Adaptation and Validation of a French Version of the Griffith Empathy Measure

Nader-Grosbois, Nathalie; Simon, Poline

doi:10.1007/s10862-023-10086-0

Cited by 4 publications

(2 citation statements)

References 91 publications

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“…(2018), through their Spanish validation of EmQue, demonstrated that emotion regulation at the age of 3–4 years was linked positively with Prosocial Actions at the same age, while Attention to Others’ Feelings at 3 years was positively related to emotion regulation at 4 years. These relations are consistent with the findings of other studies using other measures, which have emphasized a positive relationship between empathy and emotion regulation in preschoolers (Hein et al., 2018; Lee et al., 2016; Nader‐Grosbois & Simon, 2023), so that empathic children managed their emotions better in critical socio‐emotional situations (Hein et al., 2018; Lee et al., 2016; Lucas‐Molina et al., 2018). Conversely, Nader‐Grosbois and Simon (2023) highlighted that empathy, as assessed by the GEM (Dadds et al., 2008; French version, Nader‐Grosbois & Simon, 2023), was linked negatively to emotion dysregulation in children between 3 and 12 years old.…”

Section: Introductionsupporting

confidence: 89%

“…Parents also completed the French version of the Griffith Empathy Measure (GEM, Dadds et al., 2008; GEM‐vf, Nader‐Grosbois & Simon, 2023), which assessed their perception of children's affective (13 items) and cognitive empathy (4 items). Through 17 items, parents indicated their degree of agreement on a 9‐point Likert scale, ranging from “Strongly disagree” (−4) to “Strongly agree” (4).…”

Section: Methodsmentioning

confidence: 99%

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Adaptation and validation of the French version of empathy questionnaire in preschoolers

Simon,

Houssa,

Barbot

et al. 2024

Social Development

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At preschool age, children need to develop socio‐emotional skills, including empathy, in order to adapt their response during social interactions with peers and adults in various contexts. When preschoolers face difficulties in their social interactions, it is relevant to assess their empathy in order to know whether a specific preventive intervention is needed. This study aimed to adapt and validate the French version of the Empathy Questionnaire (EmQue‐vf), which was completed by Belgian mothers of 307 children aged from 2 to 6 years. Mothers also completed the Griffith Empathy Measure (GEM‐vf), Theory of Mind Inventory (ToMI1‐vf) and Emotion Regulation Checklist (ERC‐vf). A CFA confirmed a three‐factor structure for EmQue‐vf, including 14 items loading onto three factors: (1) Emotion Contagion, (2) Attention to Others’ Feelings, and (3) Prosocial Actions. This structure was confirmed for the boys’ and girls’ samples treated separately, as well as for the overall sample. Internal consistency ranged from acceptable for Emotion Contagion to good for Attention to Others’ Feelings and Prosocial Actions. In terms of concurrent criterion validity with GEM‐vf, the three factors of EmQue‐vf correlated positively with the affective empathy score and only the Prosocial Actions scale was positively linked with the cognitive empathy score. In terms of construct validity, Pearson's correlations showed a positive link between age and Prosocial Actions. Moreover, the three EmQue‐vf subscales were linked positively to Theory of Mind and emotion regulation scores. A negative link was obtained between Prosocial Actions and emotion dysregulation scores. In conclusion, EmQue‐vf presents good psychometric qualities. It will be a useful in future research and interventions involving French‐speaking children with and without developmental disorders.

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Section: Introductionsupporting

confidence: 89%

Section: Methodsmentioning

confidence: 99%

Adaptation and validation of the French version of empathy questionnaire in preschoolers

Simon,

Houssa,

Barbot

et al. 2024

Social Development

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How do Children with Intellectual Disabilities Empathize in Comparison to Typically Developing Children?

Simon,

Nader-Grosbois

2024

J Autism Dev Disord

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Objectives Two studies were conducted to better understand how children with intellectual disabilities (ID) empathize with the feelings of others during social interactions. The first study tested hypotheses of developmental delay or difference regarding empathy in 79 children with ID by comparing them with typically developing (TD) children, matched for developmental age or chronological age. The second study examined specific aspects of empathy in 23 children with Down syndrome (DS), compared with 23 nonspecific ID children, matched for developmental age, and TD children, matched for developmental age or chronological age. Method An empathy task was administered to the children while their parents completed the French versions of the Empathy Questionnaire and the Griffith Empathy Measure. Results The first study showed that ID children showed delayed empathy development but were perceived by their parents as deficient in cognitive empathy. The second study showed that DS children were perceived as being more attentive to the feelings of others than TD children and non-specific ID children, matched for developmental age, and as having affective empathy that was similar to that of TD children matched for chronological age. Conclusion These studies have drawn attention to delays or differences in different dimensions of empathy in children with ID and DS, which need to be taken into account in interventions.

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Empathy in Preschoolers: Exploring Profiles and Age- and Gender-Related Differences

Simon,

Nader-Grosbois

2023

Children

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Empathy is a key skill in the daily life of preschoolers, and it is important to understand how it evolves during this crucial period of development. This paper includes two studies. The first study, which had a cross-sectional design, examined affective, cognitive, and behavioral empathy in 354 children (aged from 3 to 6 years) through a performance-based measure and questionnaires completed by their mothers. Although girls tended to have better affective empathy than boys on the performance-based task, no difference was noted in the mothers’ perceptions of their children’s empathy. Empathy dimensions varied depending on the age of the children. The hierarchical cluster analyses of the cases identified differentiated subgroups of children, according to their empathic skills in the three dimensions. The second study, which was longitudinal, used the same measures and investigated the developmental trajectory of empathy in 69 preschoolers over one year. The results showed that each empathic dimension predicted itself one year later, but did not predict the two others. The implications for potential interventions are emphasized in this study.

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Adaptation and Validation of a French Version of the Griffith Empathy Measure

Cited by 4 publications

References 91 publications

Adaptation and validation of the French version of empathy questionnaire in preschoolers

Adaptation and validation of the French version of empathy questionnaire in preschoolers

How do Children with Intellectual Disabilities Empathize in Comparison to Typically Developing Children?

Empathy in Preschoolers: Exploring Profiles and Age- and Gender-Related Differences

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