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共感和对自我表达的反应 在青少年-家长双边关系中培养共感
Veren Gyapersad1, Werdie van Staden2
1Department of Psychiatry, University of Pretoria, Pretoria, South Africa; Centre for Ethics and Philosophy of Health Sciences, University of Pretoria, Pretoria, South Africa.
概括
与父母相比,青少年在训练后表现出更高的基线同情心和更大的自我消除同情心的改善. 两组人都表现出更多的同理心,青少年对自我消灭同理心培训 (SEET) 计划的反应更为显著.
科学领域:
- 发展心理学是发展心理学.
- 社会心理学 社会心理学
- 临床心理学 临床心理学
背景情况:
- 共感是一种关键的关系和发展现象.
- 有限的定量研究存在于青少年-家长双层中的同理心.
- 了解几代人之间的同理心差异对于发展研究至关重要.
研究的目的:
- 研究同理心作为一种关系和发展现象.
- 为了比较青少年和他们的父母之间的同理心水平和训练反应.
- 量化评估一个自我消灭的同情心培训 (SEET) 计划对青少年-家长对象的影响.
主要方法:
- 利用了一项随机对照试验中的112名参与者的数据 (56名青少年-家长二合体).
- 使用自发感应同情度量 (SEES),基本同情度量 (BES) 和人际反应指数 (IRI) 来进行测量.
- 在统计学上比较了基线同理心和对8周SEET计划的反应变化.
主要成果:
- 青少年在基本同情度量 (BES) 上表现出明显更高的基线分数.
- 青少年和家长在训练后的所有措施中都表现出更多的同情心.
- 在SEET之后,青少年在自我消灭的同情心中显著增加.
结论:
- 青少年似乎比他们的父母更有同情心,更容易对SEET做出反应.
- 父母参与SEET也导致了同情心的增加,与青少年一起做出反应.
- 该研究强调了同理心发展和培训响应能力的代际差异.
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