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Avainsana: qualified empathy

Qualified Empathy: “from understanding to action”

26.4.2021

Eija Raatikainen, Leigh Anne Rauhala, Seija Mäenpää

Empathy can improve the quality of working life, because it is a powerful component in multiprofessional teamwork. This is one reason why the benefits of empathy need to be recognized more carefully during social studies. Empathy is too often taken for granted during studies (Grant, Kinman, & Alexander 2014). This is just one reason why the benefits of empathy need to be recognized and explored more carefully there is some evidence that empathy can improve the quality of working life (State of Workplace Empathy). Studies have shown (Bohns & Flynn 2021), that highly empathic individuals are more attuned to others' needs. In other words, “more empathic help-seekers may hold higher expectations that they would receive help if they were to ask for it relative to less empathic help-seekers”. This is an important point to remember, when we consider social workers as helping professionals. There is also research which shows that empathy does not work as a good basis for moral decisions (Bloom 2016) which means we do not need to be single-minded when considering empathy. However, empathy is a powerful component in multiprofessional teamwork, because by understanding other professionals' frameworks (which are different from your own) and empathizing with them, the whole team is able to be more collaborative in practice (Adamson, Loomis, and Cadell & Verweel 2018). Although the basics of empathy are learned during childhood[1] and youth[2]opportunities still arise for further development of these skills during adolescence (prosocial behaviors), as well as during working life in the professional context. Qualified Empathy requires practical steps Qualified Empathy is more than just empathy. According our study[3] (Raatikainen, Rauhala & Mäenpää 2021), students pointed out that they felt that the QE theoretical framework was beneficial and the concept of “accurate or qualified” empathy, was ‘easier’ to internalize as a tool for action. It helped them to create some distance from the “personal part of the empathy”. We designed the ‘Qualified Empathy’ approach to support students in gaining the skills needed for the professional context. The QE approach is a professional approach, which works to prevent professionals’ risk for burnout, to support awareness of the risk of developing inappropriately intense empathy in client relationships and to explore the meaning of empathy from a wider perspective. According to our definition of QE (Raatikainen, Rauhala & Mäenpää, 2017; Raatikainen, Rauhala & Mäenpää, 2021[4]), this broader viewpoint can be described as: “Qualified Empathy requires compassion for empathic action and it includes the ability for professional self-reflection, emotional skills and a healthy set of boundaries. Qualified Empathy encompasses the ability to tell the difference between sympathy and empathy, as it includes the capacity to use compassion to act in an empathic way in professional contexts (Raatikainen, Rauhala & Mäenpää, 2017). Additionally, the QE professional is someone who has empathic skills and compassion towards themselves, colleagues, clients and the environment. Qualified Empathy is more of a mindset or work orientation that is rooted in ethical thinking. An empathic social worker is able to be a mirror to others and adjusts his or her interactions without immersing into the other’s emotional world or context (Raatikainen, Rauhala & Mäenpää 2021). The results of the study[5] demonstrate the progress areas of the students’ developing Qualified Empathy skills. The development stages in the three progress areas are: From emotional reaction to emotional response From understanding to empathic acting From a client perspective to a more systematic approach. Reflective professionals Adopting a more reflective approach QE becomes more professional in nature. As part of QE, the emotional reaction includes the emotional response, from understanding to empathic acting (even just a smile), and from ‘client perspective’ to a more systematic approach, which sees and meets the world around us. Qualified empathy is a wider, more systematic approach towards our world and the opportunities for empathy which exist in it. As educators, we need to be more active in supporting future professionals in gaining the skills needed for their work in supporting clients living with demanding life situations, life conditions as well as wider more complex issues existing in our world today. Empathy needs action as well as boundaries. Understanding alone is not enough, and our emotional responses need to contribute to the sense that we, and our experiences, are each valuable to one another. Future Trends Currently, there is an ongoing discussion surrounding the place of AI in the social services sector. A recent article by Rosso (2021) in Psychology Today, ‘Can AI Machine Learning Enable Robot Empathy?’ discusses new research from the US. This is cutting edge research which is still out of reach in practice. Until we are able to determine if this type of AI is feasible in, we will continue to need empathic humans working as social and healthcare professionals who are equipped with Qualified Empathy skills. As we ride the waves of the developing technology while navigating the Fourth Industrial Revolution, the World Economic Forum (WEF, 2018) point out that the will need soft skills as much as it will need technological expertise for the journey. In line with this Vossen and Valkenburg’s (2016) study found that social media use related to an increase in adolescents’ cognitive and affective empathy over time. Specifically, adolescents’ social media use improved informants’' ability to understand (cognitive empathy) and share the feelings with peers (affective empathy). Empathy needs to be practiced by professionals as well as individuals in order to achieve a more harmonious and coherent future for us all. [1] Empathy skills are generally learned in early childhood. One such programme focusing on this age group in a school setting is KiVa Koulu, which has reported positive effects on students’ affective empathy during the school years. According to Garandeau, Laninga-Wijnen & Salmivalli (2021), there is evidence that the effects of the KiVa programme did not depend on students’ popularity, bullying or gender or on the school type or classroom bullying norms. [2] “For boys, levels of prosocial behavior were stable until age 14, followed by an increase until age 17, and a slight decrease thereafter. For girls, prosocial behavior increased until age 16 years and then slightly decreased” (Van der Graaff, J., Carlo, G., Crocetti, E. et al. Prosocial Behavior in Adolescence: Gender Differences in Development and Links with Empathy. J Youth Adolescence 47, 1086–1099 (2018). https://doi.org/10.1007/s10964-017-0786-1). [3] The study was a case study, designed to explore the students’ experiences of their one semester-long educational intervention (EI) (n=20). The research question was “How did the students construct ‘Qualified Empathy (QE)’ as a dimension of their own professional expertise?” In our case, we followed a first year student group’s (n=20) development process in terms of empathy skills during the spring of 2018. The students were 18–30 years old. We collected data by using open questionnaires, learning diaries and written documentation related to the final internship (see table 1.). The intervention had four phases. In pre-assignment (1), students filled out open questionnaires prior to the Individual and Community Counselling (ICC) course [4] Raatikainen, E., Rauhala, L.A. and Mäenpää, S. (2021), "An educational intervention focused on teaching Qualified Empathy to social work students in Finland", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-11-2020-0404 [5] Raatikainen, E., Rauhala, L.A. and Mäenpää, S. (2021), "An educational intervention focused on teaching Qualified Empathy to social work students in Finland", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-11-2020-0404 Writers Eija Raatikainen, Principal lecturer, a project manager (PhD of Education & a licensed social worker) Leigh Anne Rauhala, Senior lecturer & (Master of Social Work) Seija Mäenpää, Senior lecturer (Master of Art) References Adamson K, Loomis C, Cadell S, Verweel LC. (2018), Interprofessional empathy: A four-stage model for a new understanding of teamwork. J Interprof Care. 2018 Nov;32(6):752-761. doi: 10.1080/13561820.2018.1511523. Epub 2018 Aug 30. PMID: 30160548. Bohns K.V. & Flynn F.J. (2021), Empathy and expectations of others' willingness to help, Personality and Individual Differences, Volume 168, https://doi.org/10.1016/j.paid.2020.110368. Bloom, P. (2016), Against Empathy: The Case for Rational Compassion. Ecco. p. 240. ISBN 9780062339348. Garandeau C.F., Laninga-Wijnen, L. & Salmivalli, C. (2021), Effects of the KiVa Anti-Bullying Program on Affective and Cognitive Empathy in Children and Adolescents, Journal of Clinical Child & Adolescent Psychology, DOI: 10.1080/15374416.2020.1846541 Grant L., Kinman G., & Alexander K. (2014), What's All this Talk About Emotion? Developing Emotional Intelligence in Social Work Students. Social Work Education 33(7). Raatikainen E., Rauhala, LA. & Mäenpää, S. (2021), An educational intervention focused on teaching Qualified Empathy to social work students in Finland. Journal of Applied Research in Higher Education. (in press). Raatikainen, E., Rauhala, L.A. & Mäenpää, S. (2020), Empathy -Is it too often taken for granted? https://blogit.metropolia.fi/uudistuva-sosiaalialan-osaaminen/2020/02/26/empathy-is-it-too-often-taken-for-granted/ Raatikainen, E. (2019), Ammatillista Empatiaa (QE) oppimassa. https://blogit.metropolia.fi/uudistuva-sosiaalialan-osaaminen/2019/04/24/ammatillista-empatiaa-qe-oppimassa/ Rauhala , L.A., Mäenpää, S. & Raatikainen, E. (2018), Qualified Empathy - the new superpower! Can using aesthetic methods help you flourish? Hiiltä ja timanttia : opettajat pedagogiikan rajapinnoilla, Metropolia ammattikorkeakoulu, 2018 Raatikainen, E. (2018), Empatian monet kasvot. Kirja-arvio. Sosiaalipedagoginen aikakauskirja, vuosikirja 2018. Suomen sosiaalipedagoginen seura. 117—120. Rauhala, L.A., Mäenpää, S. & Raatikainen, E. (2018), Qualified Empathy - the new superpower! Can using aesthetic methods help you flourish? Hiiltä ja timanttia : opettajat pedagogiikan rajapinnoilla, Metropolia ammattikorkeakoulu, 2018. https://blogit.metropolia.fi/hiilta-ja-timanttia/2018/08/21/qualified-empathy-the-new-superpower-can-using-aesthetic-methods-help-you-flourish/ Raatikainen, E., Rauhala, L. A., & Mäenpää, S. (2017), Qualified Empathy. A key element for an empowerment professional. Sosiaalipedagoginen aikakauskirja, 18, 113–21. Rosso, C. (2021), AI Machine Learning Enable Robot Empathy? https://www.psychologytoday.com/us/blog/the-future-brain/202101/can-ai-machine-learning-enable-robot-empathy Van der Graaff, J., Carlo, G., Crocetti, E. et al. (2018), Prosocial Behavior in Adolescence: Gender Differences in Development and Links with Empathy. J Youth Adolescence 47, 1086–1099 .https://doi.org/10.1007/s10964-017-0786-1). Vossen HGM, Valkenburg PM. Do social media foster or curtail adolescents’ empathy? A longitudinal study. Computers in Human Behavior. 2016;63:118–124. doi: 10.1016/j.chb.2016.05.040. WEF (2018), The Future of Jobs Report 2018. Geneva: World Economic Forum. Workplace state of Empathy - Executive Summary (2018), https://info.businessolver.com/hubfs/empathy-2018/businessolver-empathy-executive-summary.pdf?hsCtaTracking=7e237aa9-1d60-4cfb-b9a9-2b881143391a%7C0c012412-b9e0-488a-8f56-4c153450c4fa

