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(1 - 16 of 16)
- Title
- SOCIAL ANXIETY AND SUBTYPES OF EMPATHY: THE MODERATING INFLUENCE OF BIOLOGICAL SEX.
- Creator
-
Berg, Samantha K, Bedwell, Jeffrey, University of Central Florida
- Abstract / Description
-
Only a few studies have examined relationships between social anxiety and subtypes of empathy. Findings are mixed. The present study examined social anxiety severity on a continuum and how it related to affective and cognitive empathy in 684 nonpsychiatric adults (77% female). Participants completed an online battery of measures that included: a self-report measure of social anxiety severity (Fear of Negative Evaluation), a self-report measure with subscales for affective and cognitive...
Show moreOnly a few studies have examined relationships between social anxiety and subtypes of empathy. Findings are mixed. The present study examined social anxiety severity on a continuum and how it related to affective and cognitive empathy in 684 nonpsychiatric adults (77% female). Participants completed an online battery of measures that included: a self-report measure of social anxiety severity (Fear of Negative Evaluation), a self-report measure with subscales for affective and cognitive empathy (Interpersonal Reactivity Index), and a behavioral measure of cognitive empathy (Reading the Mind in the Eyes Task; MIE). After statistically covarying for general anxiety severity, biological sex moderated the relationship between social anxiety severity and performance on the MIE task. In women, a higher severity of social anxiety related to better performance on the MIE. This relationship was not statistically significant in men. IRI subscale scores did not show significant main effects or interactions with sex in relation to social anxiety. The findings suggest a possible difference in how each sex experiences and/or develops social anxiety. This has implications for assessment and treatment. Future research should examine these relationships in more diverse psychiatric samples.
Show less - Date Issued
- 2018
- Identifier
- CFH2000449, ucf:45871
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000449
- Title
- ASSOCIATION BETWEEN UNIRHINAL OLFACTORY PROCESSING AND SELF-REPORTED EMPATHY IN SCHIZOPHRENIA.
- Creator
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Kamath, Vidyulata, Bedwell, Jeffrey, University of Central Florida
- Abstract / Description
-
Empathy represents one multifaceted component of social cognition that is thought to be significantly impaired in individuals with schizophrenia. Psychophysical tasks of smell identification and hedonic processing of pleasant, neutral, and unpleasant odors share common neural networks involved in empathy. Therefore, we investigated the relationship between odor identification, odor ratings, and self-reported empathy in 25 outpatients with schizophrenia and 25 nonpsychiatric individuals. Group...
Show moreEmpathy represents one multifaceted component of social cognition that is thought to be significantly impaired in individuals with schizophrenia. Psychophysical tasks of smell identification and hedonic processing of pleasant, neutral, and unpleasant odors share common neural networks involved in empathy. Therefore, we investigated the relationship between odor identification, odor ratings, and self-reported empathy in 25 outpatients with schizophrenia and 25 nonpsychiatric individuals. Group differences on empathy scores and unirhinal smell identification performance (with hedonic and intensity ratings) were examined, along with the relationships between smell identification scores, self-reported empathy, and schizophrenia symptomatology. The preliminary findings suggest that individuals with schizophrenia display significant differences from controls on measures of self-reported empathy, odor identification, and hedonic ratings of odors. Deficits in self-reported global and affective empathy were influenced by group and sex, whereas cognitive empathy was reduced across all patients in comparison to controls. Patients displayed reduced unirhinal odor identification accuracy for pleasant but not neutral or unpleasant odors in comparison to controls. Central to the overall aim of the current study, a robust positive correlation was observed between left- and right-nostril hedonic ratings for pleasant odors and self-reported global and affective empathy scores across all participants. In patients, we also found a statistical trend between affective empathy and left-nostril identification accuracy across all odors. Collectively, the results lend support to the role of olfactory-limbic brain regions in the hedonic processing of odors and suggest that aberrant performance observed in schizophrenia may be related to abnormalities in the anatomical and physiological substrates that also subserve empathy.
