Can Video Engender Empathic Concern for Others? Testing a Positive Affect Arousing Intervention

Cargile, Aaron Castelán

doi:10.1177/2158244016676297

Cited by 4 publications

(3 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This resonates with active learning approaches, which suggest that teachers should facilitate students' learning process rather than transferring knowledge (Rusca, Heun, & Schwartz, 2012;Thomas & Milligan, 2004;Wright, Bitner, & Zeithaml, 1994). Second, as suggested in psychology research, empathy and compassion for others are more likely to be triggered through video and images (Castelán Cargile, 2016). The documentary seems to elicit an emotional response and to increase sensitivity towards people suffering from water shortages in low-income areas in a way the face-to-face lecture does not.…”

Section: The Transformation Potential Of Videography: Outreach and mentioning

confidence: 73%

Visualizing urban inequalities: The ethics of videography and documentary filmmaking in water research

Rusca

2018

WIREs Water

View full text Add to dashboard Cite

Visual methods are becoming increasingly popular in social sciences, but are still little explored when it comes to water related studies. Drawing on literature on visual methods and documentary filmmaking, this paper reflects on the role and potential of videography to capture and visualize inequalities in urban water supply and access. The paper is based on research undertaken over a period of 4 years, in which a mix of talk based and videographic methods was used to capture the production of uneven conditions of access to water in Lilongwe, Malawi, and Maputo, Mozambique. It reflects on the important and unique ethical questions raised by video‐based methods, including the data collection process, the type of knowledge that is produced, how it is mobilized, who has access to it and the relation between representation of social reality and the power of storytelling. This article is categorized under: Human Water > Methods Engineering Water > Planning Water Human Water > Rights to Water

show abstract

Section: The Transformation Potential Of Videography: Outreach and mentioning

confidence: 73%

Visualizing urban inequalities: The ethics of videography and documentary filmmaking in water research

Rusca

2018

WIREs Water

View full text Add to dashboard Cite

show abstract

“…In a follow-up exploratory analysis designed to more precisely titrate situational empathic responses toward the film clips specifically, participants in the two instructional conditions (i.e., eye and empathy conditions) also completed a questionnaire that assessed their feelings toward the characters in movies (e.g., “I did not feel very sorry for Character A.”). These items were designed to map onto the subscales in the original IRI, consistent with other studies that have modified the IRI to measure empathy in specific contexts (e.g., Cargile, 2016; Nomura & Akai, 2012). The addition of this scale allowed us to test more directly whether increased eye-looking resulted in increased empathy in response to the movie in particular or instead in more globally reported increases in empathic responsivity (i.e., the standard IRI).…”

Section: Methodsmentioning

confidence: 99%

Disentangling relations between attention to the eyes and empathy.

Warnell

Cerda

Frost

2022

Emotion

View full text Add to dashboard Cite

Social interactions involve an interplay between lower-level social perceptual biases and higher-level cognition and affect. One particularly important building block of social interaction is attention to others’ eyes. Previous research has found links between individual differences in eye-looking and complex social capacities, including empathy. Such research, however, has predominately used nonnaturalistic stimuli and has not addressed the directional relation between these processes. In this study, a large sample of adults (N = 164) were eye-tracked while watching naturalistic videos of complex social interactions. Additionally, participants completed measures of empathy and spontaneous and explicit mentalizing. To disentangle relations between variables, participants were assigned to one of three conditions: first, a baseline condition with no instructions; second, an eye-looking condition, where participants were told to look at the eyes of the characters; and, third, an empathy condition, where participants were told to become involved with the characters’ thoughts and feelings. In the baseline condition, we found no relation between mentalizing and eye-looking, yet found that eye-looking and empathy were positively related. Inducing one behavior, however, did not affect the other. That is, participants in the eye-looking condition showed increased eye-looking but not increased empathy, and participants in the empathy condition scored more highly on empathy and mentalizing measures with no corresponding changes in eye-looking. These results suggest that the relations between visual attention and social cognition are complex and difficult to manipulate. Future research should examine the developmental links between these behaviors, as understanding their emergence has implications for social disabilities and interventions.

show abstract

“…Empathy can be cultivated through a variety of mediums. Apart from engaging with actual people living with OCD, students can increase empathy by reviewing recorded information, such as videos or stories (Cargile, 2016;Gasparini, 2015;Heylighen & Dong, 2019). The same goes for completing mindfulness activities, such as journaling (Christian, 2018).…”

Section: Empathymentioning

confidence: 99%

Infusing Mental Health in Design Education: A Case Study on Transdisciplinarity and Empathy as Mediums for Innovation

Hadjiyanni,

Davies,

Akers

2023

IJPS

View full text Add to dashboard Cite

Riane Eisler’s partnership model capitalizes on mutual respect and benefit to empower all relations, an approach that is instrumental to teaching around mental health. Many of the thoughts, urges or behaviors associated with Obsessive Compulsive Disorder (OCD) revolve around spatial characteristics of interior built environments. Yet little has been studied on how to infuse such complex problems into design education, which can transform the lives of patients and their families in ways that are both sensitive to students as well as empowering. This paper uses a series of introspections to unpack the lessons learned from a transdisciplinary partnership between an interior design and a product design faculty member who, through a product design studio course, tackled the challenge of designing for youth living with OCD. Three primary themes of reflections and lessons are analyzed: transdisciplinarity, empathy, and course structure. As the analysis reveals, future pedagogical efforts on transdisciplinarity must account for fit - from course objectives to timeline – along with the time and energy needed; a more nuanced approach to empathy must be adopted where the possibility to overwhelm and instill fear in students are balanced with innovation; and fusing research into the design curriculum and course structure must be situated within a more fluid process and also centered on outcomes.

show abstract

Can Video Engender Empathic Concern for Others? Testing a Positive Affect Arousing Intervention

Cited by 4 publications

References 67 publications

Visualizing urban inequalities: The ethics of videography and documentary filmmaking in water research

Visualizing urban inequalities: The ethics of videography and documentary filmmaking in water research

Disentangling relations between attention to the eyes and empathy.

Infusing Mental Health in Design Education: A Case Study on Transdisciplinarity and Empathy as Mediums for Innovation

Contact Info

Product

Resources

About