Measuring empathy in undergraduate law students: Examining the factorial validity of the Jefferson Scale of Empathy - Law Students (JSE-LS)

Spivak, Benjamin; Batagol, Becky; Sifris, Adiva; Williams, Brett

doi:10.1016/j.ijlp.2018.01.009

Cited by 5 publications

(4 citation statements)

References 38 publications

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“…Although the main focus of the study was on the reliability of this measure, they did note that the participants "yielded lower empathy scores than what is typically seen among health students", although they acknowledged it might be that the definition of empathy for law students is "slightly different" to that of health students (Williams et al, 2016, p.178). It should be noted that the validity of this measure has since been questioned (Spivak et al, 2018); however, the study's conclusion on levels of empathy is supported by an earlier study by Wilson et al (2012) which compared levels of empathy amongst nursing, pharmacy and law students, measuring the levels of both first and third-year students at the University of Central Lancashire, England by applying the Jefferson Scale of Empathy -Students. This study found that "students in both of the health-related professions obtained significantly higher empathy scores than did the law students" (2012).…”

Section: Principle 5: Clinical Teaching and Learning Environments Should Include Specific Teaching And Learning Strategies To Develop Empmentioning

confidence: 85%

Fostering Empathy in Clinical Teaching and Learning Environments: A Unified Approach

Samra

Jones

2019

Australian Journal of Clinical Education

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This paper draws together broad insights into the notion of empathy, with specific lessons learned from current approaches to empathy within both law and medicine. The role of empathy is becoming more central to modern professionalism in both fields as they demonstrate a movement towards partnership-building, with an emphasis on patient-centred decision-making in medicine and more holistic, personalised client care within law. The paper aims to identify fundamental principles to inform the development of a unified approach to the inclusion of empathy within clinical teaching and learning environments. These principles can then be used as a basis to highlight and share best practice and consider common challenges and opportunities, as well as being drawn upon by those working within interdisciplinary clinical partnerships. Identifying and exploring fundamental principles will assist in ensuring that empathy is acknowledged and utilised in a psychologically and emotionally healthy and appropriate manner to benefit the students, clients, patients and other stakeholders involved.

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Section: Principle 5: Clinical Teaching and Learning Environments Should Include Specific Teaching And Learning Strategies To Develop Empmentioning

confidence: 85%

Fostering Empathy in Clinical Teaching and Learning Environments: A Unified Approach

Samra

Jones

2019

Australian Journal of Clinical Education

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“…In their reviews of research comparing self-ratings of empathy with ratings by others, Davis et al (2006) and Sanchez et al (2019) conclude that the findings thus far are inconsistent but generally unfavorable for self-reports. Investigating the factorial validity of an adapted version of the Jefferson Scale of Empathy to measure law students’ levels of empathy, Spivak et al (2018) showed that caution is needed when applying insights from health care research to other contexts. In an organizational communication context, Park and Raile (2010) found that employees’ self-ratings of their perspective-taking abilities did not correlate with those of colleagues and with colleagues’ communication satisfaction.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Empathy Competencies and Behaviors in Professional Communication Interactions: Self Versus Client Assessments

Fuller

Jong

Kamans

et al. 2023

Business and Professional Communication Quarterly

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Empathy is an important competence for communication professionals. This article investigates two aspects of empathy in an educational setting: the validity of self versus other assessments and the manifestation of empathy in communicative behaviors. Communication students were given a mediating role in discussions with two clients and their empathy was measured using self-ratings and client assessments. Videos of highest- and lowest-rated students were analyzed to identify empathy-related behaviors. No correlation was found between self-rated empathy and clients’ assessments. Several verbal and nonverbal behaviors corresponded to empathy: body language, an other-orientation in asking questions, paraphrasing, and a solution orientation.

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“…The discussion then shifted to the JSPE Empathy scale (Hojat et al, 2001), highlighting the modifications for law students. Finally, there was a discussion on the works of Williams et al (2014), Spivak et al (2018), andFields et al (2011), who adapted the JSE scale to measure empathy in law students and healthcare professionals. By building on research for understanding empathy and its measurement, this study aims to define empathy among students and assess it, establishing a connection between their abilities and experiences of stress.…”

Section: Discussionmentioning

confidence: 99%

“…JSE-L-S is a way to gauge levels in undergraduate law students. This measure can offer insight into the well-being of law students and their potential as legal professionals (Spivak et al, 2018). Therefore, measuring empathy becomes essential to evaluate a person's well-being.…”

Section: Measuring Empathymentioning

confidence: 99%

Exploring the impact of empathic communication on stress among students in higher education institutions

Biswas

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Stress is an issue among students in educational institutions, and it often negatively impacts their mental health. College students are particularly vulnerable to problems leading to sleep and anxiety disorders. If not appropriately addressed, stress can result in negative behaviors and detrimental physical effects. That is why it is crucial to provide students with stress management skills.This research is focused on understanding how empathic communication impacts the stress levels of college students. Drawing from Theory U as a framework, the primary research question was, "How do empathic communication practices impact the stress students experience?" The researcher further explored secondary research questions; "Does modeling empathic communication for students have a positive and inspiring effect?" and "Can engaging in role-play that involves empathic communication lead to a different perspective on stressful situations, both personally and in interactions with others? Can it help them respond with empathy? Do they feel more empowered to be authentic and connect deeply with others?"The researcher interviewed college students using a semi-structured approach to gather valuable data. These interviews shed light on stressors that students encounter in college.The results of this research emphasized the importance of addressing these stress factors to enhance the well-being of college students and improve their experience in university. This study proposed that empathic communication could play a role in filling the gap in higher education, empowering students to better cope with stress and promoting healthier outcomes.

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Measuring empathy in undergraduate law students: Examining the factorial validity of the Jefferson Scale of Empathy - Law Students (JSE-LS)

Cited by 5 publications

References 38 publications

Fostering Empathy in Clinical Teaching and Learning Environments: A Unified Approach

Fostering Empathy in Clinical Teaching and Learning Environments: A Unified Approach

Empathy Competencies and Behaviors in Professional Communication Interactions: Self Versus Client Assessments

Exploring the impact of empathic communication on stress among students in higher education institutions

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