Show less - Date Issued
- 2009
- Identifier
- CFE0002759, ucf:48132
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002759
- Title
- THIS MUST BE THE PLACE.
- Creator
-
Feinman, Jesse S, Hubbard, Susan, University of Central Florida
- Abstract / Description
-
This Must Be the Place is a collection of short stories that take place in Massachusetts, America. Each story exists as a subtle celebration of the ordinary moments of our lives that softly, and gradually, shape us over time. This testament to the every-day is characterized by detailed, tender depictions of brief conversations, picnics in parks, afternoon car rides, and trips to the grocery store with past lovers. Although the narrators and other orbiting characters in the stories are all...
Show moreThis Must Be the Place is a collection of short stories that take place in Massachusetts, America. Each story exists as a subtle celebration of the ordinary moments of our lives that softly, and gradually, shape us over time. This testament to the every-day is characterized by detailed, tender depictions of brief conversations, picnics in parks, afternoon car rides, and trips to the grocery store with past lovers. Although the narrators and other orbiting characters in the stories are all different, they are bound together by an insatiable curiosity and fascination with the world and the human condition. Inspired by works from authors such as Raymond Carver, Richard Brautigan, William Trevor, Carrie Fountain, and Andre Dubus, This Must Be the Place is a comment on how we, as people, are as defined by the decisions we do not make as the ones that we do. The characters in each piece confront choices and the invariable emotional consequences that will follow them, either temporarily or for the foreseeable future. These consequences propel the narratives, causing anxiety, uncertainty, and at times even excitement for all of those involved. Similarly, and perhaps more importantly, because of these consequences, the gears of the characters' hearts shift, ever so slightly, in new, unexplored directions. As a whole, This Must Be the Place is about the understated importance embedded in every connection, misconnection, beginning, and ending.
Show less - Date Issued
- 2017
- Identifier
- CFH2000258, ucf:46056
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000258
- Title
- The Influence of Online Dating on Emerging Adults' Levels of Empathy, Objectification of Others, and Quality of Romantic Relationships.
- Creator
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Bloom, Zachary, Lambie, Glenn, Taylor, Dalena, Barden, Sejal, Gutierrez, Daniel, University of Central Florida
- Abstract / Description
-
The purpose of this research study was to investigate the directional relationship between emerging adults' intensity of online dating and their levels of empathy, objectification of others, and quality of romantic relationships. This investigation tested the theoretical model that emerging adults' (N = 1,613) intensity of online dating (as measured by the Online Dating Intensity Scale [ODI]) contributed to their levels of empathy (as measured by the Adolescent Measure of Empathy and Sympathy...
Show moreThe purpose of this research study was to investigate the directional relationship between emerging adults' intensity of online dating and their levels of empathy, objectification of others, and quality of romantic relationships. This investigation tested the theoretical model that emerging adults' (N = 1,613) intensity of online dating (as measured by the Online Dating Intensity Scale [ODI]) contributed to their levels of empathy (as measured by the Adolescent Measure of Empathy and Sympathy [AMES]; Vossen, Piotrowski, (&) Valkenburg, 2015), objectification of others (as measured by the Sexual-Other Objectification Scale [SOOS]), and quality of relationships with romantic partners (as measured by the Relationships Structure Questionnaire [ECR-RS; Fraley, Heffernan, Vicary, (&) Brumbaugh, 2011] and Relationship Assessment Scale [RAS; Hendrick, 1988]). Specifically, the researcher tested the hypothesized directional relationship that emerging adults with greater intensity of using online dating services (e.g., websites and applications) would have (a) decreased levels of empathy, (b) increased levels of objectification of others, and (c) decreased quality of relationships with romantic partners. In addition, the researcher investigated the relationship between emerging adults' demographic variables (e.g., age, gender, ethnicity, etc.) and the intensity of their use of online dating services, levels of empathy, objectification of others, and relationship quality with romantic partners.The researcher conducted a thorough review of the literature regarding the constructs of interest in this investigation, providing conceptual evidence and empirical support for the research