Empathy as related to creativity, dogmatism, and expressiveness

Free Your Mind: Creative Thinking Contributes to Overcoming Conflict-Related Biases

Conflicts between groups are difficult to resolve, partly because humans tend to be biased in judging outgroup members. The aim of the current article is to review findings on the link between creativity and conflict-related biases and to offer a model that views creative cognition as an ability that may contribute to overcoming conflict-related biases. Our proposed model conforms to the twofold model of creativity. According to this model, creativity involves a generation phase and an evaluation phase, and these phases correspond to the neural mechanisms that underlie conflict-related biases. Specifically, we contend that the generation phase of creativity affects conflict-related biases by exerting an influence on stereotypes and prejudice, outgroup-targeted emotions, and ingroup empathy biases, all of which rely on the default mode network. Conversely, the evaluation phase of creativity, which is usually associated with activation in the executive control network and action-observation system, may be related to herding behaviors. Building on the shared mechanisms of creativity and conflicts, we propose that studies examining creativity-based interventions may be effective in promoting reconciliation.

The Effects of the Creator’s Situation on Creativity Evaluation: The Rater’s Cognitive Empathy and Affective Empathy Matter in Rating Creative Works

Successful intelligence theory suggests that creativity is necessary for personal achievement outside of intelligence. Unlike intelligence, creativity can develop in a supportive environment. People should consider the situation of disadvantaged groups, which are characterized by low personal achievement and a bad growth environment in creativity evaluation from a caring perspective. This study focuses on the effect of the creator’s situation on creative evaluation and the role of the rater’s empathy (i.e., cognitive empathy and affective empathy) and sympathy in creative evaluation. Four pairs of creator’s situations (by age, physical state, family situation, and economic state) were designed to represent people with disadvantages or advantages. A between-subject design was used with 590 undergraduate students randomly assigned to eight sub-conditions. The participants were asked to assess three products in eight situations. The rater’s empathy and sympathy in creativity evaluation were explored in the overall disadvantage (N = 300) and advantage (N = 290) conditions. The results showed that the participants only provided significantly higher ratings to the creative product made by a child. Cognitive empathy only predicted a creative rating under disadvantaged conditions, and affective empathy negatively moderated this effect. Affective empathy only predicted a creative rating under advantage conditions, and cognitive empathy positively moderated this effect. Affective empathy only predicted a creative rating under advantage conditions, and cognitive empathy positively moderated this effect. The possible mechanisms of the effect and implications for the establishment of a supportive environment for creativity and creativity teaching practice were discussed.

How Does the Optimism of Students Learning a Foreign Language Affect Their Creative Self-Efficacy? The Mediating Effects of Hope and Empathy

Creative self-efficacy (CSE) is a core influencer of creative behavior and has a positive impact on well-being and development. However, the positive psychological processes that help to promote CSE in foreign-language learning (FLL) remain under-studied. Focusing specifically on FLL students, the present study examined the associations among optimism, hope, empathy, and CSE and investigated the possible mediating roles of hope and empathy in the relationship between optimism and CSE. A sample of 330 FLL students from two Chinese universities participated in this study. The results showed that (i) optimism, hope, and empathy were all positively related to CSE and that (ii) optimism did not directly predict CSE but indirectly and positively predicted CSE through hope and empathy. These findings suggest that optimism, empathy, and hope potentially play positive roles in facilitating CSE in FLL students. Based on the present results, some practical approaches are discussed that could help improve the CSE of FLL students, paying particular attention to the effects that potentially motivate their positivity.

Creating Compassion: Using Art for Empathy Learning with Urban Youth

Social-emotional learning (SEL) curricula are being increasingly implemented with young children; however, access to comprehensive programs can be prohibitive for programs limited by finances, time, or other factors. This article describes an exploratory case study that investigates the use of creative activity in the direct promotion of empathy and indirect promotion of other social-emotional skills for early elementary children in an urban-based after-school setting. A novel curriculum, Creating Compassion, which combines art engagement with explicit behavioral instruction, serves as a promising avenue for social-emotional skill development, and has particular importance for children from low-income households. Five children from racially minoritized backgrounds in grades kindergarten and first attended the Creating Compassion group intervention. Group-level data and individual data of direct behavior ratings suggested a modest increase in empathy development, responsible decision-making, and self-management skills and thereby provide a preliminary basis for further effectiveness investigation. Suggestions for future research in this area are discussed in addition to social justice implications.

Fostering Children and Adolescents' Creative Thinking in Education. Theoretical Model of Drama Pedagogy Training

Drama Pedagogy Training (DPT), as other drama-based pedagogies, has been related to several outcomes, including creativity enhancement. This enhancement is commonly proven through the measurement of different creative processes. In our review we systematize characteristics, activities and techniques of DPT that are assumed to be related to creativity in order to have a more comprehensive framework to identify the specific DPT elements that are involved in the enhancement of some of the creative processes of children and adolescents. To this end, we identified five creative processes in experimental studies using DPT: divergent thinking, fantasy and imagination, associative thinking, symbolization, and problem solving. These processes were cross referenced with DPT characteristics, activities, and techniques that were argued to be related to creativity enhancement. Our review will propose a model with two main categories and six elements as follows: (1) technical drama phases which emphasizes the role of narrative and embodiment through (a) corporal and vocal training and (b) main drama techniques (e.g., storytelling and improvisation and role-play), and (2) psycho-pedagogical framework which emphasizes the role of a dialogic space through (c) playfulness and a (d) collaborative, safe space. We also identified (e) feedback as an important element of DPT which belongs to both drama technical phases and psycho-pedagogical framework categories. Along with the model, we explain the creative outcomes associated to each of these elements as a means to attire the attention to drama-based pedagogies for the development of creativity in the educational setting.