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Empathy – Is it too often taken for granted?

26.2.2020

Eija Raatikainen, Leigh Anne Rauhala & Seija Mäenpää

“I never thought of empathy as being a skill that can be taught or learned.” “I learned that empathy has a structure and it can be controlled. There is a model for empathy and it can be taught, learned, practiced and cultivated.” The starting point for learning empathy is crucially important. Quite often, Social Services students start their professional reflections by considering themselves as highly empathic persons. It is seen as self-evident because they have become social services students and have chosen a field related to Social Services. It concerns a “self-image” and the idea of being a ‘perfect, kind, and empathic professional’, without any mistakes or weaknesses. For example, according to Grant, Kinman and Alexander (2014), students’ empathy skills are often taken for granted and everyone expects that they will be able to demonstrate an awareness of their own emotional resilience and the impact of their actions when working with clients. Still, students are surprised to hear that empathy can be taught and learned or developed. This is what we call ‘Qualified Empathy’ (QE). “I did not know that empathy can be trained and was listed as a skill. After reading the article and discussed in class, I came to realize how important it is to understand this topic to be able to do the practice in the future. I do believe now that qualified empathy does exist and can be trained.” Qualified Empathy in interaction We have previously (Raatikainen & Rauhala & Mäenpää 2017) defined a QE professional as a practitioner with the ability to frame any client interaction using accurate or targeted empathy. This empathy is not only for the clients, but also for the professionals themselves and the environments surrounding the interactions, in other words, our understanding of the QE professional is someone who has empathic skills and compassion towards themselves, colleagues, clients and the environment. Qualified empathy needs compassion for empathic action. Qualified empathy includes the ability for professional self-reflection, emotional management skills and a healthy set of boundaries. It contains the ability to tell the difference between sympathy and empathy. It includes the ability to use compassion so that we act in an empathic way. Qualified Empathy is the ability to reflectively and emotionally separate oneself from another and to understand the context; then in an intentional process focus on understanding the other persons’ viewpoint both cognitively and emotionally (Raatikainen et al. 2017) (Raatikainen & Rauhala & Mäenpää 2017). Qualified empathy is more than “just” empathy – it is a professional way of thinking, acting, and responding in order to support change. The empathic professional can be described using over 50 adjectives In our results[1], students2 (n=20) used many adjectives describing what an empathically abled person is or should be. According the data, over 50 adjectives were listed. Most of the adjectives were positive, which is not surprising. The most important ability of the empathic person was that they understood the speaker. Students’ also identified adjectives like; sensitive, intuitive, caring, good listener, empowering, calm, kind, human, openness, reflective, perfect, flexible and non-judgmental; as necessary characteristics of empathic professionals. The most commonly mentioned adjectives were also kind, caring, sensitive and a good listener. According our previous study (Raatikainen & Rauhala & Mäenpää 2017), we found that the “qualified empathic person” also has the ability to recognize the dark side of empathy, not just to see the “lighter side” of empathy. Our data showed that this was something the students had not yet recognized, prior to the intervention[2]. Qualified empathy also requires that the professional knows his/her own shadows and accepts them as a part of their humanity. “For me key words are ability to play different roles, openness, understanding, sensitivity, reflection, involvement, respect, self-awareness, perspective, purpose, decoding, warmth, compassion, imagination, flexibility, subjectivity.” The