hypotheses and exploratory research questions. A convenience sample of emerging adult undergraduate or master's level students enrolled in various colleges and universities throughout the United States were invited to participate in this study. The researcher collected data through web-based survey and face-to-face administration. The researcher employed structural equation modeling (SEM) analyses to test the research hypothesis. In order to utilize SEM, the researcher also conducted confirmatory factor analyses and exploratory factor analyses to evaluate the validity and reliability of the assessment data used in the investigation. Additionally, the researcher conducted multiple linear regression, Pearson Product-Moment correlations, Spearman Rank Order correlations, and analysis of variance to analyze the data for the exploratory questions.The results of the structural equation model (SEM) analyses identified that emerging adults' intensity of online dating contributed to their levels of empathy (5.3% of the variance explained) and objectification of others (9% of the variance explained). Furthermore, the results of the analyses indicated a dynamic relationship between emerging adults' levels of empathy and objectification of others. Specifically, emerging adults' level of empathy shared a strong negative relationship with their level of objectification of others (98% of the variance explained). In contrast, emerging adults' level of objectification of others positively related to empathy (59.3% of the variance explained). Lastly, emerging adults' levels of empathy and objectification of others contributed to emerging adults' quality of romantic relationships (64% of the variance explained; 37% of the variance explained respectfully). The researcher compared the findings from the current investigation to previous research and assessed the limitations of this study. The findings from the study have implications for future research, clinical practice, counselor education, and instrument development. Specifically, findings from this investigation provide support for (a) increased clinical awareness of emerging adults' widespread use of online dating services; (b) the incorporation of social communication technology and online dating subjects into CACREP accredited counseling courses; and (c) and insight into the instrument development of the ODI, AMES, and SOOS.
Show less - Date Issued
- 2016
- Identifier
- CFE0006075, ucf:50943
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006075
- Title
- THE USAGE OF YOUNG ADULT LITERATURE AS A VEHICLE TO TEACH CULTURAL EMPATHY.
- Creator
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Voltaire, Samuelle, Wharton, Tracy, University of Central Florida
- Abstract / Description
-
Social Work education is focused on helping students identify triggers and biases prior to entering the workforce, with an aim towards cultural competence. Class discussions and homework assignments are particularly intentional: through various assignments, students are urged to work on those issues before entering clinical practice. Young Adult (YA) literature has been successfully used in the field of Education to teach empathy and reflectivity regarding diversity to preservice teachers....
Show moreSocial Work education is focused on helping students identify triggers and biases prior to entering the workforce, with an aim towards cultural competence. Class discussions and homework assignments are particularly intentional: through various assignments, students are urged to work on those issues before entering clinical practice. Young Adult (YA) literature has been successfully used in the field of Education to teach empathy and reflectivity regarding diversity to preservice teachers. The use of YA literature may hold promise for Social Work education as a teaching tool, but the extent of current use in Social Work education is unknown. An anonymous survey of Social Work faculty at Florida universities was conducted using Qualtrics. The survey was sent to approximately 250 instructors of undergraduate and graduate courses. Eighteen surveys were completed, and 17 were used in data analysis. It was found that the majority of respondents used non-textbook and print material at least some of the time in their courses. Of those who used YA Literature in their courses, more than half the time it was used to facilitate cultural and diversity learning. Based on the data, YA literature holds promises for social work education in the area of development of cultural empathy. This study lays the groundwork for further research on how YA literature can be incorporated into cultural competency coursework.
Show less - Date Issued
- 2016
- Identifier
- CFH2000006, ucf:45590
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000006
- Title
- THE ROLE OF CONTENT MODALITY ON THE LIKABILITY OF AN ONLINE COMMUNICATOR.
