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Effect of nurses’ religious beliefs on their empathy and life satisfaction

100%
Lankau A., Krajewska-Kułak E., Jankowiak B., Baranowska A., Bejda G.
Progress in Health Sciences
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2017
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vol. 7(2)
18-25
EN
Introduction: Nursing is one of those medical professions that are inseparably associated with being in continuous contact with other people, and it is worth noting that there are things that cannot be acquired in the course of an education. These include conscience and empathy as subjective and ultimate standards of morality, which help nurses make morally good decisions and that represent criteria for assessing their behavior. Purpose: To assess the effect of nurses' religious beliefs on their empathy and life satisfaction. Materials and methods: The study included 150 nurses and 150 nursing students, using our own questionnaire, the Empathy Understanding Questionnaire (KRE) by Węgliński and The Satisfaction with Life Scale (SWLS). Results: The mean level of KRE-based empathic understanding was 65.7  9.4 points, which indicates that it was relatively high. The lowest level was 39, and the highest was 92 points. Mean SWLS score was about 20 points, which indicates that the studied nurses were neither satisfied nor dissatisfied with their life. Respondents with the highest level of empathy would discontinue treatment due to their beliefs or they would choose another unspecified solution. No significant correlations were found between the levels of empathy and life satisfaction and the opinion on the role of religious beliefs in the choice of nursing profession, and regarding religion as an obstacle in performing work-related tasks. Conclusions: Nurses showed relatively high levels of empathy and average levels of life satisfaction. The importance of nurses’ religiousness in making therapeutic decisions did not correspond with life satisfaction nor their level of empathy.
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Empathic parenting and child development

89%
Simonič B.
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
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2015
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vol. 5
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issue 2
PL
Our experience of the world and life is associated with our sense of ‘self’, which begins to grow in the preverbal period through the child’s primary relationships with his/her parents. Such relationships should be optimal and full of true, genuine and deep contact, marked with a parent’s empathic responsiveness. Empathic parents encourage positive development, while lack of empathy is many times associated with dysfunctional patterns of behaviour in later life. Empathy is a critical factor for the healthy development of a child, especially for the growth of a creative and genuine sense of ‘self’, which in adulthood is essential for a healthy and vibrant personality, one who is capable of coping with life and living empathic relationships. Empathy in the narrowest sense of the word is the ability to share and comprehend the feelings and thoughts of another, e.g. the ability to have insight into experiencing. In a broader sense, it is the basic dynamics of relationships that fully enable us to feel safe and accepted with others and thereby give us space for growth and development.
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Social Worker’s Help in Restoring Human Dignity

88%
Virbalienė A.
Applied Research In Health And Social Sciences: Interface And Interaction
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2015
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vol. 12
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issue 1
33-45
EN
In this article are presented situations in which the feeling of dignity of a person is lost or decreases and cannot be restored without professional intervention. This loss is one of the reasons of social exclusion in communities. A person with social issues has no abilities to emphasize her/his own uniqueness and authenticity, s/he stops to progress physically, intellectually and spiritually. In this way these persons enter the field of social worker’s help. In this field of help, one of the main factors in the restoration of human dignity is the social worker her/himself: her/his personality can have a huge influence on his client. The main research question in this study is the following: How should a social worker construct the helping process to help the client to restore her/his human dignity? Research object was the social worker’s help in the process of the restoration of human dignity. Research aim was to reveal the elements of the social worker’s support process that help to restore human dignity. Analysis of the reseach-based conceptual literature was the core method to explore and reveal the answers to research questions. The findings of the analysis highlighted that in situations, when people loose their feeling of dignity within social exclusion then they experience the self-deprecating. In the process of social help a main role is played by social worker’s professional communication with the client: the social worker stimulates the maintenance and restoration of client’s dignity by applying the principle of acting together. This principle is based on moral values, reciprocal responsibility, mutual respect, sincerity, confidentiality and empathy. These components create a trustful environment where, by sustaining client’s free choice and a right of decision, the possibility to achieve client’s openness emerges.
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SOCJOLOGIA EMOCJI: Empathy as an emotional practice in historical pedagogy

