Forschungen

“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

Forschungen über Roots of Empathy

Seit dem Jahr 2000 haben zahlreiche unabhängige Evaluierungen zur Wirksamkeit von Roots of Empathy stattgefunden.

Die wichtigsten Forschungsergebnisse belegen, dass Kinder, die an einem Roots of Empathy-Programm teilgenommen haben, die folgenden Merkmale zeigen:

  • Die sozialen und emotionalen Kompetenzen nehmen zu;
  • das prosoziale Verhalten nimmt zu (z. B. Teilen, Helfen, Einbeziehung anderer);
  • Aggressionen einschließlich Mobbing nehmen ab;
  • die Bereitschaft, die anderen Kinder zu akzeptieren ist stärker; das Umfeld in der Klasse wird am Ende des Programms als fürsorglicher und verständnisvoller empfunden;
  • die Kinder wissen mehr über die frühkindliche Entwicklung
  • In einer von der Queen’s University in Belfast, Nordirland, durchgeführten randomisierten Längsschnittuntersuchung, wurde nachgewiesen, dass Roots of Empathy messbare positive Auswirkung hatte. Diese zeigte sich in der Zunahme des prosozialen Verhaltens der Kinder und der Abnahme von aggressivem und schwierigem Verhalten (Connolly, 2018). Die Untersuchung lieferte auch Anhaltspunkte dafür, dass der Rückgang von schwierigem Verhalten möglicherweise noch drei Jahre nach der Teilnahme am Roots of Empathy-Programm angehalten haben könnte.
  • Eine Auswertung des Roots of Empathy-Programms in der Schweiz für den Zeitraum 2015–2017 zeigte bei den Kindern im Vergleich zu Kontrollgruppen eine signifikante Abnahme von Aggressionen bei gleichzeitiger Zunahme von Empathie. Ein Jahr nach Programmende hielten sich die Effekte des Programms auf stabilem Niveau (Lätsch et al, 2017).
  • In einer randomisierten beschleunigten Längsschnittstudie in der kanadischen Provinz Manitoba wurde nachgewiesen, dass körperliche und indirekte Aggressionen abnahmen und prosoziales Verhalten bei Kindern zunahm. Die Wirkung war unmittelbar nach Ende des Programms und noch drei Jahre danach nachweisbar (Santos et al, 2011). Bei der Untersuchung wurde außerdem belegt, dass die Kinder unmittelbar nach Ende des Programms mehr prosoziales Verhalten zeigten (Teilen, Helfen, Einbeziehen).

Der Forschungsbeirat

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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