- Creator
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Pharmer, Rebecca L, Whitten, Shannon, University of Central Florida
- Abstract / Description
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With the growing popularity of social media platforms like Facebook, human interaction in online environments is increasing. As a result, social perceptions of the individuals "behind the screen" has become a topic that needs to be explored. The present study explores how the media platform (specifically Facebook post versus Video) affects perceptions of an individual with a controversial opinion. Potentially, the same content in a video format may increase the likability of the presenter in...
Show moreWith the growing popularity of social media platforms like Facebook, human interaction in online environments is increasing. As a result, social perceptions of the individuals "behind the screen" has become a topic that needs to be explored. The present study explores how the media platform (specifically Facebook post versus Video) affects perceptions of an individual with a controversial opinion. Potentially, the same content in a video format may increase the likability of the presenter in contrast to reading the same opinions in Facebook posts. The present study examined the role of alignment of opinion (agree vs. disagree with presenter) and content modality (Facebook video vs. Facebook text post) on participants' perception of likeability towards the online persona. In this study, three hypotheses were tested. The first hypothesis is that video posts will generally yield more likability for the presenter about a controversial issue than the same content in a Facebook post. Second, people who agree with the presenter's position of a controversial issue will find the person posting more likable. Finally, an interaction is expected such that likability will be most affected for the participants who disagree with the presenter; specifically those participants who disagree will be more likely to like the presenter in the video condition, whereas format will matter less for those who agree with the presenter's opinion. The dependent variables of the present study are the Interpersonal Adjective Scale (IAS, Trapnell & Wiggins 1990) and scores on the Basic Empathy Scale in Adults (BES-A, Jolliffe and Farrington, 2006).
Show less - Date Issued
- 2018
- Identifier
- CFH2000434, ucf:45717
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000434
- Title
- RELATIONSHIPS BETWEEN BROAD ASPECTS OF PERSONALITY FUNCTIONING AND GENERALIZED ANXIETY SEVERITY.
- Creator
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Lee Lum, Ashley A, Bedwell, Jeffrey, University of Central Florida
- Abstract / Description
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This study looked at the relationship between personality functioning and generalized anxiety severity with the use of the Level of Personality Functioning - Self-Report Scale (LPFS-SR). This scale looks at the four core functions of personality: Identity, Intimacy, Empathy and Self-Direction. The population consisted of undergraduate students from the University of Central Florida who completed the study online (n = 1335; 63.7% female; mean age = 19.85, SD = 3.64, range = 18-57). Findings...
Show moreThis study looked at the relationship between personality functioning and generalized anxiety severity with the use of the Level of Personality Functioning - Self-Report Scale (LPFS-SR). This scale looks at the four core functions of personality: Identity, Intimacy, Empathy and Self-Direction. The population consisted of undergraduate students from the University of Central Florida who completed the study online (n = 1335; 63.7% female; mean age = 19.85, SD = 3.64, range = 18-57). Findings revealed that generalized anxiety severity related to more identity and empathy problems in both men and women. For both findings, women showed a stronger effect size than men. Future longitudinal research in a psychiatric sample can help clarify causal directions of these relationships. The results of this study can be applied to clinical settings to raise clinicians' awareness to further explore identity and empathy problems in individuals exhibiting generalized anxiety.
Show less - Date Issued
- 2019
- Identifier
- CFH2000512, ucf:45632
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000512
- Title
- EXAMINING THE MORAL DEVELOPMENT OF YOUNG CHILDREN AND THEIR NATURALISTIC DISPLAYS OF EMPATHY THROUGH SERVICE-LEARNING EXPERIENCES IN PRESCHOOL.
- Creator
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Paris, Elizabeth, Szente, Judit, University of Central Florida
- Abstract / Description
-
Moral development in preschool is a component of social and emotional development, which also includes self-regulation, interpersonal skills, and school readiness. While service-learning has demonstrated significant benefits to the social-emotional development of older students, very little research has examined the effects of service-learning with young children. The purpose of this study was to create an academic curriculum that would provide preschool children (3 to 5 years old) with a...
