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Purpose: This paper outlines the theoretical and empirical basis for compassion focused therapy (CFT) for psychosis, the gaps in the current knowledge and research, as well as some of the challenges for addressing gaps. It will guide the direction of future work and the steps needed to develop and advance this approach., Method: This paper reviews evidence of how evolutionary models such as social rank theory and attachment theory have greatly contributed to our understanding of psychosis and provide a clear rationale and evidence base for the mechanisms of change in CFT for psychosis. It reviews the evidence for outcomes of compassion training more generally, and early feasibility evaluations of CFT for psychosis., Results: The process evidence shows that people with psychosis have highly active social rank and threat systems, and the benefits of switching into attachment and care systems, which can support emotion regulation and integrative mind states. The outcomes evidence shows that compassion training impacts not only psychological outcomes, but also physiological outcomes such as neural circuits, immune system, and the autonomic nervous system. Within the psychosis field, outcomes research is still in the early days, but there are good indications of feasibility and a clear path forward for the next steps., Conclusions: CFT for psychosis is an approach that integrates biopsychosocial processes, an integration that's evidenced across each aspect of the model, from theoretical foundations (evolution-informed) to interventions (e.g., body/breath training and relational techniques), to evaluation. Future RCTs are required to understand the effects on biopsychosocial outcomes for people with psychosis., (© 2023 The Author. Psychology and Psychotherapy: Theory, Research and Practice published by John Wiley & Sons Ltd on behalf of The British Psychological Society.)

Background: Empathy is an attribute that has an important role in the dentist-patient therapeutic relationship, clinical care and adherence to treatment, amongst other benefits. The aim of this research was to determine empathy in dentists in the process of specialisation., Materials and Methods: Through an observational and cross-sectional study, all postgraduate students of Dentistry Faculty of Universidad Andrés Bello (Chile) were analysed (N = 195). The Jefferson Scale of Physician Empathy Scale was applied., Results: The results show an adequate reliability of the empathy measure (α = 0.819, ω = 0.928). A three-factor structure is evidenced by confirmatory factor analysis (χ 2 /df = 1.445, GFI = 0.952, RMSEA = 0.047) and adequate factor invariance between men and women. Women showed greater empathy on the global scale and in the perspective adoption dimension, with no gender differences found in the dimension Compassionate care and putting oneself in the other's shoes (POOS). The median empathy reaches 120 points. Below, are placed, the specialty of oral rehabilitation (Med = 114.5), surgery (Med = 117) and periodontics (Med. = 117.5). With superior scores, temporomandibular disorder (Med. = 121), endodontics (Med. = 121), Orthodontics and dentofacial orthopedics Med. = 122), Implantology (Med. = 125) and Pediatric dentistry (Med. = 127.5) are located., Conclusion: Women were more empathetic than men. In general, empathy levels are relatively high, but the common feature in which all students examined in different specialties have low levels in dimension POOS., (© 2021 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.)

Aim: To explore how the expression of positive emotions during the interaction between patients and providers can cultivate the patient‐provider relationship. Design: We conducted a realist review guided by the Realist and Meta‐narrative Evidence Syntheses: Evolving Standards. Methods: We systematically searched CINAHL, MEDLINE, PsychINFO and Scopus from inception to March 2019. Study selection and data extraction were performed blinded in pairs. From 3146 abstracts blinded in pairs, 15 papers were included and analysed. From each included paper, we extracted contexts, mechanisms and outcomes that were relevant to answer our research questions, creating a configuration between these elements (CMO configuration). Results: Our findings suggest that in the contexts of person orientation and positive outlook, patient‐provider relationships improve by communication conveying and eliciting positive emotions. We found six underlying mechanisms for this that form either direct or indirect pathways between the context and the outcome. [ABSTRACT FROM AUTHOR]

Introduction: We conducted a systematic review of qualitative evidence to improve understanding of the processes and outcomes of redress and reconciliation following a life‐changing event from the perspectives of individuals experiencing the event and their families. Methods: We searched six bibliographic databases for primary qualitative evidence exploring the views of individuals who have experienced a life‐changing event, and/or their family or carers, of redress or reconciliation processes. This was supplemented with targeted database searches, forward and backward citation chasing and searches of Google Scholar and relevant websites. Title and abstract and full‐text screening were undertaken independently by two reviewers. Data extraction and quality appraisal were conducted by one reviewer and checked by a second. We used a best‐fit framework synthesis approach, drawing upon procedural and restorative justice concepts. Findings: Fifty‐three studies (61 papers) were eligible for inclusion. Forty‐one studies (47 papers) were included in the synthesis, from which we identified four themes. Three themes 'Transparency', 'Person‐centered' and 'Trustworthy' represent the procedural elements required to support a fair and objective process. The fourth, 'Restorative justice' encapsulates how a fair process feels to those who have experienced a life‐changing event. This theme highlights the importance of an empathic relationship between the different parties involved in the redress‐reconciliation process and the significance of being able to engage in meaningful action. Conclusion: Our findings highlight the procedural aspects and context of redress‐reconciliation processes required to ensure that the process and outcomes are experienced as fair. These criteria may be applied to the processes used to investigate both recent and historical patient safety events. Public Contribution: One member of the public affiliated with the Exeter Policy Research Programme Evidence Review Facility helped develop the review protocol. Two people with experience of medically life‐changing events provided insight which corroborated our findings and identified important limitations of the evidence included in this review. [ABSTRACT FROM AUTHOR]

Mental health chatbots (MHCBs) designed to support individuals in coping with mental health issues are rapidly advancing. Currently, these MHCBs are predominantly used in commercial rather than clinical contexts, but this might change soon. The question is whether this use is ethically desirable. This paper addresses a critical yet understudied concern: assuming that MHCBs cannot have genuine emotions, how this assumption may affect psychotherapy, and consequently the quality of treatment outcomes. We argue that if MHCBs lack emotions, they cannot have genuine (affective) empathy or utilise countertransference. Consequently, this gives reason to worry that MHCBs are (a) more liable to harm and (b) less likely to benefit patients than human therapists. We discuss some responses to this worry and conclude that further empirical research is necessary to determine whether these worries are valid. We conclude that, even if these worries are valid, it does not mean that we should never use MHCBs. By discussing the broader ethical debate on the clinical use of chatbots, we point towards how further research can help us establish ethical boundaries for how we should use mental health chatbots., (© 2024 The Authors. Bioethics published by John Wiley & Sons Ltd.)

