• 의학교육논단
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• 제26권2호
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• pp.140-154
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• 2024

A physician's empathy plays a crucial role in patient-centered care, and in modern medicine, patients, their caregivers, and society demand a high level of empathy from healthcare providers. The conceptualization of clinical empathy, which has emphasized cognitive empathy since the mid-20th century, has been widely accepted in medical schools and the healthcare industry without much critical ref lection. This study provides an overview of the ongoing debates on empathy versus sympathy and cognitive empathy versus affective empathy to clarify the concept of empathy. Based on recent research findings, clinical empathy is proposed to encompass three components: cognitive empathy, affective empathy, and empathic motivation. It is suggested that fully demonstrating these components requires empathic communication skills. Additionally, the cognitive characteristics of medical students and the features of the academic environment demonstrate the need for education to strengthen their empathy skills. Considering this, proposed intervention methods that medical schools can consider include utilizing tutoring programs and debriefing processes for team activities, which can facilitate problem-solving as a coping strategy for stress. Learning communities can create an environment where students can receive social support and recover from stress. Medical schools can contribute to the development of students' professional identities as practicing clinicians who embody empathy and respect by cultivating professors as positive role models. Additionally, utilizing scales to assess the empathic nature of doctor-patient communication or incorporating patients and caregivers as evaluators can actively improve empathic communication skills.

• 한국보육지원학회지
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• 제19권6호
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• pp.55-77
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• 2023

Objective: The purpose of this study was to evaluate the empathy of children aged 4 to 5 through the empathy interview tool and to verify the effects of children's and mothers' variables on the children's empathy. Methods: The subjects of this study were 102 pairs of children aged 4 to 5 and their mothers. The research was conducted through children's interviews and mothers' questionnaires. The data were analyzed using Pearson's correlation and multiple regression analysis. Results: First, girls exhibited a higher level of empathy than boys. Second, significant correlations were found between mothers' empathy, parenting behavior, emotional expression, and children's empathy. Third, the influences of independent variables on children's empathy followed the order of mothers' emotional empathy, positive emotional expression, and children's gender. Conclusion/Implications: This study identified variables in children and their mothers that influenced children's empathy. These findings contribute to a deeper understanding of children's empathy and can serve as fundamental data for intervention programs aimed at enhancing children's empathy.

• 초등상담연구
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• 제4권1호
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• pp.263-284
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• 2005

The purpose of this study was to examine the effect of game-centered empathy training on the prosocial behaviors of elementary schoolers in a bid to suggest how their prosocial behaviors could be boosted. The research questions were posed as below: 1. Does game-based empathy training improve the overall empathy of school children? 2. Does game-based empathy training have a better effect on the cognitive empathy of school children or their emotional empathy? 3. Does game-based empathy training enhance the prosocial behaviors of school children? The subjects in this study were 62 children in their fourth year of D elementary school in Eumseong-gun, north Chungcheong province. They were divided into an experimental group and a control group, and a survey was conducted before and after the experimental group under-went empathy training for about six weeks. The instrument used in this study was David(1980)'s Interpersonal Reactivity Index adopted by Park Sung-hee(1996) to suit school children. Another instrument was Park Sung-hee (1997)'s inventory to assess the prosocial behaviors of children. The collected data were analyzed by SPSS 10.0 for Windows program, and reliability analysis and t-test were employed. The findings of the study were as follows: First, as for the effects of the game-based empathy training on the overall empathy of the elementary school youngsters that included both emotional and cognitive empathy, both groups got lower scores in posttest than in pretest. The experiment produced unexpected results, as the experimental group got significantly lower scores. This fact indicated that the game-based empathy training was ineffective. Second, the game-centered empathy training didn't exercise any influences on their cognitive and emotional empathy. The experiment had a reverse impact on the cognitive and emotional empathy of the experimental group, which implied that the training served as a factor to deteriorate the two types of empathy, and the hypothesis posed in this study was rejected. Therefore, which type of empathy could make a better progress by being exposed to the training couldn't definitely be determined. Third, the game-based empathy training didn't serve to Improve the prosocial behaviors of the elementary schoolers. There was no change in the experimental group, and this fact signified that there's something wrong with the attempt to develop school children's empathy to step up their prosocial behaviors. Based on the above-mentioned findings, the following conclusion was reached: First, the game-centered empathy training had no effects on boosting the overall empathy of the school children. Second, the game-centered empathy training couldn't be said to be effective in improving either cognitive empathy or emotional one. From a viewpoint of relativity, that could be said to affect emotional empathy more than cognitive one. Third, the game-based empathy training wasn't effective in improving prosocial behaviors. Rather, that resulted in interrupting the promotion of prosocial behaviors.

