Cultivating Empathy

Inspiring Health Professionals to Communicate More Effectively (Revised Edition)

Kathleen Stephany

• Publisher: Bentham Science Publishers
• Year: 2003
• Print ISBN:
  9789815036503
• eBook ISBN:
  9789815036480
• Topic: Social Sciences
• Subtopic: Sociology
• Index: Social Sciences

Research demonstrates that even if empathy – the capacity to perceive or share emotions with other beings or objects – is not part of a person's communication skill set, it can be taught. Empathy can, therefore be viewed as an acquired communication skill. Cultivating and practicing the skill of empathy among health care providers enhances the quality of care experienced by their patients which, in turn, can even improve work satisfaction for health care providers.
Many communication textbooks or manuals for care giving professions primarily focus on specific communication skills and techniques. Cultivating Empathy takes a different approach; the book sets empathy as the foundation of all therapeutic interactions and teaches the reader to learn the art of empathy by using constructive approaches and research findings from social sciences and neuroscience.
Cultivating Empathy is perfect for any student or practicing health care professional who has felt that there was an absence of rapport when interacting with clients or patients and their families. Real case narratives, dynamic interactive exercises and simulation techniques are also provided in this text to assist helpers to learn how to be more empathetic. Readers will gain awareness about human and emotional aspects of patient care, which will hopefully make a positive contribution to their professional practice.

A Historical Definition of Empathy from the Perspective of Philosophy, Psychology & Neuroscience

Kathleen Stephany

Abstract

This book is unique because it promotes empathy as the foundation of all therapeutic interactions and teaches how to be empathetic. The chosen methodology for this book is Phenomenology. The key method for data collection are narratives and the underlying theoretical premise for data analysis is the ethic of care. The important association between the ethic of care and empathy is explained. The concept of empathy is historically explored from a philosophical, psychological, and Social Neuroscience perspective. Terms that are closely aligned with empathy, such as benevolence and compassion, are carefully delineated. Positive Psychology is introduced as a new and crucial focus that emphasizes positive emotions. It is pointed out that whereas traditional empathy is primarily focused on the identification with troubling feelings with the goal of helping people feel better, positive empathy is a therapeutic response that emphasizes emotions like joy and contentment. Emotional intelligence or the ability to read others’ feelings is deemed necessary for empathy. The intelligence quotient (IQ) and emotional quotient (EQ) are both essential for success. In the Case in Point, subjective perceptions of empathy in practice are shared by different helping professionals. A closing simulation exercise focuses on practicing active listening, reflection and nonverbal cues, followed by mock scenarios on how to tell the difference between sympathy and empathy.

Keywords: Active listening, Behavioural approaches, Benevolence, Code-recode, Compassion fatigue, Compassion, Cultural intelligence, Emotional intelligence, Emotional quotient (EQ), Empathy, Ethic of care, Flourishing, Intelligence Quotient (IQ), Member-check, Methodology, Method, Mirror neurons, Moti-vation, Narratives, Non-verbal communication, Phenomenology, Philosophy, Psychoanalytical theory, Psychology, Person-centred Humanistic Psychology, Positive emotions, Positive empathy, Positive Psychology, Reflection, Reflex-ivity, Self-awareness, Self-awareness, Self-Psychology, Self-regulation, Social intelligence, Social Neuroscience, Social skills, Traditional empathy.

LEARNING GUIDE

After Completing this Chapter, The Reader Should be Able to:

• Become aware of why a book on empathy is needed.
• Gain an understanding of the rationale concerning the methodology, method and theoretical premise for the research data utilized in this book.
• Explore the concept of empathy from a philosophical viewpoint.
• Understand the key differences between empathy and sympathy.
• Draw a connection between empathy and the ethic of care.
• Review how two prominent 20^th Century Psychologists influenced empathy.
• Be able to identify the similarities and differences between terms that are closely aligned with empathy such as benevolence and compassion.
• Be introduced to Positive Psychology and flourishing.
• Compare traditional empathy with positive empathy.
• Gain an awareness that the intelligence quotient (IQ) and emotional intelligence/ quotient (EQ) are both deemed necessary for success.
• Compare & contrast emotional intelligence, social intelligence and cultural int-elligence.
• Establish the relationship between emotional intelligence and positive Psychology.
• Appreciate what recent research in Social Neuroscience tells us about empathy.
• Review the Case in Point: Subjective perceptions of empathy in practice.
• Enact the Simulation Role Play: Mrs. Jones experiences a recent loss.

