Impact of an Empathy Training Program on Children’s Perspective-Taking Abilities

Aslan, Durmuş; Akyol, Aysel Köksal

doi:10.1177/0033294119868785

Cited by 11 publications

(11 citation statements)

References 42 publications

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“…Research certainly conducted with children demonstrates that acquiring any language is subject to the extent of interaction with a caregiver. Put simply, there is substantial evidence that social interaction has a crucial part in language acquisition (Aslan & Akyol, 2019). However, autistic children find it more difficult to learn and make use of language at the same pace as that of normal children because they tend to be less social than their characteristically developing peers.…”

Section: Discussionmentioning

confidence: 99%

“…Language development tends to take place rapidly during childhood when a child's language starts transitioning from incomprehensible babbles to structured sentences (Rudd & Kelley, 2011). A child's social interactions also play a crucial role in boosting the ability of the child to understand language (Aslan & Akyol, 2019). The language development process allows children to connect and understand different social contexts and the thoughts and ideas articulated by other people (Emen & Aslan, 2019).…”

Section: Language Developmentmentioning

confidence: 99%

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A Comparative Study of Language Development in Monolingual and Bilingual Children with Autism Spectrum Disorders

Al-khresheh¹

2020

IJEL

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This study sought to analyze how the process of language development differed between a group of monolingual and bilingual children with autism spectrum disorders (n = 201) who were aged between 5-8 years and hailed from different countries around the world. To achieve this objective, a self-designed five-point Likert scale covering six different language domains was developed to measure the level of difficulty experienced by the participants. The measurement of the level of these difficulties was conducted based on reliable statistical analysis methods. The participants in the two groups were then compared on the basis of these difficulties. No statistically significant differences between the two groups were observed in any language domain. While mild differences within the items of main domains were indeed observed, they were deemed to be statistically non-significant. The results of this study suggest that both monolingualism and bilingualism do not have any detrimental effects on the language development abilities of children with autism spectrum disorders. Both groups were observed to experience the same level of difficulty in their language development process. This study’s limitations, implications, and other research suggestions have been discussed in detail as well.

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Section: Discussionmentioning

confidence: 99%

Section: Language Developmentmentioning

confidence: 99%

A Comparative Study of Language Development in Monolingual and Bilingual Children with Autism Spectrum Disorders

Al-khresheh¹

2020

IJEL

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“…Cognitive and affective empathy (understanding and responding to others' emotional states) are vital skills in the underpinning of moral ability (Masto, 2015). Empathy is consistently found to be positively associated with rule-abiding and prosocial behaviours and is believed to play an important role in the crime decision-making process (Bach et al, 2017). There are several existing empathy interventions that are designed to increase or strengthen empathy, many of which focus on specific problem behaviours such as bullying, as opposed to antisocial behaviour and crime more generally (Jolliffe and Farrington, 2011).…”

Section: Empathymentioning

confidence: 99%

The compass project intervention programme: the application of moral theory in different youth contexts

Trivedi-Bateman,

Gadd

2024

JCRPP

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Purpose The study aims to introduce The Compass Project (TCP), designed to determine whether strengthening morality and practicing emotion management can reduce youth antisocial attitudes and behaviours and increase prosocial attitudes and behaviours.The programme activities are informed by the existing evidence base and incorporate theoretical explanations of the mechanisms that link psychological moral and emotional traits and behaviour. Design/methodology/approach This paper will offer a description of the programme design and content, TCP 2022 pilot study and crucially, discuss the utility of delivering programmes like TCP in wider settings (schools, youth offending teams and other youth organisations). TCP is currently being delivered in UK schools as a multi-site, longitudinal, RCT design. Findings Participant feedback from TCP 2022 pilot study is used to illustrate the potential impact of TCP for young people in future. The authors identify five challenges faced by researchers conducting youth intervention studies: access, recruitment, continued attendance, nature of participation (enthusiasm, engagement and task-focus) and full participant completion of data measures. Practical implications This pioneering study offers a novel methodology to increase law-abiding moral attitudes and behaviours in young people. This paper adopts a forward-thinking and scientific approach to identify practical solutions to key challenges faced when delivering youth interventions and is relevant for youth practitioners and academics worldwide. Social implications TCP seeks to achieve improved youth attitudinal outcomes (such as law-aligned morality, empathy for others, measured decision-making and consideration of the consequences of action) and improved youth behavioural outcomes (such as improved quality of relationships with others, increased helping and prosocial behaviours, reduced antisocial behaviour and delinquency and reduced contact with criminal justice system-related organisations). Originality/value To the best of the authors’ knowledge, an evidence-based morality strengthening and emotion programme of this kind, closely aligned with a moral theory of rule-breaking, has not been developed before.

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“…To improve children's prosocial behaviours, more role-play and collaborative activities should be added to the current SEL programme. Role-play improves children's perspective-taking abilities, and collaborative activities also increase children's awareness and understanding of each other's perspectives (Aslan & Köksal Akyol, 2020). Improvement in perspective-taking abilities is likely to increase children's prosocial behaviours, such as helping and sharing (Cigala et al, 2015).…”

Section: Effect On Total Difficulties and Strengthsmentioning

confidence: 99%

A social emotional learning intervention to reduce psychosocial difficulties among rural children in central China

Hesketh

2023

Applied Psych Health & Well

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Programmes based on social emotional learning (SEL) have been effective in reducing psychosocial difficulties in a number of countries. In Mainland China, there has been no empirical research on the prevention of children's psychosocial difficulties using the SEL approach. This study aimed to assess whether an adapted version of the SEL programme can reduce psychosocial difficulties of primary school children in rural China. The intervention consisted of 16 weekly 90‐min class sessions, conducted among 206 children aged 8–12 years (with 290 controls) in a poor rural area of Central China. Self‐report questionnaires were administered at baseline, post‐intervention and 5‐month follow‐up. The results suggested that the programme (1) can reduce children's total difficulties (measured using the Strength and Difficulties Questionnaire) at post‐intervention (d = −0.18) and 5‐month follow‐up (d = −0.19), (2) was more effective among children experiencing verbal abuse (d = −0.21) or physical abuse (d = −0.24) from caregivers and (3) was popular among more than 90% of the participants. The programme is cheap, easy to implement and can be delivered in school hours. Therefore, it has clear potential for replicability and sustainability.

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Impact of an Empathy Training Program on Children’s Perspective-Taking Abilities

Cited by 11 publications

References 42 publications

A Comparative Study of Language Development in Monolingual and Bilingual Children with Autism Spectrum Disorders

A Comparative Study of Language Development in Monolingual and Bilingual Children with Autism Spectrum Disorders

The compass project intervention programme: the application of moral theory in different youth contexts

A social emotional learning intervention to reduce psychosocial difficulties among rural children in central China

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