Cultivating Empathy - 3-Minute Video with Transcript, Discussion Questions, and Selected References

 

Discussion Questions

1. How would you describe your level of empathy right now? 

2. How would you describe the level of empathy in your school?

3. Where have you seen compassionate empathy during the COVID-19 crisis - in your home, in your community, or in the nation?

4. In light of current events, which element of empathy do you feel is most difficult for people? Why is that?

1st Frame:

Hello! I’m Julie McDaniel-Muldoon, Safety and Well-Being Consultant at Oakland Schools. I created the Supportive Strategies Series with 3-minute episodes of strategies I think might be helpful to you, especially during this extraordinary time. These short and sweet episodes are based on research and best practice. Episode 5: Cultivating Empathy. Let’s begin.

2nd Frame:

To explore empathy we need to understand where it lives within social-emotional core competencies. The Collaborative for Academic, Social, and Emotional Learning describe these competencies self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Empathy lives in the social competencies, requiring us to understand ourselves before we understand others.

 3rd Frame:

Teresa Wiseman has helped us understand the 4 elements of empathy. 1st, we must see the world as others see it. 2nd, we accept others without judgment. 3rd, we understand another’s feelings. 4th, we are able to communicate this understanding. Brene Brown teaches us that "Empathy is communicating that incredibly healing message of 'You're not alone.'" 

4th Frame:

Daniel Goleman has pushed our thinking to describe three different types of empathy. Cognitive empathy lives in the executive functioning part of our brain and is dependent upon our thoughts, understanding, and intellect. Emotional empathy lives in the limbic system, starts with our mirror neurons, and relies on our senses and feelings. Compassionate Empathy requires both emotional and cognitive empathy but goes deeper. It motivates us to take action on someone else’s behalf. Compassion is empathy is action.  As Goleman suggests, “With this kind of empathy we not only understand a person’s predicament and feel with them, but are spontaneously moved to help, if needed.” 

5th Frame:

We cultivate empathy -By empathizing with students -By modeling empathy -By making caring for others a priority -By setting high ethical expectations -By practice, practice, practice

In an online environment,

-Use live video and chat whenever possible -Practice and model self-compassion -Link content to empathy whenever possible -Be mindful of pace

Final Frame:

 All of this content is based on solid research and best practice. Please contact me for selected references, more resources, and suggestions for topics for future episodes. julie.mcdaniel@oakland.k12.mi.us

Selected References

Goleman, D. (2017). Empathic concern. Retrieved from https://www.edge.org/response-detail/27176.

Goleman, D. (March 1, 2008). Hot to help: When can empathy move us to action?  Retrieved from https://greatergood.berkeley.edu/article/item/hot_to_help.

McDaniel-Muldoon, J.E. (2019, September 17). The Complexity of Empathy. International Bullying Prevention Association Blog and News. https://ibpaworld.org/blog/the-complexity-of-empathy/.

The RSA (2013, December 10). Brene Brown on empathy. Retrieved from https://www.youtube.com/watch?v=sXSjc-pbXk4&feature=emb_title&disable_polymer=true.

Sevilla, V.J. (2019, June 23). Teaching empathy in an online class. ELearning Industry. Retrieved from https://elearningindustry.com/empathy-development-teaching-online-class.

Wiseman, Theresa. (1996). A concept analysis of empathy. Journal of Advanced Nursing. 23. 1162 - 1167. 10.1046/j.1365-2648.1996.12213.x.

Trust Is the Beginning Place - 3-Minute Video with Transcript, Discussion Questions, and Selected References

Episode 4: Trust Is the Beginning Place

Discussion Questions

1. Describe the level of trust in your school:

1. between staff and students

2. between staff and parents

3. among staff

4. among students

2. What can you do individually and as a staff to increase the levels of trust?

1st Frame:

Hello! I’m Julie McDaniel-Muldoon, Safety and Well-Being Consultant at Oakland Schools. I created the Supportive Strategies Series with 3-minute episodes of strategies I think might be helpful to you, especially during this extraordinary time. These short and sweet episodes are based on research and best practice. Episode Trust Is the Beginning Place. Let’s begin.

2nd Frame:

The CDC in collaboration with SAMHSA established 6 guiding principles for trauma-informed care. While safety is the number 1 consideration, trustworthiness is number 2. Trust is an essential part of strong and supportive school cultures. It is integral to effective organizational change, successful school reform and more. As author Barbara Smith writes, “Trust…is the beginning place, the foundation upon which more can be built.”

 3rd Frame:

Placing trust in another involves two considerations. The first consideration is a person’s willingness to be vulnerable to another. It acknowledges the potential for being hurt. The second consideration is placing confidence in another being benevolent, reliable, competent, honest, and open. Both the willingness to be vulnerable and the perception of benevolence are necessary for trust.

4th Frame:

Building the trust needed for healthy and supportive schools requires shifting this interperson concept to an organizational perspective. This trust is relational trust and is found is social exchanges.  It is reflected by respect, personal regard, competence, and integrity. Researchers Bryk and Schneider explain that relational trust is the connective tissue that binds us together to advance the education and welfare of students.

5th Frame:

Research on trust suggests that assuming positive intention is the most important component of building trust. Trust in schools requires psychological safety where people speak freely, honestly, and openly. Building trust in an online context is more challenging, but is possible. It requires predictable patterns of actions, ongoing communication, positive social atmosphere, constant feedback, and transparency of motive. Building trust must be a deliberate and transparent process with ongoing monitoring and adjustment. Trust is the beginning place, the foundation upon which more can be built.

Final Frame:

 All of this content is based on solid research and best practice. Please contact me for references, more resources, and suggested topics for future episodes: julie.mcdaniel@oakland.k12.mi.us

Selected Resources

Bryk, A.S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership 60(6):40-45. Retrieved from http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Trust-in-Schools@-A-Core-Resource-for-School-Reform.aspx.

The Colorado Trust (2008). Build trust, end bullying, improve learning: evaluation of The Colorado Trust’s bullying prevention initiative. Retrieved from Denver, CO: https://www.coloradotrust.org/sites/default/files/COTrust_FINALAPRVD_112408.pdf.

Louis, K.S. (2007). Trust and improvement in schools. Journal of Educational Change, 6(1), 1-24. Retrieved from https://www.researchgate.net/publication/259754500_60_Louis_KS_2007_Trust_and_improvement_in_schools_Journal_of_Educational_Change_61_1-24.

Marcinek, A. (2014, October 22). Digital Citizenship: Developing a Culture of Trust and Transparency. Edutopia. Retrieved from https://www.edutopia.org/blog/digital-citizenship-culture-trust-transparency-andrew-marcinek.

Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. Francisco, CA:  Jossey-Bass.