How Do You Effectively Teach Empathy to Students?

Cuzzo, Maria Stalzer Wyant; Larson, Mimi Rappley; Mattsson, L.; McGlasson, Terry D.

doi:10.1002/tl.20249

Cited by 8 publications

(3 citation statements)

References 18 publications

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“…Adopting such a process in courses that explore end-of-life issues allows students to discover their own truth about end-of-life beliefs. This is in line with a postmodernist theoretical approach that posits that truth is subjective and all members can have different views of society (Cuzzo et al, 2017). Thus, a student-centered approach to teaching end-of-life decision making allows each student to understand their own process.…”

Section: Experiential Learningsupporting

confidence: 57%

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Using an Experiential Learning Assignment to Teach BSW Students about Culture and End-of-Life Care Planning

Kusmaul

2019

Journal of Teaching in Social Work

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In response to needs identified by the Institute of Medicine (2015) and the National Association of Social Workers (2004), this paper describes an experiential assignment to increase BSW students' skills in end-of-life care. In this assignment, students discussed end-of-life wishes with another, completed an advance directive, and processed their experience. Students made gains in three areas: awareness of others' perspectives, recognition of culture's influence on end-of-life decisions, and the role of information in empowering patients and families. Students also made gains in the affective skill of empathy.

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Section: Experiential Learningsupporting

confidence: 57%

“…Empathy makes helping professionals more effective in their work with clients (Cacciatore, et al, 2015). Empathy improves outcomes in social work interventions (Cuzzo, Larson, Mattsson, & McGlasson, 2017). Empathy in end-oflife discussions is associated with increased satisfaction with communication (Selph et al, 2008).…”

Section: Experiential Learningmentioning

confidence: 99%

Using an Experiential Learning Assignment to Teach BSW Students about Culture and End-of-Life Care Planning

Kusmaul

2019

Journal of Teaching in Social Work

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“…This means that emotions that are moved to feel what others feel do not necessarily make a person lose his identity and attitude. Someone still has self integrity (Cuzzo, Larson, & Mattsso, 2017).…”

Section: Character Of Empathymentioning

confidence: 99%

The Application of Mobile Learning for University Students in the Pancasila Education Modul in Developing Character of Students' Empathy

Sarkadi¹,

Casmana²,

Cahyana³

et al. 2020

ujer

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The main purpose of this study is to improve students' empathy attitudes in Pancasila education courses using applications in mobile phones. It is a tool application or media that is used by educators to be able to transfer knowledge to their students. This is used to be able to increase the interaction and learning motivation of students, so they can obtain maximum learning resources. The name of the application is Pancasila Mobile learning, and it is available on Playstore for Android users and web-based page. Meanwhile, the empathy characters need to be developed by the school to be able to grow in students. As such, this study focuses on growing empathy by using mobile learning applications. The research method used is quantitative. The data collection technique used was an online questionnaire, which was filled by 119 students at universities in Jakarta. They are students who have already or are studying Pancasila in college. The results of this study indicate that the use of mobile learning applications in learning Pancasila in the classroom can increase empathy attitudes towards students. They can carry out positive activities, and feel pleasure and comfort when using mobile learning applications in the learning process. Thus, the use of mobile learning needs to be continuously developed by educators both in universities and schools.

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A world beyond self: empathy and pedagogy during times of global crisis

Gates,

Curwood

2023

AJLL

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A significant body of research points to the benefits of empathy for young people’s personal, social, and educational development. However, some research indicates that youth empathy levels are declining. The COVID-19 pandemic has provided a unique opportunity to research empathy in education during times of global crisis and local educational disruption. This study explored Australian English teachers’ beliefs, pedagogical approaches, and experiences in relation to teaching with, for, and about empathy, including during the pandemic. Drawing from a state-wide survey and representative teacher case studies, this study revealed a couple key findings. First, the majority of participants recognised the value of empathy for student learning and engagement; however, teachers disagreed on whether empathy impacts academic performance. Second, teachers tended to avoid teaching explicitly about empathy because they felt it was not prescribed in the English Syllabus. Each of these findings was underpinned by a tension between teacher beliefs about the value of empathy in learning and the limitations of including empathy in English education due to curriculum mandates and assessment requirements.

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How Do You Effectively Teach Empathy to Students?

Abstract: This chapter explores a multidisciplinary approach to teaching empathy in undergraduate and graduate universities. Specific recommended best practices are provided for using postmodernist methods of active teaching and learning on empathy.

Cited by 8 publications

References 18 publications

Using an Experiential Learning Assignment to Teach BSW Students about Culture and End-of-Life Care Planning

Using an Experiential Learning Assignment to Teach BSW Students about Culture and End-of-Life Care Planning

The Application of Mobile Learning for University Students in the Pancasila Education Modul in Developing Character of Students' Empathy

A world beyond self: empathy and pedagogy during times of global crisis

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