The meaning of empathy and imagination in health care and health studies

Alma, H.A.; Smaling, Adri

doi:10.3402/qhw.v1i4.4934

Cited by 7 publications

(9 citation statements)

References 26 publications

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“…Given that empathy also expresses itself as the desire to better understand a patient’s thoughts and feelings as being about ‘grasping the subjective experiences, wishes, feelings, opinions, thoughts and intentions of another person. […] Placing what the other person is saying in a cultural tradition or a historical horizon will not be adequate or sufficient’ [ 42 ], it also implies the virtue of discernment: ‘the person of discernment is disposed to understand and perceive what circumstances demand in the way of human responsiveness’ [ 43 ]. As with the case of autonomy, a caveat to bear in mind is that the healthcare professional must not go to the opposite extreme of over-identifying with patients.…”

Section: Resultsmentioning

confidence: 99%

Today´s medical self and the other: Challenges and evolving solutions for enhanced humanization and quality of care

et al. 2017

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BackgroundRecent scientific developments, along with growing awareness of cultural and social diversity, have led to a continuously growing range of available treatment options; however, such developments occasionally lead to an undesirable imbalance between science, technology and humanism in clinical practice. This study explores the understanding and practice of values and value clusters in real-life clinical settings, as well as their role in the humanization of medicine and its institutions. The research focuses on the values of clinical practice as a means of finding ways to enhance the pairing of Evidence-Based Medicine (EBM) with Values-based Medicine (VBM) in daily practice.Methods and findingsThe views and representations of clinical practice in 15 pre-CME and 15 post-CME interviews were obtained from a random sampling of active healthcare professionals. These views were then identified and qualitatively analyzed using a three-step hermeneutical approach.A clinical values space was identified in which ethical and epistemic values emerge, grow and develop within the biomedical, ethical, and socio-economic dimensions of everyday health care. Three main values—as well as the dynamic clusters and networks that they tend to form—were recognized: healthcare personnel-patient relationships, empathy, and respect. An examination of the interviews suggested that an adequate conceptualization of values leads to the formation of a wider axiological system. The role of clinician-as-consociate emerged as an ideal for achieving medical excellence.ConclusionsBy showing the intricate clusters and networks into which values are interwoven, our analysis suggests methods for fine-tuning educational interventions so they can lead to demonstrable changes in attitudes and practices.

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Section: Resultsmentioning

confidence: 99%

Today´s medical self and the other: Challenges and evolving solutions for enhanced humanization and quality of care

et al. 2017

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“…Lipps is attributed with advancing the theory of 'Einfuhlung', a German term used in the late 19 th century meaning a person's spontaneous projection of feeling into other people and things. In 1909 Titchener coined the term 'empathy', deriving from another German term 'Verstehen' for empathic understanding, and the Greek 'empatheia' meaning appreciation of another's pain (Alma & Smaling, 2006;Davis, Yeager & Foster, 2001;Duan & Hill, 1996;Wispe, 1987). For German philosopher Edith Stein (1917Stein ( , translated in 1989, empathy involved objective tuning-in; deeper, subjective connection; and conveying the combined objective and subjective back to the client in a way that centralised our common humanity.…”

Section: Understanding Empathy-history and Definitionsmentioning

confidence: 99%

“…Hojat (2007) links empathy and ethics but cautions that empathic, helping relationships may increase the potential for unethical boundary crossings. Similarly, Van den Hoofdakker (cited in Alma & Smaling, 2006) suggests that empathy is not intrinsically good, and that accurately identifying vulnerabilities in others can make them more vulnerable to unethical practice.…”

Section: Teaching and Learning Empathymentioning

confidence: 99%

“…Empathy is defined as vicariously perceiving or feeling the experiences and emotions of another person. Literature on promoting the importance of empathy is plentiful and empathy is considered to be an indispensable ingredient in helping (Alma & Smaling, 2006;Batson, Chang, Orr & Rowland, 2002;Duan & Hill, 1996;Eckermann et al, 2006;Figley, 2002). Yet comprehensive discussion about how to cultivate, teach, and learn empathy is not easily found in the social work literature.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Empathy Embedded in Ethics Curricula: A Classroom Inquiry

Gair¹

2011

ASW

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Empathy is considered to be a crucial ingredient in social work practice. Research on empathy is abundant although literature describing the teaching and learning of empathy, and in what contexts empathy might be taught best, is less common. The primary aim of this exploratory, classroom-based research undertaken in 2011 was to explore empathy with second year, social work students, thereby building on previous research, and linking it to education and practice. The findings suggest students may acquire a conceptual and definitional understanding of empathy by early in their course, but may need more proactive support to transform that learning into deeper empathy. A key speculation underpinning this exploratory inquiry, that cultivating empathy within an ‘ethics’ unit might prove more potent than within a ‘skills’ unit, was not supported. The need for further research into empathy, particularly cross-cultural empathy, is a recommendation of this research.

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“…Barker (2003), empatiyi bir bireyin karşısındaki bireyin duygu ve düşüncelerini fark ederek anlaması ve anladığını ona ifade etmesi olarak tanımlamaktadır. Alma ve Smaling (2006) ise empatiyi iki boyutta ele almaktadır. İlk boyut, empatinin bilişsel, duyuşsal ve yoruma dayalı yönlerini ifade eden zihinsel boyuttur.…”

Section: Introductionunclassified

Türk Toplumunda Empatinin ve Empatik Becerinin Artırılmasında Empati Eğitim Programlarının Etkililiği: Meta-Analiz Çalışması

Hasgül¹,

Zengin²

2019

OPUS Uluslararası Toplum Araştırmaları Dergisi

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The concept of empathy has become a concept that increasingly emphasized in human relations. However, there are some arguments in the literature about whether or not empathic skills can be learned. Based on these discussions, a meta-analysis study was conducted to examine the findings of the studies in which empathic skills training was carried out in the Turkish society. The use of empathy trainings prepared in the focus of empathic skill development, its application to the Turkish society and its implementation within the last 20 years have been determined as the inclusion criteria of the study. In line with these criteria, it is planned to reach the articles published in national and international refereed journals with the master's and doctoral theses carried out empathy training. Google Scholar, Scopus, ISI Database, Turkish Council of Higher Education National Thesis Center, To-kat, and Ulakbim database are scanned with "Empathy", "Empathy Training", "Empathy Skills" words. As a result of this screening, 13 studies were reached in accordance with the search criteria. For the analysis of the data, Hedges' formula g was used to calculate the effect size by means of the Comprehensive Meta Analysis (CMA) program. The mean effect size of 13 studies included in the study was found to be E = + 5,668. The high effect size of our study shows that empathy education programs are effective in increasing empathy and empathy skills in Turkish society.

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The meaning of empathy and imagination in health care and health studies

Cited by 7 publications

References 26 publications

Today´s medical self and the other: Challenges and evolving solutions for enhanced humanization and quality of care

Today´s medical self and the other: Challenges and evolving solutions for enhanced humanization and quality of care

Exploring Empathy Embedded in Ethics Curricula: A Classroom Inquiry

Türk Toplumunda Empatinin ve Empatik Becerinin Artırılmasında Empati Eğitim Programlarının Etkililiği: Meta-Analiz Çalışması

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