Research

“In society, we generally measure what we treasure. Traditionally, schools have measured children’s competence in subject areas. Roots of Empathy measures the affective side of children’s knowledge, understanding, and attitudes.”

– Mary Gordon, Founder/President, Roots of Empathy

Forskning på Roots of Empathy

Siden 2000 har de vært flere uavhengige forskninger som viser effektiviteten av Roots of Empathy.

Hovedfunn i forskningen viser at ved økt empati hos Roots of Empathy barna ser vi:

  • Økning i sosial- og emosjonell kompetanse
  • Økning i prososial oppførsel
  • Nedgang i negativ oppførsel, inkludert mobbing
  • Større toleranse for medelever, økt omsorg og et støttende klassemiljø
  • En randominsert, longitudinell evaluering foretatt av Queen`s university, Belfast, Nord Irland, fant at Roots of Empathy har en målbar og positiv påvirkning som viser økning i prososial oppførsel og reduksjon av aggresiv og krevende oppførsel. (Connolly, 2018) Studien gir også noen bevis for at reduksjonen i krevende oppførsel varte ved tre år etter programmet.
  • En evaluering av Roots of Empathy fra Sveits, 2015-2017, viste signifikant reduksjon i aggresjon og en økning i empati hos barna sammenlignet med kontrollgruppen. Disse resultatene var opprettholdt ett år etter at programmet var avsluttet.(Latsch et al, 2017)
  • En randomisert, longitudinell studie utført i Manitoba, Canada viste en reduksjon i fysisk- og indirekte aggresjon hos barna både umiddelbart og tre år etter progrmmet var avsluttet. (Santos et al, 2011) Studien fant også en økning i prososial oppførsel (dele, hjelpe, inkludere) hos barna umiddelbart etter programmet.
  • Rolheiser, C., and Wallace, D. (2005) The Roots of Empathy Program as a Strategy for Increasing Social and Emotional Learning.
  • Santos R. G., Chartier M. J., Whalen, J. C., Chateau D., & Boyd L. (2011). Effectiveness of school-based violence prevention for children and youth: Cluster randomized controlled field trial of the Roots of Empathy program with replication and three-year follow-up. Healthcare Quarterly, 14, 80-91.
  • Schonert-Reichl, K.A., Smith, V., and Zaidman-Zait, A. Effectiveness of the Roots of Empathy Program in Fostering the Social-emotional Development in Primary Grade Children. (under review)
  • Schonert-Reichl, K.A., Smith, V., Zaidman-Zait, A and Hertzman, C. Impact of the Roots of Empathy Program on Emotional and Social Competence Among Elementary School-aged Children: Theoretical Developmental and Contextual Considerations. (under review)

Forskningskommite

Allan Schore

Allan Schore

Ph.D.

Dr. Allan Schore is on the clinical faculty of the Department of Psychiatry and Biobehavioral Sciences, UCLA David Geffen School of Medicine. He is the author of four volumes on affect regulation, including his latest, The Science of the Art of Psychotherapy. Dr. Schore is Editor of the acclaimed Norton Series on Interpersonal Neurobiology, and a reviewer or on the editorial staff of 35 journals across a number of scientific and clinical disciplines.
Dan Batson

Dan Batson

Ph.D.

Dan Batson received his Ph.D. in psychology from Princeton University in 1972, was a member of the Department of Psychology at the University of Kansas from 1972-2008, and is a Professor Emeritus there. He now has a courtesy appointment as an Adjunct Professor of Psychology at the University of Tennessee. Dan is the author of The Altruism Question: Toward a Social-Psychological Answer (Erlbaum Associates, 1991), the chapter in The Handbook of Social Psychology (4th ed.) on “Altruism and Prosocial Behavior” (McGraw-Hill, 1998), Altruism in Humans (Oxford University Press, 2011), and What’s Wrong with Morality? (Oxford University Press, 2016).
photo of Tom Boyce

Tom Boyce

Doctor, Professor

Dr. W. Thomas Boyce is Professor Emeritus of Pediatrics and Psychiatry and heads the Division of Developmental-Behavioral Pediatrics at the the University of California, San Francisco. He was previously the Sunny Hill Health Centre/BC Leadership Chair in Child Development. He is also Co-Director of CIFAR’s Child and Brain Development Program and a member of the Institute of Medicine of the National Academies.
Susanne Denham

Susanne Denham

Ph.D.

Susanne Denham is an applied developmental psychologist and Professor of psychology at George Mason University, with M.A. from The Johns Hopkins University and Ph.D. from University of Maryland, Baltimore County. She is also a nationally certified school psychologist. She is the author of two books, Emotional Development in Young Children and, with Dr. Rosemary Burton, Social and Emotional Prevention and Intervention Programming for Preschoolers, as well as numerous scholarly articles and presentations.
Lise Eliot

Lise Eliot

Ph.D.

Lise Eliot is Professor of Neuroscience at the Chicago Medical School of Rosalind Franklin University of Medicine & Science. A graduate of Harvard, she received her PhD in Cellular Physiology & Biophysics from Columbia University and completed a post-doctoral research fellowship in Neuroscience at Baylor College of Medicine before turning to public education about brain and gender development. She has published over 60 works, including the books, What’s Going On in There? How the Brain and Mind Develop in the First Five Years of Life (Bantam), and Pink Brain, Blue Brain: How Small Differences Grow Into Troublesome Gaps – And What We Can Do About It (Houghton Mifflin Harcourt).
Kimberly A Schonert-Reichl

Kimberly A. Schonert-Reichl

Ph.D.

Dr. Kimberly Schonert-Reichl is an Applied Developmental Psychologist and a Professor in the Human Development, Learning, and Culture area in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia. She is also the Director of the Human Early Learning Partnership. She received her MA in Educational Psychology from the University of Chicago, her Ph.D. in Educational Psychology from the University of Iowa, and completed her postdoctoral work as a National Institute of Mental Health (NIMH) Fellow in the Clinical Research Training Program in Adolescence at the University of Chicago and the Department of Psychiatry at Northwestern University Medical School. Dr. Schonert-Reichl has over 100 publications in scholarly journals, book chapters, and reports and has edited two books on mindfulness in education, including a co-edited book with Dr. Robert W. Roeser Handbook of Mindfulness in Education: Integrating Theory and Research Into Practice (Springer Press, 2016).

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