63%
Brauer J.
Miscellanea Anthropologica et Sociologica
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2016
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vol. 17(4)
27-44
PL
Most of the pedagogies at memorials and museums in Germany dedicated to the crimes ofNational Socialism and the history of the GDR share the common pedagogical goal of developinga sense of empathy in students and visitors. This take on historical pedagogy holdsthat memorials and museums gain social legitimacy by communicating empathy, and thusby educating visitors about values and morality. The paper argues that this perspective onemotions in general and empathy in particular is very problematic and quite questionable.Teaching 20th century German history should, first and foremost, be about teaching historyand not teaching values. It is observable that the sort of historical empathy sought out by educatorsdoes not automatically lead pupils to the desired views on morality. Rather, it tendsto overwhelm them. If we define historical learning as an autonomous act of productiveappropriation, empathy might come to signify the way learners integrate their perception ofthe other into the self, which ultimately bolsters one’s capacity to judge and to be mindful ofthe plights of others. For this reason, the paper argues that empathy should be conceived ofnot as a goal of historical pedagogy in and of itself, but rather as one possible point of departurefor getting students and museum visitors to engage with history.
5
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SOCIOLOGY OF EMOTIONS: Empathy as an emotional practice in historical pedagogy

63%
Brauer J.
Miscellanea Anthropologica et Sociologica
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2016
|
vol. 17(4)
27-44
EN
Most of the pedagogies at memorials and museums in Germany dedicated to the crimes ofNational Socialism and the history of the GDR share the common pedagogical goal of developinga sense of empathy in students and visitors. This take on historical pedagogy holdsthat memorials and museums gain social legitimacy by communicating empathy, and thusby educating visitors about values and morality. The paper argues that this perspective onemotions in general and empathy in particular is very problematic and quite questionable.Teaching 20th century German history should, first and foremost, be about teaching historyand not teaching values. It is observable that the sort of historical empathy sought out by educatorsdoes not automatically lead pupils to the desired views on morality. Rather, it tendsto overwhelm them. If we define historical learning as an autonomous act of productiveappropriation, empathy might come to signify the way learners integrate their perception ofthe other into the self, which ultimately bolsters one’s capacity to judge and to be mindful ofthe plights of others. For this reason, the paper argues that empathy should be conceived ofnot as a goal of historical pedagogy in and of itself, but rather as one possible point of departurefor getting students and museum visitors to engage with history.
6
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Možná souvislost mezi hříchem a nemocí a její relevantnost pro oblast sociální práce

63%
Šrajer J.
Studia theologica
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2020
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vol. 4
91-111
EN
The presented paper reflects upon the possible causal link between sin and disease from the biblical, and also Christian, point of view. This tradition and its knowledge are confronted with the facts of other sciences. The paper seeks to reveal the complexity of the issue and its importance in specific areas of social work.
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Motywy udzielania pożyczek rodzinnych w świetle badań własnych

63%
Solarz M.
Studia Ekonomiczne
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2016
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vol. 282
199-209
PL
Rozpoznanie oraz charakterystyka podstawowych motywów udzielania pożyczek rodzinnych stały się celem głównym niniejszego artykułu. Metody badawcze wykorzystane w pracy to: krytyczna analiza literatury przedmiotu, metody statystyczne oraz metoda sondażu diagnostycznego. Dane empiryczne pochodzą z ogólnopolskich badań ankietowych zrealizowanych w styczniu 2016 r. Z przeprowadzonych badań własnych wynika, że Polacy decydują się udzielić pożyczki członkom swojej rodziny z różnych pobudek. Wśród nich znalazły się m.in.: brak asertywności (43% wskazań), altruizm krewniaczy (42%), empatia (34%), wdzięczność (33%), altruizm odwzajemniony (24%), egoizm (26%) i powinność moralna/religijna (18%).
EN
The identification and characteristics of basic motives for granting family loans have become the purpose of the presented article. The research methods used in the course of the study were as follows: critical review of the subject literature, statistical methods and a diagnostic survey. The empirical data originate from the nationwide surveys carried out in in January 2016. The author’s own research shows that Poles decide to loan money to family members for various reasons. Among them the following were listed, e.g.: lack of assertiveness (43% of the responses provided), kin altruism (42%), empathy (34%), gratitude (33%), reciprocal altruism (24%), egoism (26%) and moral/religious duty (18%).
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Narrating Emotions: Towards Deeper Understanding

