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Introduction
Published in Rebecca A. Bitenc, Reconsidering Dementia Narratives, 2019
Chapter 2 addresses two fields of enquiry: First, to what extent do fictional narratives (in particular the novel and film) act as a ‘practical counterpart of theoretical phenomenology’ (Waugh 2013: 24)—or, to put the question another way, how (using what techniques) may they be able to simulate what it’s like to be living with dementia? Second, does simulating the experience of dementia lead to an empathetic engagement with the dementing protagonist, and if so, is it reasonable to assume that narrative empathy translates to prosocial action towards real people with dementia? By exploring these questions across a range of case studies (Lisa Genova’s novel Still Alice and its film adaptation, J. Bernlef’s Out of Mind, B.S. Johnson’s House MotherNormal, and Kazuo Ishiguro’s The Unconsoled) I aim to suggest how these fictional dementia narratives may contribute to the current theory of narrative empathy while also highlighting the importance of questioning the ‘empathy-altruism hypothesis’ (Keen 2007), which is commonly invoked in first-wave medical humanities contexts as a reason for incorporating the arts into medical training.
Psychology and Human Development EMIs
Published in Michael Reilly, Bangaru Raju, Extended Matching Items for the MRCPsych Part 1, 2018
Arousal–cost–reward model.Biological altruism.Diffusion of responsibility.Empathy-altruism hypothesis.Genuine ambiguity.Negative-state relief model.Pluralistic ignorance.Psychological altruism.Reciprocity norm.Universal egoism.
Teachers’ Empathy for Bullying Victims, Understanding of Violence, and Likelihood of Intervention
Published in Journal of School Violence, 2022
Anett Wolgast, Saskia M. Fischer, Ludwig Bilz
Research on empathy and the likelihood of intervention in bullying situations (Boulton et al., 2013; Fischer et al., 2020) is often based on the empathy-altruism hypothesis, which states that empathy leads to an altruistic motivation to help others (Batson, 2009; Batson et al., 1981). These findings are consistent in that teachers with higher empathy levels tend to intervene more often in relational bullying situations than those with lower empathy levels (Boulton et al., 2013). Eldridge and Jenkins (2020) tested a bystander intervention model based on Latané and Darley (1968) with five steps: (1) notice the event, (2) interpret it as an emergency, (3) accept responsibility, (4) have necessary knowledge, and (5) intervene. They found positive relations between the affective dimension of empathy and these five steps (Eldridge & Jenkins, 2020). Teachers’ URV is probably related to (1) noticing the event and (2) interpreting it as an emergency. In turn, teachers’ empathy for victims might be related to their understanding of violence and likelihood of intervention in a bullying situation. When teachers experience high levels of empathy for the victim, they try to feel the victim’s subjective experiences, including their experience of relational bullying. Thus, teachers’ empathy for the victim and their URV should be positively related to each other.
Privilege, White Identity, and Motivation: A Call to Action in Social Work
Published in Journal of Progressive Human Services, 2019
Andrew J. Fultz, David C. Kondrat
The empathy–altruism model posits that when we recognize another person is suffering, we respond in a few ways (Batson, 1987, 1995). First, we might simply be led by egoistic motivation and do things to alleviate their suffering for our own self-interests. Second, when we view the suffering of others, it might actually tap into our ability to empathize with them (Batson, 1987). Batson would later develop this model to understand that empathy development is more complex, yet it can explain instances of altruism (1995). Batson agreed that once empathy for another is activated, it is at that point that altruistic behavior can happen (1987). Yet, Batson noted a caveat, if the suffering of the other causes psychological suffering for the one who can help, then egoistic motivation becomes the overriding motivator. We are thus relieving the pain of another to end our own internal suffering.
Resiliency in burn recovery: a qualitative analysis
Published in Social Work in Health Care, 2018
Thereasa E. Abrams, Dhitinut Ratnapradipa, Heather Tillewein, Alison A. Lloyd
This heuristic phenomenological study explored the holistic health of eight, long-term adult burn survivors who were treated in the primarily rural catchment area of a Midwestern burn center in the United States and had limited or no access to formal burn support. Semi-structured interviews were conducted, inquiring about participants’ social, emotional, physical, intellectual, environmental, spiritual and vocational health which provided an opportunity to further explore the lived experiences associated with burn injuries. Qualitative data analysis revealed factors of resiliency within participant dialog and how those protective factors contributed to their experiences of post-burn health and recovery. These resilient factors were resourcefulness, critical thinking, achievement motivation, optimism, spirituality and empathy/altruism.