Improving Empathy and Communication Skills of Visually Impaired Early Adolescents through a Psycho-Education Program*

By Yildiz, Mehmet Ali; Duy, Baki | Kuram ve Uygulamada Egitim Bilimleri, Summer 2013 | Go to article overview

Improving Empathy and Communication Skills of Visually Impaired Early Adolescents through a Psycho-Education Program*


Yildiz, Mehmet Ali, Duy, Baki, Kuram ve Uygulamada Egitim Bilimleri


Abstract

The purpose of this study was to investigate the effectiveness of an interpersonal communication skills psycho-education program to improve empathy and communication skills of visually impaired adolescents. Participants of the study were sixteen early adolescents schooling in an elementary school for visually impaired youth in Diyarbakir. The study has a factorial design having two groups (treatment and control] and three measures (pre-test, post-test and follow-up test). Empathy levels of the participants were measured by Κ?-Si Empathie Tendency Scale for Children and Adolescents, and communication skills were measured by Communication Skills Evaluation Scale. While the participants in treatment group were exposed to interpersonal communication skills training for nine sessions, members of the control group did not receive any treatment. After the completion of group sessions, post-test measures were obtained. Data were analysed by mixed between-within subjects analysis of variance. Analysis indicated effectiveness of the psycho-education program in increasing empathy levels and communication skills of the visually impaired adolescents.

Key Words

Visually Impaired Adolescents, Interpersonal Communication Skills, Empathy, Psycho-education Group.

There is a universally strong will to get into interaction with others in human beings. Social interaction is the basic ingredient that supports social environment and maintains it (Hargie, 2011). Communication meets one of fundamental psychological needs of human being; a need for interaction (Kaya, 2010). As a social being, human beings have a need to live with others, and building effective communication is a prerequisite for living together with others. Yet, it is also inevitable to display socially accepted behaviours in a society to live with others (Tagay, Baydan, & Voltan-Acar, 2010).

Interpersonal communication can be defined as a psycho-social process in which at least two individuals reciprocally disclose information, emotions, thoughts and experiences they have by specific means (Kaya, 2010). All interpersonal relationships and interpersonal problems happen to be through interpersonal communication. While healthy interpersonal communication results in deeper, meaningful and satisfying relationships, unhealthy interpersonal communication patterns result in wide range of personal and interpersonal problems (Korkut, 1996). Thus, it is paramount to learn and teach the strategies of effective interpersonal communication, because individuals who can establish effective, healthy and satisfying relationships get more satisfaction from life as well as themselves (Korkut, 2000).

One of the motivations in interpersonal relationships is to be understood by others regarding ones experiences, emotions and thoughts. Empathy can be defined as an ability to understand the other person is a paramount aspect in interpersonal relationships. Thus, empathy as a term is one of the essentials in interpersonal relationship and communication (Kaya & Siyez, 2010). According to Rogers (1975) there are some elements of having empathy toward someone. It means to get into one s inner world and be there in a deeper level. This can be accomplished by being very sensitive to ones changing emotions, be it fear, anger or confusion moment by moment. Patterson (1973) defined empathy as perceiving ones reference of perceptual framework, his/her emotional aspects and their meanings in an as if condition (cited in Akkoyun, 1982). Empathy is considered as an ability and a tendency (Kaya & Siyez, 2010). It is multidimensional (Davis, 1983), and has two components; emotional and cognitive. While the cognitive component is about understanding other persons thoughts by getting into his/her role, the emotional component is about understanding his/ her emotions as much as they are felt by the other person (Dökmen, 2005). Blair (2005) added a third component; motor empathy described as mirroring the motor responses of the other person. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Improving Empathy and Communication Skills of Visually Impaired Early Adolescents through a Psycho-Education Program*
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.