63%
Coetzee J. K.
Qualitative Sociology Review
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2020
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vol. 16
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issue 1
12-27
EN
Qualitative research aims at unwrapping the ordinary and the exceptional in order to bring us closer to a complete description and interpretation of life. People’s narratives are particularly effective in revealing deeper dimensions of experience and of meaning. Narratives always need to be read against the background of the empirical reality in which they are embedded. Most of the narratives referred to in this article are situated against the empirical reality of South Africa as a society in transition, still marred by inequality and inequity. One narrative, from a project conducted in the Czech Republic, shares some contextual characteristics with the South African examples-the Czech Republic is also a society in transition, previously employing institutional violence to suppress political dissent. An important aspect when dealing with intense political and social transformation is the presence of highly charged feelings and emotions. As part of the contextualization for this article I briefly argue that the South African Truth and Reconciliation Commission (1996-1998) in many ways did the groundwork for a new appreciation of the sharing of emotional accounts and revelations pertaining to atrocities, injustices, and suffering. This Commission’s work prepared the way for recognition of the potential of such sharing to create a better understanding of the experience of life in a deeply divided context. In the article, I argue for the establishment of a social encounter-a concept frequently used in the micro-sociological writings of Randall Collins-between researcher and research participant in an attempt to come to deeper levels of understanding. During episodes of emotional sharing of experiences and feelings a research participant often reveals deeper levels of social interaction-these revelations have the potential to open the way for a hermeneutical process towards understanding. Dramatic recall can lead to reconstructing a story that contains all the elements of what was originally heard, seen, and felt. The article uses five examples of narratives containing moments of high levels of emotion-each example opening the way for better understanding of the experiences of the research participants.
9
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Metaphorizing the Holocaust: The Ethics of Comparison

38%
Webber M.
Images. The International Journal of European Film, Performing Arts and Audiovisual Communication
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2011
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vol. 8
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issue 15-16
1-30
EN
Metaphorizing the Holocaust: The Ethics of Comparison    This paper focuses on the ethics of metaphor and other forms of comparison that invoke National Socialism and the Holocaust. It seeks to answer the question: Are there criteria on the basis of which we can judge whether metaphors and associated tropes “use” the Holocaust appropriately? In analyzing the thrust and workings of such comparisons, the paper also seeks to identify and clarify the terminology and concepts that allow productive discussion. In line with its conception of metaphor that is also rhetorical praxis, the paper focuses on specific controversies involving the metaphorization of the Holocaust, primarily in Germany and Austria. The paper develops its argument through the following process. First, it examines the rhetorical/political contexts in which claims of the Holocaust’s comparability (or incomparability) have been raised. Second, it presents a review (and view) of the nature of metaphor, metonymy, and synecdoche. It applies this framework to (a) comparisons of Saddam Hussein with Hitler in Germany in 1991; (b) the controversies surrounding the 2004 poster exhibition “The Holocaust on Your Plate” in Germany and Austria, with particular emphasis on the arguments and decisions in cases before the courts in those countries; and (c) the invocation of “Auschwitz” as metonym and synecdoche. These examples provide the basis for a discussion of the ethics of comparison. In its third and final section the paper argues that metaphor is by nature duplicitous, but that ethical practice involving Holocaust comparisons is possible if one is self-aware and sensitive to the necessity of seeing the “other” as oneself. The ethical framework proposed by the paper provides the basis for evaluationg the specific cases adduced.
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