[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
About the Journal
International Editorial Board
Editorial Board of Iranian University
Aims & Scopes
Indexing & Abstracting
Open Access Policy
Financial Policies
CrossMark Policy
Journal News
Articles archive::
All Issues
Current Issue
Browse by Authors
Browse by Keywords
For Authors::
Instructions for Authors
Submission Form
Principles of Publishing Ethics
Ethical Code: Psychologic Study
Ethical Code: Medical Research
Ethical Consideration
Peer Review Policy
Declaration Form
Article Processing Charges
For Reviewers::
Policies of Peer Review
Registration::
Registration Form
Contact us::
Contact Information
Contact us
Site Facilities::
Site map
Search contents
Top 10 contents
Inform to friends
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Open Access
..
Registered in
..
Indexing and Abstracting
..
:: Volume 6, Issue 2 (Vol6 No2 Summer 2019 - 2019) ::
J Child Ment Health 2019, 6(2): 107-118 Back to browse issues page
The Impact of Empathy Training on Social Problem Solving Skills in Female Students with Traumatic Experience
Mahsa Hatam *1 , Abbas Abolghasemi2 , Mousa Kafi2
1- Faculty of Literature and Humanities, University of Guilan, Rasht, Iran
2- Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran
Abstract:   (5117 Views)
Background and Purpose: Human beings face many traumatic events throughout their lives with different consequences. Many children and adolescents experience stressful events during their developmental period, such as parental addiction or death of an elderly relative. Posttraumatic stress disorder is a complicated and chronic disorder that causes significant problems and disruptions in social and educational performance. There are several techniques and approaches to treat this disorder which may lead to different consequences. Therefore, the aim of this study was to investigate the effect of empathy on social problem-solving ability among girl students with traumatic experiences.
Methods: This study was a quasi-experimental research with pretest-posttest design. The study sample consisted of 36 ninth grade female students with traumatic experience, aged 14-15, in Rasht city in academic year 2017-2018 that were selected by purposeful sampling and then randomly divided into experimental and control groups. Traumatic Events Screening Inventory (Ford et al., 2002), clinical interview, and Social Problem Solving Inventory-Short Form (D'Zurilla et al., 2002) were used for data collection. The experimental group received 8 sessions of interventional empathy education, one session per week. Data were analyzed by univariate and multivariate covariance analysis.
Results: The results of covariance analysis showed that empathy education significantly increased social problem solving and improved the components of rational problem solving and avoidant attachment style (p<0.01). However, no significant difference was found in the components of positive problem orientation, negative problem orientation and impulsive/ negligent style.
Conclusion: Employing empathy education and extending it to different social contexts can improve the social problem solving of people with traumatic experiences. This education can be used as a capacity to increase self-control for preventing the symptoms of posttraumatic disorder in social contexts.
 
Keywords: Empathy education, social problem solving, students, traumatic experience
Full-Text [PDF 719 kb]   (2066 Downloads)    
Type of Study: Research | Subject: Special
Received: 2018/09/1 | Accepted: 2019/04/14 | Published: 2019/08/13
References
1. Li N, Ahmed S, Zabin LS. Association between childhood sexual abuse (CSA) and adverse psychological outcomes among youth in Taipei. J Adolesc Health. 2012; 50(3): S45-S51. [Link] [DOI:10.1016/j.jadohealth.2011.12.003]
2. American Psychiatric Association. Diagnostic and statistical manual of mental disorders (DSM-5®). Washington, Dc: American Psychiatric Pub; 2013. [Link] [DOI:10.1176/appi.books.9780890425596]
3. Trickey D, Siddaway AP, Meiser-Stedman R, Serpell L, Field AP. A meta-analysis of risk factors for post-traumatic stress disorder in children and adolescents. Clin Psychol Rev. 2012; 32(2): 122-138. [Link] [DOI:10.1016/j.cpr.2011.12.001]