• 대한간호학회지
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• 제29권5호
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• pp.1123-1133
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• 1999

The concept of empathy was examined In the professional caregiving relationship and its application was extended to the context of informal caregiving. Using the Lazarus and Folkman model, the influence of empathy on the caregiver's experience in the caregiving relationship was illustrated. The effects of the caregiver's empathy on his/her own caregiving outcomes were investigated by examining the relationship between empathy and burnout experience and life satisfaction. Empathy increased emotional exhaustion while increased personal accomplishment and personalization, indicating conflicting relationship between empathy and burnout. This conflict relationship between empathy and burnout can be explained by suggesting the distinct roles of two dimensions of empathy emotional and cognitive. The needs for more research to support the critical roles of empathy in informal caregiving context and to examine the definite roles of two dimensions of empathy were suggested.

• 경영과정보연구
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• 제34권1호
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• pp.121-142
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• 2015

본 연구는 서비스종업원의 공감능력에 영향을 미치는 영향요인과 결과요인에 대한 연구로서 서비스 기업의 입장에서 서비스 제공자의 공감능력을 강화시킴으로써 조직에 미치는 긍정적인 효과를 높이고, 부정적인 효과는 감소시키는데 초점을 두고 있다. 구체적인 연구의 목적을 제시하면, 첫째 서비스 종업원의 공감능력 즉, 인지적 공감과 정서적 공감의 영향요인으로 사회적 지원인 상사지원과 동료지원, 그리고 자기 위로능력의 요인을 제시하고자 한다. 즉, 사회적 지원과 자기위로 능력이 서비스 종업원의 공감능력에 어떠한 영향을 미치는지를 규명하고자 한다. 둘째, 서비스 종업원의 공감능력인 인지적 공감과 감정적 공감이 그들이 지각하는 직무스트레스에 어떠한 영향을 미치는지를 살펴보고자 한다. 연구가설을 검증한 결과, 첫째, 사회적 지원은 상사지원과 동료지원으로 구분하였고, 공감능력은 인지적 공감과 감정적 공감으로 분류하였다. 사회적 지원과 공감능력간의 관계를 규명한 결과, 상사지원은 인지적 공감에 긍정적인 영향을 미치고 있지 않았고, 반면, 동료 지원은 인지적 공감에 긍정적인 영향을 미치고 있었다. 또한 상사지원은 감정적 공감에 긍정적인 영향을 미치고 있었으며, 동료지원은 감정적 공감에 긍정적인 영향을 미치고 있었다. 둘째, 서비스 종업원의 자기위로능력은 공감능력에 즉, 자기 위로능력은 인지적 공감과 감정적 공감 모두에 긍정적인 영향을 미치고 있었다. 마지막으로 서비스 종업원의 공감능력(인지적 공감, 감정적 공감)은 서비스 종업원의 직무스트레스에 부정적인 영향을 미치는 것으로 나타났다. 이러한 연구결과를 토대로 본 연구는 서비스 종업원의 공감능력이 그들의 직무스트레스를 감소시키는 요인으로써 중요한 전략적 수단이 될 뿐만 아니라 서비스기업이 제공하는 사회적 지원과 서비스 종업원의 자기 위로능력이 종업원의 공감능력을 이끌어내는 의미있는 변수로써 작용할 것이다.

• International Journal of Advanced Culture Technology
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• 제9권3호
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• pp.46-54
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• 2021

Bullying prevention and intervention programs often include empathy training. This study investigated how the cognitive empathy and affective empathy are related to bullying involvement. For this purpose, a questionnaire composed of Korean version of Participant Role Questionnaire scale (bullying, defending, and outsider behavior), and Korean version of Basic Empathy Scale (cognitive empathy, and affective empathy) were administered to 598 middle school students from 7 different middle schools in Gyeongnam province of Korea. The results, based on Structural equation modeling, showed that adolescents' cognitive empathy were indirectly linked to bullying behavior of adolescents' through defending behavior and outsider behavior. Adolescents' affective empathy were directly linked to bullying behavior. These findings could guide the development and implementation of prevention programs for adolescents' bulling. Implications and future research are discussed.

