REACH Beyond Tolerance: A Framework for Teaching Children Empathy and Responsibility

Hollingsworth, Lisa; Didelot, Mary J.; Smith, Judith Osgood

doi:10.1002/j.2164-490x.2003.tb00002.x

Cited by 17 publications

(12 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our third recommendation is to then align each tier of services based on the initial proportion of students whose demonstrated needs are categorized into each group. Here are several examples of how this can be conducted: (a) if most student functioning within a school is categorized as Complete Mental Health, then educators have evidence for a healthy Tier 1 and can examine services at the other Tiers to ensure there is coverage for distress and wellbeing promotion; (b) if most student functioning within a school is categorized as Troubled or Vulnerable (both categories with low wellbeing), educators can focus on promoting wellbeing which may involve teaching empathy skills (e.g., Hollingsworth et al, 2003) or a school‐wide effort to develop nurturing relationships (e.g., Cook et al, 2018); (c) if most student functioning within a school is categorized as Troubled or Symptomatic but Content (both categories for high distress), educators can advocate for implementing a social–emotional learning curriculum with research supporting its effectiveness in distress reduction, or, if a program is already being implemented, ensuring it is being implemented with fidelity.…”

Section: Discussionmentioning

confidence: 99%

Dual factor mental health model: Validation through mixture modeling and cut scores

Thayer

Weeks

Cook

2020

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Dual factor mental health model: Validation through mixture modeling and cut scores

Thayer

Weeks

Cook

2020

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Similar projects dealing with education and values have been conducted. To mention two such projects: REACH Beyond Tolerance (Hollingsworth et al 2003) and VaKE-Values and Knowledge Education (Patry et al 2008). REACH is a longterm wide scope USA-based program that promotes cultural-pluralism and tolerance.…”

Section: An Interventional Educational Program On Moral Developmentmentioning

confidence: 99%

Dialogue on Ethics, Ethics of Dialogue: Microgenetic Analysis of Students’ Moral Thinking

Cedar

Baker

Bietti

et al. 2021

Dialogue for Intercultural Understanding

View full text Add to dashboard Cite

In this chapter we propose a methodological approach: we intend to explore the relations between children’s representations of moral issues as elaborated in dialogue (dialogue on ethics, DoE) and the ethical dimension of the children’s moral conduct towards each other (ethics of dialogue, EoD), where we expect to find interesting relations to explore. For example, if a child expresses tolerance towards a character in a video, to what extent does that child express tolerance towards the ideas and utterances of other children present in the interactive situation? The values we intend to focus on are the three main values at the heart of DIALLS: tolerance, empathy, and inclusion. We will examine the possible reciprocity between talking and doing, form and content, meta-dialogue and dialogue.

show abstract

“…Raskauskas et al, 2010;Schultze-Krumbholz & Scheithauer, 2009). Hollingsworth et al (2003) give the three key benefits of empathy in education as:…”

Section: Major Factors Influencing School Well-beingmentioning

confidence: 99%

The Subjective Mental Well-Being of School-Age Children – Educational and Prophylactic Challenges

Zadworna-Cieślak¹,

Kossakowska²

2018

PBE

View full text Add to dashboard Cite

The World Health Organization (WHO) regards the concept of health as individual psychosocial well-being based not only on physical, but psychological, social and environmental factors. Due to the long time spend at school, that context exerts a strong influence on the well-being of children and adolescents and plays an important role in their physical and mental health. Good mental condition in childhood and adolescence is a prerequisite for optimal development, effective learning, the formation of satisfying interpersonal relationships, and for maintaining physical and mental health in adult life. The aim of this paper is to describe the concept of socio-psychological well-being at school and major factors that influence it. Research about well-being of Polish adolescents will also be reviewed. Some preventive and educational implications will be drawn. Childhood and adolescence are crucial periods for the promotion of mental health and the prevention of mental disorders. The article is based on the assumption that the school environment is one of the key elements affecting the subjective psychological well-being of pupils. The school context is also necessary for taking appropriate preventive action and support school-age children in developing appropriate competences.

show abstract

REACH Beyond Tolerance: A Framework for Teaching Children Empathy and Responsibility

Cited by 17 publications

References 6 publications

Dual factor mental health model: Validation through mixture modeling and cut scores

Dual factor mental health model: Validation through mixture modeling and cut scores

Dialogue on Ethics, Ethics of Dialogue: Microgenetic Analysis of Students’ Moral Thinking

The Subjective Mental Well-Being of School-Age Children – Educational and Prophylactic Challenges

Contact Info

Product

Resources

About