Browsing by Subject "Empathy"

Christian teachers lead godly change in the lives of people whom they influence. The preparation of people to lead as teachers in the church requires the development of inner character that is consistent with Christian purposes. One of the fundamental attributes of this sort of character is empathy because it engages the heart in all of its dimensions. My argument in this thesis is that the qualities of empathy can be used as a means to highlight specific practices and skills that Christian teachers need. Helping Christian teachers to cultivate such practices and skills provides them with a more sustainable foundation than any set of teaching techniques found in teacher training materials. This approach enables the church’s education program to effectively shape people’s hearts to follow Christ and serve one another.

Drawing upon a broad selection of literature that includes narrative theology, adult educational philosophies, developmental psychology, and business leadership perspectives, this study begins by examining the nature of empathy and spiritual practices. I propose that a teaching ministry is most effective when it encompasses two specific practices that cultivate identity and integrity. A practice of formative presence highlights the incarnational nature of the teacher’s role and identity, and a practice of resilient trust establishes a framework for building and sustaining integrity. Both of these are patterns of communal action in which the benefits of God’s presence and power are made available to people. Furthermore, these practices depend on some underlying skills that help Christian teachers develop empathy. My discussion includes three specific skills: reception is a collaboration between people that communicates acceptance and understanding; reflection is a way of fostering shared meaning-making; and response is a type of action that expresses accountability with collective wisdom. When these practices and skills are wrapped in empathy and empowered by God’s Spirit, godly character and shared learning are cultivated in both teachers and students.

Christian teachers lead godly change in the lives of people whom they influence. The preparation of people to lead as teachers in the church requires the development of inner character that is consistent with Christian purposes. One of the fundamental attributes of this sort of character is empathy because it engages the heart in all of its dimensions. My argument in this thesis is that the qualities of empathy can be used as a means to highlight specific practices and skills that Christian teachers need. Helping Christian teachers to cultivate such practices and skills provides them with a more sustainable foundation than any set of teaching techniques found in teacher training materials. This approach enables the church’s education program to effectively shape people’s hearts to follow Christ and serve one another.

Drawing upon a broad selection of literature that includes narrative theology, adult educational philosophies, developmental psychology, and business leadership perspectives, this study begins by examining the nature of empathy and spiritual practices. I propose that a teaching ministry is most effective when it encompasses two specific practices that cultivate identity and integrity. A practice of formative presence highlights the incarnational nature of the teacher’s role and identity, and a practice of resilient trust establishes a framework for building and sustaining integrity. Both of these are patterns of communal action in which the benefits of God’s presence and power are made available to people. Furthermore, these practices depend on some underlying skills that help Christian teachers develop empathy. My discussion includes three specific skills: reception is a collaboration between people that communicates acceptance and understanding; reflection is a way of fostering shared meaning-making; and response is a type of action that expresses accountability with collective wisdom. When these practices and skills are wrapped in empathy and empowered by God’s Spirit, godly character and shared learning are cultivated in both teachers and students.

My dissertation aims to show that sympathy, when well-cultivated, is adequate to motivate and produce altruistic behavior in a consistent and reliable manner. I do so by creating a dialogue between the Chinese and Western philosophical traditions. I define sympathy as a four-dimensional emotion—including perceptive, visceral, motivational and cognitive aspects. I argue that sympathy in its mature stage is capable of motivating people in a consistent manner, and its role in morality cannot be replaced by other emotions. In addition, I argue that the leap from an unstable reaction to a mature, consistent and reliable emotion is made through proper cultivation. Cultivational methods such as ritual practice, rational persuasion, self-cultivation, etc. are discussed and evaluated. I also discuss the limitations of sympathy and its cultivation towards the end of the dissertation.

There is increased need for mental health support on college campuses: existing campus resources are increasingly unable to meet the mental health needs of their undergraduate communities. There is also increased preference from students for some forms of emotional support to come from peers. Peer support programs, in which students act as supportive listeners towards their fellow students, are increasingly common on college campuses, but the uptake and utility of these programs is not routinely examined. There is also a need to ensure that the mental health of students providing support is protected. Providing support for peers can be a positive source of meaning and life purpose, but also a source of perceived stress, emotional exhaustion, and, potentially, burnout. If such programs are to be developed and disseminated, it is critical to understand the mechanisms whereby communicating with a peer in a moment of distress can improve mental health outcomes. This dissertation aims to address the critical need of identifying key components for sustainability by providing an updated review of the prevalence and nature of existing undergraduate peer support programs (Study 1), synthesizing research on the impact of providing peer mental health support (Study 2), and evaluating the acceptability and feasibility of a novel text-based peer support program with a sample of undergraduates (Study 3). We found that approximately 10% of institutions affiliated with the American College Health Association have a peer program dedicated to supporting student mental health. Moreover, there has been a recent surge of interest in these programs: over 50% of programs identified were founded in the last 10 years. However, there is limited data collection and even less peer-reviewed research on the impact of these programs for the students receiving and providing support. DukeLine, an innovative text-based peer support program, was designed, implemented, and assessed for sustainability. Peer coaches were trained through a for-credit, semester-long course taught within the Department of Psychology and Neuroscience and committed to providing peer support in two-person shifts for two semesters while enrolled in a practicum course with weekly group supervision. No coach reported experiencing significant emotional exhaustion and, on average, coaches report deriving moderate levels of meaning and purpose from their role as a peer coach. Over a quarter (29.73%) of students who reached out to DukeLine for support did so more than once and 88.89% of texters reported feeling extremely satisfied with the support they received. DukeLine offers a sustainable model for peer support programs targeting undergraduate mental health that is acceptable and feasible, for students who seek and provide support.

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This project advocates an urgent role for neurobiological evidence and models in the study of altruism. I argue for two claims: that neurobiological evidence should be used to constrain candidate scientific accounts of altruistic behavior, and that neurobiological techniques can be used to elucidate component mechanisms of altruistic behavior.

Chapter 1 reviews the historical progression of theories of altruism, and the empirical observations that motivated their development. A distinction is drawn between evolutionary altruism -- any self-sacrificial, fitness-reducing behavior, and psychological altruism -- self-sacrificial behaviors that are caused by psychological states like desire and motivation. Three theories of psychological altruism are described, and it is argued that the crucial difference between these theories is their conceptions of the role of affect in motivation, and how the processes of affect and motivation contribute to psychological altruism.

Chapter 2 describes dominant theories of motivation and the neurobiological and psychological mechanisms that support motivated behavior. Although the evidence is not conclusive, I argue that our best scientific models and neurobiological evidence support affective models of psychological altruism, and that other models are at best incomplete and possibly implausible in light of neurobiological considerations.

Chapter 3 introduces mind reading approaches to altruism, which argue that the capacity for altruistic motivations depends upon the capacity to represent the psychological states or circumstances of others. I conclude that altruism requires at a minimum the ability to attribute affective experiences to others. Further, I argue that the representations produced by mind reading processes provide a means for distinguishing between self-regarding and altruistic motivations. In contrast with the dominant philosophical theory of psychological altruism, the mind reading model I propose is compatible with the affective theory of motivation depicted in Chapter 2. My own empirical work is described as an example of how neurobiological techniques can reveal the differential role of neural systems in producing self-regarding and altruistic behavior.

Chapter 4 departs from the mechanistic approach to altruism discussed in the previous chapters, and presents an overview of how the fields of philosophy, psychology, psychobiology and genetics, have investigated altruism as a stable characteristic or personality trait. Recent technological advances make this a promising approach for investigating the psychological and neurobiological systems supporting altruistic behavior.