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Summary: This study explores the role of critical consciousness in mental health counseling. Oriented in large measure by Critical Theory, the study focuses mostly on non-traditional approaches to counseling. The primary methods used to generate data were interviews with two mental health counselors as well as qualitative content analysis of graduate and undergraduate psychology syllabi and Prilleltensky's book The Morals and Politics of Psychology: Psychological discourse and the status quo. The major themes that emerged from the case studies include seeing beyond the symptoms, a counseling style focused on clients' needs, and attunement to the risks of acting as experts. These resonate with the main components of the empowerment models of counseling that emphasize collaboration, prevention, multiculturalism, diversity, and social justice. These themes, which parallel critical pedagogy in educational arenas, involve therapists as co-learners as well as educators of their clients. Clinical pedagogies like these presuppose critical consciousness. Instead of viewing social problems as personal deficits, clinical pedagogies promote the creation of alternative perspectives as well as taking action to change social conditions. ; Ed.D. ; Department of Professional and Community Leadership ; Doctorate

Understanding cooperative human behaviour depends on insights into the biological basis of human altruism, as well as into socio-cultural development. In terms of evolutionary theory, kinship and reciprocity are well established as underlying cooperativeness. Reasons will be given suggesting an additional source, the capability of a cognition-based empathy that may have evolved as a by-product of strategic thought. An assessment of the range, the intrinsic limitations, and the conditions for activation of human cooperativeness would profit from a systems approach combining biological and socio-cultural aspects. However, this is not yet the prevailing attitude among contemporary social and biological scientists who often hold prejudiced views of each other's notions. It is therefore worth noticing that the desirable integration of aspects has already been attempted, in remarkable and encouraging ways, in the history of thought on human nature. I will exemplify this with the ideas of the fourteenth century Arab-Muslim historian Ibn Khaldun. He set out to explicate human cooperativeness - "asabiyah" - as having a biological basis in common descent, but being extendable far beyond within social systems, though in a relatively unstable and attenuated fashion. He combined psychological and material factors in a dynamical theory of the rise and decline of political rulership, and related general social phenomena to basic features of human behaviour influenced by kinship, expectation of reciprocity, and empathic emotions.

In the short stories contained in El ombligo del mundo (1924), Ramón Pérez de Ayala examines the worldview and behavior of his countrymen in order to represent in his work their dissociate mentality and the lack of national cohesion, participating in the debate about Spain's identity and educational regeneration which concerned intellectuals and politicians since the nineteenth century. Influenced by the critical and ironic mentality of modernity, his participation is characterized by the questioning of traditional concepts of individuality, nation and art. However, in his narrative Ayala does not adopt a distanced and ironic posture because he approaches his subject, the Spaniards, in an empathetic yet critical manner. Ayala achieves this paradoxical effect by avoiding essentialist generalizations about the national character. Instead, he presents individual cases in order to celebrate the richness of human experience. Although Ayala was aware of the limitations of his artistic medium and his country's grave problems, he continued writing, showing his cautious confidence in the future of the Spaniards and Spain, and in his own contribution through his art. ; En Los cuentos de El ombligo del mundo (1924), Ayala examina la cosmovisión y el comportamiento de sus coterráneos para representar en su obra su mentalidad disociativa y la falta de cohesión nacional, participando del debate sobre la identidad y la regeneración educativa de España que ocupa a intelectuales y políticos desde el Siglo XIX. lnfluido por la mentalidad crítica e irónica de la modernidad, su participación sobresale por su cuestionamiento de conceptos tradicionales de individualidad, nación y arte. Empero, en su narrativa no adopta una distanciadora postura irónica pues se acerca al español afectivamente, sin dejar de escudriñarlo críticamente. Logra este paradójico efecto porque no realiza generalizaciones esencialistas sobre el carácter nacional sino que presenta casos individuales, celebrando la riqueza de la experiencia humana. Aunque tiene conciencia de las limitaciones de su medio artístico y de los agudos problemas en su país, continúa escribiendo, dejando entrever su cautelosa confianza en el futuro de los españoles, España y su propia contribución a través del arte.