More Is not Always Better: The Differentiated Influence of Empathy on Different Magnitudes of Creativity

Recently, researchers have argued about the importance of social aspects in creativity. Based on these arguments, one could hypothesize that if creativity is indeed about social aspects, then a social ability, such as empathy, will be relevant for creativity as an “interface” allowing the person to connect with others. A thorough review of the literature suggests that the association between empathic abilities and creativity may not be as straightforward as this hypothesis and also two recent empirical studies have suggested. This could be attributed to the fact that creativity may involve quite different levels such as creative achievement or everyday creativity. We suggest that social interaction, and with it empathy, plays a larger role in creative achievement than in everyday creative activities. Furthermore, we argue that too much empathy hinders everyday creativity. To explore the impact of empathy on different magnitudes of creativity, we applied two different self-report measures of creativity: creative achievement was measured by the Creative Achievement Questionnaire, while everyday creative activity was measured by the Creative Behavior Inventory. We used the Interpersonal Reactivity Index to measure empathy. Empathy had a positive correlation to achievement, but an inverted-U relationship to everyday creativity. We conclude that more connectedness is not always better for creativity. Therefore, the relevance of social aspects for creativity should not be generalized, but may depend on the magnitude of creativity considered.

Dynamics of Creativity and Empathy in Role Reversal: Contributions from Neuroscience

The challenge of understanding another person and what it takes to truly feel understood by another is at the hub of human social existence. Psychodramatic role reversal is a related method, rooted in classical role theory, in which two individuals each take the role of the other in an interpersonal situation and actually behave as if one is the other, before returning to their primary selves. In this exercise, every member of the dyad has to overcome both physical constraints and the natural tendency to adhere to one's own viewpoint. This requires empathic abilities as well as creative imagination. Simultaneous holding of two mental representations, one's own and another's, may be a mechanism by which this task could be achieved. Psychological and neurobiological research is presented in favor of this assumption and the concept of creative empathy is introduced as a target for future quantitative and qualitative studies.

Integrative Literature Review: An Unexamined Triumvirate: Dogmatism, Problem Solving, and HRD

Dogmatism is a psychological construct that refers to the open- or closed-mindedness of one’s beliefs. A review of the literature on dogmatism and its relationship to problem solving in the workplace revealed that during problem solving one’s level of dogmatism influences (a) the type of cognitive reasoning strategy used, (b) the degree of critical reflection that occurs, and (c) the degree of acquiescence to authority figures. Implications of these connections between dogmatism and problem solving for HRD’s role in facilitating problem solving in the workplace and for future research are discussed.

Modes of Communication Between Members of a String Quartet

This qualitative case study revealed the modes of communication employed between members of a professional string quartet during rehearsal and performance. Six modes of communication and two levels of attunement were revealed. The modes of communication were interpreted as verbal and non-verbal: instruction, cooperation, and collaboration. The levels of attunement were interpreted as sympathetic and empathetic. Results indicated that the members of the string quartet were able to become empathetically attuned and produce spontaneous musical variations during performance. These spontaneous musical variations were interpreted as examples of empathetic creativity. Participants confirmed researcher interpretations of the six modes of communication, sympathetic and empathic attunement, and empathetic creativity during member checks. The authors propose that spontaneous musical variations are examples of empathetic creativity. The findings of the current qualitative case study support the findings of a previous study conducted with a jazz sextet (Seddon, 2005). Implications of the findings of the current study for small group communication and creativity are discussed.

Karma-Yoga, the Indian Work Ideal, and its Relationship with Empathy

Karma-Yoga, the technique of performing action such that the soul of the actor is not bound by the results of the action, constitutes the Indian work ideal. The relationship of Karma-Yoga with the dimensions of empathy was explored through a study done on 108 students in a postgraduate programme of business management. Karma-Yoga was found to be related to some dimensions of empathy. The results highlighted the differential impact of dimensions of empathy. Empathic concern was found to be related to Karma-Yoga only for those individuals who were low on personal distress. For individuals high on personal distress, empathic concern was not related to Karma-Yoga. Findings indicate that Karma-Yoga is very similar to altruism motivation in the Indian context. Individuals who are high on empathic concern and low on personal distress are more likely to take actions for the benefit of others rather than for their own benefit.

A self-administered instrument for assessing therapeutic approaches of drug-user treatment counselors

In this article we describe the development and psychometric properties of a self-administered instrument for assessing drug-user treatment counselors' therapeutic approaches such as psychodynamic or interpersonal, cognitive-behavioral, family systems or dynamics, 12-step, and case management. We generated an initial pool of items corresponding to these five approaches and modified them based on expert ratings. We developed three sets of items. The first concerned the beliefs underlying each therapeutic approach. The second and third concerned the practices of each applicable approach within individual and group counseling, respectively. With the exception of case management, an approach that originated within social work and which is only applicable to individual counseling, the other four approaches are applicable, at least theoretically, to both individual and group counseling. Additionally, we included items that describe techniques used exclusively with groups (i.e., group techniques). Finally, we included some items that are not associated with any of the traditional approaches but which reflect the practical approach that drug-user treatment programs often take to both individual and group counseling (i.e., practical counseling). The initial instrument consisted of 17 subscales with a total of 76 items. This instrument was administered to 226 counselors from 45 drug-user treatment programs in Los Angeles County. Based on this data, we further refined these scales using confirmatory factor analysis to ensure both construct validity and discriminant validity. The final instrument consisted of 14 subscales with a total of 48 items.