4. Cohen JA, Bukstein O, Walter H, Benson SR, Chrisman A, Farchione TR, et al. Practice parameter for the assessment and treatment of children and adolescents with posttraumatic stress disorder. J Am Acad Child Adolesc Psychiatry. 2010; 49(4): 414-430. [Link] [DOI:10.1097/00004583-201004000-00021]
5. Gillies D, Maiocchi L, Bhandari AP, Taylor F, Gray C, O'Brien L. Psychological therapies for children and adolescents exposed to trauma. Cochrane Database Syst Rev. 2016; 10: CD012371. [Link] [DOI:10.1002/14651858.CD012371]
6. Barlow MR, Goldsmith Turow RE, Gerhart J. Trauma appraisals, emotion regulation difficulties, and self-compassion predict posttraumatic stress symptoms following childhood abuse. Child Abuse Negl. 2017; 65: 37-47. [Link] [DOI:10.1016/j.chiabu.2017.01.006]
7. Bonomi AE, Cannon EA, Anderson ML, Rivara FP, Thompson RS. Association between self-reported health and physical and/or sexual abuse experienced before age 18. Child Abuse Negl. 2008; 32(7): 693-701. [Link] [DOI:10.1016/j.chiabu.2007.10.004]
8. Bashar Poor S, Narimani M, Issazadegan A. Role of experiencing traumatic life events in the prediction of psychological symptoms in male high school students in city of Uremia in 2010-2011 school-year. Scientific Journal of Ilam University of Medical Sciences. 2013; 20(4): 96-106. [Persian]. [Link]
9. Wingenfeld K, Riedesel K, Petrovic Z, Philippsen C, Meyer B, Rose M, et al. Impact of childhood trauma, alexithymia, dissociation, and emotion suppression on emotional Stroop task. J Psychosom Res. 2011; 70(1): 53-58. [Link] [DOI:10.1016/j.jpsychores.2010.06.003]
10. Ebrahimi H, Dejkam M, Seghatoleslam T. Childhood traumas and suicide attempt in adulthood. Iranian Journal of Psychiatry and Clinical Psychology. 2014; 19(4): 275-282. [Persian]. [Link]
11. Karatzias T, Howard R, Power K, Socherel F, Heath C, Livingstone A. Organic vs. functional neurological disorders: The role of childhood psychological trauma. Child Abuse Negl. 2017; 63: 1-6. [Link] [DOI:10.1016/j.chiabu.2016.11.011]
12. Ghadiri Zabihi S, Abolghasemi A, Aghajani S. A comparison of behavioral activation-inhibition systems and emotional clarity in students with and without trauma. Journal of School Psychology. 2015; 4(2): 69-88. [Persian]. [Link]
13. Magdol L, Moffitt TE, Caspi A, Silva PA. Developmental antecedents of partner abuse: a prospective-longitudinal study. J Abnorm Psychol. 1998; 107(3): 375-389. [Link] [DOI:10.1037//0021-843X.107.3.375]
14. Auslander W, Sterzing P, Threlfall J, Gerke D, Edmond T. Childhood abuse and aggression in adolescent girls involved in child welfare: the role of depression and posttraumatic stress. J Child Adolesc Trauma. 2016; 9(4): 359-368. [Link] [DOI:10.1007/s40653-016-0090-3]
15. Moreno-Manso JM, García-Baamonde ME, Blázquez-Alonso M, Guerrero-Barona E, Godoy-Merino MJ. Empathy and coping strategies in youths subject to protection measures. Child Youth Serv Rev. 2018; 93: 100-107. [Link] [DOI:10.1016/j.childyouth.2018.07.011]
16. Reich CM, Blackwell N, Simmons CA, Beck JG. Social problem solving strategies and posttraumatic stress disorder in the aftermath of intimate partner violence. J Anxiety Disord. 2015; 32: 31-37. [Link] [DOI:10.1016/j.janxdis.2015.02.007]
17. Goddard L, Dritschel B, Burton A. Social problem solving and autobiographical memory in non-clinical depression. Br J Clin Psychol. 1997; 36(Pt 3): 449-451. [Link] [DOI:10.1111/j.2044-8260.1997.tb01252.x]
18. Dirkzwager AJE, Bramsen I, van der Ploeg HM. Social support, coping, life events, and posttraumatic stress symptoms among former peacekeepers: a prospective study. Pers Individ Dif. 2003; 34(8): 1545-1559. [Link] [DOI:10.1016/S0191-8869(02)00198-8]
19. Gleason KA, Jensen-Campbell LA, Ickes W. The role of empathic accuracy in adolescents' peer relations and adjustment. Pers Soc Psychol Bull. 2009; 35(8): 997-1011. [Link] [DOI:10.1177/0146167209336605]
20. Gutiérrez Sanmartín M, Escartí Carbonell A, Pascual Baños C. Relationships among empathy, prosocial behavior, aggressiveness, self-efficacy and pupils' personal and social responsibility. Psicothema. 2011; 23(1): 13-19. [Link]
21. Hébert M, Langevin R, Oussaïd E. Cumulative childhood trauma, emotion regulation, dissociation, and behavior problems in school-aged sexual abuse victims. J Affect Disord. 2018; 225: 306-312.‌ [Link] [DOI:10.1016/j.jad.2017.08.044]
