Effects of Human Relations Training on Education Students

Higgins, Earl B.; Moracco, John C.; Danford, Deborah

doi:10.1080/00220671.1981.10885349

Cited by 7 publications

(10 citation statements)

References 3 publications

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“…These variables included attitudes to self, school and others, discipline, physical health, attendance, IQ changes and cognitive growth. Higgins, Moracco & Danford (1981), in a loosely designed study, provided evidence that trainee teachers improved on a range of attitudinal measures if they had experienced a training course either in relating more effectively in groups or from a more traditional skills training course, compared with teachers who did not experience either of these approaches. In an evaluation of five day in-service courses for teachers, Hall, Woodhouse & Wooster (1984) and Bowes (1988) demonstrated that this learning was still clearly remembered, maintained and developing up to three years later.…”

mentioning

confidence: 99%

The effects of human relations training on reported teacher stress, pupil control ideology and locus of control

Hall

Abacı

1997

Brit J of Edu Psychol

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mentioning

confidence: 99%

The effects of human relations training on reported teacher stress, pupil control ideology and locus of control

Hall

Abacı

1997

Brit J of Edu Psychol

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“…However, they had no educational experience related to empathy or communication in clinical practice. In addition, regarding NVC-related literature [ 14 , 15 ], the educational contents were set to include all the cognitive, emotional, and communicative components of empathy [ 27 ]. Consistent with the process of empathy, the main contents were designed by dividing into empathic attention, empathic resonation, expressed empathy, perceived empathy, and the cycle of empathy.…”

Section: Methodsmentioning

confidence: 99%

Effects of a Nonviolent Communication-Based Empathy Education Program for Nursing Students: A Quasi-Experimental Pilot Study

Sung

Kweon

2022

Nursing Reports

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This study aimed to develop and examine the effects of a nonviolent communication empathy education program, based on a cyclical empathy model of self-esteem, empathic ability, interpersonal relationships, and communication competency for nursing students. Participants were first-grade nursing students from two different colleges in Korea. There were 62 participants: 32 and 30 in the experimental and control groups, respectively. The experimental group received six sessions of 120 min each. The sessions were based on nonviolent communication content and utilized teaching methods such as lectures, presentations, personal activities, group activities, role plays, assignments, and reflective journals. The data were analyzed with percentage, χ²-test, Fisher’s Exact test, and a two-group independent means t-test using the SPSS 24.0 program. There were significant increases in self-esteem (t = 4.06, p < 0.001), empathic ability (t = 5.22, p < 0.001), interpersonal relationships (t = 5.14, p < 0.001), and communication competency (t = 5.27, p < 0.001) in the experimental group compared to the control group. Therefore, a nonviolent communication empathy education program based on the cyclical empathy model is expected to be useful for the humanities and social education in a nursing curriculum. Furthermore, it can improve human nursing competency based on multidimensional empathy in clinical settings.

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“…Skill Training. Skill training is used in 17% of the studies we reviewed (Haynes & Avery, 1979;Herbek & Yammarino, 1990;Higgins, Moracco, & Danford, 1981;Long et al, 1999;Ridley, Jorgensen, Morgan, & Avery, 1982). This form of empathy training consists of three components: (1) provide trainees with a description of well-defined skills to be learned, (2) demonstrate the effective use of these skills through modeling, and (3) provide practice opportunities using these skills (Salas & Cannon-Bowers, 2001).…”

Section: Didactic and Experiential Trainingmentioning

confidence: 99%

“…In regard to skill empathy training research, Herbek and Yammarino (1990) studied the effectiveness of a skill training program for nurses and observed an increase, albeit of small practical significance, in the mean empathy scores for both the experimental and the control Higgins et al (1981) investigated empathic response skills of preservice teachers following either a group approach to human relations training (HRT) or a traditional approach to HRT. Findings suggested that both approaches increased preservice teachers' empathic scores and both approaches resulted in higher scores on teachers' attitudes toward themselves as teachers and toward the ideal teacher as well.…”

Section: Didactic and Experiential Trainingmentioning

confidence: 99%

Empathy Training: Methods, Evaluation Practices, and Validity

Lam¹,

Kolomitro²,

Alamparambil³

2011

J Multidiscip Eval

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Background: Empathy is an individual’s capacity to understand the behavior of others, to experience their feelings, and to express that understanding to them. Empathic ability is an asset professionally for individuals, such as teachers, physicians and social workers, who work with people. Being empathetic is also critical to our being able to live with others in general, and ultimately to leading happier lives. Subsequently it seems imperative to examine if and how it is possible to enhance people’s empathic ability. Purpose: The purpose of this article is to use narrative review method to analyze studies of empathy training in human service and social science disciplines over the past thirty years to address the questions: “How have people been trained in empathy and what are the findings?” and “How was empathy training evaluated and how valid are these evaluation findings?” Setting: Not applicable. Intervention: Not applicable. Research Design: Not applicable. Data Collection and Analysis: Narrative review. Findings: Twenty-nine articles pertaining to empathy training evaluation research were identified based on an advanced computer search on the following databases: “Education Full Text,” “ProQuest Education Journals,” “Web of Knowledge” and “Educational Resources Information Center (ERIC). Seven types of training methods were noted in these 29 evaluations with the most popular being didactic related (42%). All but two studies (93%) reported positive findings, mainly in regard to learning (86%), or the cognitive component of empathy. These findings suggest that regardless of the training method, individuals can learn about the concept of empathy. Unfortunately, information pertaining to the effects of training on individuals’ feeling for others, and their ability and propensity to take the perspective of others and to demonstrate it in the natural environments is lacking. Consequently, very little is known about the trainability of the affective and behavioral components of empathy. Also, some of the findings were moderated by gender, age, education level, and time of measurement. Regarding evaluation research designs, most of the studies used self-reporting to collect trainees’ knowledge about empathy and most of the quantitative studies used a control group and pretesting to examine training impact. Construct validity of both empathy measurement and training is very problematic. A majority of the studies did not clearly define empathy, provide training as defined, and/or measure what is being trained; conceptualization of empathy across studies was not consistent either. In sum, data from the studies reviewed were neither complete nor valid enough to provide a clear and full understanding of the trainability of empathy. More research is apparently needed and hopefully lessons learned from our review will be considered in designing future studies. Keywords: empathy training; empathy training evaluation; narrative review

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Effects of Human Relations Training on Education Students

Cited by 7 publications

References 3 publications

The effects of human relations training on reported teacher stress, pupil control ideology and locus of control

The effects of human relations training on reported teacher stress, pupil control ideology and locus of control

Effects of a Nonviolent Communication-Based Empathy Education Program for Nursing Students: A Quasi-Experimental Pilot Study

Empathy Training: Methods, Evaluation Practices, and Validity

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