El objetivo del presente estudio fue examinar la invarianza de medición y la invarianza estructural de una medida de empatía, para niños y adolescentes peruanos. Los participantes fueron 417, ...provenientes de Lima Metropolitana. Se aplicó la Escala Básica de Empatía Breve (BES-B) de manera estandarizada. El análisis consistió en aplicar el modelamiento de ecuaciones estructurales para evaluar la invarianza de medición y las medias latentes en los constructos de empatía afectiva y cognitiva. Los resultados muestran que la invarianza de medición se mantiene satisfactoriamente de acuerdo al género y la edad; las diferencias en las medias latentes muestran ser entre fuertes o moderadas respecto a la edad y el sexo. Se discuten las implicaciones teóricas y prácticas. The objective of this study was to examine the measurement and structural invariance of an empathy scale in Peruvian children and adolescents. 417 participants from Metropolitan Lima took part in the study. The Brief Basic Empathy Scale (BES-B) was applied in a standardized manner. Structural equations modeling was applied in the analysis in order to assess measurement invariance and latent means in affective and cognitive empathy. Results show that measurement invariance is maintained according to sex and age; the differences in the latent means are either strong or moderate with respect to age and sex. The article discusses the theoretical and practical implications of the findings. O objetivo do presente estudo foi examinar a invariância Medição e estrutural de uma medida de empatia para crianças e adolescentes peruanos. Os participantes eram 417, da Lima Metropolitana. A Escala Básica de Breve Empatia (BES-B) foi aplicada de forma padronizada. A análise consistiu em aplicar a modelagem de equações estruturais para avaliar a invariância de medição e as médias latentes nas construções de empatia afetiva e cognitiva. Os resultados mostram que a invariância de medição é mantida satisfatoriamente de acordo com gênero e idade; as diferenças em meios latentes mostram estar entre forte ou moderada em relação à idade e ao sexo. As implicações teóricas e práticas são discutidas.
Clarice Lispector Dans les premieres pages des Argonautes du Pacifique occidental (1922), Bronisław Malinowski, qui séjourna a de nombreuses reprises parmi les Trobriandais de la NouvelleGuinée, ...célébrait la puissance de l'ethnographie en ces termes : « Qu'est-ce done que cet art magique de l'ethnographe, grâce auquel il parvient a percer a jour la véritable mentalité indigene, a brosser un tableau authentique de l'existence tribale1 ?» Cet art magique capable de pénétrer les couches profondes de l'existence indigene, ce superpouvoir supposé de l'ethnographe - ici, Malinowski lui-méme - rappelle a bien des égards celui de l'empath, figure courante de la science-fiction contemporaine, cet étre «empathique» doué d'hypersensibilité qui se glisse télépathiquement dans l'intimité d'autrui pour en révéler les plus infimes vérités2. Geste d'enfermement sinon d'appropriation »5, qui, au lieu d'ouvrir a la relation, en réduit a l'extréme les potentialités et promeut une sensibilité faite de clichés, menant a un «lien social» dépourvu de poésie. Sa recherche l'a conduite sur les terres de la région du sertăo mineiro dans le nord du Brésil, afin d'y explorer les différentes manifestations sonores (cris, pleurs, chants, etc.) de cette douleur, laquelle impose au corps une forme d'impuissance, «an absolute non-life-power6 ». Elle avait investi un coin de la galerie pour mettre en place son dispositif: un tapis au sol, reconvert d'un drap blanc et accompagné d'un tissu voilé tombant du plafond pour intimiser l'espace, s'entourait de multiples objets comme de grands sacs remplis d'eau, des bougies et des instruments de musique (berrante, tambour d'océan, xylophone, bol chantant, maracas, etc.).
Previous studies have showed development in perspective-taking abilities and empathy along childhood, and suggested the existence of relationships between these variables and aspects of culture. The ...study presented here investigated the relationship between empathy and role-taking in a sample composed by American and Brazilian children 6-13- year-olds. The method involved the administration of the Index of Empathy for Children and Adolescent – IECA (Bryant, 1982) and one Role-taking task. Results showed that American children scored higher in Role-taking than Brazilian participants. On the other hand, Brazilian children scored higher in empathy than American participants. Results are discussed considering previous cross-cultural studies on social and cognitive development.
The clinician-patient relationship is asymmetric in the sense that clinicians and patients have different roles in the medical consultation. Yet, there are qualities of reciprocity and mutuality in ...many clinician-patient encounters, and we suggest that such reciprocity may be related to the phenomenon of empathy. Empathy is often defined as the capacity to place oneself in another’s position, but empathy may also be understood as a sequence of reciprocal turns-of talk, starting with the patient’s expression of emotion, followed by the perception, vicarious experience, and empathic response by the clinician. These patterns of reciprocity may also include the patient’s experience of and response to the clinician’s emotions. Researchers in different fields of research have studied how informal human interaction often is characterized by mutuality of lexical alignment and reciprocal adjustments, vocal synchrony, as well as synchrony of movements and psychophysiological processes. A number of studies have linked these measures of reciprocity and synchrony in clinical encounters to the subjective experience of empathy.
Numerous studies have contributed to the theoretical, empirical, and practical understanding of teacher empathy, but few have captured the voices of middle school students to understand their lived ...experiences; no studies have explored the topic in Christian academies. Grounded in Rogers' theory of self and subsequent theories about student-centered pedagogy, the intent of the study was to explore the perceptions of teacher empathy as voiced by 10 middle school students. Data collected from individual interviews, a focus group session, and letters written to hypothetical future middle school teachers revealed that middle school students perceived teacher empathy as a relational process that positively impacted their personal and academic growth. A major implication for decision-makers is the necessity to prioritize relational cultures, while implications for teachers include the necessity to build ongoing, nonjudgmental, and transparent relationships that lead to functional, fundamental, and profound empathic opportunities.
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