Os objetivos deste estudo foram identificar e interpretar as percepções apresentadas por alunos de um Curso de Graduação de Enfermagem após o estágio de Saúde Mental. Foram gravadas 12 entrevistas com acadêmicos de Enfermagem da Faculdade da Fundação ABC - Santo André, São Paulo, Brasil, em agosto de 2004, utilizando-se de roteiro semi-estruturado. Por meio da Análise de Conteúdo, modalidade temática, foram identificadas quatro categorias: 1. saúde mental: proporcionando a compreensão do outro; 2. respeito pelo humano: a importância de ouvir; 3. saúde mental: contribuindo para uma visão contextualizada do paciente e 4. graduação em enfermagem: "sinais e sintomas" indesejáveis da profissão. A análise e a discussão dessas categorias representaram o vislumbramento da possibilidade de um ensino pautado na condição humana. Dessa forma, defende-se, aqui, a idéia de que novos estudos devam ser realizados, mas já considerando que a disciplina Saúde Mental deve ser valorizada nos Projetos Políticos Pedagógicos dos Cursos de Graduação em Enfermagem. ; Los objetivos de este estudio fueron identificar e interpretar las percepciones de los alumnos de Graduación de Enfermería posteriores a las prácticas de Salud Mental. Fueron grabadas 12 entrevistas con alumnos de Enfermería de la Facultad de la Fundación ABC - Santo André, São Paulo, Brasil, en agosto de 2004, utilizándose para ello, una guía semi-estructurada. El Análisis de Contenido, en su modalidad temática fue empleada para la identificación de cuatro categorías temáticas: 1. salud mental: proporcionando la comprensión del otro; 2. respeto por lo humano: la importancia de escuchar; 3. salud mental: contribución en la visión en el contexto del paciente y 4. graduación en enfermería: "signos y síntomas" indeseados por la profesión. Del análisis y la discusión de esas categorías se vislumbró la posibilidad de una enseñanza basada en la condición humana. De esa forma, se defiende la idea de que nuevos estudios deben realizarse, tendiendo en consideración que el curso de Salud Mental debe ser valorizado dentro de los Proyectos Políticos Pedagógicos dentro de la Graduación en Enfermería. ; This study aimed to identify and interpret the perceptions presented by undergraduate students of a Nursing course after internship in Mental Health. Twelve nursing undergraduate students at the Nursing School of ABC Foundation - Santo André, São Paulo, Brazil were interviewed. These interviews using a semi-structure script were performed and recorded in August 2004. Through Content Analysis, thematic modality, four categories were identified, 1. mental health: providing understanding of the other; 2. respect for the human being: the importance of listening, 3. mental health: contributing for a contextualized view of the patient and 4. nursing graduation: undesirable "signs and symptoms" of the profession. The analysis and the discussion of these categories suggest the possibility of teaching based on the human condition. Thus, we support the idea of new research been carried out, considering that the Mental Health discipline must be valued in the Political and Pedagogical projects of the Nursing Undergraduate Courses.

This version is B-version of the pre-reviewed article appeared in the journal Problems of Literary Genres/ Zagadnienia Rodzajów Literackich 48 (95-96), 2005:1-2. ; In our paper, we present a review of recent developments in literary theory especially in the theory by Martha Nussbaum focusing on a role of compassion in literary studies. Our main thesis is that neo-sentimentalism is visible in three areas of Martha Nussbaum's thought: first, in her views of emotions (she try to persuade readers that this stance is neo-stoicism, but it should be properly called neo-sentimentalism); secondly, in her theory of the literary genres, in which she represents the anti-formalist turn in literary studies; thirdly, in her theory of compassion and love in the reception of literature, in ethics and in social thinking. In order to characterise Martha Nussbaum's literary theory, we try to summarise the motive of empathy occurring in 18th century sentimentalism and in many forms of the later aesthetic sentimentality. We interpret so called ethical criticism (involving, besides Martha Nussbaum, Stanley Cavell, Wayne Booth, Martin Price) as a political movement using, as its rhetorical device, reference to sentimental motives of absolute empathy (G. Lakoff and M. Johnson's concept). We also argue that in the current era we should abandon an ideal of apolitical criticism and theory of literature. Literary scholarship has many ethical and, subsequently, political dimensions and empathy is a basic term in literary studies which associates itself with other sociological and political issues. But recent developments in cognitive science make us to treat empathy as a basic term of understanding human behaviours and language, so the neo-sentimentalism has a solid grounds in science.