• 기본간호학회지
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• 제26권3호
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• pp.145-154
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• 2019

Purpose: This study was done to analyze and clarify the concept of empathy in nursing. Methods: Using the concept analysis framework of Walker & Avant 68 articles about empathy were selected for this study. Results: Defining attributes of empathy included recognizing others' perspective and thought, understanding others' emotion, and communicating with them. The antecedents of empathy included contact with patients, respect and trust for patients, a certain level of cognitive ability, and communication skills. Consequences of empathy were increasing patient self-understanding, self-awareness as a therapeutic subject and improving quality of nursing. The concept was clarified through presentation of model, borderline, related, and contrary cases. Conclusion: The results of this study are meaningful in that the concept and attributes of empathy are explored in the area of nursing. Also, based on results of this study, development of standardized tools to measure patient-perceived empathy and measure the three attributes of empathy is recommended as well as the development of educational programs to enhance empathy.

• 공학교육연구
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• 제25권6호
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• pp.47-57
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• 2022

This research aims to examine the relationships between empathy and attitudes toward curricula integration of engineering students. To achieve this goal, first, differences in empathy and attitudes toward curricula integration among engineering students were examined. Second, the effects of attitudes toward curricula integration, as perceived by engineering undergraduate students, on empathy were explored. A total of three hundred and two engineering undergraduate students from three universities in Korea responded to survey based on a two-variables scale. The findings were that, firstly, a positive correlation among sub-factors of empathy and attitudes toward curricula integration was identified. Secondly, attitudes toward curricula integration could explain about 12% of empathy. The practical implications of these findings are discussed herein, with particular attention on education for promotion of empathy for engineering students.

• 한국보육지원학회지
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• 제15권6호
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• pp.117-137
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• 2019

Objective: The purpose of this study was to investigate the effects of a cyclical empathy model-based empathy enhancement program on young children's empathy, peer competence and emotional intelligence. Methods: A total of 40 subjects were selected for this study from 5-year-old children attending S Day Care Center located in Seoul, out of whom 20 were assigned to an experimental group and the remaining 20 to a comparative group (control group). The SPSS 21 statistical program was used to determine whether there was a significant difference between the two groups in the effectiveness of the program implementation. Results: There were statistically significant differences in the changes between the pre and post scores of the experimental group and the comparative group, which showed that the cyclical empathy model-based empathy enhancement program was effective for the young children's empathy, peer competence and emotional intelligence. Conclusion/Implications: This study suggests that if a young children's empathy enhancement program can be applied to child care sites to help the teachers in the field children can overcome empathy-related difficulties by themselves. This study also provides basic information in order to have meaningful educational experiences in young children's education institutions.

• 아동복지연구
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• 제16권2호
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• pp.47-66
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• 2018

This study aimed to identify any possible correlations among the empathy ability, peer relationships, and smartphone addiction of upper-grade elementary school students; the effects of empathy ability and peer relationships on smartphone addiction; and to verify the mediating effect of the empathy ability between peer relationships and smartphone addiction. To this end, the empathy ability, peer relationship, and smartphone addiction tests were conducted among 154 six-grade elementary school students in Gyeonggi and Our findings were as follows; First, in terms of the correlations among empathy ability, peer relationships, and smartphone addiction, the empathy ability and peer relationships were shown to have a positive correlation while the empathy ability and smartphone addiction turned out to have a negative correlation, which was also the case between peer relationships and smartphone addiction. Second, when it came to the effects of the empathy ability and peer relationships on smartphone addiction, the emotional empathy as part of the empathy ability and the esteem out of peer relationships were shown to have a negative effect on smartphone addiction, indicating that an increase of emotional empathy and esteem resulted in less smart phone addiction. Third, in terms of the effect of peer relationships on smartphone addiction with the empathy ability as a medium, peer relationships and smartphone addiction were shown to be partially mediated by the empathy ability. These findings are meaningful in that they could serve as the basic data for the development of smartphone addiction prevention programs for elementary school students.