Embedding compassionate micro skills of communication in higher education: Implementation with psychology undergraduates

Abstract

Many students struggle with group-based assessments. The pedagogic approach of the ‘compassionate micro skills of communication’ (CMSC) aims to equip students with the skills necessary to work effectively in group settings. To this end, students studying on a core psychology module involving group-work, received structured CMSC learning in seminars. Following its implementation, analysis of data from four student and one staff focus groups, using thematic analysis, indicated support for the pedagogic approach. Four themes emerged: the use of CMSC for addressing unhelpful group behaviours; employing helpful group behaviours; enhancing inclusivity; and areas for CMSC improvement and roll out. Quantitative data collection is still on-going and will be reported elsewhere. However, our preliminary analysis of the qualitative data provides good support for utilising a CMSC pedagogic approach in Higher Education regarding both its efficacy and potential positive impact.

Compassion: From Neuroscience to New Horizons and Innovative, Inclusive Research Agendas

“…To be clear, the ndings informed the change in students' previous negative group behaviors (inequality of sharing speaking time/dominating, interruptions, competitive individualism, and non-contributing) with more inclusive and collaborative interactions. ese same negative group behaviors have also been identi ed across disciplines in the HE classroom seminar/tutorial Harvey et al, 2020).…”

“…Yet, in all this, there is very little discussion of the explicit role of compassion, which is empirically de ned as a cognitive, psychobiological motivation , and its role in enhancing self and others' learning and social connectedness in online group meetings. Gilbert ( , 2017 and Harvey et al (2020) investigated the learning and social cohesion among student team members during in-person classes aer receiving compassionate communications training and found that learning and social cohesion were enhanced by it. In that training, as in the present study here, students were taught practical strategies to dismantle the two behaviors that they had ranked the most problematic in teamwork meetings, which were a tendency by some team members to either (a) over talk, or "monopolise" the group (Yalom and Leszsz, 2005) so that others had little chance to speak, or (b) say little or nothing, thus contributing very little to the group.…”

Why should I switch on my camera? Developing the cognitive skills of compassionate communications for online group/teamwork management

“…To be clear, the ndings informed the change in students' previous negative group behaviors (inequality of sharing speaking time/dominating, interruptions, competitive individualism, and non-contributing) with more inclusive and collaborative interactions. ese same negative group behaviors have also been identi ed across disciplines in the HE classroom seminar/tutorial (Gilbert, 2016;Harvey et al, 2020).…”

“…Yet, in all this, there is very little discussion of the explicit role of compassion, which is empirically de ned as a cognitive, psychobiological motivation , and its role in enhancing self and others' learning and social connectedness in online group meetings. Gilbert (2016Gilbert ( , 2017 and Harvey et al (2020) investigated the learning and social cohesion among student team members during in-person classes aer receiving compassionate communications training and found that learning and social cohesion were enhanced by it. In that training, as in the present study here, students were taught practical strategies to dismantle the two behaviors that they had ranked the most problematic in teamwork meetings, which were a tendency by some team members to either (a) over talk, or "monopolise" the group (Yalom and Leszsz, 2005) so that others had little chance to speak, or (b) say little or nothing, thus contributing very little to the group.…”