Pekrun and his colleagues highlight the significance and diversity of emotion in education. Their analysis suggests that these emotions can be categorised by their stimuli into those related to the classroom: activities, outcomes, relationships, topics and knowledge processes (epistemic). Most research in this area has focused on achievement emotions, with relatively limited research exploring topic emotions. This paper develops a framework for conceptualising topic emotions. It reports on a design‐based study that captured children's expressions of emotion in response to a climate change education programme using picturebooks. The data brought together emotional responses to climate change, to learning about climate change and to climate‐related picturebooks. Qualitative analysis of these responses highlights how they differ not only with regard to the emotions expressed, but also the structure of the emotional experience. Emotional responses to the broad topic of climate change were expressed as ongoing analytical judgements, where those related to learning about climate change were immersive and finite. Reading climate‐related picturebooks involved exploring how emotion is communicated and evoked. This supported quasi‐emotional experiences, where the reader imagines the emotions of the characters. The picturebooks are also shown to create vicarious emotional experiences, involving ethical‐based responses to the behaviour and circumstances depicted. Based on this analysis, the paper proposes a framework for disaggregating these differing emotional experiences related to topic. [ABSTRACT FROM AUTHOR]

Introduction: Although Jordan has made significant progress toward expanding the utilization of facility‐based intrapartum care, prior research highlights that poor service quality is still persistent. This study aimed to identify quality gaps between women's expectations and perceptions of the actual intrapartum care received, while exploring the contributing factors. Methods: Utilizing a pre–post design, quality gaps in intrapartum care were assessed among 959 women pre‐ and postchildbirth at a prominent tertiary hospital in northern Jordan. Data were gathered using the SERVQUAL scale, measuring service quality across reliability, responsiveness, tangibles, assurance, and empathy dimensions. Results: The overall mean gap score between women's expectations and perceptions of the quality of intrapartum care was −0.60 (±0.56). The lowest and highest mean gap scores were found to be related to tangibles and assurance dimensions, −0.24 (±0.39) and −0.88 (±0.35), respectively. Significant negative quality gaps were identified in the dimensions of assurance, empathy, and responsiveness, as well as overall service quality (p < 0.001). The MLR analyses highlighted education (β = 0.61), mode of birth (β = −0.60), admission timing (β = −0.41), continuity of midwifery care (β = −0.43), physician's gender (β = −0.62), active labour duration (β = 0.37), and pain management (β = −0.33) to be the key determinants of the overall quality gap in intrapartum care. Conclusion: Our findings underscore the importance of fostering a labour environment that prioritizes enhancing caregivers' empathetic, reassuring, and responsive skills to minimize service quality gaps and enhance the overall childbirth experience for women in Jordan. Patient or Public Contribution: This paper is a collaborative effort involving women with lived experiences of childbirth, midwives, and obstetrics and gynaecologist physicians. The original idea, conceptualization, data generation, and coproduction, including manuscript editing, were shaped by the valuable contributions of stakeholders with unique perspectives on intrapartum care in Jordan. [ABSTRACT FROM AUTHOR]

Using the case of the campaign to establish a Supervised Injecting Facility (SIF) for people who use illicit drugs in Dublin, Ireland, this paper makes three related contributions to contemporary literatures. First, by detailing the history of the campaign and paying particular attention to the ways it was influenced by learning from models elsewhere in the world, the paper adds a spatial perspective to research on the intersections of public health and politics. Second, the paper addresses the policy mobilities literature's minimal engagement with the role of counterhegemonic ideas and national states in shaping inter‐local policy circulations. It provides detailed empirical analysis of the influence of counterhegemonic ideas and how activists reference those ideas through appeals to empathy, expert evidence, and experience as they build coalitions to influence formal state institutions, including the legal system and the national government. This discussion supports a call for engagement between policy mobilities and counterhegemonic social movement literatures. Third, the paper addresses ongoing discussions of 'failure' in policy‐making by arguing for a critical, contextual approach to the spatialities and temporalities of attempts to change entrenched policy and regulatory models. The case study is based on one author's direct involvement in the campaign for a SIF and on semi‐structured research interviews with 12 key actors conducted since 2015. The research also involved an analysis of relevant documentary materials spanning the period 2012–2021 and both authors' participation in a drug policy forum in Dublin in January 2017, involving local and international actors. [ABSTRACT FROM AUTHOR]

Background: Despite increasing knowledge of social communication skills of autistic peole, the interrelatedness of different skills such as non‐linguistic comprehension, social inference and empathizing skills is not much known about. A better understanding of the complex interplay between different domains of social communication helps us to develop assessment protocols for individuals with social communication difficulties. Aims: To compare the performances of autistic young adults, young adults with autistic traits identified in childhood and control young adults in social communication tasks measuring non‐linguistic comprehension, social inference and empathizing skills. In addition, to examine associations between the different social communication measures. Methods & Procedures: Autistic young adults (n = 34), young adults with autistic traits (n = 19) and control young adults (n = 36) completed the extra‐ and paralinguistic scales of the Assessment Battery for Communication (ABaCo), the Faux Pas Recognition Test, Social–Pragmatic Questions (SoPra) and the Empathy Quotient (EQ). Outcomes & Results: Group differences were found in the performance in the ABaCo, SoPra and EQ scores. Compared with the control young adults, autistic young adults scored lower. The performance of the young adults in the autistic traits group fell in between the other two groups. There were no group differences in the Faux Pas Recognition Test. The variability within the groups was large in all measurements. In the control group, there was a significant correlation between EQ and SoPra scores and between the Faux Pas and SoPra scores. In the autistic group, a significant correlation was found between Faux Pas and SoPra scores. Also, other patterns were observed but these were not statistically significant. Conclusions & Implications: The young adults with autistic traits fell in between the control and autistic young adults, highlighting the presence of the continuum in the terms of features of social communication. The results support other current research that suggests that theory of mind and other social communication skills may not be universally or widely impaired in all autistic individuals without cognitive deficits. Although all tasks examined social communication skills, only a small number of significant correlations were found between test scores. This highlights that clinical conclusions about a person's social communication should be based on the outcomes of different types of methods measuring different aspects of social communication. It is clear that the interrelatedness of different social communication skills needs further research. What This Paper Adds: What is already known on this subject: For successful communication, the ability to infer others' emotions, intentions and mental states is crucial. Autistic people have difficulty with many aspects of social communication. However, the associations between different aspects of social communication need to be better understood. What this paper adds to existing knowledge: The unique contribution of this study is to compare the performance of autistic people not only with that of a control group but also with people with childhood autistic traits. This provides an understanding of the interrelatedness of different social communication skills in people with varying degrees of autistic traits. This study used four assessment methods focusing on three different social communication elements (non‐linguistic comprehension, social inference and empathizing skills). These elements have complex relationships to one another, some being closely overlapping, some more distally related and some reflect more complex multifactorial elements. This study shows that although groups differ from each other in most of the assessments, the performance of different groups overlapped showing that many autistic young adults can perform well in non‐linguistic and social inference tasks in structured assessment contexts. What are the potential or actual clinical implications of this work?: Our findings suggest that in the assessment of social communication, self‐reports and clinical assessments can be used effectively together. They can complement each other, pointing out the strengths and weaknesses of a person, leading to more personalized therapeutic interventions. [ABSTRACT FROM AUTHOR]

This paper begins by developing the critical phenomenologies of shame and empathy. It rejects that empathy is the supposed antidote to shame, and rather demonstrates the ways in which they function in parallel. The author contends that both shame and indeed empathy risk objectifying and fetishizing the other who is being shamed or empathized with. This argument and phenomenology about the relationship between shame and empathy is then applied and further developed through a case study of COVID-19 vaccinations. The author explores whether empathy and shame ever "work" to increase vaccine uptake, and ultimately argues that both affects do and do not depending on the structures of power informing the specific context., (© 2022 John Wiley & Sons Ltd.)

