Stigma and Empathy: Sex Workers as Educators of Medical Students

Balon, Richard; Coverdale, John; Beresin, Eugene V.; Louie, Alan K.; Roberts, Laura Weiss

doi:10.1007/s40596-015-0338-5

Cited by 3 publications

(6 citation statements)

References 18 publications

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“…At the present stage of the development of psychological science, despite the available research, the phenomenon of empathy remains poorly understood. V. Boyko, for example, regards empathy as a form of rationally-emotionally-intuitive reflection of another person [2]. A number of researchers (V.A.…”

Section: Literature Reviewmentioning

confidence: 99%

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Implementation of the System of Forming the Empathic Culture of would-be School Teachers

Salamatina¹

2020

Proceedings of the Ecological-Socio-Economic Systems: Models of Competition and Cooperation (ESES 2019)

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Problem and purpose. The urgency of the presented research is determined by the need of modern society in the teacher, who have sympathy, and empathy as a teacher's professional value; necessity of forming theoretical bases of formation of the empathic culture of future teachers in the course of their vocational training; the need to develop a practical apparatus for the effective forming the empathic culture of future teachers. The aim of the study was to develop, substantiate and implement the system of the forming the empathic culture of future teachers, to identify and test the pedagogical conditions for its effective functioning. Methodology. In constructing a system for forming the empathic culture of future teachers, the authors used in their entirety a systematic, culturological, personality-activity approaches that ensured the correctness of posing the research problem and the possibility of creating an apparatus for its productive solution. The process of implementing the system of forming the empathic culture of future teachers was carried out in three stages. Throughout the experiment, the authors used theoretical (analysis, generalization, systematization, modeling), empirical methods (observation, testing, conversation, ascertaining the stage of experimental work), methods of mathematical statistics, and quantitative and qualitative analysis of research results. Results. In the course of this study, the authors developed and implemented a system for forming the empathic culture of future teachers, identified a set of pedagogical conditions for its effective functioning, substantiated the relevance of this study and in practice proved that the training the future teacher includes elements and fragments of the forming the empathic culture, for example, the qualities of the teacher's personality, connected with the empathic attitude towards the students, and also the individual style of the pedagogical education is formed yourself oriented humane interaction with entities of the educational process. But the most optimal and harmonious formation of the empathic culture occurs when the identified pedagogical conditions are applied. Conclusion. As the results of the experiment showed, the authors succeeded in developing, substantiating and implementing the system for shaping the empathic culture of future teachers, as well as identifying and verifying the pedagogical conditions for its effective functioning. Keywords-empathy of teacher, reflection, empathic culture of teacher.

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Section: Literature Reviewmentioning

confidence: 99%

“…Summarizing the positions of researchers [2,3,7,8] the empathic culture of future teachers is understood as a kind of his/her professional culture in which empathy and tolerance are the basic values of professional activity.…”

Section: Literature Reviewmentioning

confidence: 99%

Implementation of the System of Forming the Empathic Culture of would-be School Teachers

Salamatina¹

2020

Proceedings of the Ecological-Socio-Economic Systems: Models of Competition and Cooperation (ESES 2019)

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“…As far as we are aware, our program is only the second example of a health education collaboration between women involved in the sex trade and medical students in the United States (the first being the original WLHC), and the first to target women in the sex trade who access services on a drop-in basis. 32 This curriculum also adds to the growing literature on service learning and social determinants of health curricula in medical education more broadly. While multiple prior publications offer guidance on how to engage medical students in designing their own service-learning projects, 22,23,25 or how to incorporate service-learning opportunities into medical education, 21,24 there are few publications of ready-to-implement curricula for community members.…”

Section: Introductionmentioning

confidence: 99%

“…[22][23]29 This idea of exposure as a way to reduce stigma among health professionals and trainees has been applied to mental health stigma, 16,30,31 but rarely to sex work stigma specifically. 32 Given the social barriers to health care that sex workers face, multiple international programs recruit sex workers as educators and support them in teaching their peers about various health topics, especially risk reduction and mental health. 17,[33][34][35][36] Such programs benefit learner and educator alike, fostering community mobilization, reduced internalized stigma, and empowerment.…”

Section: Introductionmentioning

confidence: 99%

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Women Leading Healthy Change: A Reciprocal Learning Experience for Women in the Sex Trade and Medical Students

et al. 2021

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Introduction: Service learning can teach medical students about the social determinants of health and prepare them to better serve marginalized populations, while people in the sex trade can serve as effective educators for their peers and health professions trainees. However, service-learning projects involving medical students and people in the sex trade are currently rare. Methods: We modified a curriculum from an author's prior institution to provide a unique service-learning experience for medical students and peer health education for women in the sex trade in a new city and new context. Medical students partnered with a local community organization to implement a 10-week course on physical and mental health for women in the sex trade. Coled by a medical student and a woman who had utilized the community partner's services, the course's instructional methods included in-class demonstrations, group discussion, games, and worksheets. Results: Ten women participated in the course, and six medical students facilitated its implementation. The participants demonstrated increased knowledge in physical and mental health topics and reported being more comfortable speaking with health care providers. The coleaders developed skills and confidence to pursue additional leadership opportunities. The medical student coleader gained a better understanding of addiction and was more prepared to work with patients with substance use disorders. Discussion: This mutual learning experience was a valuable health education opportunity for a local underserved community and helped medical students understand the barriers women in the sex trade face when seeking health care and how physicians can better meet their needs.

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Medical Student Education in Psychiatry: Opportunities and Challenges

Roman

2015

Acad Psychiatry

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Stigma and Empathy: Sex Workers as Educators of Medical Students

Cited by 3 publications

References 18 publications

Implementation of the System of Forming the Empathic Culture of would-be School Teachers

Implementation of the System of Forming the Empathic Culture of would-be School Teachers

Women Leading Healthy Change: A Reciprocal Learning Experience for Women in the Sex Trade and Medical Students

Medical Student Education in Psychiatry: Opportunities and Challenges

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