Design and Evaluation of a Programme to Promote Prosocial‐Altruistic Behaviour in the School

Relationships Among Cooperative Learning Experiences, Social Interdependence, Children's Aggression, Victimization, and Prosocial Behaviors

“…The results corroborate previous findings indicating that cooperative experiences increase the frequency of prosocial behaviors (Blaney, Stephan, Rosenfield, Aronson, & Sikes, 1977;Eisenberg & Fabes, 1998;Etxebarria et al, 1994;Johnson & Johnson, 1983;Solomon, Watson, Schaps, Battistich, & Solomon, 1990). The mutual responsiveness and shared positive affect typically found in cooperative situations seem to be key elements in the development of prosocial behavior (Kochanska, 2002).…”

Effects of social-cognitive training on students' empathy 1The study is a part of the project “Evaluation of cognitive skills training in the county of Hordaland”. The training program was initiated and funded by the National Education Office of Hordaland County, which also initiated the evaluation. This latter stage has been funded by a grant from the Royal Ministry of Education, Research and Church Affairs in Norway.

“…The findings of the present study indicate that school can play a role in the promotion of pro-social behaviour such as empathy. In line with Etxebarria et al (1994) there is reason to believe that, for many children, the role of socialisation agents such as the school becomes even more important because their home atmosphere is not fostering the type of attitudes and behaviour needed to develop high empathy. From a practical point of view it is thus important to search for programs that fit the specific social-cognitive deficits of the students.…”

“…Thus, several programs have been designed to promote chil-dren's empathic responsiveness (e.g. Etxebarria et al, 1994;Feshbach & Feshbach, 1982). There has also been a broad rise in the use of more complex intervention programs designed to increase children's social-cognitive skills, an aim which also includes the intent to alter their empathic responsiveness.…”

Educación familiar y desarrollo de la afectividad

“…En nuestro país se han hecho propuestas educativas, perfectamente estructuradas a nivel de tareas, procedimientos y evaluación, orientadas al desarrollo de los procesos que favorecen la conducta prosocial (López, 1994;Etxebarria, et al, 1994). Dichas propuestas van justificadas por estudios empíricos realizados en población infantil y adolescente que avalan la relación entre empatia , estilo educativo de los padres y la conducta de ayuda.…”