Matching Items (5)
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- All Subjects: Empathy
- Creators: School of Public Affairs
- Creators: Craer, Jennifer Ryan
Description
Social entrepreneurship has received a great deal of attention in recent years. Scholars constantly debate of the meaning of the term and the direction of the field. This paper explores literature written between the years 2010 \u2014 2015 in an effort to understand the current state of social entrepreneurship and gain insight as to the direction it is headed. This paper looks at definitions, characteristics, geographical differences, legal designations, and major themes such as social enterprise, social innovation, & social value as well as the implications for performance measures in an attempt to understand the broad concept that is social entrepreneurship.
ContributorsTalarico, Anthony (Author) / Shockley, Gordon (Thesis director) / Hayter, Christopher (Committee member) / Department of Management (Contributor) / School of Public Affairs (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This project is meant to measure and assess empathy through the Empathy Assessment Index (EAI) and Social Empathy Index (SEI) instruments. Researchers believe that empathy is an involuntary but dynamic aspect of people's affective and cognitive responses to emotional stimuli. This project used the EAI and SEI instruments to see whether a course taught at Arizona State University \u2014 PAF 300 \u2014increased empathy and its seven components within students. The results suggest that different modular interventions were effective in increasing four of the seven empathic components \u2014 affective response, perspective-taking, contextual understanding of systemic barriers, and macro self-other awareness/ perspective-taking \u2014 but that it was detrimental to two components, self-other awareness and affective mentalizing. Future studies are necessary to understand how aspects of a course curriculum can target and increase the seven components in individuals, as well as how these components relate to one another within the greater concept of empathy. Still, this research is important in the greater scheme of empathy as it seeks to understand and expand individuals' empathic levels in an increasingly bleak and desolate political climate.
ContributorsPirkl, Audrie Madison (Author) / Johnston, Erik W., 1977- (Thesis director) / Minrichs, Margaret (Committee member) / W.P. Carey School of Business (Contributor) / School of Public Affairs (Contributor) / Department of Management and Entrepreneurship (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
There is growing concern among physicians, scholars, medical educators, and most importantly among patients, that science and technology have begun to eclipse fundamental attributes, such as empathy in the doctor-patient relationship. As a result, “humanism” in medicine has been a widely debated topic—how to define it, how to promote it, whether it can be taught, and how to qualify (much less quantify) its value in the practice of medicine. Through this research project I sought to better understand the role of humanities coursework in American medical school curricula, and determine whether there was a relationship between the integration of humanities coursework and the maintenance or enhancement of empathy levels in medical students. I reviewed literature with three objectives. (1) To better understand the influential social and political factors of pervasive reforms in US medical school curricula at the beginning of the 20th century, which led to science exclusive pedagogy in physician training (2) To become familiar with the works of iconic personalities in the history of American medical school pedagogy, paying special attention to attitudes and claims describing the role of humanities coursework, and the concept of humanism in the practice of medicine. (3) To observe the discourse underway across a variety of disciplines with regard to the current role of humanities coursework in medical curricula. My research shows that empathy is an essential attribute in the healing relationship, which benefits patients, physicians and improves health outcomes. Despite the importance of empathy, current physician training is documented as eroding empathy levels in medical students. Though the definition of ‘humanities’ in the context of medical school curricula remains vague and even contradictory, support for integration of humanities coursework is growing as an effective intervention for maintaining or enhancing levels of empathy.
ContributorsCraer, Jennifer Ryan (Author) / Maienschein; Lynch, Jane; John (Thesis director) / Ellison, Karin (Committee member) / Robert, Jason (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
There is growing concern among physicians, scholars, medical educators, and most importantly among patients, that science and technology have begun to eclipse fundamental attributes, such as empathy in the doctor-patient relationship. As a result, “humanism” in medicine has been a widely debated topic—how to define it, how to promote it, whether it can be taught, and how to qualify (much less quantify) its value in the practice of medicine. Through this research project I sought to better understand the role of humanities coursework in American medical school curricula, and determine whether there was a relationship between the integration of humanities coursework and the maintenance or enhancement of empathy levels in medical students. I reviewed literature with three objectives. (1) To better understand the influential social and political factors of pervasive reforms in US medical school curricula at the beginning of the 20th century, which led to science exclusive pedagogy in physician training (2) To become familiar with the works of iconic personalities in the history of American medical school pedagogy, paying special attention to attitudes and claims describing the role of humanities coursework, and the concept of humanism in the practice of medicine. (3) To observe the discourse underway across a variety of disciplines with regard to the current role of humanities coursework in medical curricula. My research shows that empathy is an essential attribute in the healing relationship, which benefits patients, physicians and improves health outcomes. Despite the importance of empathy, current physician training is documented as eroding empathy levels in medical students. Though the definition of ‘humanities’ in the context of medical school curricula remains vague and even contradictory, support for integration of humanities coursework is growing as an effective intervention for maintaining or enhancing levels of empathy.
ContributorsCraer, Jennifer Ryan (Author) / Maienschein; Lynch, Jane; John (Thesis director) / Ellison, Karin (Committee member) / Robert, Jason (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
Fetal androgen exposure and childhood experiences are believed to contribute to the development and organization of the hypothalamic-pituitary-adrenal (HPA) and hypothalamic-pituitary-gonadal (HPG) axes, which are responsible for the regulation and release of stress and sex hormones, respectively. Evidence suggests the HPA and HPG axes can couple in response to childhood adversity, and that hormonal dysregulation contributes to psychopathological disorders such as anxiety and depression. Recent research also suggests self-compassion interventions could reduce PTSD symptoms, and that the experience of childhood trauma is related to increased empathy. Still, little is known regarding the impact of fetal androgen exposure on PTSD susceptibility and the relationships between self-compassion, compassion for others, and empathy. The current study aims to determine whether fetal androgen exposure mitigates PTSD susceptibility, and to clarify the relationships between empathy, compassion for others, self-compassion, and PTSD symptoms. A sample of 208 adults completed an online survey designed to measure fetal androgen exposure, childhood maltreatment, self-compassion, compassion for others, empathy, and PTSD symptoms. Findings show a significant difference in PTSD symptoms between individuals in high and low fetal androgen exposure groups, and significant correlations were discovered between empathy and compassion for others, empathy and self-compassion, but not compassion for others and self-compassion. Future studies could explore the extent to which fetal androgen exposure influences PTSD symptom susceptibility and the clinical implications therein.
ContributorsMoore, Robin Ann (Author) / Holloway, Steven (Thesis director) / Lewis, Stephen (Committee member) / Nanez, Jose (Committee member) / School of Public Affairs (Contributor) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05