An experiential model: Teaching empathy and cultural sensitivity

Yuhwa Eva Lu, Barbara Dane, Arlene Gellman

    Research output: Contribution to journalArticle

    Abstract

    This article examines the effects of a pilot project for an experiential instructional model in teaching culturally sensitive, empathic communication skills. It attempts to integrate and communicate the theoretical, conceptual, and experiential understanding of cross-cultural empathy through the practice of mindful attitudes. Students were introduced to materials through a series of exercises which included mirroring breathing observation, posture, and moving awareness. These exercises fostered a state of openness through the experience of emptying, contemplation, and being-present. The preliminary findings indicate that the students were able to verbalize new learning experiences which included: being more attuned withtheirbodilyawareness, sensing theflow of energy with the other, letting go of power struggles, and pre-existing ideas, and experiencing a different kind of human connectedness with the other.

    Original languageEnglish (US)
    Pages (from-to)89-103
    Number of pages15
    JournalJournal of Teaching in Social Work
    Volume25
    Issue number3-4
    DOIs
    StatePublished - Jan 1 2005

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    empathy
    power struggle
    pilot project
    Teaching
    communication skills
    experience
    student
    energy
    present
    learning

    Keywords

    • Bereavement
    • Bsw and MSW curricula
    • Combined courses
    • Elective
    • Grief

    ASJC Scopus subject areas

    • Education
    • Sociology and Political Science

    Cite this

    An experiential model : Teaching empathy and cultural sensitivity. / Lu, Yuhwa Eva; Dane, Barbara; Gellman, Arlene.

    In: Journal of Teaching in Social Work, Vol. 25, No. 3-4, 01.01.2005, p. 89-103.

    Research output: Contribution to journalArticle

    Lu, Yuhwa Eva ; Dane, Barbara ; Gellman, Arlene. / An experiential model : Teaching empathy and cultural sensitivity. In: Journal of Teaching in Social Work. 2005 ; Vol. 25, No. 3-4. pp. 89-103.
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