Suchergebnisse

Cover -- Half Title -- Series -- Title -- Copyright -- Contents -- Foreword -- List of figures -- List of tables -- List of contributors -- Preface -- 1 Measuring empathy using the Basic Empathy Scale -- Part I The Basic Empathy Scale and parenting -- 2 The Basic Empathy Scale: psychometric properties and contributions to the understanding of antisocial behaviour -- 3 Parents' empathy and child attachment security: a brief review -- 4 Parenting style and empathy in youth: a three-level meta-analysis -- Part II Empathy and offending -- 5 Contextual correlates of empathy -- 6 Empathy, convictions, and self-reported offending of males and females in the Cambridge study in delinquent development -- 7 Empathy and reoffending in a UK probation sample -- 8 Empathy and psychopathy: how are they related in men and women? -- 9 Correlates of affective and cognitive empathy among incarcerated male and female youth offenders -- 10 The relationship between empathy, clinical problems, and reoffending in a sample of Canadian male offenders -- 11 Enhancing empathy amongst mentally disordered offenders with music therapy -- Part III Aggression and bullying -- 12 Cognitive empathy as a moderator in the relation between negative emotionality traits and schoolchildren's aggressive behaviours -- 13 Low cognitive empathy and its relationship to relational, online, and physical aggression in young adults in Australia -- 14 Empathy in Polish and Spanish children and adolescents: validation of the Basic Empathy Scale and its relation to bullying, cyberbullying, and other antisocial behaviours -- 15 Risk factors for cyberbullying: the mediating role of empathy in adolescents in Italy in a one-year follow-up study -- 16 A retrospective examination of bullying victimisation during high school: exploring narcissism deficits and empathy.

Intro -- Acknowledgements -- Contents -- Abbreviations -- List of Figures -- Chapter 1: Virtual Reality -- Introduction -- A Brief History of Virtual Reality Technology Development -- Modern Virtual Reality Technologies -- Applications of Virtual Reality Technologies -- Conclusions -- References -- Chapter 2: The Ethical Dimensions of Virtual Reality -- Introduction -- Virtual Reality in the Popular Imagination -- Covert Virtual Reality, Privacy and Data Security -- The Ethical Challenges of Virtual Reality -- The Ethical Benefits of Virtual Reality -- References -- Chapter 3: Technology Governance and Ethics -- Introduction -- Stakeholder Values and Ethical Assessment -- Applied Ethics and Practical Ethics -- Ethical Tools -- Computer-Mediated Ethical Tools -- Conclusions -- References -- Chapter 4: Empathy and Ethics -- Introduction: Empathy and Ethics -- Feminist Ethics and Empathy -- Critiquing Empathy -- Empathy and Moral Imagination -- Pragmatism and Moral Imagination -- John Dewey and Moral Imagination -- Conclusion: Dramatic Rehearsal as Ethical Tool -- References -- Chapter 5: Virtual Reality as Ethical Tool -- Introduction -- Virtual Reality and Prosocial Engagement -- Immersion, Embodiment and Persuasion -- The Work of Nonny De la Peña -- The United Nations VR Series -- The Machine to Be Another -- A Breath-Taking Journey -- Discussion -- References -- Chapter 6: Developing a Virtual Reality Ethical Tool -- Introduction -- Dramatic Rehearsal in Practice: The Case of Medical Ethics Training -- Conclusions -- References -- References -- Index.

To better understand how using a novel in a child and youth care classroom impacts empathy in relation to gender diversity, a qualitative study was constructed. Data were gathered using an online questionnaire administered to child and youth care practitioner students. These students had engaged with the novel Scarborough (Hernandez, C. [2017]. Scarborough: A novel. Arsenal Pulp) in a course about foundational therapeutic knowledge. The study sought to identify: (a) what perceptions and emotions were evoked by engaging with the narrative of a young person exploring gender; (b) what, if any, aspects of empathetic connection emerged in relation to this exploration; and (c) what, if any, connections were made to the theoretical material taught in the course. The study incorporated child-and-youth-care-specific and critical social theory frameworks, and theorized about evocative objects and the concept of empathetic distress. The findings suggest that novel-based teaching can elicit from students, or help them express, higher-order empathy in relation to gender diversity, and that a narrative about the struggle to live as one's genuine self is one possible pathway towards achieving this empathetic connection. Additional research is needed to investigate these preliminary findings and to address bias in the existing literature on adult education and the use of fiction.

Reconciliation: setting the stage -- Memory: making choices -- Trauma: straddling a line -- Empathy: transforming certitudes -- Taking risks, telling stories -- Haunting -- Frustrations -- Stepping into time and onto loaded words -- Triangulating -- Art of wit(h)nessing.

Intro -- Acknowledgements -- Contents -- Chapter 1: What Is Cultural Literacy? -- 1.1 The Origins of "Cultural Literacy" -- 1.2 Cultural Literacy Redefined -- 1.3 Cultural Literacy as Literary Practice -- 1.4 Cultural Literacy and Intercultural Competence -- 1.5 Cultural Literacy, Experiential Learning and Reflection -- References -- Chapter 2: Cultural Literacy and the Case for Empathy -- 2.1 Reading and the Development of Empathy: An Uncertain Relationship -- 2.2 Defining Empathy -- 2.3 The Controversial Relationship Between Reading and Empathy -- 2.4 Identification and Perspective-Taking: Mirrors and Windows -- 2.5 Circle of Concern -- References -- Chapter 3: Destabilisation and Reflection -- 3.1 Destabilisation in Developing Cultural Literacy -- 3.2 Experiential Learning and Reflection -- 3.3 Developing Cultural Literacy: Cultural Readability in Action -- 3.4 Destabilising the Educator -- References -- Chapter 4: "Organic" Cultural Literacy-A Case Study -- 4.1 The Australian Context -- 4.2 Students from a Refugee Background in Australia -- 4.3 Cranbourne and Cranbourne Secondary College -- 4.4 The Story of Shabnam Safa: Destabilisation Through Difference -- 4.5 Destabilising the Curriculum: The Introduction of The Rugmaker of Mazar-e-Sharif -- ESL Classes -- VCE English -- 4.6 "Destabilising the Educator" in Practice -- 4.7 Teaching Strategies: Contextualisation, Collaborative Reflection and Perspective-Taking -- Contextualisation -- Collaborative and Shared Reflection -- Perspective-Taking -- 4.8 Impact: A Shift in Perspective -- References -- Chapter 5: Embedding Cultural Literacy in Higher Education -- 5.1 Open-Space Learning Techniques -- Warm-up: Clapping -- A Long Short Walk -- Theory Building -- A Gastronomic Tour of the World! -- Let's Go Bananas! -- Still Image or Tableau -- Status Workshop -- Perspective-Taking.