Talk:Motivation and emotion/Book/2023/Empathy training

Initial suggestions

@U3224924: Thanks for tackling this topic. Some initial suggestions:

• Check out other chapters and see how you can build on, link to, and integrate with that work.

Let me know if I can do anything else as you go along.

Sincerely, James -- Jtneill - Talk - c 04:44, 6 August 2023 (UTC)

Hi @U3224924: Great topic, especially from a counselling/psychotherapy perspective where empathy is a crucial element. From my experience as a counselling student, I always found this short video of Dr Brene Brown's take on empathy vs sympathy to be an excellent and succinct introduction to how empathy drives connection - a simple introduction to empathy training? Perhaps you could link to this video in your chapter?

RSA. (2013, December 10). Brené Brown on empathy [Video]. YouTube; https://www.youtube.com/watch?v=1Evwgu369Jw&t=1s.

Good luck, sincerely, Andrew U3235369 (discuss • contribs) 10:36, 22 August 2023 (UTC)

Great topic. Was wondering if there are any situations in which empathy may not be beneficial?

Is it always adaptive in social settings? Does it have any impacts on the individual who is displaying empathy? --U3230491 (discuss • contribs) 08:59, 23 August 2023 (UTC)

Feedback and suggestions

Hey! This is such an interesting topic and I think you did a really great job of explaining the importance of empathy training.

I have made some suggestions in your chapter to include more peer reviewed references. I think this would really strengthen a lot of the great points you made.

I think you could also benefit from cutting out the background section on the importance of empathy training and really hone in on how motivational theory explains the importance of empathy training.

Overall, I think this is a great chapter! Good luck :) Dana --Dnamynts (discuss • contribs) 16:40, 8 October 2023 (UTC)

Topic development feedback

The topic development submission has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history for editing changes made whilst reviewing this chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date.

Title The title is correctly worded and formatted The sub-title is correctly worded and formatted Remove user name – authorship is as per the list of topics and the page's editing history Headings Promising 3-level heading structure Consider adopting closer alignment between the sub-title, focus questions, and top-level headings Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings Definition(s) is a pedestrian heading. Consider the possibility of incorporating definitional material into the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information. Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections Overview Excellent - Scenario, image, evocative description of the problem/topic, relevant psychological theory/research, and focus questions Use 3rd person perspective (except 1st/2nd person can work for feature boxes/scenarios) Closer alignment between the sub-title, focus questions, and top-level headings is recommended Key points Key points are well developed for most sections, with some relevant citations For sections which include sub-sections include key points for an overview paragraph prior to branching into the sub-headings Strive for an integrated balance of theory and research, with practical examples Conclusion (the most important section): Hasn't been developed What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?) Figure A figure is presented, captioned, and cited A relevant figure is presented and captioned Caption could better explain how the image connects to key points being made in the main text Learning feature One use of in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters Promising use of example(s)/case study(ies) Promising use of quiz question(s) References Very good make doi hyperlinks active (i.e., clickable) Resources Excellent Brent -> Brene User page Excellent – used effectively Description about self provided Consider linking to your eportfolio page and/or any other professional online profile or resume such as LinkedIn. This is not required, but it can be useful to interlink your professional networks. Link provided to book chapter Social contribution Excellent – at least three different types of contributions with direct link(s) to evidence

-- Jtneill - Talk - c 23:36, 26 September 2023 (UTC)