INTRODUCTION

“When we honestly ask ourselves which person in our lives mean the most to us, we often find that it is those who, instead of giving advice, solutions, or cures, have chosen to rather share our pain and touch our wounds with a warm and tender hand.” Henri Nouwen, author of The Road to Daybreak: A Spiritual Journey.

This book is unique and different from many other communications manuals because it promotes empathy as the foundation of all therapeutic interactions and teaches health professionals how to be empathetic. This introductory Chapter forms the foundation for the rest of the book. The chosen methodology is Phenomenology, the key method for data collection are narratives, and the ethic of care is the underlying theoretical premise for data analysis. The crucial association between the ethic of care and empathy is established, followed by a discussion of how empathy evolved historically. Terms that are closely aligned with empathy are compared. The link between empathy, positive Psychology and emotional intelligence is identified along with recent research evidence from Social Neuroscience. Subjective perceptions of empathy in practice are reviewed in the Case in Point and a simulation role play focuses on caring for a client who has experienced a recent loss. Mock scenario exercises are also recommended to differentiate between statements that are sympathetic versus empathetic.

WHY A BOOK ON EMPATHY IS NEEDED

Empathy, described in the most simplistic form, is the ability to identify with and understand what another person is truly experiencing (Shafir, 2008) (Fig. 1.1). A book on empathy is needed because although empathy has been determined to be crucial in establishing trust in the therapeutic relationship between health professional and client, there is considerable data to indicate that some health professionals act in ways that are not empathetic (Palese et al., 2011; Riess, 2018). Kuhl (2003) points out that although there are many physicians who are excellent communicators, some do not communicate in a compassionate manner. Other studies indicate that many doctors and nurses just do not know how to be empathetic (Hague & Waytz, 2011; Riess, 2018). Additional evidence suggests that many nurses may be inclined to avoid the use of empathy over the course of time as a form of emotional self-preservation (Mathieu & Cameron, 2007). Physicians have also been traditionally taught to detach themselves emotionally in order to sustain an attitude of objectivity and to protect them from over exposure to human loss and anguish (Decety et al., 2014). Being cautious has its benefits in that it can ward off compassion fatigue. Compassion fatigue occurs as a result of being continuously exposed to human suffering which causes the caregiver to distance themselves emotionally (Mathieu & Cameron, 2007). Chapter Eight explores the important topic of compassion fatigue and offers strategies to prevent and treat it when it occurs.

Fig. (1.1))
Do you understand me? Source: www.pixabay.com.

The good news is that research reveals that empathy can be taught and that it can improve work satisfaction for the health care provider (Palese et al., 2011). When a practitioner consistently acts in empathetic ways, study results indicate a decreased incidence of physician burnout; reduced personal distress, anxiety and depression; and increased life satisfaction (Decety et al., 2014; Goleman, 2006; Hague & Waytz, 2011; Klitzman, 2008). Being the recipient of empathy also improves the quality of care experienced by the patient (Palese et al., 2011). They have more favorable health outcomes, are more likely to follow health advice, and are less likely to complain or take legal action for suspected malpractice (Decety et al., 2014).

PHENOMENOLOGY AS METHODOLOGY

Methodology

in research consists of identifying the approach for gathering data b...

Table of contents

• Welcome
• Table of Content
• Title
• BENTHAM SCIENCE PUBLISHERS LTD.
• FOREWORD
• PREFACE
• ACKNOWLEDGEMENT
• DEDICATION
• A Historical Definition of Empathy from the Perspective of Philosophy, Psychology & Neuroscience
• When the Client/Patient Feels All Alone
• Why Empathy is Sometimes Lacking: The Influence of Environmental Factors
• Fostering Human Connection: What it Feels Like to Receive Empathic Care
• How to Be Empathetic?
• Demonstrating Empathy in Challenging Situations
• Making Trauma-Sensitive Practice & Trauma-Informed Approaches a Priority
• The Trauma & Emotional Stress Associated with Caregiving: The Importance of Fostering Resiliency
• GLOSSARY