“…In general, the effectiveness of training and intervention programs specifically designed to foster empathy in secondary school-age children has been documented, despite inconsistent work definitions in the relevant evaluation studies. This is accomplished by choosing varied methods to generate a positive outcome of gains in empathic capacities, in levels of empathy, or even in prosocial behavior (Haep, Steins, & Wilde, 2014;Haynes & Avery, 1979;Kipper & Ben-Elvy, 1979;Manger, Eikeland, & Asbjornsen, 2001;Pecukonis, 1990). Empathy training is often one of several facets in broader programs (Berhofer, Gonja, & Oberlechner, 2008;McMahon & Washburn, 2003;Schultze-Krumbholz, Zagorscak, Wölfer, & Scheithauer, 2014), which can complicate its integration into regular classes from a school organizational point of view.…”