Show moreMoral development in preschool is a component of social and emotional development, which also includes self-regulation, interpersonal skills, and school readiness. While service-learning has demonstrated significant benefits to the social-emotional development of older students, very little research has examined the effects of service-learning with young children. The purpose of this study was to create an academic curriculum that would provide preschool children (3 to 5 years old) with a developmentally-appropriate approach to service-learning, and determine if such a curriculum had a measurable effect on naturalistic empathy. Children in two classrooms received a preliminary empathy score based on number of empathetic behaviors relative to time observed. Children in the experimental classroom engaged in a series of lesson plans designed to guide their self-selected service-learning project. Participants in the experimental classroom created an intergenerational project that directly served the residents of a nursing home across the street from their school. A subsequent assessment of empathy measured moral development as a result of the service-learning in comparison to the normal growth and development observed in the control classroom. Results indicate if participation in service-learning increases the number of observed empathetic behaviors. Implications and recommendations for further research are also discussed.
Show less - Date Issued
- 2011
- Identifier
- CFH0003851, ucf:44709
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003851
- Title
- The Perceptual and Decisional Basis of Emotion Identification in Creative Writing.
- Creator
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Williams, Sarah, Bohil, Corey, Hancock, Peter, Smither, Janan, Johnson, Dan, University of Central Florida
- Abstract / Description
-
The goal of this research was to assess the ability of readers to determine the emotion of a passage of text, be it fictional or non-fictional. The research includes examining how genre (fiction and non-fiction) and emotion (positive emotion, such as happiness, and negative emotion, such as anger) interact to form a reading experience. Reading is an activity that many, if not most, humans undertake in either a professional or leisure capacity. Researchers are thus interested in the effect...
Show moreThe goal of this research was to assess the ability of readers to determine the emotion of a passage of text, be it fictional or non-fictional. The research includes examining how genre (fiction and non-fiction) and emotion (positive emotion, such as happiness, and negative emotion, such as anger) interact to form a reading experience. Reading is an activity that many, if not most, humans undertake in either a professional or leisure capacity. Researchers are thus interested in the effect reading has on the individual, particularly with regards to empathy. Some researchers believe reading fosters empathy; others think empathy might already be present in those who enjoy reading. A greater understanding of this dispute could be provided by general recognition theory (GRT). GRT allows researchers to investigate how stimulus dimensions interact in an observer's mind: on a perceptual or decisional level. In the context of reading, this allows researchers to look at how emotion is tied in with (or inseparable from) genre, or if the ability to determine the emotion of a passage is independent from the genre of the passage. In the reported studies, participants read passages and responded to questions on the passages and their content. Empathy scores significantly predicted discriminability of passage categories, as did reported hours spent reading per week. Non-fiction passages were easier to identify than fiction, and positive emotion classification was affiliated with non-fiction classification.
Show less - Date Issued
- 2019
- Identifier
- CFE0007877, ucf:52760
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007877
- Title
- A CORRELATIONAL STUDY OF EMOTIONAL INTELLIGENCE AND LANGUAGE STYLE MATCHING.
- Creator
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DePass, Deprise M., Whitten, Shannon, University of Central Florida
- Abstract / Description
-
Individuals subconsciously convey emotions through language. The present study investigates the relationship between emotional intelligence (EQ) and language style matching (LSM). Emotional intelligence involves the ability to regulate, maintain, and express one's emotions and to perceive the emotion of others. LSM involves the phenomenon that when individuals talk they tend to mimic each other's word usage (Neiderhoffer and Pennebaker, 2002). The hypothesis of the present study is that...
