Purpose The purpose of this study was to gain insights into empathy, cyberbullying, and cybervictimization among Filipino adolescents.
Methods The participants were 168 junior high school students in the 7th to 10th grades at a public high school in Cavite Province, Philippines. Data were collected on demographic characteristics, the Basic Empathy Scale, and Revised Cyber Bullying Inventory-II scores. The data were analyzed in SPSS using descriptive statistics (frequency and mean), the independent t-test, bivariate correlation, and one-way analysis of variance.
Results The degree of empathy did not show a statistically significant relationship with cyberbullying (r=-.07, p=.359) but did show a significant relationship with cybervictimization (r=.18, p=.025). Furthermore, cyberbullying had a statistically significant association with cybervictimization (r=.60, p<.001).
Conclusion Although empathy does not necessarily affect cyberbullying, higher levels of empathy were found among cyberbullying victims. However, an alarming result of this study is the possibility that victims may become cyberbullies. Therefore, we should highlight empathy as part of efforts to prevent cyberbullying and to solve various cyber-related problems. Since cyberbullying and cybervictimization are closely related, it is important to focus on this relationship and to make multilateral efforts to ensure that cyberbullying does not lead to other negative issues.
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Exploring the interplay of parenting styles, basic empathy, domestic violence, and bystander behavior in adolescent school bullying: a moderated mediation analysis Lujie Zhong, Yutong Ying, Chunni Zeng, Jiaying Li, Yun Li Frontiers in Psychiatry.2024;[Epub] CrossRef
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Purpose This study describes the development of a violence prevention educational program for elementary school children using empathy (VPEP-E) that teachers can use during class.
Methods Hoffman's theory of empathy and Seels and Richey's (1994) ADDIE model were applied to develop this program.
Results The developed program consisted of eight sessions: Orientation/definition of violence and empathy, types and boundaries of violence, look into my feelings, say it with a facial expression, preventing non-empathic violence due to social prejudice, preventing physical violence, verbal and online violence prevention: empathic conversation, and I can do well: review of the whole curriculum. The program was evaluated by 15 elementary school teachers, who considered it to be easily accessible to elementary school students. The final VPEP-E, which will be provided in eight times for 40 minutes each for fifth-grade students, will provide a basis for preventing violence by fostering empathy.
Conclusion We expect the developed educational program to be effective in preventing violence among elementary school students. However, further research involving children from various age groups is needed.
Purpose The purpose of this study was to investigate empathy, awareness, and attitudes toward violence among elementary school students.
Methods The participants were 195 fifth and sixth grade students in Y elementary school. The data collection period was from June 24 to July 4, 2019.
Results Empathy scores significantly differed according to participants' gender and need for education on violence prevention. Attitudes towards violence (permissive and neglectful) significantly differed according to students' grade and need for education on violence prevention. Empathy was negatively correlated with permissive attitudes toward violence (r=-.26, p<.001) and neglectful attitudes toward violence (r=-.24, p=.001).
Conclusion The results of this study are expected to be utilized as basic data for education on violence prevention through empathy.
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Purpose This study examined the mediating and moderating effects of multicultural efficacy in the relationship between cultural empathy and cultural competence in child care teachers.
Methods A cross-sectional descriptive survey design was used. The participants were 277 child care teachers at private and public daycare centers in G and S districts of Seoul. The survey instruments included a cultural empathy questionnaire, a multicultural efficacy scale, and a cultural competence scale. Data were analyzed using the SPSS and AMOS programs. For data analysis, descriptive statistics, correlation, and mediating and moderating effect analyses were performed. Bootstrapping was implemented to verify the mediating effect of the model developed herein.
Results Positive correlations among cultural empathy, multicultural efficacy, and cultural competence were noted. Multicultural efficacy showed a significant mediating effect on the relationships between cultural empathy and cultural competence. However, there was no moderating effect.
Conclusion In order to enhance the cultural competence of child care teachers, it is necessary to develop a strategy that can promote their cultural empathy and multicultural efficacy. Furthermore, these results will ultimately enhance the role of child care teachers, thus contributing to the normal growth and development of multicultural children.