Introduction: Developing a physician equipped with both technical and affective skills is crucial in ensuring quality patient care. Of these skills, nurturing empathy is a key skill that has been studied in great detail, particularly among medical undergraduates. Despite numerous studies trending the changes in empathy, the results are often contradictory or confusing. Our study aims to find what interventions are effective to inculcate empathy in both undergraduate and postgraduate medical education and suggest areas for improvement. Methods: A narrative review was conducted on the interventions in nurturing empathy in undergraduate and postgraduate medical education. Original research articles and systematic reviews with clear interventions and outcomes were included in the study. Results: A total of 44 articles were reviewed. About 44% (n = 18) of the studies used a mixture of different approaches as their interventions. Some interventions were anchored by specific topics: Seven papers focusing on communication skills, three papers on humanities, and three on arts. A majority of the interventions (60%; n = 26) were implemented over a span of time as compared to studies which suggested a one‐off intervention (30%; n = 12). Of the 26 papers in which the interventions were enforced over a period of time, 62% (n = 16) indicated an increase in student empathy whereas 16% (n = 4) indicated no changes in empathy post‐intervention. On the contrary, 50% (n = 6) of the one‐off interventions revealed no significant change in student empathy. Jefferson Scale of Empathy (JSE) is widely used in measuring student empathy postintervention, but approximately 41% of the studies included measuring tools other than JSE. Conclusions: Pedagogical methods that invoke thought processes related to the affective domain of learning and experiential learning are more effective than the didactic methods of teaching and learning. Multimodal mixed‐methods approach that combine different pedagogical interventions is more likely to bring about the desired results. Got empathy? Samarasekera et al.'s narrative review indicates that how interventions aimed at improving empathy are implemented determines their outcome while drawing attention to the value of time and context. [ABSTRACT FROM AUTHOR]

This paper combines reflection on my experiences as a public school principal with an analysis of two papers about safety in schools: "School Safety and Violence: Research and Clinical Understandings, Trends and Improvement Strategies" by Jonathan Cohen and "Tipping the Balance: Moving Toward School Safety While Considering Student Needs" by Nancy Rappaport. Cohen and Rappaport offer sound guidance on how to make schools safe—from macro system reforms to more micro, interpersonal interactions. I agree with Cohen's assertion that "learning how to have constructive controversial conversations is an essential foundation for healthy relationships on the one hand and democracy on the other." Indeed, I believe that safe schools are necessarily democratic schools. And I strongly agree with Rappaport's assertion that we must "make learning deeply personal." Just as important and true is the assertion conveyed by both Rappaport and Cohen that educators must be attuned to environmental conditions in the society—contemporary and historical—that erode safety in school communities, from systemic racism to pandemics and other threats to the wellbeing of children and families. My critique of both papers, and of many social‐emotional school reform efforts in general, is that there is not enough emphasis on the place where students and teachers spend the majority of their time: the classroom. The teaching and learning that happen in the classroom—both what is taught and how it is taught—are dominant forces in determining whether a school is healthy and safe. Drawing from my own work as a teacher and principal, I describe several essential ingredients for curriculum and pedagogy that enable classrooms to be places of trust, healthy risk‐taking, empathy, democratic practice and, ultimately, safety. [ABSTRACT FROM AUTHOR]

Background: Based on existing confusion and a suggested contradiction regarding empathy and compassion in relation to caring science as well as in clinical health care. Aim: The aim of the study was to find a knowledge base for the development of clinical caring science for, empathy, sympathy altruism, and compassion and their mutual relationship. Design: A theoretical paper. Results: The text discusses the different concepts separately, considering their history, research, obstacles, and bias and then brings them together in a concept model. The conclusion shows that empathy, sympathy, and altruism have no contradictions. Instead, they together form an evident triad based on compassion. Compassion is a prerequisite and a basis for the others to work. In clinical application, empathy is metaphorically a quality coming from the head, sympathy from the heart and altruism from the hand, merged in an attitude of compassion as a motif to care. The paper also reflects on the possibilities to increase and develop a compassionate mood and capacity by education and training. [ABSTRACT FROM AUTHOR]

Considerable research has been dedicated to studying teachers' digital competence, yet limited insights have been gained regarding its impact on online teacher autonomy support. Based on the Technological Pedagogical Content Knowledge (TPACK) framework, this study utilized a multiple regression analysis model to explore how teachers' digital competence affects online teacher autonomy support. Drawing on data from 652 Chinese primary school teachers, the study revealed that teachers' digital competence positively influenced online teacher autonomy support via teachers' cognitive empathy. Teachers' emotional empathy strengthened the direct effect of cognitive empathy on online teacher autonomy support, and its indirect effect on teachers' digital competence on online teacher autonomy support. The findings inform TPACK framework development and practical considerations in online teaching, deepening understanding of the impact of digital competence on online teacher autonomy support.Practitioner notesWhat is already known about this topicPrevious research has recognized the importance of teachers' digital competence in supporting learners' autonomy and enhancing their online learning experiences.Existing studies have explored different dimensions of teachers' digital competence, including technological proficiency, pedagogical knowledge and content expertise.Studies have also examined the role of empathy in online teaching and learning, emphasizing its importance in fostering positive teacher–student relationships and promoting student engagement and motivation.What this paper addsThis study introduces digital competence as a novel and comprehensive assessment of technology integration in teaching, bridging an existing gap in the literature.This study recognizes the importance of socio‐emotional skills in online teaching by including teachers' empathic traits within the expanded TPACK framework.Teachers' cognitive empathy acts as a mediator and emotional empathy functions as a moderator in the relationship between digital competence and online teacher autonomy support, offering new insights into the underlying mechanisms.Implications for practice and/or policyTeacher educators should find ways to support teachers' digital competence in facilitating learners' autonomy in online learning environments effectively.Teacher educators should incorporate teacher empathy development into teachers' professional development programmes for online teaching, offering tailored interventions to differentiate and enhance both cognitive and emotional empathy. [ABSTRACT FROM AUTHOR]

Film therapy, the therapeutic use of movies in psychological therapies, is a growing area of interest to therapists and researchers. This paper discusses the benefits of film therapy and presents a method, the MOVIE model of film therapy, a widely applicable, trauma‐informed framework for individual or group therapy, counsellor education and self‐help. Film or cinema therapy is a highly accessible and relatable method for many diverse groups. The benefits identified include emotional processing, greater ease of dialogue, increased empathy, interpersonal learning, new perspectives and learning skills. Following the model's reflective steps, clients mindfully observe and voice their emotional and psychological responses to movie‐watching; identify how the imagery, characters, themes and story symbolise personal experience; and consider any new possibilities that emerged for their own lives. The model is informed by a practice‐focussed review of literature and draws on methods from mindfulness and experiential and narrative therapies. The steps are widely applicable in a range of settings and can be adapted across counselling modalities. Further research to consider the outcomes of using the model, alongside qualitative research on clients' experiences of working this way with film, is recommended. [ABSTRACT FROM AUTHOR]