overall list for the “empathically abled person” was long, and it is not realistic for practitioners to embody all of the descriptors. Development of oneself as an empathically abled person and the skills attached is a process. We all agreed that this is a demanding list for any professional. The main point is that there is a willingness to count empathy as a part of the client-professional relationship. As part of our research project, we also asked students, what they would do differently in the future (because of their new way of thinking about empathy, as a Qualified Empathy skill). Students shared the following answers: “I also wanted to separate of pity (feeling sorry for someone) and sympathy (feeling for somebody) from empathy” “I feel like empathy is such a big learning curve there is so much more to know, and I have only scratched the surface”. “In learning of the difference between empathy and sympathy, this was a huge realization for me and a game changer in terms of consciousness towards the words that I use and the way that I will attempt to speak to others in the future” “In the future, I will remember not just to pay attention to what my client is feeling and what their emotions are, but also listen to myself and be aware of my own emotions and reflect on those” Qualified Empathy teaching interventions need to continue The aim of our teaching intervention[3] was to help students internalize the deeper skills of empathy or ‘qualified empathy’. Social Services students initially felt they were already empathic before the intervention, but still they evaluated that they had learned and understood (after the intervention) more about qualified empathy in practice. Qualified Empathy should be considered as running through the curriculum and represented in many courses. According Schumann, Zaki and Dweck (2014) people's mindsets powerfully affect whether they exert effort to empathize when it is needed most. Furthermore, according our findings there is strong evidence that it needs to be taught using different kinds of teaching methods, and - what is most important - is that we talk about it (empathy) actively during the studies, not just assume it exists or as Grant, Kinman and Alexander (2014) put it - ‘taken for granted’. [1] Study has been done by using a mixed-methods approach to evaluate the outcomes of qualitative data. Data based on a course intervention (that aimed to enhance students’ empathy skills) during spring 2017. We collected data using open questionnaires, learning diaries, final internship tasks (written documentation) during a one semester in spring 2019. [2] The participants were first-year undergraduate social work students taking part in Individual and Community counselling (ICC) and Supporting Everyday Lives (SDL) courses during one semester (20 ETCS). [3] We explored ways of teaching empathy using aesthetic methods as discussed with Austring and Sørensen (2009) Eija Raatikainen & Leigh Anne Rauhala & Seija Mäenpää Kirjoittajat työskentelevät Metropolia Ammattikorkeakoulussa sosiaalialan tutkinto-ohjelmassa. Literature: Austring, B. D. & Sørensen, M. (2006) Æstetik og læring – en grundbog om æstetiske læreprocesser (Aesthetics and learning – a textbook on aesthetic learning processes). Copenhagen, Denmark: Hans Reitzels Forlag, 83–101. Austring, B. & Sørensen, M. (2011) A Scandinavian View on the Aesthetics as a Learning Media. Journal of Modern Education Review. February 2012, Volume 2, No.2, p.90-101. 4, 7-8. Grant, L., Kinman, G. & Alexander, K. (2014) What's All this Talk About Emotion? Developing Emotional Intelligence in Social Work Students, Social Work Education, 33:7, 874-889, DOI: 10.1080/02615479.2014.891012 Raatikainen, E., Rauhala, L.A. & Mäenpää, S. (2017). Qualified Empathy - a key element for an empowerment professional. Sosiaalipedagoginen aikakausikirja, vuosikirja 2017, 113-122. Schumann, K, Zaki, J., Dweck, C.S. (2014) Addressing the empathy deficit: beliefs about the malleability of empathy predict effortful responses when empathy is challenging. Journal of personality and social psychology, 107(3), p.475.

