Open Collections

A comparison of intuitive, inferential, and intuitive-inferential methods of training empathy

University of British Columbia

This study presents three empathy training methods and compares the results against each other and against the results from an at home control group. The training was based on the idea that empathy consists of both an intuitive and an inferential component. Training in intuitive techniques was expected to improve empathy as was training in inference. However, a combination of these two methods was expected to be superior in improving empathy scores. The subjects were 38 University of British Columbia students from psychology, education and English. (Intuition N = 8, Inference N = 10, Combination N = 8, Control N = 10). All subjects were pre- and post-tested on three measures, the Jones-Mohr Listening Test, the Carkhuff Discrimination Empathy Test and the Kagan Affective Sensitivity Scale. Average gain scores were calculated for each group and testing method, and t-tests were used to compare the results. It was found that the inference training improved empathy on two of the three measures and that intuition training did not improve empathy on any of the measures. Combination training was highly significant when compared to the control, but there were variable results when compared to the inference and intuition methods. Speculation was offered to explain the results. It was thought that the different testing methods tapped different components of the empathy construct. The discrepant results of the combination group on the Carkhuff measure were explained using anecdotal evidence. Further research was recommended to clarify the relation of fantasy and imagery to empathy. It was also suggested that it would be important to control for age and intelligence to determine their effects on empathy.

Text

2010-05-25

For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.

http://hdl.handle.net/2429/24998

Counselling Psychology

University of British Columbia

Graduate