Background: Prosocial helping is a fundamental communication behaviour that supports successful social relationships. This study investigated the clinical utility of the Analog Task of Prosocial Helping (AToP‐H): a tool for assessing how helping is influenced by the communicative function it serves and the cues used to elicit helping in young children with and without a social communication disorder. Aims: To present evidence of the AToP‐H's reliability, validity and clinical utility. Methods & Procedures: The AToP‐H examines three communicative functions expressed through helping—instrumental (request‐based), informative (information‐based) and empathic (emotion‐based) helping—within a naturalistic context. Prosocial helping is elicited using semi‐structured interactions in which increasingly explicit cues are provided to scaffold child responses. To gather reliability and validity evidence, the AToP‐H was administered to 20 children with autism spectrum disorder (ASD) (49–79 months) and 20 with typical development (37–77 months). Outcomes & Results: Procedural reliability and inter‐observer agreement for the AToP‐H were high. Item‐level codes were consistent with overall task performance, showing strong internal consistency. Supporting construct validity, higher scores were observed in older children with ASD, consistent with an expectedly protracted developmental period for prosocial helping. Children with ASD required more cues to elicit helping overall and informative and empathic helping in particular. Furthermore, more children with ASD did not respond or required explicit cues to respond with informative and empathic helping. Supporting criterion‐related validity, total helping cue scores were significantly correlated with measures of social cognition, social abilities and receptive language, but were only weakly correlated with general language. Conclusions & Implications: The AToP‐H shows promise in measuring helping performance as an indicator of young children's social communication strengths and weaknesses as well as scaffolding cues to facilitate intervention planning. WHAT THIS PAPER ADDS: What is already known on the subject: Prosocial helping is critical for successful relationships, which can be difficult for children with social communication disorders such as ASD. Two factors that influence helping are the communicative function of the helping behaviour and the cues used to elicit helping. Existing helping tasks have been developed for research purposes, focusing on internal validity with little attention to applying or generalizing results to clinical settings or groups. Thus, assessing factors that influence helping behaviours in naturalistic, ecologically valid contexts could provide clinicians with critical information to improve prosocial helping in children with social communication disorders. What this paper adds to existing knowledge: This paper presents preliminary psychometric evidence for a naturalistic clinical task: the AToP‐H, which assesses instrumental (request‐based), informative (information‐based) and empathic (emotion‐based) helping elicited with increasingly explicit cues. What are the potential or actual clinical implications of this work?: Evidence from samples of young children with and without ASD supports the reliability and validity of AToP‐H scores. The AToP‐H shows promise as a clinical tool to effectively assess and plan interventions targeting social communication, prosocial helping and associated interactions. [ABSTRACT FROM AUTHOR]

One of the most basic understandings of nursing is that a nurse is a caregiver for a patient who helps to prevent illness, treat health conditions, and manage the physical needs of patients. Nursing is often presented as a caring profession, which provides patient care driven by ideals of empathy, compassion and kindness. These ideals of care have further been foregrounded through the development and implementation of stress on patient centred care (PCC) and/or person‐centred practice (PCP). Although the idealisation of nursing as a caring profession is common, and one certainly seen as integral by nurses and written into the heart of regulatory documentation, we contend that the actual delivery of care is being undercut by the very regulatory climate that strives to professionalise care. As we outline, with specific reference to the context of Australian Nursing, this transformation delivers a commodified, even McDonaldized, model of patient management rather than care. It seems that even with its explicit stress on PCC and PCP, Australian Nursing cannot live up to its own care ideals. Having outlined this problem, the paper then demonstrates the ways in which PCC is thwarted at the coal face of nursing practice and that there must be an institutionalised change to be able to provide genuine patient‐centred care. [ABSTRACT FROM AUTHOR]

The present paper systematically investigated the effectiveness of utilizing severe or disgusting, imagery, and the moderating effect of social closeness within non‐profit health charity advertising appeals. Across three experiments, we found an interaction effect, whereby donations increased when severe images were shown, but only when high social closeness was also highlighted. Conversely, severe imagery reduced donations in the low social closeness condition, when participants were not prompted to think of their family. Despite the popularity of using severe imagery within charity advertising, our findings suggest that severe images should be used with caution in health charity marketing. Investigating the underlying mechanisms, we found that empathy (disgust) underlies the increase (decrease) of donation when severe imagery was used in a high (low) social closeness condition. Furthermore, we ruled out anger and perceived responsibility as competing moderators for these effects to verify whether other positive and negative emotions had similar effects. [ABSTRACT FROM AUTHOR]

Objectives: Team formulation involves a multidisciplinary team coming together to understand the factors leading to the development and maintenance of a patient's problems and the implications of this for future care planning. Method: This paper presents a case example describing this approach in an acute inpatient setting. Results: "William" was a 59‐year‐old male with longstanding mental health difficulties. During his admission, he presented as verbally abusive, intrusive, and sexually inappropriate. He was also controlling and intimidating toward other patients. Staff were becoming frustrated and hopeless about managing William on the ward leading them to adopt inconsistent approaches in relating to him. A team formulation was developed to understand William's trauma history and how this impacted on his beliefs about himself and other people as well as his way of relating to others. Conclusions: The team formulation helped staff to develop consistent care plans in relation to William's presentation on the ward and more empathy in relation to behaviors that they found challenging. [ABSTRACT FROM AUTHOR]

Online donation platforms often present information regarding disseminators' donations to stimulate donations, but it is unclear how it affects potential donors' behavior. This paper examines how disseminators' donation amounts impact potential donors' donation likelihood. The findings of six studies show that potential donors are less (vs. more) likely to contribute to unfamiliar initiators when disseminators contribute large (vs. small) amounts. The following psychological response drives the effect: when potential donors observe disseminators contribute more, they infer that disseminators have assumed greater responsibility and thus reduce their perceived responsibility to the unfamiliar initiator. We also confirm the boundary conditions of tie strength and empathy. This effect is significant when donors have low levels of empathy or strong ties with the disseminator. In contrast, this effect is reversed when tie strength is high and attenuated when potential donors have high levels of empathy. Our research enriches the literature concerning the effects of others' donations and online donation and provides managerial guidance to enable the success of online donation projects. [ABSTRACT FROM AUTHOR]

Purpose: Self-compassion is associated with healthy ageing and may be a protection factor of older adults' mental health in face of negative life events and other factors such as insecure attachment. However, fear of self-compassion may constitute an obstacle to promoting self-compassion. The role of self-compassion on the psychological (mal)adjustment of older adults requires further research with robust designs, and fear of self-compassion has not been studied in this population. We will test the moderator and mediator role, respectively, of self-compassion and fear of self-compassion, and we will analyse the longitudinal developmental trajectories of these variables., Methods: A repeated-measures design with three data collection moments across 6 months, using a sample (180-200 participants) of community residents aged ≥65 years. Data will be collected using traditional (i.e. pencil-and-paper questionnaires) and online (i.e. Google Forms) methods. Path analyses will be conducted to test moderation and mediation models. Latent growth curve analyses will be conducted to study the within-person change and between-person differences in change over time of self-compassion and fear of self-compassion., Conclusions: We expect that participants with higher self-compassion will show better psychological adjustment, regardless of attachment quality and negative life events. We expect that insecure attachment and more negative life events will increase the participants' fear of self-compassion, which will decrease their psychological adjustment. Additionally, we expect that self-compassion and fear of self-compassion will show stable developmental trajectories during 6 months. Our results will contribute to better understand protection factors of older adults' mental health, which may guide future psychological interventions., (© 2022 The British Psychological Society.)