Book chapter review and feedback

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is a very good to excellent chapter. It successfully uses psychological theory and research to address a practical, real-world phenomenon or problem. Use of academic, peer-reviewed citations is lacking in some places (e.g., see the tags) For additional feedback, see the following comments and these copyedits Overview Well developed Engages reader interest by presenting a case study and/or scenario with an image in a feature box Clearly explains the problem or phenomenon Clear focus questions Theory An excellent range of relevant theories are selected, described, and explained What happens during empathy training? Builds on Wikipedia articles Build more strongly on other related chapters (e.g., by embedding links to other chapters) Insightful depth is provided about relevant theory(ies) No use of tables, figures, and/or lists are to help convey key theoretical information Some good use of academic, peer-reviewed citations, but citations also lacking in many places (e.g., see the tags) Some use of examples to illustrate theoretical concepts Research Very good review of relevant research More detail about key studies would be ideal Any systematic reviews or meta-analyses in this area? Greater emphasis on effect sizes could be helpful. Insufficient use of academic, peer-reviewed citations in some places (e.g., see the tags) Good critical thinking about relevant research is evident Critical thinking about research could be further evidenced by: describing the methodology (e.g., sample, measures) in important studies discussing the direction of relationships considering the strength of relationships acknowledging limitations pointing out critiques/counterarguments suggesting specific directions for future research Some claims are unreferenced (e.g., see the tags) Integration Excellent integration between theory and research Conclusion Basic summary and conclusion Remind the reader about the importance of the problem or phenomenon of interest Key points are summarised Add practical, take-home message(s) Style Written expression Overall, the quality of written expression is very good Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. Layout Include an introductory paragraph before branching into the sub-sections (see tags) Proofreading More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard Remove unnecessary capitalisation APA style Use sentence casing for the names of disorders, therapies, theories, etc. Use serial commas[1]. See explanatory video (1 min) Figures Figures are captioned Each Figure is referred to at least once within the main text References are not in full APA style. For example: Check and correct use of capitalisation[2] Check and correct use of italicisation Include hyperlinked dois Learning features Good use of learning features Very good use of embedded in-text interwiki links to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See example. No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. Basic use of image(s) No use of table(s) Basic use of feature box(es) Basic use of case studies or examples Basic use of quiz(zes) and/or reflection question(s) Excellent use of interwiki links in the "See also" section Excellent use of external links in the "External links" section Social contribution ~7 logged, useful, minor to moderate social contributions with direct links to evidence

-- Jtneill - Talk - c 13:04, 4 November 2023 (UTC)

Multimedia presentation feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.

Overall Overall, this is a basic presentation The presentation is well under the maximum time limit (3 mins), so there was room for further development Overview An opening slide with the title and sub-title is displayed and narrated — this helps to clearly convey the purpose of the presentation Engaging introduction to hook audience interest A context for the presentation is clearly established through an example Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation. Content Comments about the book chapter may also apply to this section The presentation addresses the topic The presentation makes good use of relevant psychological theory The presentation makes implied use of relevant psychological research Ideally, make more explicit use of research Excellent critical thinking by pointing out limitations Some citations are included to support claims The presentation makes basic use of one or more examples or case studies or practical advice Conclusion The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages in response to each focus question Audio The audio is easy to follow The presentation makes good use of narrated audio Audio communication is well paced Very good intonation The narration is well practiced and/or performed Audio recording quality was O. Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or mouse clicks were audible). Consider using an external microphone. The narrated content is well matched to the target topic (see content) but lacked synthesis of the best psychological research about this topic Video Overall, visual display quality is basic The presentation makes basic use of animated slides and/or stock video The font size is sufficiently large to make it easy to read Consider using a sans-serif typeface to make the text easier to read The amount of text presented per slide makes it easy to read and listen at the same time The visual communication is supplemented in a basic way by images and/or diagrams The presentation is basically produced using simple tools The visual content is well matched to the target topic (see content) but lacked synthesis of the best psychological research about this topic Meta-data The chapter title and sub-title (or an abbreviation to fit within the 100 character limit) are used in the name of the presentation — this helps to clearly convey the purpose of the presentation A written description of the presentation is provided Links to and from the book chapter are provided An active hyperlink to the book chapter is provided Licensing Image sources and their copyright status are not provided A copyright license for the presentation is provided

-- Jtneill - Talk - c 03:00, 12 November 2023 (UTC)