22. Choi JY, Oh KJ. Cumulative childhood trauma and psychological maladjustment of sexually abused children in Korea: mediating effects of emotion regulation. Child Abuse Negl. 2014; 38(2): 296-303. [Link] [DOI:10.1016/j.chiabu.2013.09.009]
23. McLean CP, Foa EB. Emotions and emotion regulation in posttraumatic stress disorder. Curr Opin Psychol. 2017; 14: 72-77. [Link] [DOI:10.1016/j.copsyc.2016.10.006]
24. Chesney SA, Gordon NS. Profiles of emotion regulation: Understanding regulatory patterns and the implications for posttraumatic stress. Cogn Emot. 2017; 31(3): 598-606. [Link] [DOI:10.1080/02699931.2015.1126555]
25. Gabbard GO, Miller LA, Martinez M. A neurobiological perspective on mentalizing and internal object relations in traumatized patients with borderline personality disorder. In: Allen JG, Fonagy P, editors. Handbook of mentalization-based treatment. John Wiley & Sons, Ltd; 2008, pp: 123-140. [Link] [DOI:10.1002/9780470712986.ch5]
26. Chartier MJ, Walker JR, Naimark B. Health risk behaviors and mental health problems as mediators of the relationship between childhood abuse and adult health. Am J Public Health. 2009; 99(5): 847-854. [Link] [DOI:10.2105/AJPH.2007.122408]
27. Kramer DN, Landolt MA. Characteristics and efficacy of early psychological interventions in children and adolescents after single trauma: a meta-analysis. Eur J Psychotraumatol. 2011; 2(1): 7858. [Link] [DOI:10.3402/ejpt.v2i0.7858]
28. Ehring T, Welboren R, Morina N, Wicherts JM, Freitag J, Emmelkamp PMG. Meta-analysis of psychological treatments for posttraumatic stress disorder in adult survivors of childhood abuse. Clin Psychol Rev. 2014; 34(8): 645-657. [Link] [DOI:10.1016/j.cpr.2014.10.004]
29. Mueser KT, McGurk SR, Xie H, Bolton EE, Jankowski MK, Lu W, et al. Neuropsychological predictors of response to cognitive behavioral therapy for posttraumatic stress disorder in persons with severe mental illness. Psychiatry Res. 2018; 259: 110-116. [Link] [DOI:10.1016/j.psychres.2017.10.016]
30. Padmanabhanunni A. A review of the transportability of cognitive therapy for the treatment of PTSD among South African rape survivors. Health SA Gesondheid. 2017; 22(1): 268-274. [Link] [DOI:10.1016/j.hsag.2017.01.005]
31. Vaziry S, Lotfi Azimi A. The effect of empathy training in decreasing Adolescents aggression. Developmental psychology: Iranian psychologists. 2012; 30(8): 167-175. [Persian]. [Link]
32. LoSavio ST, Dillon KH, Resick PA. Cognitive factors in the development, maintenance, and treatment of post-traumatic stress disorder. Curr Opin Psychol. 2017; 14: 18-22. [Link] [DOI:10.1016/j.copsyc.2016.09.006]
33. Riess H. The impact of clinical empathy on patients and clinicians: understanding empathy side effects, empathy and moral behavior. American Journal of Bioethics Neuroscience. 2015; 6(3): 51-53. [Link] [DOI:10.1080/21507740.2015.1052591]
34. Castillo R, Salguero JM, Fernández-Berrocal P, Balluerka N. Effects of an emotional intelligence intervention on aggression and empathy among adolescents. J Adolesc. 2013; 36(5): 883-892. [Link] [DOI:10.1016/j.adolescence.2013.07.001]
35. Van Lissa CJ, Hawk ST, Meeus WHJ. The effects of affective and cognitive empathy on adolescents' behavior and outcomes in conflicts with mothers. J Exp Child Psychol. 2017; 158: 32-45. [Link] [DOI:10.1016/j.jecp.2017.01.002]
36. Ford I, Racusin JD, Acker R, Bosquet R, Ellis C, Schiffman R. Traumatic events screening inventory (TESI-PRR / TESI-SRR). ScienceOPEN [Serial Online]. 2002 Jan 1 [cited 2019 Jul 26]; Available from: [Link]
37. D'Zurilla TJ, Nezu AM, Maydeu-Olivares A. Social problem-solving inventory-revised (SPSI-RTM) [Internet]. New York: Multi Health Systems (MHS Inc.); 2018. Available From: [Link]
38. Mokhberi A, Dortaj F, Dorekordi A. Questionnaire, psychometrics, and standardization of indicators of social problem solving ability. Quarterly of Educational Measurement. 2011; 1(4): 1-21. [Persian]. [Link]
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA

XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Hatam M, Abolghasemi A, Kafi M. The Impact of Empathy Training on Social Problem Solving Skills in Female Students with Traumatic Experience. J Child Ment Health 2019; 6 (2) :107-118
URL: http://childmentalhealth.ir/article-1-639-en.html
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 6, Issue 2 (Vol6 No2 Summer 2019 - 2019) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.07 seconds with 41 queries by YEKTAWEB 4710