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| 2. |
- Kozina, Ana, et al.
(författare)
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Predictive value of empathy components for types of aggression in the school setting : a cross-country comparison
- 2022
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Ingår i: Educational studies (Dorchester-on-Thames). - : Informa UK Limited. - 0305-5698 .- 1465-3400. ; 48:6, s. 827-843
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Tidskriftsartikel (refereegranskat)abstract
- Aggressive behaviour has negative consequences for students who are exposed to it and those who are aggressive. In addition to a number of negative consequences at the individual level aggression negatively impacts processes within the school. Successful methods of preventing and reducing aggressive behaviour at school often include activities related to empathy. Empathy is the ability to understand and feel the emotional state of another person. It includes cognitive and emotional components and is associated with positive effects on relationships and behaviours; the lack of empathy is associated with negative effects, including aggressive behaviour. We analysed the relationships among empathy dimensions and general aggression, including the subtypes of aggression. We used the AG-UD aggression scale and the IRI questionnaire for the measurement of empathy on a sample of Slovene (N = 125), Croatian (N = 95) and Swedish (N = 84) adolescents aged between 13 and 14. The findings across samples revealed several significant associations on the level of general aggression and high congruence across countries and on the level of types of aggression. This data indicates the need to include dimension-level prevention and intervention based on the prevalence of specific types of aggression.
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| 3. |
- Pikic-Jugovic, Ivana, et al.
(författare)
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Teachers’ diversity awareness and critical consciousness - sine qua non of social justice in schools
- 2023
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Ingår i: Zbornik Instituta za Pedagoška Istraživanja. - 0579-6431 .- 1820-9270. ; 55:1, s. 189-210
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Tidskriftsartikel (refereegranskat)abstract
- The present paper focuses on teacher’s role in social justice and explores how teachers perceive and react upon diversity and inequality in their classrooms. Through a literature review, we aimed to answer three research questions: 1) what are diversity awareness and critical consciousness in education; 2) why are diversity awareness and critical consciousness important; and 3) how can diversity awareness and critical consciousness be supported in teachers. The literature review has revealed that most papers on teachers’ diversity awareness and critical consciousness have been published within the last few years and that the importance of the two concepts has been recognized for a wide range of educators. There seems to be a growing interest in this topic due to the increase of the diversity in classrooms and the recognition of the teachers’ role in addressing diversity and inequality. However, large-scale studies would be a needed contribution to the field, as most of the existing studies are small-scale. Based on this review, we argue that both diversity awareness and critical consciousness need to be supported through preservice and in-service teacher professional development programs, if we are to make education systems more inclusive for all.
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| 5. |
- Dahlström, Helene, et al.
(författare)
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Using Empathic Curiosity as a Tool for Embracing Diversity
- 2023
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Konferensbidrag (refereegranskat)abstract
- Today’s society is characterized by diversity among students. In school students with different backgrounds, from different cultures and with different ambitions meet each other. Through increased awareness of diversity, we believe that teachers can choose more consciously how to meet and promote student’s diversity in the classroom. Diversity awareness is much about understanding oneself, what prejudices I have, and where this prejudice comes from. To understand and meet other people, you must first understand and meet yourself, your values and your preconceived notions. Further, it is also essential to talk about diversity, norms and privilege in schools and societies. This is one of the reasons to work on increasing curiosity about others. Being curious about others is one of the cornerstones for gaining an increased understanding of other people, their values and actions. We believe that being empathetically curious about yourself and others and willing to work to develop this curiosity is crucial for the program. The HAND IN HAND: Empowering teachers program should be understood as a tool for teachers, when reflecting on their teaching from the perspective of diversity awareness. The concept of empathic curiosity, within the program, is used as a tool to better understand others, in the society and in the classroom. Programs aimed at embracing diversity benefit by working closely with perspective taking and empathic concern of others (Miklokowska, 2018). Empathic curiosity can be directed towards ourselves, towards people in our vicinity or unknown people we meet. Further, empathic curiosity defined by Mattson(2020) means identifying with the needs of other people by trying to understand or perceiving them. Empathic curiosity can be described as a combination of empathic dialogue and empathic listening (Gøtzsche et al., 2022). The HAND IN HAND: Empowering teachers program contains several elements where empathic curiosity is practised. Examples of such elements are empathic dialogue exercises where empathic listening and empathic questioning are practiced. Through exercises designed to practice empathic listening in order to understand another person, teachers in the program practice their ability to listen empathetically, which is part of empathic curiosity. Result from focus group discussions with 120 teachers in Sweden will be presented at the symposium. The topic of the focus group discussions concerned how teachers perceive that empathic curiosity can serve as a tool to embrace diversity in today's classrooms.References Gøtzsche, K, Berg Nielsen, H, Dahlström, H, Norberg, M, Eliasson, E, Oskarsson, M, Wiklund Lind, G (2023). Draft. Hand:et: – A training programme to develop SEDA competences in teachers and other school staff Mattsson, C. (2019). Empatisk nyfikenhet – att bemöta intolerans, hat och extremism i klassrummet. Dembra. (2), 24-33. (In Swedish) downloaded 2019-11-18 from https://gup.ub.gu.se/publication/279238 Miklikowska M. Empathy trumps prejudice: The longitudinal relation between empathy and anti-immigrant attitudes in adolescence. Dev Psychol. 2018 Apr;54(4):703-717. doi: 10.1037/dev0000474. Epub 2017 Dec 14. PMID: 29239638.
