Interrelationships among Perspective Taking, Interpersonal Problem Solving, and Interpersonal Functioning

Marsh, Diane T.; Serafica, Felicisima C.; Barenboim, Carl

doi:10.1080/00221325.1981.10532840

Cited by 30 publications

(13 citation statements)

References 12 publications

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“…37 Despite the non-significant difference, it was observed that female patients gave a higher CARE measure score in the present study, partly explained by the fact that men emphasised more on autonomy-related concern while women paid more attention to empathy and care. 37 Another reason may be because a higher degree of empathy was manifested towards female patients. Previous studies have shown that physicians' behaviour was influenced by their patients' gender.…”

Section: Discussioncontrasting

confidence: 82%

“…Gender differences favouring females may be partly due to bias in self‐report. This is supported by a study by Marsh, Serafica and Barenboim (1981) which noted that females rated themselves as more sympathetic than males on a single‐item self‐report measure . Despite the non‐significant difference, it was observed that female patients gave a higher CARE measure score in the present study, partly explained by the fact that men emphasised more on autonomy‐related concern while women paid more attention to empathy and care .…”

Section: Discussionsupporting

confidence: 82%

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Investigation of empathy amongst dietetic interns at selected primary and tertiary health‐care facilities

Yang

Low

et al. 2019

Nutrition & Dietetics

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Aim Empathy is an essential aspect in the delivery of quality nutrition care and promoting better outcomes in patients. With an increased emphasis of patient‐centred care in dietetic practice, empathy should underpin the construct of the curriculum in dietetic education. The present study investigated the empathy level of dietetic interns through self‐reporting measures and patients' perception. Methods This cross‐sectional study was conducted on a total of 57 dietetic interns and 99 patients from primary and tertiary health care settings. The dietetic interns completed the Toronto Empathy Questionnaire (TEQ) while the Consultation and Relational Empathy (CARE) measure was self‐administered by patients. Socio‐demographic information of participants was collected. Results The dietetic interns' mean (standard deviation [SD]) TEQ scores were 46.90 ± 5.28 and 47.78 ± 5.34 in primary and tertiary care, respectively. CARE measure scores rated by patients in the primary care were 38.61 ± 8.38 and for tertiary setting, the scores were slightly higher (39.47 ± 7.65). The settings, gender, ethnicity and period of internship did not affect dietetic interns' empathy level. In primary care, CARE scores were significantly different between patients' age grouping (P = 0.007). Conclusions Findings from the present study showed that patients' age significantly affected their perception of dietetic interns' empathy in primary health care. These preliminary findings could facilitate an understanding of the level of empathy amongst interns for consideration in the future design of dietetic training.

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Section: Discussioncontrasting

confidence: 82%

Section: Discussionsupporting

confidence: 82%

Investigation of empathy amongst dietetic interns at selected primary and tertiary health‐care facilities

Yang

Low

et al. 2019

Nutrition & Dietetics

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“…The specific developmental antecedents of the use of consensus reasoning or self-reference for social judgment are not known; however, development in areas such as social perspective-taking (Gurucharri & Selman, 1982;Marsh, Serafica, & Barenboim, 1981;Selman & Byrne, 1974), and moral reasoning (Kohlberg, 1976;Piaget, 1965;Rest, 1986) depends on the ability to use one's own behavior or attitudes as a guide to those of similar others. In addition, parents and teachers often work hard to teach children to use their own feelings and thoughts as a guide to Developmental differences in baserate estimates 111 the responses of others (e.g., 'put yourself in her place' or 'how would you feel if he did that to you?').…”

Section: Sample Variabilitymentioning

confidence: 99%

Developmental differences in baserate estimates of social behaviors and attitudes

1995

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This study examined the development of baserate estimation skills for everyday social events and attitudes. Subjects in grades one, three, and six responded to questions concerning their own rates of behavior and attitudes, and their estimates of baserates of behaviors and attitudes for their classmates. The findings indicate a general increase in accuracy for the estimation of baserates throughout the elementary school years. In addition, younger subjects were less likely to make similar estimates for themselves and their classmates than were older respondents. Developmental changes in estimation accuracy are discussed in relation to task content, use of the response scale, correspondence between self-reports and estimates, and sample variability.

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“…Perspective taking can also be defined as the ability to understand others’ perceptual, emotional, or instinctive reactions, even if these reactions are different than those of the individual (Brambring, 2005). Perspective taking plays a fundamental role in the development of empathic behavior and prosocial skills, assisting children to communicate more effectively with others and resolve interpersonal problems actively and in a positive manner (Bal & Temel, 2014; Carey & Cassels, 2013; Marsh, Serafica, & Barenboim, 1980, 1981; Tjosvold, Johnson, & Fabrey, 1980). In the related literature, the relationship between empathy and perspective taking has been explained in different ways.…”

Section: Introductionmentioning

confidence: 99%

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

Aslan

Akyol

2019

Psychol Rep

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This study investigated the impact of an empathy training program developed by the researchers to promote perspective-taking abilities of preschool children. Participants were 34 children from two different kindergartens. Children in the treatment group attended an empathy training program that consisted of 30 activities and lasted for 10 weeks, whereas those in the nonintervention group attend the regular preschool program. Data were obtained through individual interviews with children. Perspective-Taking Test for Children, designed by the researchers, was used to assess children’s perspective-taking abilities. The results of the study demonstrated that the training program significantly improved perspective-taking performance of children in the treatment group compared to their peers in the nonintervention group, and this effect persisted one month after the intervention.

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Interrelationships among Perspective Taking, Interpersonal Problem Solving, and Interpersonal Functioning

Cited by 30 publications

References 12 publications

Investigation of empathy amongst dietetic interns at selected primary and tertiary health‐care facilities

Investigation of empathy amongst dietetic interns at selected primary and tertiary health‐care facilities

Developmental differences in baserate estimates of social behaviors and attitudes

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

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