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Ammatillista Empatiaa (QE) oppimassa

24.4.2019

Eija Raatikainen

Opiskelija Sari Rekilä toi blogitekstissään (11.4.2019) Empatia osana ammatillista kasvua sosiaalialalla osuvasti esille sen, että empatiaa ei opita vain luennoilla, vaan oman kokemuksen kautta, kokemuksellista oppimista hyödyntäen. Hän oli löytänyt kirjallisuuskatsauksessaan monia erilaisia kokemuksellisen oppimisen keinoja empatiataidon kehittämiseksi. Rekilä käsitteli kirjoituksessaan muun muassa Mindfullnessia, fiktiivisten kertomusten lukemisen merkitystä ja Tunnepäiväkirjan pitämistä. Hän toi myös esille reflektion tärkeyden empatian oppimisessa. Rekilän havainnot ovat tärkeitä ja ajankohtaisia — eivät vain sosiaalialalla, vaan myös laajasti ajateltuna monilla aloilla. Näin on esimerkiksi siksi, että empatiataitoja kehittämällä voi luoda myötätunnon täyteisiä yhteyksiä itseä ympäröivään maailmaan. Empatia on avain myös yhteisön sisäiseen turvallisuuteen ja sen ylläpitoon. Empatiassa olennaista on hetkittäin samaistuminen toisen asemaan niin, että säilyttää kuitenkin oman erillisyytensä (ja siihen liittyvät tunteet) ja hallitsee tunteensa. Empatian merkitys on huomattu myös tekoälykeskustelussa, jossa on havaittu, että tekoälyn kehittymisen myötä syntyy myös tarvetta uusille taito- ja osaamisyhdistelmille (Koski 2018). Tällöin koulutussisältöihin ehdotetaan huomioitavaksi sosiaalisen älykkyyden kehittämistarve ja muut tekoälyä täydentävät taidot (Koski 2018). Myös Linturin ja Kuusen (2018, 400) luettelemien megatrendien mukaan (kohta: arvomaailman kehitys & maailman kokeminen) monikulttuurisuus, elämyksellisyys, uskonnollisen kollektivismin ja yksilöllisyyden ristiriidan lisääntyminen, ympäristötietoisuuden kasvaminen ja voimistuvat teknologiapelot (Linturi & Kuusi 2018, 400), voivat osaltaan tasapainottua entistä empaattisemmalla kohtaamisella ja toisen ihmisen näkökulman ymmärtämisellä. Empatian kehittyminen lähtee liikkeelle siitä oivalluksesta, että empatiaa voi oppia Empatiaa voidaan oppia ja opettaa (Raatikainen, Rauhala ja Mäenpää 2017; Raatikainen 2018) ja se voidaan ottaa huomioon opetussuunnitelmissa[1]. On havaittu, että jo pelkästään empatian kehittämisen mahdollisena pitäminen lisää empatiaa. Empatian kehittyminen lähtee liikkeelle siitä oivalluksesta, että empatiaa voi kehittää (Aaltola & Ketola 2018). Empatian kehittyminen ammatilliselle tasolle edellyttää kuitenkin harjoittelua (ja reflektiota), vaikkakin elämänkokemus voi antaa tietyt perusvalmiudet empatian käyttöön (Hepworth & Larsen 1990). Ammatillinen empatia (Qualified Empathy) on empatiaa, jossa empaattinen kohtaaminen ei pysähdy vain asiakkaaseen tai potilaaseen, vaan se on laajasti empaattista yhteisöä rakentavaa. Siinä huomioidaan myös kollegat ja esimiehet kohtaavassa läsnäolossa. Ammatillisessa empatiassa tietoisella ja jatkuvalla reflektiolla on suuri merkitys — ammatillisesti empaattisesti suhtautuva kehittyy empaattisessa reflektiossa itseohjautuvaksi, kuitenkin säilyttäen rajat ja kyvyn eritellä omia tunteitaan (Raatikainen, Rauhala & Mäenpää 2017). Empatia voi edistää myös työelämän laatua (State of Workplace Empathy). Ammatillista empatiaa rakentamassa Sosiaalialan tutkinnossa empatiaa on opetettu ja opetetaan yhdistäen taidelähtöisyyttä (ks. mm. Austring & Sorensen 2011), teoriaopintoja ja työharjoittelua. Alustavien tulosten mukaan opiskelijat ovat kokeneet monipuolisen ja monimenetelmällisen empatian käsittelyn tärkeänä asiana. Empatian äärelle pysähtyminen osana opintoja on koettu herättelevänä ja itsereflektiota vahvistavana asiana[2]. Empatian itsestään selvänä pidettävä luonne on