The Self stepping into the shoes of the Other: Understanding and developing self-perceptions of empathy among prospective physical education teachers through a special school placement

Teachers who demonstrate a high degree of empathy are said to have more positive attitudes towards pupils with disabilities. Therefore, this article sought to explore the influence of a special school placement on prospective teachers’ self-perceptions of empathy. Thirty-two final year undergraduate students participated in focus group interviews and were selected because they aspired to be a physical education teacher and had attended a placement in a special school. Interview transcripts were analysed and the following themes constructed: Stepping into the shoes of the Other; Frustrated ‘for’ not ‘with’ pupils with disabilities; Empathy for planning inclusive lessons and ‘reading’ pupil body language; and Knowing when not to show empathy. All prospective teachers felt that: (a) they could empathise with pupils with disabilities; (b) situated learning experiences within the placement enabled them to reflect on the ways in which their empathy influences their teaching now and could continue to do so in the future; and (c) it was important that teachers demonstrated empathy. Thus, it is recommended that all prospective teachers gain some experience teaching in special schools. Our research also warns against teachers claiming the last, conclusive word about who children with disabilities are, what they think, how they feel and what they want, in myriad contexts and situations

Spot Your Leadership Style – Build Your Leadership Brand

The purpose of the research paper is to present various leadership styles with illustrations of international leader types. It helps the reader spot a particular leadership style for building a leadership brand. It attempts to motivate senior level leaders to appreciate what style of leadership is essential in the current scenario

Emotional intelligence, reflective abilities and wellbeing in social workers

Research reportIn order to inform the curriculum and the development of supportive structures to support the work-related wellbeing of trainee social workers, this research project had several aims. It examined the key motivators to enter social work, together with the sources of social support and the coping strategies that students draw on to help them manage the demands of study and placement experiences Several emotional and social competencies (i.e. emotional intelligence, reflective ability, empathy and social competence) are also investigated as potential predictors of resilience. Also examined was whether resilience predicted psychological distress, and the role played by resilience in the relationship between emotional intelligence and distress was assessed

The reconstruction of identity in people living with HIV in Nepal : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy, Massey University, Albany, New Zealand

This research is about the experiences of people living with HIV (PLHIV) in Nepal, especially with regard to the processes of reconstructing their identities. The processes of identity reconstruction include migration, concealing and disclosing HIV status, movement towards economic independence, gaining knowledge on Human Immunodeficiency Virus (HIV) and Acquired Immuno-deficiency Syndrome (AIDS), practising HIV treatment, receiving support of organizations, and practising spirituality. Despite the availability of some studies on HIV and AIDS in Nepal, most have focused on epidemiological facts. There is a dearth of Nepalese HIV and AIDS literature on identity reconstruction of PLHIV. This study investigated the lived experiences of 33 PLHIV related to their HIV stigma, discrimination and identity issues in Kathmandu and Pokhara valleys in Nepal, using semi-structured, face-to–face, in-depth interviews. The field data were analysed using a thematic, meaning-making approach. This research contributes to HIV literature by showing that the economic stigma and discrimination due to HIV experienced within a family are often stronger than social stigma and discrimination. This research proposes a model entitled “the reconstruction of identity in PLHIV in Nepal”, based on the data derived in an inductive way from the two research sites, then moving from data to theory. There are various stages of identity ranging from spoiled to reconstructed. This proposed identity model is based on the economic and social empowerment of the PLHIV, together with identity transformation from one stage to another, and the situations participants experience in the contemporary Nepalese socio-political context. The identity of PLHIV is fluid and non-linear. This research suggests that access to resources often determines the degree of family and social stigma and discrimination. Moreover, PLHIV also reunite with both family and society after becoming economically independent and socially empowered. Indeed, HIV has been a catalyst, especially for in-migrant women with limited access to resources. This study has significant policy implications for improving the quality of life for PLHIV, reducing family and social stigma and discrimination as well as reconstructing their identity in Nepal, and in South Asian countries with similar socio-cultural and economic settings

Companionship games:a framework for emotionally engaging and empathetic interactive characters