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| 6. |
- Mornar, Mirta, et al.
(författare)
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Students’ Social, Emotional and Intercultural Competencies and their Developmentin School Settings
- 2020
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Ingår i: Šolsko polje. - : Educational Research Institute. - 1581-6036 .- 1581-6044. ; 31:3-4, s. 115-137
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Tidskriftsartikel (refereegranskat)abstract
- Over the last few decades, there has been a significant rise in the number of programmes aimed at developing students’ social, emotional and intercultural competencies. This has coincided with growing recognition of the role that schools have to play in fostering not only the cognitive, but also the social and emotional development of their students. Despite targeting separate competencies, there seem to be many similarities in approaches to students’ social and emotional learning (SEL) as well as developing intercultural skills, presenting a rationale for their integration and conceptualisation on the social, emotional and intercultural (SEI) level. The myriad of different SEI programmes provides an arsenal of useful tools for school-based SEI learning. However, choosing which programme to use, considering how to implement it and determining whether it will be effective can be quite overwhelming. Existing approaches aimed at teaching SEI competencies vary greatly depending on the programme, as does the content of the programme and its design. In this paper, we seek to tackle the question of how SEI competencies are taught, with particular emphasis on the content and theoretical or conceptual background of existing interventions, together with their methodological and organisational aspects. We also explore whether and how the evaluation of existing programmes has been conducted, the most important results and the aspects of implementation which are key to fostering the development of SEI competencies in educational contexts. This paper presents an overview of relevant aspects worth acknowledging while developing and implementing SEI programmes, and which might prove especially useful when programmes are conceptualised within the overall SEI (instead of the more often used SEL) learning framework. Given the importance of SEI competencies for the overall well-being of students (and hence their parents and school staff), we encourage researchers and practitioners to build upon these insights while developing and implementing comprehensive SEI programmes.
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| 7. |
- Mueller, Fabian, et al.
(författare)
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Assessing social, emotional, and intercultural competences of students and school staff : A systematic literature review
- 2020
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Ingår i: Educational Research Review. - : Elsevier BV. - 1747-938X .- 1878-0385. ; 29
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Tidskriftsartikel (refereegranskat)abstract
- The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue.
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| 8. |
- Nielsen, Birgitte Lund, et al.
(författare)
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Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff
- 2019
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Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 42:3, s. 410-428
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Tidskriftsartikel (refereegranskat)abstract
- Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be `in the core ', 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies.
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| 9. |
- Veldin, Manja, et al.
(författare)
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Students' empathy and classroom climate as predictors of attitudes towards immigrants : a case study in three EU countries
- 2020
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Ingår i: Psychology Applications & Developments VI. - Lisboa : inScience Press. - 9789895481538 ; , s. 316-327
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Bokkapitel (refereegranskat)abstract
- The development of positive attitudes towards immigrants among students can be addressed at the individual level through their empathic abilities and at the school or classroom level, where the classroom climate plays an important role. In the present study, we have taken a closer look into the relationship between attitudes towards immigrants, two components of empathy (perspective taking, empathic concern), quality of student-teacher relations (both positive and negative) and inclusive classroom climate (presented as perceived intercultural sensitivity of teachers) in a sample of 814 8th-grade students in three EU countries (Slovenia, Croatia, and Sweden). The findings show only empathy (especially perspective taking) was associated with better attitudes towards immigrants in all three countries. Additionally, in two out of three countries, the importance of the relationship with teachers and inclusive classroom climate was important as well. The results are discussed in the light of guidelines for school practice.
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