The present work describes and proposes an explorative study, born with the aim to investigate how the socio-emotive components connected to empathy could prevent episodes of bullying and cyberbullying. To this end, a training programme of five weekly meetings is described, as proposed to five classes of a primary school. This amounts to a total of 114 students between the ages of 8 and 10 participating in the study. The subjects were monitored at the beginning and at the end of the training programme. Through a questionnaire purposely designed for the study, aimed at evaluating the subjects’ levels of empathy before and after the strucutred programme. The questionnaire investigated four areas that could be identified as empathy subc1omponents: prosocial, bhaviour, self-awareness, emotive recognition and perspective-taking. Comparing the scores optained in the first and second evaluation shows an increment for almost all areas investigated by the questionnaire, this allowing the formulation of the hypothesis that the training programme was indeed effective on the empathic components investigated. For this reason it is presumed that it could be possible for future research to investigate the effectiveness of the training programme that this pilot study was only able to formulate as an hypothesis.
Il presente elaborato descrive e propone uno studio esplorativo, nato con lo scopo di indagare come le componenti socio-emotive connesse all’empatia possano prevenire episodi di bullismo e di cyberbullismo. A tale scopo si descrive un training di 5 incontri a cadenza settimanale, proposto a 5 classi della scuola primaria, per un totale di 114 studenti partecipanti, di età compresa tra gli 8 e i 10 anni. Il campione è stato monitorato all’inizio e alla fine del training attraverso un questionario costruito ad hoc per la ricerca, che ha valutato il livello di empatia prima e dopo il percorso strutturato. Il questionario ha indagato quattro aree che possono identificare dei sottocomponenti dell’empatia: prosocialità, consapevolezza di sé, riconoscimento emotivo ed immedesimazione. Il confronto tra i punteggi ottenuti nella prima e nella seconda valutazione mostra un incremento in quasi tutte le aree indagate dal questionario, permettendo dunque di ipotizzare che il training abbia effettivamente avuto un effetto sulle componenti empatiche indagate. Per questo motivo si presume che ricerche future potrebbero andare ad indagare l’effettiva efficacia del training che questo studio pilota ha permesso solo di ipotizzare.
EMPATHY, GO UP! Un training per la scuola primaria per lo sviluppo delle abilità socio-emotive
PICCINNO, ELISABETTA
2017/2018
Abstract
The present work describes and proposes an explorative study, born with the aim to investigate how the socio-emotive components connected to empathy could prevent episodes of bullying and cyberbullying. To this end, a training programme of five weekly meetings is described, as proposed to five classes of a primary school. This amounts to a total of 114 students between the ages of 8 and 10 participating in the study. The subjects were monitored at the beginning and at the end of the training programme. Through a questionnaire purposely designed for the study, aimed at evaluating the subjects’ levels of empathy before and after the strucutred programme. The questionnaire investigated four areas that could be identified as empathy subc1omponents: prosocial, bhaviour, self-awareness, emotive recognition and perspective-taking. Comparing the scores optained in the first and second evaluation shows an increment for almost all areas investigated by the questionnaire, this allowing the formulation of the hypothesis that the training programme was indeed effective on the empathic components investigated. For this reason it is presumed that it could be possible for future research to investigate the effectiveness of the training programme that this pilot study was only able to formulate as an hypothesis.È consentito all'utente scaricare e condividere i documenti disponibili a testo pieno in UNITESI UNIPV nel rispetto della licenza Creative Commons del tipo CC BY NC ND.
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https://hdl.handle.net/20.500.14239/8979