Difference Between Search & Browse Methods in Odoo 17
Empathic Anger, Service Learning, and Civic Education
1. EMPATHIC ANGER,
SERVICE LEARNING,
& CIVIC ENGAGEMENT
Ashley Hedgepath and Robert Bringle, Appalachian State
University
Patti Clayton, PHC Ventures and UNC Greensboro
2014 PACE Conference
February 5, 2014
University of North Carolina Wilmington
2. EMPATHY AND SERVICE
LEARNING
Students who engaged in SL...
• Showed greater empathy and cognitive
complexity than comparison groups
(Courneya, 1994)
• Reported greater acceptance of cultural
diversity (Melchoir, 1999; Berkas, 1997)
•Reported higher postproject empathy scores
compared to other students (Lundy, 2007)
•Were significantly more likely to express
empathy in their reflective writing than the
students who did not participate in SL
(Wilson, 2011)
3. WHY SERVICE-LEARNING
IMPROVES EMPATHY
Students break the barriers between
themselves and the people with
different needs, diversity of culture, and
opportunities.
They don't limit themselves to feeling
and thinking about empathy only.
Instead, they act on it, and this action
allows empathy to integrate as a real
attitude.
5. EMPATHIC ANGER
Trait Empathic Anger
(TEA) Scale (Vitaglione &
Barnett, 2003)
“I get angry when a friend
of mine is hurt by
someone else.”
“I feel angry for other
people when they have
been victimized by others.”
Findings:
Empathic anger is
unique from empathy
as sadness
Reliable effects of
empathic anger on
prosocial desires
6. METHODS
Participants: N = 152 students
Questionnaire:
REA—Hedgepath, Wall, & Bringle
Volunteer Functions Inventory:
Interpersonal Reactivity Index (Empathy)
– Davis
Social Dominance Orientation – Pratto et
al.
Aggression questionnaire – Beck & Perry
7. MEASUREMENT
The Revised Empathic Anger (REA)
Scale
8-item self-report measure
“My anger towards inequality has motivated
me to take action against it.”
“Problems like social injustice make me mad,
so I volunteer to help resolve them.”
8. A civic-minded graduate is one who
a)is formally educated and
b)has the capacity and orientation to
work with others
c) in a democratic way
d)to improve the community
DEFINITION OF A CIVIC
MINDED GRADUATE
10. MEASUREMENTS
• transfer of resources to those in need
Charity
• working together to address a problem
Project
• empowering the disenfranchised to
change the system
Social Change
Morton’s Types of Service
11. MEASUREMENT
Volunteer Functions
Inventory (VFI): self-report
measure examining the
functional motives for
volunteering (Clary & Snyder)
Protective Motives
• a way of protecting the ego from
the difficulties of life
Values
• a way to express ones altruistic and
humanitarian values
Career
• a way to improve career prospects
Social
• a way to develop and strengthen
social ties
Understanding
• a way to gain knowledge, skills, and
abilities
Enhancement
• a way to help the ego grow and
develop
12. MEASUREMENTS
Interpersonal
Reactivity Index
(IRI; Davis, 1983):
measure of
dispositional empathy
that takes the notion
that empathy consists
of a set of separate
but related
constructs.
the tendency to spontaneously adopt
the psychological point of view of
others
Perspectiv
eTaking
Tendency to transpose themselves
imaginatively into the feelings and
actions of fictitious characters in
books, movies, and plays
Fantasy
"other-oriented" feelings of sympathy
and concern for unfortunate others
Empathic
Concern
"self-oriented" feelings of personal
anxiety and unease in tense
interpersonal settings)
Personal
Distress
13. MEASUREMENTS
Social Dominance
Orientation (SDO)
Scale: measure of
individual differences in
levels of group-based
discrimination (Pratto et al.)
“Some groups of people
are simply inferior to
other groups.”
“It’s OK if some groups
have more of a chance
in life than others.”
“To get ahead in life, it is
sometimes necessary to
step on other groups.”
14. MEASUREMENTS
Aggression: measure of physical
aggression, verbal aggression, anger and
hostility (Buss & Perry)
Physical
Aggression
• Given
enough
provocation,
I may hit
another
person.
Verbal
Aggresion
• I often find
myself
disagreeing
with people
Angry
Aggression
• I have
trouble
controlling
my temper.
Hostility
• I am
suspicious of
overly
friendly
strangers
15. RESULTS
(Wall, Hedgepath, & Bringle, 2013)
Correlations
Positive Negative
Empathy
subscales (IRI)
Aggression
Altruism Social
Dominance
Orientation
Past
Involvement w/
Community Orgs
The CMG Scale
16. CORRELATIONS OF REA
WITH MORTON’S TYPES OF
SERVICE
Charity/
Direct
Service
.14
Projects
.26*
Social
Change/
Advocacy
.53**
.14
17. IMPLICATIONS
A new perspective on a motive for
service that has not been in the service
learning literature.
Although based on anger, it is distinct
from aggressive responses
Empathic anger is clearly aligned with
concern for others
18. “It is not enough for
people to be angry.
