Introduction: Empathy, Shared Emotions, and Social Identity

Szanto, Thomas; Krueger, Joel

doi:10.1007/s11245-019-09641-w

Cited by 34 publications

(36 citation statements)

References 107 publications

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“…Empathy tends biases from sympathy. According to Szanto & Krueger [20], empathy also entails a "care" for the affective state of the other, which brings it closer to what is usually called sympathy (although none of these authors hold that empathy thereby can be equated with sympathy). There is reason why students have some biases to express their feelings when they become a peer counselor in training.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Basic Skills Counseling as Vital Skills in Peer Counseling to Indonesian Students

Rahmawati¹,

Suwarjo²,

Utomo³

2019

ujer

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This study aims to investigate the effect of basic skills counseling in peer counseling for adolescent students in studied Indonesian school. Peer facilitator program becomes a necessity for the students to have a good friend. Seeing the importance of the program for students, guidance and counseling teachers need to reach more students through peer counseling program in schools. The research method used a pre-test and post-test model with Wilcoxon Signed Two Rank Test on 14 students Youth Information and Counseling Center in representative high school. A significant change has been detected at attending skills, summarizing skills, questioning skills, behave genuinely skills, behave assertive skills, confrontation skills and problem-solving skills parameters but not at empathizing skills when the pre-test and post-test were compared. These results supported the observation to the checklist and interviews, which showed that adolescent students could do a peer counseling with other friends. This research is then beneficial for guidance and counseling teacher in conducting peer counseling services at Indonesia schools.

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Section: Discussionmentioning

confidence: 99%

The Effect of Basic Skills Counseling as Vital Skills in Peer Counseling to Indonesian Students

Rahmawati¹,

Suwarjo²,

Utomo³

2019

ujer

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“…"Respect" as an essential attribute of empathy was identified and acknowledged by a wide gamut of researchers. 54,55 The component "understanding" represents the cognitive dimension of empathy. However, psychologists have reiterated that mere cognition does not automatically lead to affective empathy.…”

Section: Discussionmentioning

confidence: 99%

Development and Validation of an Empirical Model to Study the Mediating Role of Empathic School Leadership in the Motivation of High School Students in India

Roy

2020

Metamorphosis

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Emotionally fragile organizations like schools require human elements to be treated with utmost care. Most schools in India are managed by a strictly hierarchical organizational structure with the head of the school at the top. In such organizational structures, the head decides the design, nature, and direction of the various school processes. It is within this context that this study explores the two important dimensions of leadership and empathy in conjunction with each other. While the capability to feel and share the feelings of others has been regarded as an essential leadership quality, school leadership brings forth a unique and potent dimension to the concept of empathic leadership. This study explores the role of empathic school leadership in motivating students. A random sample of 297 students was administered a questionnaire. The results were analysed and a model with empathic–leadership as a mediator for student motivation was developed and validated using path analysis. Further, the instrument used was validated with confirmatory factor analysis for use as a tool to measure empathy-driven leadership in Indian schools. This instrument might help in introducing the concept of leadership–empathy audit in Indian schools.

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“…According to DPT, neither a theory nor a simulation is needed in order to grasp the other's experience. Contrary to TT and ST, phenomenological accounts stress the direct intercorporal, interactive encounter and the embeddedness of the self in a shared environment (Gallagher and Hutto 2008;Gallagher 2012;Szanto and Krueger 2019;Zahavi and Overgaard 2012). We perceive immediately in other beings' expressions what they experience.…”

Section: Research Background and Challengesmentioning

confidence: 95%

Introduction: Empathy, Fiction, and Imagination

Schmetkamp¹,

Ferran

2019

Topoi

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In contemporary discourses, it has become common sense to acknowledge that humans and some species of animals, from their very inception, are embedded in social and intersubjective contexts. As social beings, we live, interact, communicate, and cooperate with others for a range of different reasons: sometimes we do so for strategic and instrumental reasons, while at other times it is purely for its own sake. Moreover, in one way or another, we encounter others not only as rational but also as sentient beings; our interactions with others are shaped by reason, though not exclusively so. They are also affected by our emotions, feelings, moods, and environments. In this way, we seek understanding both for and by others. We are able to recognize, interpret, and categorize others' expression and behavior; in turn, we express our emotions, desires, and motivations to act towards others and hope that others will react adequately and appropriately.Empathy is usually understood as the capacity to apprehend others' mental states-especially emotions. In recent decades, it has become one of the most widely discussed concepts, especially in the philosophy of mind, ethics, and aesthetics. Although there is a vast array of publications on the topic of empathy, a number of controversies have persisted, particularly in relation to how the process, outcome, and value of empathy should be understood. One recent debate concerns the question of whether we directly perceive others' mental states or whether we rather imagine their perspective. Another central discussion is ongoing regarding empathy in respect of narratives and fictional characters.The aim of this Special Issue is to interrelate these two branches-fiction and imagination-and to examine the role of imagination in the empathic process, especially in relation to the thesis of direct perception of others' mental states. Despite the wealth of recent research into empathy that has emerged from a diverse range of disciplinary perspectives, there is still no consensus about the nature and role of imagination and whether empathizing with fictions should be categorically or just gradually distinguished from empathizing with real persons.

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Introduction: Empathy, Shared Emotions, and Social Identity

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Cited by 34 publications

References 107 publications

The Effect of Basic Skills Counseling as Vital Skills in Peer Counseling to Indonesian Students

The Effect of Basic Skills Counseling as Vital Skills in Peer Counseling to Indonesian Students

Development and Validation of an Empirical Model to Study the Mediating Role of Empathic School Leadership in the Motivation of High School Students in India

Introduction: Empathy, Fiction, and Imagination

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