This dissertation is a theoretical inquiry into ways of seeing, knowing, and learning that are frequently excluded in this present climate of standardized practices in the field of education. In this study, I explore how imagination permeates every aspect of life experience and helps develop personal and political awareness in students to look beyond what they take for granted, to question the normal, and to develop various ways of knowing, seeing, feeling, and acting upon positive social and educational change in an era of accountability. This is accomplished by tracing the historical and contemporary evolution of the concepts of imagination and metaphor and, in specific terms, how they make possible the creation of personal meaning and agency. An imaginary dialogue based on actual quotations from Maxine Greene and Paulo Freire serves as the theoretical framework for the inquiry, with the researchers commentary interspersed at various points in the conversation. The study also explores the connection between eugenics and the origin of standardized testing and the practice of tracking in the United States during the twentieth century. By reflecting on my own experience as a student, teacher, and researcher, I look for ways to describe the roles of imagination in naming, being, and transforming private and public worlds. Applications and connections to practice are described in a variety of settings, ranging from the use of multiple forms of literacy in content area studies to the use of literature and media to enhance understanding of the other. I also focus on the significance of sensing gaps and perceiving the unanswered, the unfinished, and the unjust in ways that passionately move us beyond the taken-for-granted and the status quo in the present system of official knowledge and contrived practices of classroom accountability.

the work shows two studies carried out in Spanish adolescents aimed at studying the relationship between breeding styles, prosocial behaviour and empathy, aggressiveness, emotional instability and anger from a twofold approach: in one of the studies (N = 531) the assessment of rearing styles is carried out by the mother and in the other (N = 782) by adolescents. The results show that when it is the mother who assesses child-rearing styles, they have less predictive power in pro-social behaviour. Positive assessment of the child, emotional support together with consistency in the application of the rules is the child-raising style most positively related to empathy and pro-social behaviour. Keywords: Pro-social behaviour, child-rearing styles, personality, adolescence. The work shows two studies carried out with Spanish adolescents. The objective was to evaluate the relationship between rearing Styles, prosocial behaviour and empathy, aggressiveness, emotional instability and Anger, from a double perspective. In one of these studies (N = 531), the rearing Styles were evaluated by the Mother and in the other one (N = 782) by the adolescents. The results indicate that prosocial behaves are not well predicted by the motor's analysis of rearing style. A positive evaluation by the son or ughter, an interest and emotional support and coherence in the application of standards, constituting the replacement style most related with empathy and with prosocial behaviour. Key words: Prosocial behaviour, Styles of rearing, personality, Adolescence. ; El trabajo muestra dos estudios realizados con adolescentes españoles cuyo objetivo es estudiar la relación entre los estilos de crianza, el comportamiento prosocial y la empatía, la agresividad, la inestabilidad emocional y la ira desde un doble planteamiento: en uno de los estudios (N = 531) la evaluación de los estilos de crianza la realiza la madre y en el otro (N = 782), los adolescentes. Los resultados indican que cuando es la madre quien evalúa los estilos de crianza, éstos ...

Статья посвящена исследованию динамики выраженности профессионально-важных качеств военных педагогов-психологов в учебном процессе. Выявлено повышение уровня эмпатии, рефлексии, коммуникабельности, эмоционально-волевой стабильности под воздействием психологического тренинга.The article features the research of dynamics of military teachers' significant professional qualities in training. The author reveals the increase of empathy, reflexion, sociability, emotional stability levels as a result of psychological training