Show moreIndividuals subconsciously convey emotions through language. The present study investigates the relationship between emotional intelligence (EQ) and language style matching (LSM). Emotional intelligence involves the ability to regulate, maintain, and express one's emotions and to perceive the emotion of others. LSM involves the phenomenon that when individuals talk they tend to mimic each other's word usage (Neiderhoffer and Pennebaker, 2002). The hypothesis of the present study is that individuals who are emotionally intelligent subconsciously match their language to their communication partner. Ten participants from the University of Central Florida's Psychology Department were given an emotional intelligence test. The participants were then asked to submit three text conversations stored in their phones, one in which they interpret as a positive encounter, another which they interpret as a negative encounter, and one interpreted as a neutral encounter. Bivariate correlations were used to analyze the data. The results did not support the hypothesis.
Show less - Date Issued
- 2017
- Identifier
- CFH2000214, ucf:46058
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000214
- Title
- ESSAYS ON CONSUMER CHARITY.
- Creator
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Paniculangara, Joseph, He, Xin, University of Central Florida
- Abstract / Description
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Two essays comprise this doctoral dissertation on consumers and their charitable donations. The overall objective is to investigate the role of psychological distance in charitable donations, with each essay dealing with a different moderator of this relationship. In the first essay, I study the interactive effect of social distance and processing mode (affect vs. cognition). Specifically, people tend to donate more if they use their emotions rather than cognition as diagnostic inputs for...
Show moreTwo essays comprise this doctoral dissertation on consumers and their charitable donations. The overall objective is to investigate the role of psychological distance in charitable donations, with each essay dealing with a different moderator of this relationship. In the first essay, I study the interactive effect of social distance and processing mode (affect vs. cognition). Specifically, people tend to donate more if they use their emotions rather than cognition as diagnostic inputs for decision making, especially when donor and recipient are separated by greater social distance. This may be because affect-driven and cognition-driven donors are influenced by different goals. Affect-driven donors are mainly motivated by a consummatory goal of increasing their "warm glow" utility whereas cognition-driven donors are mainly motivated by an instrumental goal of increasing "public goods" utility (i.e., making a contribution that may benefit the donor as well). While both consummatory and instrumental goals are relevant at closer social distance, only the consummatory goal is at work at greater social distance, which leads to a social distance by processing mode interaction. The hypothesized effect is tested in a series of three experiments that use different contexts and dependent measures (e.g., donation of money vs. time). In the second essay, I turn to the joint effect of psychological distance and dispositional empathy on charitable donation. Empathy or "Einf[umlaut]hlung" is defined as feeling one's way into the situation of another. While the literature suggests that empathy generally increases various forms of prosocial behavior including donations, I argue that this effect is contingent upon the psychological distance between donor and recipient. The role of empathy is especially pronounced when the recipient is perceived to be psychologically closer to the donor. This is because closer psychological distance leads to greater identification by the donor with the recipient, which in turn leads to greater donation. I demonstrated support for the hypothesized interaction between dispositional empathy and psychological distance in three experiments, each addressing a different type of psychological distance. I conclude this dissertation with a discussion of the theoretical contribution and managerial importance of the findings. Managers of not-for-profits are confronted with a multitude of challenges in increasing donations while optimizing their resources. By pointing out the processes that underlie individual donors' decisions on charitable donations, this dissertation addresses a long-felt but rarely addressed lacuna in the literature.
Show less - Date Issued
- 2011
- Identifier
- CFE0004041, ucf:49163
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004041
- Title
- The use of a Phototherapy Intervention to Foster Empathy, Self-Awareness, and Self-Disclosure in Counselors-in-training using the Personal Growth Group.
- Creator
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Wilkes, Christopher, Hagedorn, William, Young, Mark, Hundley, Gulnora, Xu, Lihua, University of Central Florida
- Abstract / Description
-
The researcher set out to investigate the effectiveness of a specific phototherapy intervention on counselor-in-training's empathy, self-awareness, and self-disclosure development through participation in a personal growth group using Davis' (1980) Interpersonal Reactivity Index (IRI) Govern and Marsch's (2001) Situational Self-Awareness Scale, and behavioral observations. The study also explored the relationship between the three factors. The study looked to see if there was a difference in...
