Assessing the empathic potential of student teachers of the emotionally disturbed

Two instruments currently used to assess empathic ability of teachers are examined and found to be inaccurate measures for teachers of the emotionally disturbed. It is noted that empathy in teaching is different from that in psychotherapy, and that adaptation of instruments used in therapy is inappropriate for educators. Suggestions for identifying the empathic teacher of disturbed children, and recommendations for developing measuring devices, are offered.