kyseenalaistettu, ja empatian opiskelu ja oppiminen on koettu merkityksellisenä. Ammatillista empatiaa (QE) osana ammatti-identiteettiä on rakennettu moninaisia lähestymistapoja ja oppimisympäristöjä hyödyntäen. “After our lectures I feel that my idea of empathy is more compete. Term used in class – qualitative empathy - is good description of most effective and needed version of empathy.” “Before this course and reading some of the articles about empathy, I had the assumption that empathy is mostly something that we have innate to us and it cannot really be changed. However, empathy is something that can actually be worked on, and people can learn and develop it.” “I now have some knowledge on the methods that I can use to improve my empathy skills “ Opiskelijoiden havainnot puoltavat ajatusta siitä, että empatiaa (Ammatillista empatiaa, QE) voidaan opettaa ja oppia. Ennen kaikkea viesti opiskelijoilta on, että ammatillisen empatian opetusta tarvitaan entistä enemmän ja systemaattisemmin koko opintojen aikana, jotta se juurtuu osaksi ammatillista identiteettiä ja antaa vahvuutta vastuullisissa ja haasteellisissa tilanteissa. Reflektio on avain oman käyttöteorian jäsentämiseen. Reflektointi tukee yksilön persoonallista kasvua — ihminen oppii vahvuuksistaan, heikkouksistaan sekä tavoistaan reagoida ja toimia (Nivala & Ryynänen 2019). Ammatillisesti empaattisesti toimiessa tarvitaan näitä taitoja. Kirjoittaja: Eija Raatikainen Lähteet: Aaltola, E. & Ketola, S. 2017. Empatia – Myötäelämisen tiede. Into. Austring B.D. & Sorensen, C.M. 2011. A Scandinavian View on the Aesthetics as a Learning Media. Journal of Modern Education Review (2) 2. 90—101. Hepworth, D. H. & Larsen, J. A. 1990. Direct Social Work Practice: Theory and Skills. Belmont, CA: Wadsworth. Koski, O. 2018. Tekoäly ja muuttuva työ. Työpoliittinen aikakauskirja Finnish Labour Review. Ministry of Economic Affaitrs and Employment. 1/2018. Työ- ja elinkeinoministeriö. 61. Vol. 11—21. http://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/160692/TEM%20tyopoliittinen%20aikakauskirja%201_2018.pdf?sequence=1&isAllowed=y. Luettu 14.3.2019. Linturi, R. & Kuusi, O. 2018. Suomen sata uutta mahdollisuutta 2018–2037. Yhteiskunnan toimintamallit uudistava radikaali teknologia. Eduskunnan tulevaisuusvaliokunnan julkaisu 1/2018. https://www.eduskunta.fi/FI/tietoaeduskunnasta/julkaisut/Documents/tuvj_1+2018.pdf Nivala, E. & Ryynänen, S. 2019. Sosiaalipedagogiikka. Kohti inhimillisempää yhteiskuntaa. Gaudeamus. Tallinna. Raatikainen, E., Rauhala, L. A., & Mäenpää, S. 2017. Qualified Empathy. A key element for an empowerment professional. Sosiaalipedagoginen aikakauskirja, 18. 113—21. Raatikainen, E. 2018. Empatian monet kasvot. Kirja-arvio. Sosiaalipedagoginen aikakausikirja, vuosikirja 2018. Suomen sosiaalipedagoginen seura. 117—120. Työelämä 2020 -hanke. Työelämän kehittämisstrategia vuoteen 2020. Työ- ja elinkeinoministeriö. Luettu osoitteesta: http://www.tyoelama2020.fi/files/35/tyoelaman_kehittamisstrategia_final.pdf. Workplace state of Empathy - Executive Summary. https://info.businessolver.com/hubfs/empathy-2018/businessolver-empathy-executive-summary.pdf?hsCtaTracking=7e237aa9-1d60-4cfb-b9a9-2b881143391a%7C0c012412-b9e0-488a-8f56-4c153450c4fa [1] Ks. Lue lisää mm. Journal of Social Work Education [2] Alustavia tuloksia esiteltiin Sosiaalipedagogiikan päivien yhteydessä esikonferenssissa Tieteiden talolla 27.3.2019 (Raatikainen, Rauhala ja Mäenpää) Sosiaalipedagogiikan päivien esiseminaari oli teemalla Kasvatus yhteiskunnassa – yhteiskunta kasvatuksessa / Education in Society – Society in Education. Aineistonäytteet on kerätty DPSS tutkinnosta.

