Using principles of social learning in training for communication of empathy.

Abstract

The effects of modeling versus no modeling and modeling versus systematic training were examined in brief empathy training. Ninety resident hall advisers were randomly assigned to one of three conditions: modeling-systematic training, systematic training only, and the resident hall adviser program. The modeled learning experience was presented in a 90-minute videotape. Systematic training was provided in five 2-hour training sessions. Significant modeling and systematic training effects were demonstrated.Systematic training does not appear to represent a superior method of developing empathic response behavior when compared to the briefer modeled experience. While the level of communicated empathy was raised nearly one level following exposure to the modeled learning experience, it was still significantly lower than that communicated by the model.

Effects of Covert Modeling and Written Material on the Acquisition of a Counseling Strategy

“…As noted before, covert modeling seems to be used effectively as a therapeutic tool. We did not find any studies that used covert modeling as a counselor training procedure, however, although other forms of social modeling have been reported frequently in counselor training studies (Dalton & Sundblad, 1976;Frankel, 1971;Perry, 1975;Rank, Thoresen, & Smith, 1972;Uhlemann, Lea, & Stone, 1976).…”

The use of modeling to teach empathy to nursing students

“…In the rehearsal component there were more interviews, with a 10-second pause following each client statement, during which students were instructed to mentally construct their own responses to the clients. This rehearsal technique is based on that used by Dalton et al (1972) and Dalton & Sundblad (1976).…”

“…Nine studies were reviewed that used modeling to teach empathy (Dalton & Sundblad, 1976;Dalton, Sundblad, & Hylbert, 1972;Gulanick & Schmeck, 1977: Payne, Weiss, & Kapp, 1972Payne, Winter, & Bell, 1972;Perry, 1975;Ronnestad, 1977;Stone & Vance, 1976;Uhlemann, Lea, & Stone, 1976). Of these, all but one (Uhlemann et al, 1976) showed significant differences on immediate posttests, and this one had only 11 minutes of modeling and used subjects low in communication skills.…”

Empathy in Patient Care

“…I will briefly describe some of them, focusing primarily on the methods used by medical educators. Among the many approaches to improving empathy are parental training (Gladding, 1978;Therrien, 1979), skills-development workshops (Black & Phillips, 1982;Hatcher et al, 1994;Kremer & Dietzen, 1991;Pecukonis, 1990), perspective-taking exercises (Coke et al, 1978), role taking and role playing (Kalisch, 1971;Moser, 1984), communication or interpersonal skills training (Kause et al, 1980;Yedidia et al, 2003), films and videos (Gladstein & Feldstein, 1983;Simmons, Robie, Kendrick, Schumacher, & Roberge, 1992;Werner & Schneider, 1974), role modeling (Dalton, Sunblad, & Hylbert, 1976;Gulanick & Schmeck, 1977;Shapiro, 2002), or a combination of these and other approaches (Beddoe & Murphy, 2004;Benbassat & Baumal, 2004;Erera, 1997;Kipper & Ben-Ely, 1979).…”