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The development of empathy in adolescents attending a Just Community alternative high school.

机译：参加Just Community替代中学的青少年的同情心发展。

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The primary purpose of this study was to add to the current state of knowledge on the development of empathy during adolescence with a specific emphasis on the effects the school environment has on fostering the development of empathy. Few investigators have examined the importance of empathy-related responding and behavior toward other people and even fewer investigators have examined empathy in adolescence. This study took the multidimensional perspective of empathy and considered that empathy consists of both cognitive (perspective taking) and emotional (emotional empathy, personal distress) components. This research investigated whether a democratic school environment (the Just Community School), through the increased opportunity for students to empathize with other members of the school community, fosters the development of empathy, which would support more frequent altruistic behaviors compared to students attending a more traditional high school. Results showed that Just Community students reported their school culture as more positive than students in the traditional high school. School culture was found to influence how students felt about being altruistic. In addition, school culture was found to influence perspective taking while the school type (Just Community or traditional) was found to influence emotional empathy. Lastly, perspective taking influenced students' altruistic behavior while emotional empathy influenced both altruistic behavior and feelings about being altruistic. This study also investigated longitudinal change in empathy. school culture, and altruism over one year. There were no significant differences between year one and year two or between schools on empathy. There were significant differences between year one and year two on school culture and altruism for the total sample but there were no significant differences between schools. In summary, the educational system should focus on creating more caring, positive school communities for adolescents into order to stimulate more perspective taking, more emotional empathy, less personal distress, and more altruism among adolescent students.
机译：这项研究的主要目的是增加青春期同情发展的知识，特别强调学校环境对促进同情发展的影响。很少有研究者研究过与移情有关的反应和对他人的行为的重要性，更少的研究者对青春期的移情进行了研究。这项研究采用了共情的多维视角，并认为共情包括认知（观点接受）和情感（情感共情，个人困扰）两部分。这项研究调查了民主学校环境（正义社区学校）是否通过增加学生对学校社区其他成员同情的机会，促进了同理心的发展，与参加更多活动的学生相比，这会支持更频繁的利他行为。传统的高中。结果显示，Just Community学生报告他们的学校文化比传统高中的学生更加积极。发现学校文化会影响学生对利他主义的感觉。此外，发现学校文化会影响观点采择，而发现学校类型（只是社区或传统）会影响情感移情。最后，观点采择影响了学生的利他行为，而情感共情影响了利他行为和对利他的感觉。这项研究还调查了共情的纵向变化。学校文化和利他主义超过一年。在一年级和第二年之间，或者在同理心的学校之间，没有显着差异。第一年和第二年的学校文化和利他行为在总样本上有显着差异，但学校之间没有显着差异。总而言之，教育系统应着重于为青少年创建更多有爱心，积极的学校社区，以激发更多的观点思考，更多的情感共鸣，更少的个人困扰以及更多的利他主义。

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