This paper aims to interrogate the design studio conversations between teachers and students in order to explore the indicators regarding empathy. To investigate design conversations occurring between design teachers and design students, participant observation studies were conducted at two universities in Finland and Turkey. As an empathic indicator, we addressed (1) how design teachers take the perspective of other agencies and (2) what deliveries are utilised for empathic perspective‐taking. It was understood that design teachers identify themselves with both human and non‐human agencies as design students, users and materials. Moreover, deliveries leading to the identification of design teachers with these agencies included both discursive and performative means. [ABSTRACT FROM AUTHOR]

Background: Dysarthria, aphasia and executive processes have been examined for their role in producing impaired communicative competence post traumatic brain injury (TBI). Less understood is the role of emotional dysregulation, that is, apathy and disinhibition, and social cognition, that is, reading and interpreting social cues. Methods & Procedures: In this study, we examined 49 adults with moderate to severe TBI and 18 neurologically healthy adults. We hypothesised that apathy and disinhibition would predict communication outcomes as would social cognition. We also predicted that apathy and disinhibition would influence social cognition. Communication outcomes were measured by the La Trobe Communication Questionnaire (LCQ) and the Social Skills Questionnaire‐TBI (SSQ‐TBI). Apathy and disinhibition were measured by the Frontal Systems Behavior Scale (FrSBe). We measured four aspects of social cognition: emotion perception and theory of mind using The Awareness of Social Inference Test (TASIT) and the Complex Audio‐Visual Evaluation of Affect Test (CAVEAT), empathy using the Questionnaire of Cognitive and Affective Empathy (QCAE) and the Balanced Emotional Empathy Scale (BEES), and alexithymia using the Toronto Alexithymia Scale (TAS‐20) and the Bermond–Vorst Alexithymia Questionnaire. Outcomes & Results: Consistent with predictions, the LCQ and SSQ‐TBI were associated with disinhibition and the LCQ was also associated with apathy. The LCQ was associated with the full range of social cognition constructs although the SSQ‐TBI was not. Finally, apathy and disinhibition predicted a number of social cognition measures. Conclusions and Implications: These results are discussed in relation to understanding the nature of communication disorders following TBI and how they are measured, as well as the interrelation between emotion dysregulation and social cognition. What this study adds: What is already known on this subject: The role of emotional dysregulation and social cognition in producing impaired communicative competence post traumatic brain injury (TBI) is not well understood. Although most adults with severe TBI have minimal or possibly no language impairment, they often struggle with functional communication in everyday situations. Many have been reported to be overtalkative, insensitive, childish and self‐centred, displaying an inappropriate level of self‐disclosure and making tangential and irrelevant comments. Conversely, some speakers with TBI have been noted to have impoverished communication, producing little language either spontaneously or in response to the speaker's questions and prompts. What this paper adds to existing knowledge: We found that both apathy and disinhibition were strongly associated with the Latrobe Communication Questionnaire both empirically and conceptually, despite the LCQ being developed from a different, pragmatic orientation. Disinhibition was also associated with the Social Skills Questionnaire for TBI. We also found that poor social cognition scores predicted communication difficulties. Finally, we found that behavioural dysregulation itself, i.e., both apathy and disinhibition, predicted poor social cognition. What are the potential or actual clinical implications of this work?: Our findings highlight the central role that apathy and disinhibition play in both communication and social cognition. These insights point to the importance of remediation to target behavioural and autonomic dysregulation as a means to improve everyday social function. [ABSTRACT FROM AUTHOR]

Listening is a pervasive and significant act of conservation research and praxis, mattering greatly for the realisation of conservation agendas, not least its ambitions to be outward looking and inclusive in approach. Yet, the value and role of listening has been barely explored in a sustained and reflexive way.This paper is a preliminary schematic of what it might mean to attend to the act of listening, set within the context of a larger field of listening scholarship as well as more specific manoeuvres to embed relational approaches into the study of people and nature interactions.We explore what it means to 'listen well' within the context of conservation, highlighting the importance of recognising listening as a relationship and our positions and power within those relationships; the need to care for the relationship through respect and empathy; and the building of inclusive relationships of listening by attending to how space and time influences understanding.We offer examples of how researchers and practitioners can create spaces for listening, illustrating our discussion with personal reflections about listening practices gained through our various conservation and research careers.We provide approaches and ideas which help the reader—academic and practitioner—to both understand and articulate the value of listening in conservation and relational values of nature. We hope to inspire the wider use of listening‐based approaches in conservation research and practice, and the recognition and support from senior managers and funders of what is needed to promote long‐term and meaningful relationships between people and nature. A free Plain Language Summary can be found within the Supporting Information of this article. A free Plain Language Summary can be found within the Supporting Information of this article. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to examine the links between primary psychopathic traits and driving behavior on the one hand, and driving anger expression on the other hand, through the specific contribution of empathy, impulsiveness, and sensation seeking, in a sample of French driving offenders. Methods: One thousand six hundred and eighty‐six driving offenders completed a paper‐and‐pencil questionnaire during 110 drivers' rehabilitation programs. Results: Primary psychopathic traits were positively associated with violations and aggressive driving anger expression, and negatively associated with prosocial driving behaviors. These associations were partially mediated by empathy, impulsiveness, and sensation seeking. In addition, the negative relation between primary psychopathic traits and adaptive anger expression was fully mediated by these three personal dispositions. Conclusion: Low empathy, high impulsiveness and sensation seeking are important characteristics of driving offenders with high psychopathic traits. Our results provide a better understanding of French driving offenders' risky behaviors and the role of primary psychopathic traits. [ABSTRACT FROM AUTHOR]

Copyright of People & Nature is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this paper is to summarize key psychoanalytic concepts first developed by Sigmund Freud and apply them to a critical exploration of three terms that are central to nursing's self‐image—empathy, caring, and compassion. Looking to Menzies‐Lyth's work, I suggest that the nurse's strong identification as a carer can be understood as a fantasy of being the one who is cared for; critiques by Freud and others of empathy point to the possibility of it being, in reality, a form of projective identification; reading Lacan and Žižek, I propose that repeated research into caring and repeated complaint about barriers to caring can be understood as manifestations of the death drive first posited by Freud. I conclude that psychoanalytic insights suggest that caring roles can raise profoundly ambivalent issues for those who care but they can also point the way to freedom from painful and self‐destructive symptoms inherent in such work. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to bring together and highlight common conceptual elements and findings from constructs that involve parents' consideration of children's viewpoints and experiences: parental sensitivity, empathy, perspective taking, responsiveness, autonomy support, and scaffolding. Research on each of these constructs suggests that consideration in the parenting role is associated with better child development, learning, and well‐being. We examine definitions and measures of the constructs to address how parental consideration has been conceptualized. We also review positive child development indicators that have been associated with it, across various periods, contexts, and domains of development. By drawing attention to this common denominator and adopting an integrative perspective, we hope to contribute to future research and help transfer knowledge to parents about this key, facilitative parenting dimension. [ABSTRACT FROM AUTHOR]