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Qualified Empathy – the new superpower! Can using aesthetic methods help you flourish?

30.8.2018

Sosiaalialan bloggaajat

Originally published on the blog Hiiltä ja timanttia: Qualified Empathy – the new superpower! Can using aesthetic methods help you flourish? Empathy has traditionally been taught through: Informal learning opportunities, like Service Learning projects (Engaged scholarship) (Trad 2013). Movie review reflections (Briggs, Fox & Abell 2012). Literature and poetry readings (Shapiro, Morrison & Boker 2004) Learning communication skills (Winefield & Chur-Hansen 2000) Self-assessments: different types of empathy self-evaluation measures (e.g. The Empathy Scale for Social Workers, ESSW) (King, S. & Holosko, MJ 2011). What if, instead of focusing on the verbal, oral or written reflection of learning, holistic experiences would be emphasized when teaching critically important empathy skills? In this blog text, we introduce a way of teaching empathy through aesthetic learning by using creative, multisensory methods. Austring and Sørensen (2012) have shown that aesthetic methods are particularly efficient for expressing and interpreting emotions. When working with our first year Bachelor’s students, we gave them a series of versatile and inspiring visualization and visual art tasks through which they could develop an experiential understanding of empathy. How did we practically implement the Teaching and Learning of Empathy in the Social Services Degree Programme at Metropolia UAS? The idea behind our project on qualified empathy was to facilitate students in taking their learning from a cognitive and discursive level to an experiential understanding, as if they were the client, in order to develop a better understanding of the client’s ”experiential” world. ‘Qualified Empathy’ is defined as the ability to reflectively and emotionally separate oneself from the other and to understand the context; then in an intentional process, focus on understanding the other person’s viewpoint both cognitively and emotionally (Raatikainen, Rauhala & Mäenpää, 2017). The following are key phrases used to express our movement through the process of developing our qualified empathy skill: The qualified empathy learning process took place in a sixteen-calendar week timeframe during the first-year studies. The participants were students (n=47) from the Social Services degree programme (2015- 2017*). Two study modules were included: 1) Individual and Community Counselling (5 cu) and 2) Supporting Daily Lives through Social Pedagogical Work and the first internship (15 cu) (Metropolia Degree Programme Curriculum, 2016). During the Individual and Community Counselling course, the students were guided through the three ways of learning and introduced to the theoretical underpinnings of empathy as well sensory activation exercises such as visualization and reflection (discursive and aesthetic learning). Students took part in a storytelling/visualization exercise focusing on refugees fleeing to Europe. As this topic has been very prominent in the media and public discussion, we wanted to help the students get in touch with the emotional dimension that the refugees themselves might be experiencing. Images and sounds were used in the background as students were instructed to close their eyes and listen to the story while visualizing in their heads the thoughts and emotions a young refugee boy travelling with his younger siblings might be experiencing while crossing a storm-tossed sea in an overloaded boat. Afterwards, students were asked to ponder on their experience and then share and reflect with the group what emotions and thoughts they had. We then discussed the different understandings they had from reading and learning the factual information about the refugee crisis (discursive learning) and the more experiential understanding after the visualization and reflection exercise (aesthetic learning). This was then reflected back onto the previously explored theoretical framework of empathy as discussed by Gerdes and Segal (2009) regarding the components of empathy (cognitive processing, affective response and conscious decision-making). ‘How do I feel, when I feel empathy?’ During the Supporting Daily Lives and Internship module, students used visual arts as the method of exploration. They used gouache paints as a medium to express their understanding of how they ‘feel’ when they feel empathy, and then expressed it through color choices and use of paint. Some groups decided not to communicate verbally while they were working. Giving meanings to different colors, brush movements and simultaneously mirroring other group members’ body gestures and reactions helped them when trying to describe and express their own understanding of their feelings of empathy towards others and other’s perspectives on the matter. The core questions in teaching empathy by using aesthetic methods were: ‘How do I feel, when I feel empathy?’, ‘How do I understand another person’s experience’ and later ‘How do I refine the feeling of empathy to qualified empathy towards the client and what does it mean?’