Research synthesis and meta-analysis were implemented to determine if training can increase empathy in helping professionals and to identify variables that influence outcome. Studies conducted with adult professionals or students were included from helping professions that viewed empathy as an essential relationship variable associated with positive client outcomes. Eighty of the 94 studies in the research synthesis provided data for inclusion in the meta-analysis. A large overall effect of 0.999 was found (p=0.000, n=76) with significant heterogeneity (Q =972.06, p=0.000, I2=91.400). Further analysis identified significant moderators and evidence of publication bias. Didactic with experiential training produced a large effect (1.933, p=0.011). Empathy measures produced large effects when empathy was conceptualized behaviorally or cognitively. Further analysis of moderators is needed to inform the inclusion of empathy training in social work curricula, but this study provides evidence that didactic and experiential training can increase the empathic ability of social work students.
|Commitee:||Aiello, Theresa, Baer, Judith, Festinger, Trudy|
|School:||New York University|
|School Location:||United States -- New York|
|Source:||DAI-A 73/10(E), Dissertation Abstracts International|
|Subjects:||Social work, Health education|
|Keywords:||Empathy, Empathy training, Helping professions, Meta-analysis, Research synthesis, Social work education|
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