Empathy training: a comparison of two methods

dc.contributor.advisorCammaert, Lorna P.
dc.contributor.authorComstock, Sharon Hazel
dc.descriptionBibliography: p. 67-73.en
dc.description.abstractThe present study was designed to investigate the effectiveness of two methods of empathy training. The first method followed a more didactic approach with emphasis upon cognitive pre­structuring, psychological insight, and discrimination training. The model assumes that it is specificity of focus which is the potent variable in the teaching of empathy. The second method was based upon the assumption that practice in addition to specific cog­nitive focus would be necessary for successful training. The following four measures were administered to a sample of ninety first-year students at Mount Royal College in Calgary and Red Deer College in Red Deer: the two parallel forms of the Empathy Subscale of the Barrett-Lennard Relationship Inventory (OE--Objective Empathy, SE--Subjective Empathy), the Communications Knowledge Test (CKT), the Interpersonal Relationship Rating Scale (IRRS), and a Satisfaction Questionnaire. The sample was divided into four groups, each of which was subjected to an experimental treatment as follows: 1. Treatment Group (E₁) consisting of eight males and ten females received four 2-hour session of didactic training. 2. Treatment Group (E₂) consisting of eight males and sixteen females received four 2-hour sessions of didactic training and three additional 2-hour sessions of experiential training adapted from methods developed by Carkhuff and Kagan. 3. Control Group (C₁) consisting of one male and thirty-two females received no training but was tested at the same time as E₁. 4. Control Group (C₂) consisting of one male and thirty-two females received no training but was tested at the same time as E₂. The statistical procedure used to test for significant differences between the experimental groups and the control groups was an analysis of covariance. In addition, two correlational analyses were performed to assess the degree of relationship between the measures used. Little evidence was found to support the notion that a sig­nificant relationship exists between the individual measures. However, the combined pretest effects were significantly related to a global index of interpersonal attitudes and behaviors as measured by the IRRS, to a cognitive understanding of basic communicational concepts as measured by the CKT, and perhaps to self ratings of empathic ability as measured by the SE. These measures in turn appear to have little utility in predicting objectively rated empathy as measured by the OE. It was concluded that this study failed to confirm the effectiveness of either a purely didactic or a combined didactic and experiential approach to the training of empathy.en
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dc.format.extentviii, 87 leaves ; 30 cm.en
dc.identifier.citationComstock, S. H. (1976). Empathy training: a comparison of two methods (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/13887en_US
dc.identifier.lccBF 575 E55 C64 1976 Microficheen
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject.lccBF 575 E55 C64 1976 Microficheen
dc.subject.lcshInterpersonal relations
dc.titleEmpathy training: a comparison of two methods
dc.typemaster thesis
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.thesis.accessionTheses Collection 58.002:Box 254 82480954