Purpose This study examined the effects of an empathy ability improvement program on empathy ability and parenting efficacy among mothers of elementary school students.
Methods This was a quasi-experimental study using a pre-test/post-test control group design. The experimental group (n=23) completed an empathy ability improvement program, while 22 mothers were assigned to the control group. Pre-test and post-test analyses were conducted using the empathy ability scale and parenting efficacy scale. The data were analyzed using the x2 test and test independent t-test.
Results The experimental group showed a statistically significant improvement in empathy ability (t=2.79, d=4.48, p=.008) and parenting efficacy (t=2.87, d=0.89, p=.006) in comparison to the control group.
Conclusion The results of this study indicate that empathy education may be effective for improving empathy ability and parenting efficacy in mothers of school-age children.
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Purpose The purpose of this study was to investigate NICU nurses’ nursing interventions for pain and factors affecting nursing interventions for pain.
Methods Participants were 120 NICU nurses from 5 university hospitals located in Daejeon Metropolitan City and Chungcheong Province. The collected data were analyzed using descriptive statistics, independent t-test, one-way ANOVA and Duncan test, Pearson correlation coefficients and multiple regression analysis with SPSS Windows 23.0 IBM program.
Results The factors affecting nursing interventions for pain included knowledge about non-pharmacological nursing interventions for pain and self-efficacy about nursing interventions for pain. These variables explained 28.3% of nursing interventions for pain.
Conclusion The results of this study suggest that it is necessary to develop education programs in which effective nursing interventions for neonatal pain are considered. The programs should be made available to NICU nurses.
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Purpose This study was conducted to identify knowledge about asthma, attitude to asthma, and empathy for children with asthma as held by university of education students, and to examine the relation between these variables and factors that influence them.
Methods Participants were 347 third and fourth year students from a national university of education in G city. Data were analyzed using Pearson correlation coefficients, ANOVA and Tukey test with SPSS/WIN 18.0.
Results The score for participants’ knowledge about asthma was 0.53 out of a possible 1, for empathy, 3.63 out of a possible 5, and for attitude towards asthma, 3.33 points of a possible 5. The attitude towards asthma showed significant differences according to year, satisfaction with major, and satisfaction with practice teaching. Knowledge about asthma and empathy showed a positive correlation with attitudes to children with asthma. Year and Knowledge about asthma, and empathy showed a significant influence on attitudes to children with asthma.
Conclusion Results of this study indicate that development of appropriate knowledge and empathy in students in a university of education should lead to positive attitudes to children with asthma. This development could be enhanced with structured and on-going education about asthma.
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Empathy is an essential factor for establishing therapeutic relationship. Especially for pediatric nursing, the nurses need to know how to perceive children's feeling and thought and to express her understanding about them affectively.
So, empathy is considered as an important concept in pediatric nursing.
This study was attempted to measure the empathic ability of pediatric nurses by pediatric nurse and mothers of hospitalized children.
The subject of this study consisted of 83 pediatric nurses and 106 mothers of hospitalized children in 4 hospitals in Seoul and 1 hospital in Kyung-Gi.
Data were collected from Jan. 14 to Feb. 6, 1997, by the questionnaire method. The instrument for this study was the Empathic Construct Rating Scale : ECRS(60-item, 5 point scale). Data Were analyzed by descriptive statistics, t-test and ANOVA. Result of this study are summarized as follows : 1. Pediatric nurses perceived their empathic ability to be moderately high(Mn=3.71) The level of perceived empathic ability of the pediatric nurses showed no significance by general characteristics.
2. The mothers of hospitalized children perceived nurses' empathic ability to be moderate(Mn=3.27).
The level of perceived nurses' empathic ability of the mothers of hospitalized children showed significant differences by the experience of hospitalization of the children and the age of the mothers.
3. The perceived nurses' empathic ability of the mothers was significantly low than of the pediatric nurses(t=6.50, P<.001).
From the above results, it can be concluded. that the empathic ability of the pediatric nurses is not sufficient for caring children and mothers efficiently.
So, the pediatric nurses' empathic ability is needed to improve through facilitative relationship training as refreshment in-service education program.
, Shin-Jeong Kim
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