Empathy is generally considered important because it is linked to prosocial helping behaviors. To the extent that humans are thought to be social creatures, empathy is regarded as an important component of our general well-being. Meanwhile, empathy skeptics argue that empathy is not as important as its proponents believe. While there is philosophical debate about the appropriate place for empathy in moral judgment, empathy is a taken-for-granted, good-making feature of moral deliberation in healthcare. In this paper I offer an account of empathy and a critique of its moral significance before thinking specifically about the role that empathy plays in medicine. Finally, I offer a hypothetical case to show that in order to fully appreciate the skeptical position, empathy's role in health justice should be understood in the context of structural injustice. Although I ultimately defend the importance of empathy in healthcare environments, I show that any conception of empathy in healthcare should take seriously reasons for skepticism about empathy, notably its susceptibility to bias against disfavored groups., (© 2021 John Wiley & Sons Ltd.)

There is growing recognition, in the UK and internationally, of the huge costs of recurrent appearances of parents in local authority care proceedings. This paper contributes to pressing policy and practice concerns to reduce recurrence. It presents qualitative longitudinal data from the first study of fathers' experiences of recurrent care proceedings in England. Demonstrating the emotional impact of repeat proceedings and successive loss of children on fathers, in terms of grief, loss and shame, we highlight the trauma and abuse in their developmental histories. We consider complex connections between anger and shame for these fathers, including within the arena of family justice. With the use of literature on complex trauma, shame and parental disengagement, we explore ideas for re‐framing fathers', and professionals', resistance to engagement and for better understanding fathers' intense emotions. We suggest that the link between shame and complex trauma and the value of shame reducing, dignity promoting practice in response provide a valuable way forward for working with fathers. As is recognized to be the case for mothers, without holistic, empathic interventions to address the vulnerabilities of such fathers, the risks for children, mothers and fathers are unlikely to reduce. [ABSTRACT FROM AUTHOR]

Human–wildlife coexistence is critical for sustainable and healthy ecosystems as well as to prevent human and wildlife suffering. In this paper, an intersubjective approach to human–wildlife interactions is proposed as a lens toward human decentering and emergent mutual evolution. The thesis is developed through a secondary data analysis of a research study on wildlife care and philosophical analysis using the work of Bernard Lonergan and Edmund Husserl. The study was conducted using the theory of transcendent pluralism, which is grounded in human and ecological dignity, including the dignity of beyond‐human beings. Deeper interpretation of the original data suggests that human–wildlife interactions are mutually conscious, embodied, and hold spatial–temporal dimensions. The affective realm is an integral dimension of human–wildlife intersubjectivity. These findings inform an approach toward human–wildlife relations in which human persons and the beyond‐human multitude can all flourish in dignity. [ABSTRACT FROM AUTHOR]

This document is a collection of abstracts from the International Journal of Psychology, covering a range of topics related to religion, spirituality, and psychological well-being. The articles explore various aspects such as the role of psychological mechanisms in religious rituals, the relationship between religiosity and smartphone use, spirituality in later life, the impact of spirituality on nurses' burnout, attitudes towards sexual diversity, religious belief and social cognitive ability in Japan, empathy and prejudice, different images of God and risky behaviors, and the impact of religious social identity on psychological well-being in Asian indigenous religious groups. The studies provide valuable insights into the complex relationship between religion, spirituality, and psychological processes. Another paper presents research on topics including the effects of meditation on brainwave patterns, religion and coping with cancer, beliefs in tempting fate, leaving destructive cults, religious coping and life satisfaction in Latinx individuals, religion and just world beliefs, and a comparison between Nirvana in Buddhism and self-actualization in psychology. These studies offer valuable insights into the intersection of religion and psychology and their potential implications for individuals and communities. [Extracted from the article]

Background: Immersive VR is still rarely used as an intervention for meeting the affective end goals of student learning despite its positive impact on affection. Also, studies regarding the use of immersive VR as an intervention for affective achievement in broader educational contexts are still lacking. Objectives: This study aimed to examine the effect of immersive VR and perspective‐taking on presence and empathy. Methods: A total of 148 pre‐service teachers participated in experiments, using either a head‐mounted display or a flat screen device to view two VR videos with different perspective‐taking affordances. This study used a mixed design with one between‐subject variable of immersion level and one within‐subject variable of perspective‐taking to explore how immersive VR experiences influenced participants' perceived level of presence and empathy. Results and Conclusions: The results showed that the level of immersion affects perceived presence, but it was the type of perspective‐taking that affects empathetic reactions. We also found an interaction effect between immersion levels and perspective‐taking. The direct embodiment in VR combined with high immersion produced stronger empathy than with low immersion, while the perspective of an observer was better in evoking empathy when experienced with low immersion. Implications: This study gives a guidance on how to take advantage of this new technology in educational settings, and apply it to instructional activities to enhance students' empathy. In addition, it could serve as a reference when developing or introducing educational contents with respect to the types of contents that are more effective in educational settings. Lay Description: What is already known about this topic: The use of immersive virtual reality (VR) has gained increasing attention for its potential to increase students' engagement, interest, and motivation in education.The use of head‐mounted displays (HMDs) increases the level of perceived presence.Perspective‐taking promotes the development of empathy.The importance of empathy has been recently emphasized more in education. What this paper adds: The high immersive VR with an HMD increased the level of perceived presence among pre‐service teachers.The type of perspective‐taking provided in VR content affects the level of empathic reactions.The direct embodiment in VR combined with high immersion produced stronger empathy than with low immersionThe perspective of an observer was better in evoking empathy when experienced with the low immersive VR. Implications for practice and/or policy: Immersive VR when integrated into instructional practices would help students to develop empathy.It is important to select appropriate VR devices and content for designing interventions and maximizing educational benefits. [ABSTRACT FROM AUTHOR]