1 in 2 people are diagnosed with cancer in their lifetime, and for those living with cancer loneliness and isolation are significant problems. This paper discusses the development of a virtual cancer support group, using the support group format to offer a companionship game to breast cancer patients. Seven characters populate this support group, designed as empathetic virtual agents. Interviews and playtests will assess the effectiveness of the design practice developed, and these learnings will be used to create a design framework for emotionally engaging and empathetic interactive characters.</p

From Emotional Suppression to Regulated Empathy: The Changing Face of Control in the CES

Between the 1970s and the 1990s the level and type of emotionality in the Commonwealth Employment Service (the Australian national employment service) altered. Within a context of changing economic conditions and concomitant work intensification, it is argued that untenable working conditions resulted in new recruits adopting a coping strategy that led to the use rather than the suppression of emotions. The use of emotions provided workers with job satisfaction and greater control over service interactions. Management subsequently commandeered the use of emotions to complement the introduction of private sector management techniques and service delivery reforms, regaining control over worker-client interactions

Empathy, Asymmetrical Reciprocity, and the Ethics of Mental Health Care

I discuss Young’s “asymmetrical reciprocity” and apply it to an ethics of mental health care. Due to its emphasis on engaging with others through respectful dialogue in an inclusive manner, asymmetrical reciprocity serves as an appropriate framework for guiding caregivers to interact with their patients and to understand them in a morally responsible and appropriate manner. In Section 1, I define empathy and explain its benefits in the context of mental health care. In Section 2, I discuss two potential problems surrounding empathy: the difficulty of perspectivetaking and “compassion fatigue.” In Section 3, I argue that these issues can be resolved if examined through the lens of an ethics of care. Reciprocal relationships between patients and caregivers are an important element in the development of an ethics of care. In Section 4, I introduce two models of reciprocity that can be applied to a health care context: Benhabib’s symmetrical reciprocity and Young’s asymmetrical reciprocity. In Section 5, I demonstrate how asymmetrical reciprocity cultivates empathy and, in Section 6 and Section 7, I show how it overcomes the objections of empathy and improves therapeutic relationships

What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?

Objective: to investigate the perspectives and experiences of the faculties specializing in brain and neural sciences regarding brain-friendly teaching-learning in Iran. Methods: 17 faculties from 5 universities were selected by purposive sampling (2018). In-depth semi-structured interviews with directed content analysis were used. Results: 31 sub-subcategories, 10 subcategories, and 4 categories were formed according to the “General teaching model”. “Mentorship” was a newly added category. Conclusions: A neuro-educational approach that consider the roles of the learner’s brain uniqueness, executive function facilitation, and the valence system are important to learning. Such learning can be facilitated through cognitive load considerations, repetition, deep questioning, visualization, feedback, and reflection. The contextualized, problem-oriented, social, multi-sensory, experiential, spaced learning, and brain-friendly evaluation must be considered. Mentorship is important for coaching and emotional facilitation

Knowledge is power? : the role of experiential knowledge in genetically 'risky' reproductive decisions

Knowledge of the condition being tested for is increasingly acknowledged as an important factor in prenatal testing and screening decisions. An analysis of the way in which family members living with an inheritable condition use and value this knowledge has much to add to debates around whether and how this type of knowledge could be made available to prospective parents facing screening decisions. This paper reports on in-depth interviews with sixty-one people (conducted 2007-9), with a genetic condition in their family, Spinal Muscular Atrophy (SMA). Many participants described their intimate familial knowledge of SMA as offering them valuable insights with which they could imagine future lives. Other participants, however, found themselves trapped between their experiential knowledge of SMA and their (often) competing responsibility to maintain the wellbeing of their family. Still others established a ‘hierarchy’ of knowledge to rank the authenticity of different family member’s accounts of SMA in order to discredit, or justify, their decisions. This paper highlights the way in which experiential knowledge of the condition being tested for cannot be unproblematically assumed to be a useful resource in the context of prenatal testing and screening decisions, and may actually constrain reproductive decisions