(Keena + 2017)
Empathy-Focused Learning: Teaching Criminal Justice Students to Care
DOI or Website Link: DOI: 10.1007/s12103-017-9385-7
Publication: American Journal of Criminal Justice pp 1–22
Authors:
Linda Keena
Laura Krieger-Sample
Date: 11 January 2017
Affiliation(s):
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Abstract:
Today’s students show very little appreciation for the importance of empathy in community-based correctional treatment. This descriptive mixed-method study reports on a pilot program designed to examine how and to what extent a criminal justice education program enhanced or fostered empathy. Over a period of 7 years (2007–2014), 52 students participated in an intervention class, while 97 attended a controlled course.
The study utilized a two-stage measurement technique involving a pencil and paper test of empathy and actual interviews with students. A phenomenological analysis was conducted to investigate how students understand and transform experiences into perceptions both individually and as shared meaning. A Paired Two Sample for Means t-test was computed on the Interpersonal Reactivity Index (IRI) pre- and posttest data to analyze change in the students’ perceived empathy.
The intervention group scores from pretest to posttest indicated a statistically significant change in students’ empathy levels in all seven subscales. This program should serve as a model curriculum for criminal justice students.
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Topic Area: (In which field / sector / perspective was this study conducted?)
Definition: (How was empathy defined?)
Benefits: (Were any benefits of empathy mentioned?)
Criticisms (Were any criticisms, negative effects or risks of empathy mentioned?)
Methods: (What were the methods used to train empathy?)
Target Group: (Who participated in this study / training?)
Measurements: (About the assessment: How was the change in empathy measured before/after the intervention/method?)
Result: (What was the result?)
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Notes: (Any other relevant information)
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