School-Based Interventions to Promote Empathy-Related Responding in Children and Adolescents: A Developmental Analysis.
Empathy has been identified as a core component of social and emotional functioning across development. Various prevention and intervention programs have utilized components of empathy-related responding to promote the development of children’s and adolescents’ social-emotional functioning and imped...
| Publicado en: | Journal of Clinical Child & Adolescent Psychology Vol. 45; no. 6; pp. 718 - 732 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Nov/Dec2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=120231948&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 120231948 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 15374416 KYT jtl: Journal of Clinical Child & Adolescent Psychology issn: 15374416 maglogo: Y pubinfo: dt: Nov/Dec2016 vid: 45 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 120231948 10.1080/15374416.2015.1121822 ppf: 718 ppct: 14 formats: tig: atl: School-Based Interventions to Promote Empathy-Related Responding in Children and Adolescents: A Developmental Analysis. aug: au: Malti, Tina Chaparro, Maria Paula Zuffianò, Antonio Colasante, Tyler affil: Department of Psychology, University of Toronto, Mississauga, Ontario, Canada su: Empathy in children Child psychology Adolescent psychology Emotions in children Emotions in adolescence Aggression (Psychology) in adolescence Aggression (Psychology) in children Prevention sug: subj: Empathy in children Child psychology Adolescent psychology Emotions in children Emotions in adolescence Aggression (Psychology) in adolescence Aggression (Psychology) in children Prevention ab: Empathy has been identified as a core component of social and emotional functioning across development. Various prevention and intervention programs have utilized components of empathy-related responding to promote the development of children’s and adolescents’ social-emotional functioning and impede their aggression in school contexts. In this article, we assess the effectiveness of select school-based empathy interventions and the extent to which they align with developmental theory and research. First, we review current conceptualizations of empathy-related responding, identify its components, outline its normative development, and describe the need for developmentally tailored interventions. We then identify and assess the effectiveness and developmental sensitivity of 19 school-based programs with strong empirical support that target empathy-related responding across childhood and adolescence. Although the majority of these programs showed some degree of developmental differentiation between grades, none considered developmental differences within grades. Commencing interventions earlier in development and targeting higher numbers of empathy-related constructs were, in part, associated with larger effects. We discuss how future research can bridge the gap between basic developmental research and the design of developmentally tailored interventions to promote empathy-related responding. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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