Date of Award

8-1-2017

Document Type

Thesis

Department

Child and Family Studies

First Advisor

Jana Meinhold

Subjects

Empathy -- Study and teaching (Elementary), Multicultural education -- United States, Interdisciplinary approach in education -- United States

DOI

10.15760/honors.475

Abstract

Observational data gathered and then analyzed eventually yielded three main themes that illustrate how empathetic behavior is practiced and supported in the classroom. Firstly, successful empathetic behavior in the classroom was largely enacted via a modeling and echoing effect that occurred between teachers and young students that is heavily language-based. Secondly, when young students do self-initiate empathetic behavior, it is often demonstrated through actions of sharing and/or helping, in contrast to language-based empathetic behavior. Finally, the practice of counter-empathetic behaviors such as exclusion are not necessarily completely anti-social, and can potentially serve a pro-social and empathetic purpose in a complex fashion.

Comments

An undergraduate honors thesis submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in University Honors and Child & Family Studies.

Persistent Identifier

http://archives.pdx.edu/ds/psu/21802

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