儿童的道德判断、移情与亲社会行为的关系研究

本实验通过DIT测验随机选取初中二年级高道德判断与低道德判断被试各 40人 ,男女各半 ,然后通过实施移情唤醒操作 ,并提供助人机会来研究道德判断、移情和性别对儿童亲社会行为的影响。结果表明 :儿童的道德判断与移情对其亲社会行为的影响有明显的交互作用 ;高道德判断水平儿童的亲社会行为受移情水平的影响比低道德判断水平的儿童明显 ;移情水平较高儿童的亲社会行为受道德判断水平的影响比移情水平较低的儿童明显 ;道德判断与移情之间的联系是以角色采择作为中介因素的 ;女孩在移情及亲社会行为表现上明显优于男孩     

跨文化交际能力的内涵

人们认为交际能力包含语言能力和语用能力。但在跨文化交际中,除掌握语言知识和语用知识外,社会文化知识、情感认同和行为适应也很必要。因此,本文提出跨文化交际能力应包括认知能力（语言知识、语用知识和社会文化知识）、移情能力和适应能力。     

What does empathy sound like in social work communication? A mixed‐methods study of empathy in child protection social work practice

It is widely accepted that empathy is important for social work practice, yet there are multiple dimensions of empathy and comparatively few studies of empathy as a component of social work skill. To date, published studies have been quantitative, and as a result, we know little about how social workers demonstrate empathy in practice or what skilled empathic practice in child and family social work might sound like. This study contributes to the development of understanding of empathy as a social work skill through a mixed‐methods analysis of 110 audio recordings of meetings in a child protection service between workers and parents, applying a coding framework for analysis. Findings indicate that workers who demonstrate higher levels of empathy skill use more open questions and reflections in their communication with parents. Further, they demonstrate curiosity about and make efforts to understand parents' often difficult experiences, including a focus on emotions. That the majority of workers were found not to demonstrate a high level of empathy skill presents concerns to be considered by the social work profession. A deeper understanding of empathy presents an opportunity for an increased focus in organizations to enable workers to demonstrate empathy towards families they work with.     

Sensory language (SDM) to foster empathy in social work students

Assessment and management of emotional situations are generally discussed in academic studies in the field of social work through verbal interventions, while the art of developing awareness to nonverbal feelings has yet to see widespread use. Sensory experience based on nonverbal communication and body language can highlight complex feelings and problems that the social worker confronts. The aim of this study was to examine the effect of an intervention of sensory body language using a modified Sherborne Developmental Movement (SDM) model, in a course for social work students. The course’s multidimensional process involved cognitive and affective components of understanding and identifying thoughts, feelings, and emotional states of others. The intervention combined art activity and focusing to foster empathy among social work students in the group setting. Twenty social work students attending college in the north of Israel participated in the course, writing reflective diaries throughout the course, which were collected and analyzed. The findings suggest that sensory language and movement through the group experience enhanced social work students’ empathy and their awareness of its importance for practice. Learning to be empathic through nonverbal communication also challenged perceived barriers to empathy such as cultural and language differences.     

Empathic Action and Family Resilience: A Narrative Examination of the Benefits of Helping Others

ABSTRACT

Empathy is identified as a protective factor that has been helpful for children considered at high risk for poor mental health and social functioning due to experiencing stressful circumstances such as family violence, substance abuse of a parent, or poverty. Yet, little is known about its relevance to a family's ability to overcome adversity. This study examined the narratives of 20 resilient families who maintained family functioning despite experiencing a multitude of risk factors including poverty, death of a child, significant health problems, or substance abuse problems. Narrative analysis was used to identify the ways families situated empathic actions within their stories of resilience. Findings suggest families developed increased compassion for others as a result of their own experiences with loss, trauma, or stress and discussed how helping others increased their ability to cope with the challenges they faced. Future research and practice implications are outlined and support the usefulness of strengths-based concepts and interventions.     

Humanising Managerialism: Reclaiming Emotional Reasoning,Intuition, the Relationship,and Knowledge and Skills in Social Work

This paper develops Professor Eileen Munro's coverage of ‘emotional dimensions’ in her Review of Child Protection in England. It argues that managerialism has failed to recognise the importance of the emotional life of human beings and the importance of the relationships we build in social work and that this failure seriously hinders the quality and effectiveness of social work. The paper begins with an account of what an ‘emotional dimension’ might encompass and, drawing on conceptualisations mainly from neuroscience, looks at what is meant by the words emotions and feelings, affect, attunement and empathy. A second section looks at the skewed representation of logical thinking as innately superior to emotional and intuitive reasoning and the part played by conscious and unconscious elements within judicial decision-making. It then analyses the dangers evident in the more extreme and rigid forms of managerialism that can be found in some areas of social work and a final section argues that for managerialism to be humanised it calls for an emotionally responsive relationship-based practice to be located at the heart of social work.     

The Therapist's Imagination of Self in Relation to Clients: Beginning Ideas on the Flexibility of Empathic Imagination

The therapist's capacity to imagine is one specific part of the endeavour of empathy which lies at the heart of the processes of the therapeutic relationship. This article offers beginning ideas about the significance of therapist's imagination of self in relation to her/his clients in the task of trying to understand their experience. In seeking to ‘understand’ the experience of others, the therapist is able to move between an imagination of sameness/identification with the client/s, and an imagination of difference/‘foreignness’. The family therapy orientation of curiosity and ‘not‐knowing’ relies on the imagination of self as different to our clients; more traditional understandings of empathic connection rely more heavily on the imagination of sameness/identification with clients. This article argues that flexibility in the therapist's use of self in moving between these positions allows an expanded capacity for therapeutic connectedness. These ideas have special valence in the practice territories of impasse and intercultural therapy.     

The Social Production of Bullying: Expanding the Repertoire of Approaches to Group Dynamics

Bullying research has widely included group dynamics as contextual factors. However, explanations addressing the causes of bullying predominantly emphasise individual dysfunctions related to aggression and empathy. Analysing qualitative data from Norwegian schools, this article explores four different group dynamics that may produce bullying behaviours as well as deactivate empathy. Drawing on theories of social hierarchies and ingroups/outgroups, the article offers new approaches to understanding the ways in which the intense markings of social distinctions between positions and cliques in peer culture represent significant social driving forces in school bullying.     

跨文化交际中的文化负迁移与适度文化移情探析

阐释了跨文化中的文化负迁移和文化移情,分析了文化负迁移现象的原因,从接触交际对象的文化、进行文化对比、坚持适度原则等方面探讨了在跨文化交际背景下文化移情培养策略。     

汉诗英译中的审美移情

移情是人们审美认知必然要经历的心理过程。在文学创作中,作为审美主体的作者直接而带感情地把握感性观照对象,将与之类比的自己的感情,从自己内部投射给对象,并且把它当作属于对象的东西来体验。这种独特的精神活动就叫移情。诗词翻译,作为一种跨语言文化的文学再创作过程,同样也少不了审美主体——译者的移情,汉诗英译中的审美移情包括移情于景、移情于物、移情及人三个方面。