Fifty-five lay persons were assigned to empathy training groups entitled microtraining, systematic human relations training, and .control. Each group, including control, was randomly divided into subgroups for administering programmed empathy training to one subgroup in each main group. Training programs based on Ivey (1971) and Egan (1975) were modified into a format for large-group instruction. Outcome measures were levels of emphatic understanding expressed in written responses to videotaped helpees. All treatment groups scored significantly higher than, the no-training control group. Those subgroups, including control, which received programmed empathy training via the Empathy Enhancement Tapes (Bender, 1973), scored higher than those subgroups with microtraining alone, systematic human relations training alone, or the no-tape control. The results of this study indicate that a large-group format for teaching the skill of empathy can be "an effective method of instruction. Also, the results indicate that programmed training alone and in combination with didactic methodology can have a significant impact on the enhancement of empathy.
The purpose of this study was to determine the factorial validity of the Teacher Occupational Stress Factor Questionnaire (Clark,1980). Factors interpreted emerged from use of a principal components factor analysis rotated to oblique solutions. The results of this study provided partial support for the construct validity of the instrument. However, item rearrangement resulted in changing the composition of three of the five factors of the original instrument. The new arrangement was thought to provide data for investigating teacher stress. Factors were renamed in light of the findings.
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