Group Modification of Empathic Verbalizations and Self-Disclosure

Brems, Christiane; Fromme, Donald K.; Johnson, Mark

doi:10.1080/00224545.1992.9922971

Cited by 7 publications

(6 citation statements)

References 19 publications

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“…College students who are trained in this field have been shown to possess more empathy than those who are not and have been shown to increase their verbalization skills, understand situations more precisely, and make more accurate insights on the thoughts of others (Brems, Fromme, and Johnson 1992). Counselors with this training have improved their listening abilities and counseling practices (Nerdrum and Ronnestad 2003;Pearson 1999).…”

Section: Hypothesesmentioning

confidence: 99%

The Convergence of Mirroring and Empathy: Communications Training in Business-to-Business Personal Selling Persuasion Efforts

Peterson

Limbu

2009

Journal of Business-to-Business Marketing

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Section: Hypothesesmentioning

confidence: 99%

The Convergence of Mirroring and Empathy: Communications Training in Business-to-Business Personal Selling Persuasion Efforts

Peterson

Limbu

2009

Journal of Business-to-Business Marketing

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“…The directionality of this relationship is at least partially supported by previous research. For example, teaching clients empathic skills was seen to reduce some interpersonal problems in female undergraduate students (Brems, Fromme, & Johnson, 1992). In light of the results from our study, this causal direction would suggest that increasing PT could reduce interpersonal problems with submissiveness, control, sociability and intimacy.…”

Section: Resultsmentioning

confidence: 48%

“…In addition, decreasing PD could help to alleviate interpersonal problems with assertiveness, submissiveness, responsibility, control and sociability. It appears that empathy training can be done in a relatively short period of time and may even have secondary effects on other interpersonal aspects (Brems et al,1992). For example, teaching clients to be empathetic towards others may increase their awareness of their own personal feelings.…”

Section: Resultsmentioning

confidence: 99%

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An assessment of links between components of empathy and interpersonal problems

Lange

Couch

2011

PsycEXTRA Dataset

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Four components of empathy were assessed to determine their contribution to six common interpersonal problems. A sample of 251 undergraduate students (129 women, 122 men) were administered the Inventory of Interpersonal Problems (IIP) and the Interpersonal Reactivity Index (IRI) in order to evaluate the link between these measures. Regression analyses were used to evaluate which component of empathy was the greatest contributor to the interpersonal problems. Personal distress was found to contribute to difficulties in being assertive, sociable, submissive, responsible, and too controlling. Low perspective taking contributed to problems with submissiveness, control, sociability, and intimacy. Results are discussed in terms of their application to counseling those with interpersonal problems.

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“…In the context of a learning intervention, if students are metacognitively aware of their feelings, they gradually learn to anticipate the life events that lead to those feelings that could have happened to others. Reciprocally, once people empathize with others, they are also likely to be more aware of their own feelings [29].…”

Section: Preliminary Data Analysismentioning

confidence: 99%

Crossing Boundaries: Developing Transdisciplinary Skills in Engineering Education

Tan¹,

Nesbit²,

Ellis³

et al. 2019

PCEEA

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Transdisciplinary engineering curricula prepare future engineers with a holistic understanding of complex real-world problems, and the ability to tackle these problems with knowledge and skills in both engineering and non-engineering areas. What are transdisciplinary skills in the engineering education context? What learning activities can we design and implement to develop students’ transdisciplinary skills in the first-year engineering program? How can we assess transdisciplinary skills and evaluate the instructional effectiveness of these learning activities?The current study is an initial attempt to explore these questions. We introduce a conceptual framework ofusing systems thinking, empathy and metacognition asproxy indicators of transdisciplinary skills, and presentthe learning activities we have designed to developstudent competencies in these areas. In addition, wepropose an evaluation approach that includes a surveyinstrument and formative learning assessment, with which we investigate the relationships among empathy, systems thinking, and metacognitive skills in the context ofengineering education.

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Group Modification of Empathic Verbalizations and Self-Disclosure

Cited by 7 publications

References 19 publications

The Convergence of Mirroring and Empathy: Communications Training in Business-to-Business Personal Selling Persuasion Efforts

The Convergence of Mirroring and Empathy: Communications Training in Business-to-Business Personal Selling Persuasion Efforts

An assessment of links between components of empathy and interpersonal problems

Crossing Boundaries: Developing Transdisciplinary Skills in Engineering Education

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