This article describes two types of comprehension: objective or the knowledge comprehension and between-subjects or the human contact comprehension. It's stated clearly how both of them are consubstantial to the teaching of citizenship. It's stated how, nowadays, we have too much and too quick information but we have a lack of something essential: the comprehension of the others. This comprehension is possible starting from the participation mediation of the feelings, the empathy, the identity, and the extrapolation or collective and individual vision, where the whole person is appointed from the affective and emotional dimensions, from the inner part, making possible the consent for a meaningful dialogue. There is dialogue not only with words, but with silence, gestures, attitudes; the true dialogue begins with the recognition of the other, then, the vicious circle of the meaningless words is closed, so that the one of the recognition is opened to the between-subjects comprehension for the coexistence and the full sense of the citizenship. The article contributes a questionnaire applied to undergraduate students in the Education Faculty of the University of Antioquia, Colombia. ; El artículo describe dos tipos de comprensión: objetiva o del conocimiento e intersubjetiva o de la convivencia humana. Se precisa como las dos son consustánciales a la formación ciudadana. Se expresa como al día de hoy tenemos demasiada información y rápida pero nos falta algo fundamental, la comprensión del otro. Lo que es posible desde la participación mediación de los sentimientos, la empatía, la identidad y la proyección o visión individual y colectiva, en donde se compromete la totalidad de la persona desde su dimensión afectiva y emocional desde su interior lo que hace que sea posible el consentimiento para un diálogo con sentido. Se dialoga no sólo con la palabra, también con el silencio, el gesto, la actitud, el verdadero diálogo comienza con el reconocimiento del otro, es aquí en donde se cierra el círculo vicioso de las palabras sin sentido, para que se abra el del reconocimiento, a la comprensión intersubjetiva para la convivencia y el sentido pleno de la ciudadanía. El artículo aporta un cuestionario aplicado a estudiantes de pregrado de la Facultad de Educación de la Universidad de Antioquia, Colombia.

In these poems of the moral imagination, Lee Sharkey explores the disfigured psychic landscape of cruelty, violence, and war. Her lyric poems chart a geography that draws its imagery from Israel/Palestine, Somalia, the Balkans, Iraq, and small town USA, as well as from the intimate domains of sickness and birth. Sharkey responds to our endangered post-9/11 world with courage and clear-eyed tenderness. In a political environment that threatens sanity, she has composed a music of daring empathy. ; https://scholarworks.umf.maine.edu/publications/1065/thumbnail.jpg

This paper explores the relationship between narrative and argument in the context of 'telling our stories', a common aspect of processes of political reconciliation. Truth commissions and informal workshops often emphasize the telling of stories as a means of providing a sense of the experiences of persons affected by political conflict. Such stories, or narratives, may provide a powerful tool in reconciliation processes, given that they provide a basis for acknowledgement, understanding and empathy. However the power of narrative in such contexts does not eliminate the need for the exploration and evaluation of arguments for contested claims, and there is likely to be a tension between empathetic and critical elements in this regard.

This chapter is based on the Swedish National Evaluation from 2003 in Religion for grade 9. The result presented supports the view that students in grade 9 have an ethical awareness of how to treat their other. They show empathy towards people that are more close to them in relations than towards complete strangers and they show a sense of political awareness and responsibility towards those that have less in life. The students also show solidarity and compassion and they give support for an ethic awareness that is rooted in the actual situations and that changes in accordance with the actual situations. They state that they want to study ethics and life vital questions in the subject religion in school.

The aim of this research is to explore the service quality of the local government. This research uses the gap analysis that is developed by parasuraman et al. (1985).The main focus is on the fifth gap of the servqual in the local government. based on the five dimensions of servqual: tingables, responsiveness, reliability, assurances and empathy, all of the dimensions in this research are negative. It means, the service quality of the local government is not satisfying. The conclusion of this research is, there is the fifth gap of the servqual in the local government, the other words the citizens have not got the satisfaction about the service quality that is delivered by the local government.

A review of the literature found that Domestic violence and child maltreatment co-occur in many families, the purpose of this study attempts to emphasize the factors relating to intra-family relationships (order point of view) on violence against the children, For this purpose a survey technique on the sample size amounted 200 students of governmental guidance schools of city of Gilanegharb in country of Iran were considered. For measurement of violence against the children (VAC) the CTS scaled has been used .The results showed that children have experienced the violence more than once during the last year. degree of order in family is high. Explanation result indicated that the order variables in family including collective thinking, empathy, communal co-circumstance have significant effects on VAC.

This paper documents the empowering process of a group of public housing residents through different design probing exercises. These exercises worked along with existing social processes without any involvement of designers. This paper shows how a design researcher devised a series of probing tools called "empowerment games" with a group of active users. These games are self-learning tools for making the abstract language of design legible to users. The main purpose of this initiative was to change the preconception of governmental bodies and professional designers of the passivity of the users with regard to their designed environment. This was the first case of the application of a participatory design process in Hong Kong subsidized housing. Design empathy is a central skill when working with users throughout the whole design research project.