As political polarization increases across many of the world's established democracies, many citizens are unwilling to appreciate and consider the viewpoints of those who disagree with them. Previous research shows that this lack of reflection can undermine democratic accountability. The purpose of this paper is to study whether empathy for the other can motivate people to reason reflectively about politics. Extant studies have largely studied trait‐level differences in the ability and inclination of individuals to engage in reflection. Most of these studies focus on observational moderators, which makes it difficult to make strong claims about the effects of being in a reflective state on political decision making. We extend this research by using a survey experiment with a large and heterogeneous sample of UK citizens (N = 2014) to investigate whether a simple empathy intervention can induce people to consider opposing viewpoints and incorporate those views in their opinion about a pressing political issue. We find that actively imagining the feelings and thoughts of someone one disagrees with prompts more reflection in the way that people reason about political issues as well as elicits empathic feelings of concern towards those with opposing viewpoints. We further examine whether empathy facilitates openness to attitude change in the counter‐attitudinal direction and find that exposure to an opposing perspective (without its empathy component) per se is enough to prompt attitude change. Our study paints a more nuanced picture of the relationship between empathy, reflection and policy attitudes. [ABSTRACT FROM AUTHOR]

"Mercy" holds a well‐established place in the discourse on assisted death (AD), with mercy rhetoric used by both proponents and opponents of AD alike. In this paper, I interrogate the relationship between mercy, mercy killing and AD. Appeals to mercy introduce an ambiguity that carries implications for the enduring debate about healthcare professionals' participation in this controversial practice. The term "mercy killing" is used at different times to mean all of the following: killings that are acts of punitive leniency, killings motivated by pity, killings motivated by compassion, and acts of voluntary, involuntary and nonvoluntary euthanasia. I argue that killings that are acts of punitive leniency "track" a conceptually useful understanding of mercy and, by extension, mercy killing. However, if mercy is understood in this way, then "mercy killing" is a problematic way of characterizing physician‐AD. While reference to mercy killing has been weeded out of AD legislation over time, the same cannot be said of public discourse, where the debate about physicians' character—and the locus of power with respect to who gets to decide when a life can rightly be ended—continues. [ABSTRACT FROM AUTHOR]

Purpose: To identify whether compassion-focused therapy (CFT) or compassion-based interventions are effective in improving self-esteem., Methods: Databases (CINAHL, MEDLINE, and PsycINFO) were searched, along with OpenGrey literature. Experts were also contacted and handsearching of reference lists and citing articles undertaken. To be eligible, papers had to include an intervention identified as being compassion-based and mention 'self-esteem' as a variable or outcome. Papers were quality appraised using the Mixed Methods Appraisal Tool. Data were analysed using a random-effects meta-analysis model, with sensitivity analysis conducted in relation to the quality of studies., Results: Ten eligible papers were identified. Within-group analysis of data from eight studies demonstrated a medium, significant overall effect size (g = 0.56, 95% CI [0.19-0.93], z = 3.54, p < .001), which increased slightly and remained significant (g = 0.61, 95% CI [0.05-1.17], z = 2.82, p = .005) when the lowest quality studies were removed., Conclusions: Compassion-focused therapy or compassion-based interventions may be effective in improving self-esteem. However, there is large clinical and methodological heterogeneity amongst studies making further conclusions difficult., Practitioner Points: CFT/compassion-based interventions appear to be effective in improving self-esteem. Transdiagnostic concepts (such as low self-esteem and compassion-focused therapy) should be considered in supporting people with their mental health., (© 2020 British Psychological Society.)

In this paper, we highlight how restorying with preservice secondary English language arts teachers can encourage them to explore what is possible with mandated texts, like those found in the canon, for diverse world building centered in empathy, self‐exploration, and justice. Findings highlight the critical reflective process preservice teachers engaged in as they restoryed canonical texts. These findings highlight and how preservice teachers can use restorying as a way to engage the self and others for more inclusive storytelling. Finally, the authors argue that in oppressive spaces that seek to silence marginalized voices, restorying can act as a subversive tool to engage in work that bends toward justice. [ABSTRACT FROM AUTHOR]

The growing competition among charity organizations provides individuals with a wide selection of ways how to support specific social causes. Donations to charity and purchase of cause‐related products are two forms of pro‐social behaviors that receive the most attention from researchers and practitioners. Though their aim (to help others) and many characteristics of campaigns are similar, usually these behaviors and factors affecting them are studied separately, using different theoretical backgrounds. This paper aims to investigate these two behaviors together on the basis of identity theory and analyze how moral identity and moral emotions impact them. Based on a survey of 571 respondents, SEM analysis disclosed the positive impact of the moral identity dimension internalization on the intention to purchase cause‐related products (a private prosocial act), whereas the impact of the symbolization dimension on the intention to donate (a public prosocial act) was not revealed. The results also show that purchase intentions of a cause‐related product are influenced by empathy, while donation intentions are influenced by guilt. The results indicate that although both behaviors can be explained using the same theoretical background (identity theory), the factors triggering them vary. Additionally, this study proposes several implications for non‐profit organizations and cause‐related marketing campaigns on how to make charity advertisements more appealing and increase consumers' direct and indirect donations. [ABSTRACT FROM AUTHOR]

This paper addresses the possible effects of psychedelic drugs, notably psilocybin, on moral bio‐enhancement (MBE). It will be argued that non‐psychedelic substances, such as oxytocin, serotonin/serotonin reuptake inhibitors, or vasopressin, have indirect effects on M(B)E, whereas psilocybin has direct effects. Additionally, morality and happiness have been shown to operate in a circularly supportive relationship. It will be argued that psilocybin also has more direct effects on the augmentation of human happiness than non‐psychedelic substances. Hence, psilocybin multiplies its effects on morality and on moral enhancement (as well as on happiness) if compared with non‐psychedelic substances. Still, caution is advised if psilocybin is being used, and the correct dosage should be prescribed by an appropriate physician. Furthermore, the use of psilocybin has additional effects on moral enhancement and happiness if combined with meditation, preferably under the guidance of an experienced meditation specialist. [ABSTRACT FROM AUTHOR]

The unique linguistic profile of autistic people urges linguists to address the divergences in human language, its acquisition and use among major linguistic perspectives. Fitting with the dual roles of language (thought and communication), this paper adopts an internal pragmatic competence (IPC) and a (similar) pragmatic competence for external communication (PCEC) to elucidate how autistic linguistic profile discloses the divergences between nativism and constructionism on language use and acquisition (ultimately language proper). IPC justifies why autistic people resort not to mind‐reading but to self‐sufficient mental interactions among organism‐internal submodules or nearly intact grammatical subsystems when abstractly processing linguistic and communicative needs, contra constructionists' assumption of sole intersubjective language use. PCEC, required for facilitating the authentic intersubjective language use, explains how the dysfunction of modular interactions and their interactions with outside contexts leads to autistics' sociopragmatic impairment and the double empathy gap. In this way, the divergences, along with the possible reconciliation between the two perspectives, can be expounded. [ABSTRACT FROM AUTHOR]

There is a strong evidence base that demonstrates the beneficial impact of engaging in therapeutic writing tasks, often with reference to the successful emotional processing of traumatic life events. This paper looks to explore the experiences and impact of a community‐based therapeutic expressive writing group, which embraced a direct psychoeducational model to enhance emotional well‐being in a group of women. From an experiential qualitative position that embraces a "hermeneutics of empathy", this study uses a thematic analysis (TA) methodology (informed by the work of Braun & Clarke (2013) to explore the group members' narratives obtained through semistructured interviews. The study reveals the significance of a number of key factors, including the importance of the group setting, the identification of core therapeutic writing activities, the beneficial impact of skilled and supportive therapist facilitation, and the emotional value in "letting go" of unhelpful thoughts and feelings in order to strengthen psychological well‐being and resilience. The findings have important implications for service commissioning and the proactive delivery of effective time‐limited, low‐cost mental health interventions within primary settings across society. [ABSTRACT FROM AUTHOR]