. So…how did the students experience the process? During the one-semester long process, starting from the counselling course and ending with the internship, the students moved from defining the concept as “the skill of stepping into another’s shoes” and were verbalizing it in more “qualified” terminology such as “Qualified Empathy means supportive rather than reactive actions to client situations”. By this, they meant to say that the social services provider is not solely reacting according to their own feelings but is rather reflecting on and transforming their own feelings into actions that support the clients. The quotes and pictures below show how students reflected verbally and through art on their own learning. This process helped them to concretize their learning because they had to explain it to someone else. ”Using the concept of ”qualified empathy”, it was way easier to understand the kids and deal with the problems they were facing…I stopped judging misbehaving kids and came to understand the reasons behind their behavior.” (DR) The ”qualified empathy” part was the most difficult for me. I didn’t quite grasp the difference between ”normal” empathy and ”qualified” empathy during the lectures and I had to re-read some of the material. Now I think I understand the concept better, but it is still hard to connect it to practice.” (HP) ”Qualified empathy” helped me to get into his shoes and to feel his concerns and worries in order to prevent situation(s) where he would feel insecure.” (AP) Where do we go from here? Although the process of teaching empathy skills has traditionally focused on the verbal, oral or written reflection of learning, research has not systematically reviewed holistic ways of learning empathy in the literature. We feel that it is vital to raise awareness about how important aesthetic methods can be in helping students to understand and experience the development of their empathy skills in a safe and creative environment. If we expect the people we serve to engage with us in an authentic manner, is it not important that we teach our students to engage authentically in the learning process themselves? Aesthetic methods give us an efficient method to access the often-unexplored territory of the individual’s perceived experience. For social and healthcare providers, we think it is also essential to raise the student’s awareness of their own emotional capacity and ability to use their empathy skills so that they can protect themselves from compassion fatigue and burnout. We would like to leave the reader with the following thought: while the social and healthcare fields have a great need for practitioners to be able to access and ethically use their empathy skills when working with vulnerable populations there is the larger question of the importance of people working humanely and empathically in other fields which have human interaction as part of their process. Those readers living their adventure in other contexts such as business, engineering, IT, and education we would love to hear your thoughts and ideas in the comments section. How could your field benefit from learning empathy skills? *NORDPLUS PROJECT QUALIFIED EMPATHY (2015-2017) Writers Writers are lecturers in the Social Services Degree Programme at Metropolia UAS. Leigh Anne Rauhala (MSW, LCSW) teaches social work/pedagogy courses in the English Language Degree Programme in Social Services (Sosionomi AMK) and works internationally in the Social Work in Urban Areas joint programme. Eija Raatikainen, PhD, is Senior lecturer in University of Applied Sciences of Metropolia in Social Service programme. Her academic focus in “Trust” as a phenomena in different field, as like in social work and educational practice. She also worked as the Vocational teacher educator in University of Applied of Sciences of HAAGA-HELIA in the teacher education programme. In addition, she has a five years’ experience as an academic coordinator in multicultural and multiprofessional Erasmus Intensive Programme(Poverty and Social Exclusion (2011-2013) and Combating Risk behavior Among Youngster (2014-2015). She has also worked in other projects (Matti, MOTIIVI, Tutu, SOCRE). Seija Mäenpää has a Master’s Degree in Art Education and currently works for Metropolia University of Applied Sciences in the Social Wellbeing Unit. She specializes in combining a social pedagogical approach with visual arts in working with different people in social work sector. Visual arts education is one focus of her collaboration projects in early childhood education. She is a founding member of the INECS network (International Network for Creative Professionals in Education of Social Pedagogical Work http://blog.han.nl/inecs). Her vocation is to make visual arts activities and visual culture accessible for everyone. Sources Austring, B. D & Sørensen, C. M. 2012. A Scandinavian View on the Aesthetics as Learning Media. Journal of Modern Education Review 2 (2) 90–101. Briggs, C. L., Fox, L. & Abell, C.H. 2012. The Influence of Film on the Empathy Rating of Nursing students. International Journal for Human Caring. Vol.16, 2. 59-63. Gerdes, Karen & Segal, Elizabeth. 2011. Importance of Empathy for Social Work Practice: Integrating New Science. Social Work 56 (2), 141-147. King, S. & Holosko, M.J. 2011. The Development and Initial Validation of the Empathy Scale for Social Workers. Research on Social Work Practice 22(2) 174-185. Metropolia Curriculum (2016). http://opinto-opas-ops.metropolia.fi/index.php/en/88094/en/70321/SXG16S1/year/2016 Raatikainen E., Rauhala L., Mäenpää S.2017.Qualified Empathy- a Key Element for an Empowerment Professional.Sosiaalipedagoginen aikakausikirja, vuosikirja 2017,vol18. Shapiro, J., Morrison, E.H. & Boker, J.R. 2004. Teaching Empathy to First Year Medical Students: Evaluation of an Elective Literature and Medicine Course. Educational for Health, Volume 17, 1. 73-84. Trad, M. 2013. Teaching Communication Skill and Empathy through Engaged Sholarship. Radiation therapist, Volume 22, 1. 21-31. Winefield, H.R. & Chur-Hansen, A. 2000. Evaluating the outcome of communication skill teaching for entry-level medical students: does knowledge of empathy increases? Medical Education, 34: 90-94 Article picture: www.pixabay.com, Gordon Johnson (CC0)

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