Anti-Empathy and Dispassionateness in Adjudication
In: Passions and Emotions, S. 304-314
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In: Passions and Emotions, S. 304-314
In: Theory and research in social education, Band 38, Heft 1, S. 6-47
ISSN: 2163-1654
In: Cultural studies, Band 11, Heft 1, S. 89-110
ISSN: 1466-4348
In: Smith College studies in social work, Band 57, Heft 3, S. 184-198
ISSN: 1553-0426
In: Clinical social work journal, Band 12, Heft 2, S. 129-139
ISSN: 1573-3343
In: The public opinion quarterly: POQ, Band 40, Heft 2, S. 261
ISSN: 1537-5331
In: The Journal of social psychology, Band 45, Heft 1, S. 11-18
ISSN: 1940-1183
In: The Journal of social psychology, Band 2, Heft 2, S. 235-238
ISSN: 1940-1183
In: Social development, Band 32, Heft 4, S. 1208-1226
ISSN: 1467-9507
AbstractThe current study aimed to (i) examine associations across features of affective and cognitive empathy, and (ii) explore their independent role for children's peer relationships at the transition to school. Affective empathy was measured using both observations of children's facial affect during an empathy‐eliciting event and dispositional affective empathy to peer distress via teacher report. Cognitive empathy was measured using an index of children's proclivity to engage in perspective taking when witnessing the distress of another. Children's theory of mind was also assessed given close links with cognitive empathy. Participants were 114 Australian children (Mage = 67 months, SD = 5 months) assessed across two sessions during their first year of formal schooling. Findings showed that features of children's affective and cognitive empathy were unrelated, but both showed independent associations with children's positive peer relationships (assessed via peer‐reported social preference and teacher‐rated peer social maturity). The current study provides support for the delineation between features of affective and cognitive empathy in early school‐age children, and the importance of understanding both affective and cognitive empathy for children's peer relationships at the transition to school. These findings have implications how we understand both the nature of empathy in childhood and the role it plays in supporting children's positive peer relationships.
In: Social development, Band 13, Heft 2, S. 229-254
ISSN: 1467-9507
AbstractIn Roberts and Strayer (1996) we described how emotional factors were strongly related to children's empathy, which in turn strongly predicted prosocial behavior. This paper focuses on how these child emotional factors, assessed across methods and sources, related to parental factors (empathy, emotional expressiveness, encouragement of children's emotional expressiveness, warmth and control) for a subset of 50 two‐parent families from our earlier sample. Parents reported on their emotional characteristics and parenting; children (5 to 13 years old; 42% girls) also described parenting practices. Children's age and parenting factors accounted for an average of 32% of the variance in child emotional factors, which, with role‐taking, strongly predicted children's empathy. In contrast to earlier, less comprehensive studies, we found important paths between parents' and children's empathy, mediated by children's anger. These countervailing pathways largely neutralized each other, resulting in the low correlations usually seen when parents' and children's empathy are examined in isolation. Thus our findings are an important confirmation and extension of the theoretically expected link between parents' and children's empathy.
In: Washburn Law Journal, Band 51, Heft 1
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In: Routledge innovations in political theory, 62
In: The Journal of social psychology, Band 162, Heft 1, S. 1-6
ISSN: 1940-1183
In: 51 Southwestern Law Review 20, 2021 (Symposium on Courts in the COVID-19 Era).
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