Show moreThe researcher set out to investigate the effectiveness of a specific phototherapy intervention on counselor-in-training's empathy, self-awareness, and self-disclosure development through participation in a personal growth group using Davis' (1980) Interpersonal Reactivity Index (IRI) Govern and Marsch's (2001) Situational Self-Awareness Scale, and behavioral observations. The study also explored the relationship between the three factors. The study looked to see if there was a difference in the change over time between the group receiving the phototherapy intervention and those participants who did not receive the intervention. The data was collected and measured through a (a) repeated measures MANOVA, (b) independent samples t-test, and (c) Pearson product correlation. The study used 41 participants who were currently enrolled in a group counseling course at a CACREP-accredited master's program in the Southeast. The students were either on a marriage and family, mental health, or school track. Both the treatment and the comparison group consisted of four groups and met weekly for a total of 10 meetings. Each group used a manualized treatment developed by the researcher with the treatment group incorporating the use of images. The findings showed that the phototherapy intervention did not have a significant impact on affective empathy or self-awareness when compared to the comparison group. Cognitive empathy showed a significant difference between the two groups over the course of the study. There was no difference between the observations of self-disclosure for the treatment and comparison groups, and the factors of empathy, self-awareness, and self-disclosure were not correlated. The results did show a significant change for both groups when looking at self-awareness. As a whole the study attempted to fill a gap in the literature surrounding how the factors of empathy, self-awareness, and self-disclosure are taught in counselor training programs and proposed next steps for future studies.
Show less - Date Issued
- 2012
- Identifier
- CFE0004461, ucf:49323
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004461
- Title
- An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass.
- Creator
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Duff, Christine, Hines, Rebecca, Dieker, Lisa, Reyes, Maria, Butler, S. Kent, University of Central Florida
- Abstract / Description
-
The goal of this research was to determine how the self-awareness process of expressing emotions and identifying emotions of others was impacted during a mirror-based intervention for first grade students from inclusive classrooms. The study investigated the extent that a two-way mirror display helped eight students increase their level of awareness when expressing emotions and identifying the emotions of others. Traditional assessment measures for assessing empathy and accuracy in perception...
Show moreThe goal of this research was to determine how the self-awareness process of expressing emotions and identifying emotions of others was impacted during a mirror-based intervention for first grade students from inclusive classrooms. The study investigated the extent that a two-way mirror display helped eight students increase their level of awareness when expressing emotions and identifying the emotions of others. Traditional assessment measures for assessing empathy and accuracy in perception of emotions of others have relied on binary, forced choice responses that have not addressed a student's level of awareness, or increased awareness in identifying the emotions of others. Further, binary tests of theory of mind (ToM) and empathy that provide 'either/or' assessment do not account for an individual's level of ToM or empathy in identifying emotions of others, when 100% accuracy is not achieved 100% of the time. A two-way mirror served to provide a real time, real world opportunity for students to examine their own expression of a given emotion, while the student on the non-reflected side simultaneously evaluated the accuracy of that emotion. The accuracy of the projected emotion was evaluated and results indicated an increase in accuracy of expressing emotions. This research study introduced a three choice assessment measure, 'The Emotion Word Assessment (EWA) that provided students choices in identifying their peers' emotion, and was used to assess accuracy and increases in correct choices, with concomitant changes in student own awareness of their emotion expression and the awareness of others' emotions. Constructs of ToM, empathy, cognitive empathy and affective empathy, cognitive processing, compassion, and sympathy were examined and recommendations for future empathy and emotional assessment provided.
Show less - Date Issued
- 2017
- Identifier
- CFE0006737, ucf:51867
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006737
- Title
- An Examination of the Connection Between Genuine Dialogue and Improv.
