Creating Compassion: Using Art for Empathy Learning with Urban Youth

Abstract

Social-emotional learning (SEL) curricula are being increasingly implemented with young children; however, access to comprehensive programs can be prohibitive for programs limited by finances, time, or other factors. This article describes an exploratory case study that investigates the use of creative activity in the direct promotion of empathy and indirect promotion of other social-emotional skills for early elementary children in an urban-based after-school setting. A novel curriculum, Creating Compassion, which combines art engagement with explicit behavioral instruction, serves as a promising avenue for socialemotional skill development, and has particular importance for children from low-income households. Five children from racially minoritized backgrounds in grades kindergarten and first attended the Creating Compassion group intervention. Group-level data and individual data of direct behavior ratings suggested a modest increase in empathy development, responsible decisionmaking, and self-management skills and thereby provide a preliminary basis for further effectiveness investigation. Suggestions for future research in this area are discussed in addition to social justice implications.Keywords Social-emotional learning . Empathy . Creative arts . Social justice Research suggests that empathy, defined by Ishaq (2006) as "the ability to identify and express one's own emotions to read another's emotions correctly and comprehensively" (p. S26), offers protective benefits to children (Lenzi et al., 2014;López et al., 2008). Researchers have also found that empathy can be taught (Teding van Berkhout & Malouff, 2016). As such, empathy is a core component of many social-emotional learning (SEL) curricula, which are gaining popularity globally and across the USA (Clayton, 2017;Cristóvão et al., 2017;Torrente et al., 2016). Although empathy-focused education can take various forms, including role plays and games, lectures, and skill-building exercises (Teding van Berkhout & Malouff, 2016), art-based interventions, such as those researched by Darewych and Bowers (2017), represent one particularly promising method for delivering empathy training to children. Given findings on links between empathy and creativity (Alligood, 1991;Carlozzi et al., 1995;Grant & Berry, 2011) and the effectiveness of experience-based social skills training programs with children (January et al., 2011), a curriculum that combines these elements has the potential to be both engaging and effective. Furthermore, in today's increasingly multicultural classrooms, arts activities offer English language learners a valuable opportunity to actively participate and express themselves more fully (Brouillette, 2009). This article documents findings from an exploratory study using an arts-centered empathy curriculum implemented with kindergarten and first grade children in an urban afterschool setting.

A critical review of empathy assessments for children ages 3–12

“…Empathy is a component of socioemotional skills, contributing to prosocial responses and relational closeness (Berliner & Masterson, 2015; Morizio et al, 2022). Researchers across disciplines have examined the effect of empathic understanding and behavior on intra and interpersonal outcomes (Gerdes et al, 2010; McCreary & Marchant, 2017; Morizio et al, 2022; Pedersen, 2009).…”

“…Empathy is a component of socioemotional skills, contributing to prosocial responses and relational closeness (Berliner & Masterson, 2015; Morizio et al, 2022). Researchers across disciplines have examined the effect of empathic understanding and behavior on intra and interpersonal outcomes (Gerdes et al, 2010; McCreary & Marchant, 2017; Morizio et al, 2022; Pedersen, 2009). Despite the scope of empathy‐related research, conceptual definitions of empathy remain vast, and assessment practices are similarly varied (Gerdes et al, 2010; Maxwell & DesRoches, 2010; Pedersen, 2009).…”

“…Challenges related to accurate assessment for children are more pronounced due to reliance on external observer reports, and the lack of frameworks for how empathy may manifest differently at various developmental stages (Belacchi & Farina, 2012; Maxwell & DesRoches, 2010). This holds implications for school psychology and counseling, as accurate assessment of empathy in children can be useful for early intervention as well as studying socioemotional effects on student learning (Maxwell & DesRoches, 2010; Morizio et al, 2022). We present a systematic review of research on measuring empathy in children, examining commonly used assessments to better understand how researchers have studied empathy across childhood.…”

“…Of these, cognitive and affective empathy have received the most attention, due in part to these components being easier to measure through survey and self‐report (Bensalah et al, 2016; Berliner & Masterson, 2015). Behavioral empathy is often seen as the desired consequence of empathy development, as this represents interpersonal impact and prosocial response (Maxwell & DesRoches, 2010; Morizio et al, 2022).…”

“…One of the primary forms of empathy intervention within school settings occurs in the context of social‐emotional learning (SEL) programs (Durlak et al, 2011; Morizio et al, 2022). However, due to the multifaceted nature of SEL, it is difficult to isolate the impact of empathy from other components (i.e., self‐awareness, social awareness, and relationship skills) (Durlak et al, 2011).…”