Citation

Malti T, Chaparro MP, Zuffianò A, Colasante T. J. Clin. Child Adolesc. Psychol. 2016; 45(6): 718-731.

Affiliation

Department of Psychology , University of Toronto , Mississauga , Ontario , Canada.

Copyright

(Copyright © 2016, Informa - Taylor and Francis Group)

DOI

10.1080/15374416.2015.1121822

PMID

26890811

Abstract

Empathy has been identified as a core component of social and emotional functioning across development. Various prevention and intervention programs have utilized components of empathy-related responding to promote the development of children's and adolescents' social-emotional functioning and impede their aggression in school contexts. In this article, we assess the effectiveness of select school-based empathy interventions and the extent to which they align with developmental theory and research. First, we review current conceptualizations of empathy-related responding, identify its components, outline its normative development, and describe the need for developmentally tailored interventions. We then identify and assess the effectiveness and developmental sensitivity of 19 school-based programs with strong empirical support that target empathy-related responding across childhood and adolescence. Although the majority of these programs showed some degree of developmental differentiation between grades, none considered developmental differences within grades. Commencing interventions earlier in development and targeting higher numbers of empathy-related constructs were, in part, associated with larger effects. We discuss how future research can bridge the gap between basic developmental research and the design of developmentally tailored interventions to promote empathy-related responding.

Language: en