- Creator
-
O'Neal, Kathleen, Hastings, Sally, Katt, James, Musambira, George, University of Central Florida
- Abstract / Description
-
The value of improv training extends beyond the stage. Improv has been successfully utilized and applied in a variety of ways in the workplace, school, and community. This study examines the connection between genuine dialogue and improv to determine if improv exhibits dialogic qualities. Three focus groups were conducted with a total of nineteen improv students. Additionally, an interview was conducted with the director of a hospital's Innovation Lab where improv is used in an organizational...
Show moreThe value of improv training extends beyond the stage. Improv has been successfully utilized and applied in a variety of ways in the workplace, school, and community. This study examines the connection between genuine dialogue and improv to determine if improv exhibits dialogic qualities. Three focus groups were conducted with a total of nineteen improv students. Additionally, an interview was conducted with the director of a hospital's Innovation Lab where improv is used in an organizational setting. The conditions for dialogue set by Gordon (2006) served as a guideline for analyzing data. Thematic analysis generated categories used to analyze data. The most prominent of Gordon's conditions for dialogue within improv were Imagination (&) Innovation, Vulnerability and Immediacy of Presence. The importance of this study, implications and future studies for the connection between improv and dialogue are examined.
Show less - Date Issued
- 2014
- Identifier
- CFE0005389, ucf:52873
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005389
- Title
- The Design and Evaluation of a Video Game to Help Train Perspective-Taking and Empathy in Children with Autism Spectrum Disorder.
- Creator
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Hughes, Darin, Vasquez, Eleazar, Kincaid, John, Marino, Matthew, Lindgren, Robb, University of Central Florida
- Abstract / Description
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This paper discusses the design, implementation, and evaluation of a serious game intended to reinforce applied behavior analysis (ABA) techniques used with children with autism spectrum disorder (ASD) by providing a low cost and easily accessible supplement to traditional methods. Past and recent research strongly supports the use of computer assisted instruction in the education of individuals with ASD (Moore (&) Calvert, 2000; Noor, Shahbodin, (&) Pee, 2012). Computer games have been shown...
Show moreThis paper discusses the design, implementation, and evaluation of a serious game intended to reinforce applied behavior analysis (ABA) techniques used with children with autism spectrum disorder (ASD) by providing a low cost and easily accessible supplement to traditional methods. Past and recent research strongly supports the use of computer assisted instruction in the education of individuals with ASD (Moore (&) Calvert, 2000; Noor, Shahbodin, (&) Pee, 2012). Computer games have been shown to boost confidence and provide calming mechanisms (Griffiths, 2003) while being a safe environment for social exploration and learning (Moore, Cheng, McGrath, (&) Powell, 2005). Games increase children's motivation and thus increase the rate of learning in computer mediated environments (Moore (&) Calvert, 2000). Furthermore, children with ASD are able to understand basic emotions and facial expressions in avatars more easily than in real-world interactions (Moore, Cheng, McGrath, (&) Powell, 2005).Perspective-taking (also known as role-taking) has been shown to be a crucial component and antecedent to empathy (Gomez-Becerra, Martin, Chavez-Brown, (&) Greer, 2007; Peng, Lee, (&) Heeter, 2010). Though symptoms vary across children with ASD, perspective-taking and empathy are abilities that have been shown to be limited across a wide spectrum of individuals with ASD and Asperger's disorder (Gomez-Becerra, Martin, Chavez-Brown, (&) Greer, 2007). A game called WUBeeS was developed to aid young children with ASD in perspective taking and empathy by placing the player in the role of a caregiver to a virtual avatar. It is hypothesized that through the playing of this game over a series of trials, children with ASD will show an increase in the ability to discriminate emotions, provide appropriate responses to basic needs (e.g. feeding the avatar when it is hungry), and be able to communicate more clearly about emotions.
Show less - Date Issued
- 2014
- Identifier
- CFE0005184, ucf:50654
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005184
- Title
- Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
- Creator
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Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
- Abstract / Description
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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
Show less - Date Issued
- 2012
- Identifier
- CFE0004516, ucf:49273
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004516