[…] The supreme
task is to organize
and unite people so
that their anger
becomes a
transforming force.”
-Dr. Martin Luther King, Jr.
19. QUESTIONS ABOUT EMPATHIC ANGER
IN TEACHING
Have you seen empathic
anger in your work with
students?
20. QUESTIONS ABOUT EMPATHIC ANGER
IN TEACHING
Should empathic anger be
an educational objective in a
service learning course?
a)If so, how can it be
developed?
21. QUESTIONS ABOUT EMPATHIC ANGER
IN TEACHINGHow should courses be
designed to develop
empathic anger?
How should reflection be
structured for empathic
anger?
23. FUTURE RESEARCH
QUESTIONS
Anger is produced when goals are
threatened, but the threat can be
overcome (Mackeun et al., 2010)
If the threat is perceived as too large to reasonably
overcome, the result is often motivational
ambivalence (Cameron & Payne, 2009)
So…
What is the relationship between self-
efficacy and the arousal of empathic
anger?
How can we help students feel more efficacious?
24. FUTURE RESEARCH
QUESTIONS
What is the relationship between
empathic anger and prosocial behavior
(beyond behavioral intention or self-
reports)?
Learning through empathy is a powerful way to come to new understandings.Various research studies demonstrate ways in which SL motivates, inspires, and also strengthens empathy.Lundy-- Service-learning students demonstrated higher post-project empathy scores compared to other students. No differences between the groups' pre-project empathy scores, so the benefit of SL was not due to any preexisting differences between the groups. Only the SL students demonstrated a significant increase in empathy scores between the beginning and end of the semester. Scores actually went down for the other two groups. Thus the increase in empathy appears to be a positive outcome of students' SL experiencesWilson -- Students who interacted with people in need (made an emotional connection) and were motivated to help expressed a new understanding of the people and their needs. Not only did they identify with the people, but they felt compassion for them, and this emotional connection gave them the impetus to help.Once they had this connection, their stereotypes and naïve judgments were reduced. This is consistent with other research on empathy
Jeremy Rifkin:The walls separating classrooms and communities are breaking down. In the past 20 years, American high schools and colleges have introduced service-learning programs into the curriculum—a deeply collaborative learning experience. The exposure to diverse people from various walks of life has spurred an empathic surge among the nation's young people. Studies indicate that many students experience a deep maturing of empathic sensibility by being thrust into unfamiliar environments where they are called upon to reach out and assist others. Such experiences are often life-changing, affecting students' sense of what gives their lives meaning. Empathic Education: The Transformation of Learning in an Interconnected World by Jeremy Rifkin. Personal development can be fostered by service-learning assignments that include opportunities to interact with people in need so that understanding through empathy is likely to be experienced.
Although psychologists have examined anger primarily as a motivator of aggressive behaviors (for reviews, see Bell & Baron, 1990; Berkowitz, 1989), recent findings by Tangney and her colleagues (Tangney, Hill-Barlow, et al., 1996; Tangney, Wagner, Hill-Barlow, Marschall, & Gramzow, 1996; see also Martin et al., 1999) have indicated that people respond to feelings of anger in a variety of ways, many of which are not only nonaggressive, but positive and constructive.sympathetic distress:when the cause is beyond the victim's control; e.g., accidentsInjustice: when a discrepancy exists between the victim's character & the victim's fateEmpathic anger: when someone else is the cause.
Give a fish. Teach to fish. Make room at the riversocial psychologist UrieBronfenbrenner (1979) lamented that it had become possible "for a person 18 years of age to graduate from high school without ever having had to do a piece of work on which somebody else truly depended [..] and without ever having comforted or assisted another human being who really needed help” ... He concluded, "No society can long sustain itself unless its members have learned the sensitivities, motivations and skills involved in assisting and caring for other human beings." young people's disengagement with the social and political world has become more serious over the past several decades. The result for these youths is incivility and apathy as well as a lack of confidence that they can make a difference to others and to the world as a whole.These findings are alarming because our democratic culture and social wellbeing depend on the renewing energy of young people who have the sensitivities and vision to help create a better world. Indeed, the very fabric of our national community depends on the degree to which we care about and treat each other with respect and civility.Nurturing a democratic culture and a civil society was the central mission of public education at its inception. Although we often pay lip service to this goal today, we have not invested the necessary energy, thoughtfulness or financial support to ensure its effective implementation.
Since the process of experiential learning includes being reflective and forming new understandings, there is an expectation that someone involved in this type of learning will be changed and have new perspectives. SL also involves reflection with the added component of students serving to meet community needs. Research has shown that reflection is critical to the learning process associated with SL ([5] Eyler and Giles, 1999). Both the SL students and the BD students did reflective writing and discussion. In fact, the BD groups spent four class sessions in reflective discussion about the book while the SL students were excused from those classes. So if reflection alone was the primary influence for the development of perspective, empathy, and self-knowledge, the results should have shown that the BD group gained more in these understandings. But since the SL students expressed more of each type of understanding, there must be other factors that are critical.