Empathy is generally considered important because it is linked to prosocial helping behaviors. To the extent that humans are thought to be social creatures, empathy is regarded as an important component of our general well‐being. Meanwhile, empathy skeptics argue that empathy is not as important as its proponents believe. While there is philosophical debate about the appropriate place for empathy in moral judgment, empathy is a taken‐for‐granted, good‐making feature of moral deliberation in healthcare. In this paper I offer an account of empathy and a critique of its moral significance before thinking specifically about the role that empathy plays in medicine. Finally, I offer a hypothetical case to show that in order to fully appreciate the skeptical position, empathy's role in health justice should be understood in the context of structural injustice. Although I ultimately defend the importance of empathy in healthcare environments, I show that any conception of empathy in healthcare should take seriously reasons for skepticism about empathy, notably its susceptibility to bias against disfavored groups. [ABSTRACT FROM AUTHOR]

Copyright of Ethos (00912131) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 2023 State of the Science guest editors (and colleagues) reflect on the many definitions of quality and challenges created for a field that emphasises quality improvement. [ABSTRACT FROM AUTHOR]

Empathy is a form of emotionally charged imaginative perspective‐taking. It is also the unique source of a particular form of understanding, which I will call humane understanding. Humane understanding consists in the direct apprehension of the intelligibility of others' emotions. This apprehension is an epistemic good whose ethical significance is multifarious. In this paper, I focus on elaborating the sense in which humane understanding of others is non‐instrumentally valuable to its recipients. People have a complex but profound need to be humanely understood. Because we respond to others' very real need when we pursue this sort of understanding of their emotions, empathy is best understood as itself a way of caring, rather than just a means to promote other caring behavior. [ABSTRACT FROM AUTHOR]

Background: Patients intoxicated after abusing illicit drugs constitute a significant proportion of patients cared for in intensive care units. Intensive critical care nurses who nurse accidentally intoxicated patients face complex and demanding situations, and there is a lack of studies regarding this topic. Aims and objectives: To illuminate Swedish intensive critical care nurses' experiences of nursing accidentally intoxicated patients after abuse of illicit drugs. Design: A qualitative design with an inductive approach was used. Methods: Semi‐structured interviews were conducted with eight intensive critical care nurses at an intensive care unit in Sweden. Data were analysed using qualitative content analysis. Findings: The themes found illuminate intensive critical care nurses' experiences of nursing accidentally intoxicated patients after their abuse of illicit drugs: feeling empathy and a wish to provide dignified care; dreading nursing the patient and feeling a lack of empathy; feeling frustration and questioning the care; lacking knowledge about a complex and challenging situation. Conclusions: It is essential to respond to intoxicated patients with empathy and dignity. Intensive critical care nurses should learn how to identify factors that lead to provocation and agitation in order to reduce the occurrence of dangerous situations in intensive care units. Relevance to clinical practice: To create a caring environment where the interaction becomes more positive and harmonious, an intensive care nurse needs a deep understanding of what a drug abuse disorder means. Moreover, the ability to see the person behind the abuse and to provide non‐judgemental support is required. What is known about this topicPatients intoxicated after abuse of illicit drugs constitute a significant proportion of patients cared for in ICUs worldwide.Intensive critical nurses who nurse accidentally intoxicated patients face complex and demanding situations, and few studies have addressed this topic.What this paper contributesIt is essential to respond to intoxicated patients who are admitted to the ICU with empathy and dignity, as well as to learn how to identify factors that lead to provocation and agitation in order to reduce the occurrence of dangerous situations.Education is warranted and must be enhanced, including knowledge about drug abuse and training in communication and empathyNursing should include an understanding of what the disease of drug abuse means and the development of the ability to see the person behind the abuse and to provide non‐judgemental support. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Analytical Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Previous research on open‐mindedness, whether by critical thinking researchers, philosophers of education, or intellectual virtue theorists, has not sufficiently addressed the challenge posed by cognitive bias, particularly motivated reasoning. How can students develop their open‐mindedness when they are often motivated to preserve their prior beliefs? In this paper, James Southworth proposes a theory of open‐mindedness that attempts to confront the problem of motivated reasoning. He argues that to be open‐minded is to be receptive to ideas that challenge one's prior beliefs. He discusses two central and interrelated aspects of receptivity: (1) a motivation toward the truth, and (2) an ability and disposition to take on the perspective of an individual(s) who holds an opposing belief. While open‐mindedness includes cognitive, affective, and motivational dimensions, Southworth argues that it is narrow in scope. Open‐mindedness does not concern neutral scenarios. Moreover, open‐mindedness does not require the ability to reason well. Southworth concludes by considering some practical implications of this account with respect to reading and writing practices in higher education. [ABSTRACT FROM AUTHOR]

This paper examines the views and attitudes of senior female executives in Greek advertising agencies. Using intersectionality as a theoretic lens, the authors study the intersection of sex, age, profession, and ethnicity, within a patriarchal, Southern European society and a male dominated industry. Research findings from 12 interviews reaffirm the motherhood penalty but also demonstrate how successful women refuse to be part of the boys' club, deconstruct the male stereotype, and engage in fierce counter‐stereotyping while showing lack of solidarity and empathy toward other women. After years at the intersection of two male‐dominated cultural contexts, these women have limited visibility of the barriers they encounter and see themselves as an embodied exception proving the rule, not as agents of change. Thus, individual success leads to collective defeat and to the prevalence of male dominance. This research contributes by presenting the view of successful women in adverse intersections, who demonstrate accumulated frustration, lack of collective gender consciousness, and lack of a sense of self‐fulfillment. The paper calls for further research that combines intersectionality with emotional transfers and defense mechanisms; research that explores the influence of intersectional conscientiousness, especially in the southern context. [ABSTRACT FROM AUTHOR]

Supportive family members appear to be an important source of compassion and allyship for their transgender loved ones, and yet there is little research on the family members themselves. With growing recognition, researchers are increasingly focusing on these perspectives, yet there remains a dearth of literature that incorporates the perspectives of people with transgender parents. In this paper, I use 20 in‐depth, semi‐structured interviews to assess the empathetic self‐constructions of participants as they describe their love and support for their transgender parent, while examining potential dangers of support that is underpinned by traditional norms related to gender, sexuality, and family. I introduce cisnormative empathy to identify this phenomenon, acknowledging the importance of empathy as a precursor to support and acceptance, while exploring how empathetic self‐constructions combined with actions underpinned by cisnormativity may be counterproductive to the needs of transgender loved ones and the transgender community as a whole. I suggest that additional supports for transgender people's loved ones are needed to help explore complicated emotions while also challenging cisnormative ideologies. [ABSTRACT FROM AUTHOR]