraduate students from three universities in Korea responded to survey based on a two-variables scale. The findings were that, firstly, a positive correlation among sub-factors of empathy and attitudes toward curricula integration was identified. Secondly, attitudes toward curricula integration could explain about 12% of empathy. The practical implications of these findings are discussed herein, with particular attention on education for promotion of empathy for engineering students.

The Influence of Young Children's Affective and Cognitive Empathy and Peer Competence on Behavioral Problems (유아의 정서적·인지적 공감 및 또래 유능성이 행동문제에 미치는 영향)

  • Kwon, Ki Nam
    • Korean Journal of Child Studies
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    • v.38 no.1
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    • pp.217-231
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    • 2017
  • Objective: The purpose of this study was to examine the influence of affective and cognitive empathy, and peer competence on behavioral problems among young children. Methods: The participants were 224 4- to 5-year-olds attending daycare centers in Gyeonggi-do. Children's empathy, peer competence, and behavioral problems were reported by their teachers. The collected data were analyzed using simple regression and three-step hierarchical multiple regression analyses. Results: The results showed that children who exhibited low affective empathy scored higher on peer acceptance and behavioral problems than children who had high affective empathy. This pattern of results was similarly found with cognitive empathy. Additionally, the effect of children's affective empathy on behavioral problems was fully mediated by peer competence, whereas the effect of children's cognitive empathy on behavioral problems was partially mediated by peer competence. Conclusion: These results suggest the need for peer-competence training based on affective empathy and training for both peer competence and cognitive empathy in reducing behavioral problems among young children.

Motives for Empathy among Clinical Nurses in China: A Qualitative Study

  • Zhu, Yu;He, Ming-Mei;Zhu, Ji-Min;Huang, Li;Li, Bai-Kun
    • Journal of Korean Academy of Nursing
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    • v.50 no.6
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    • pp.778-786
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    • 2020
  • Purpose: This study aimed to explore the motives of clinical nurses for experiencing empathy with patients and their families based on a self-determination theory framework. Methods: Semi-structured face-to-face interviews with twenty-one nurses at four tertiary hospitals in Anhui, China, were conducted, recorded and transcribed. A content analysis with a directed approach was performed. Results: An analysis of the interview transcripts revealed three categories of empathy motivation: autonomous motivation, controlled motivation and a lack of empathy motivation. Autonomous motivation included personal interests, enjoyment and a sense of value, pure altruism, assimilation, and recognition of the importance of empathy. Controlled motivation highlighted pressures from oneself and others, the possibility of tangible or intangible rewards, and avoidance of adverse effects. Finally, a lack of empathy motivation referred to a lack of intention for empathy and denial of the value of empathy. Conclusion: This study provides a deep understanding of the motives underlying empathy in nurses. The results reveal the reasons for empathy and may support the development of effective strategies to foster and promote empathy in nurses.