Eyes on you: ensuring empathic accuracy or signalling empathy?

Stress and Psychopatholog

A comprehensive approach to reablement in dementia

This is the final version of the article. Available from Elsevier via the DOI in this record.© 2017 The Authors As society grapples with an aging population and increasing prevalence of disability, “reablement” as a means of maximizing functional ability in older people is emerging as a potential strategy to help promote independence. Reablement offers an approach to mitigate the impact of dementia on function and independence. This article presents a comprehensive reablement approach across seven domains for the person living with mild-to-moderate dementia. Domains include assessment and medical management, cognitive disability, physical function, acute injury or illness, assistive technology, supportive care, and caregiver support. In the absence of a cure or ability to significantly modify the course of the disease, the message for policy makers, practitioners, families, and persons with dementia needs to be “living well with dementia”, with a focus on maintaining function for as long as possible, regaining lost function when there is the potential to do so, and adapting to lost function that cannot be regained. Service delivery and care of persons with dementia must be reoriented such that evidence-based reablement approaches are integrated into routine care across all sectors.Authors of this article were supported by the International Federation on Ageing and DaneAge to attend the Global Think Tank on Ageing in Copenhagen, Denmark, in late 2015

Eyes on you: Ensuring empathic accuracy or signalling empathy?

The eye region is thought to play an important role in the ability to accurately infer others' feelings, or empathic accuracy (EA), which is an important skill for social interaction. However, most past studies used static pictures, including only visual information, and knowledge about the contribution of the eye region to EA when visual information is presented together with verbal content is lacking. We therefore examined whether eye gazing contributes to EA during videos of emotional autobiographical stories including both visual and verbal content. One hundred seven perceivers watched videos of targets talking about positive and negative life events and continuously rated the targets' feelings during the videos. Simultaneously, perceivers' eyes were tracked. After each video, perceivers reported on their feelings and the extent to which they empathized with and took the perspective of the targets. In contrast to studies using static pictures, we found that gazing to the eyes of targets during the videos did not significantly contribute to EA. At the same time, results on the association between the amount of gaze towards the eye region of targets and perceivers' state and trait empathy ratings suggest that eye gazing might signal empathy and social engagement to others

Loopbaanwensen van leraren in het primair onderwijs 1992

Labour mobility, occupational mobility and career preferences of teachers from schools for primary and special education. Teaching tasks: type of education/ class teacher-subject teacher/ which elementary years/ number of subjects, kind of subjects/ qualification / career: years of service ( at present school )/ number of schools respondent has been working for/ working for more than one school at present/ ever had a non-educational job / position: permanent-temporary appointment/ preferred nr. of working hours / external mobility: applications in the last two years/ will be working for the same school next school year/ stops working/ changing schools - type of education/ leaving education ( reasons for )/ / internal mobility: ( preference for ) job in management team, guidance tasks, developmental tasks/ nr. of hours spend on non-teaching duties / mobility prospects: preference for changing schools, other type of education/ preferred course of career / career hindrances: legal status/ redundancy regulations/ school-specific work situation/ age structure of team/ school size/ division of non-teaching duties/ type of vocational training and working experience/ availability of jobs/ personal circumstances / use of measures for own career and working situation: schooling, optimization of functioning/ stimulation of horizontal mobility or external mobility / realization of aspects of job: salary, permanent appointment/ working conditions/ social contacts with colleagues and parents of pupils/ quality of job / personal flexibility with respect to job / satisfied about possibilities for career as a teacher / measures to increase mobility / satisfied about job. Background variables: basic characteristics/ household characteristics/ occupation/employment/ consumption of durable