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Let's collaboratively create; the biggest, most comprehensive, easiest to use, most useful, continually expanding, improving and deepening, empathy and compassion curriculum! Everyone is invited to contribute, especially; educators, researchers, writers, technophiles, etc. etc, that would like to work on this project. Search the internet and add any empathy & compassion lesson plans, activities and curriculum that you find to this page. Just clink on the POST button above and fill out the questions. Join the Free Online Empathy Curriculum Project http://bit.ly/kwZ1Go
This 3 week (1.5 hours per week) introductory online course covers
practical ways that you can put compassionate into action now.
You will learn what compassion is, why it's important,
what you need to take compassionate action, and
seven key gateways for putting compassion to work. What is compassion? What is compassionate action? How do you determine how and where compassion is needed? How do you avoid compassion bypass — the illusion that one is being compassionate when they're really creating (as author Herman Melville wrote) "a sweet morsel for my conscience"? Where and how do you apply compassion? How do you tell if you're making a difference? What is the CPR (Compassion • Power • Restoration) Model and why is it important? How can the "5 bodies" model help us identify opportunities for compassionate action?
Compassion focused therapy is a psychological approach that was originally developed to help people with high shame and self-criticism, and this course will introduce you to the basic ideas and interventions that are used. This course is for you if you are in a mental health profession, for example psychiatry, psychology, nursing or occupational therapy and you are trained to form and develop psychotherapeutic relationships. Also, if you have basic counselling and cognitive behavioural therapy skills and you would like to develop your skills when working with clients who experience shame and self-criticism thoughts, then this course is for you. Why choose this course?
This course will allow you to gain a qualification that your future employers will really value, and you'll develop all the key skills and knowledge they'll be looking for in practitioners.
You will receive training with experts in the field of compassion focused therapy including Professor Paul Gilbert OBE, who is the founder of the charity The Compassionate Mind Foundation.
You will study this course for one day a week for 36 weeks and learning will be based here at the university, online and there will also be supervised sessions to help you to transfer learning to your own workplace. This will allow you to integrate your studying within your personal and professional commitments.
Leah Weiss Ekstrom is a Contemplative Educator whose research and teaching focuses on the application of meditation in secular contexts. Currently, Leah is Director of Compassion Education at Stanford's Center for Compassion and Altruism Research and Education (CCARE).
Leah directs the CCARE: Compassion Training Course (CTC) professional education program as well as other educational initiatives such as the application of compassion meditation in schools "The Compassion Training Course is a nine-week program designed to develop the qualities of compassion, empathy, and kindness for oneself and for others.
October 15, 2010 - In the first of two afternoon sessions, His Holiness the Dalai Lama participates in a panel regarding compassion and the development of compassion. The panel includes many Stanford faculty members as well as discussions of programs like CCARE, which focuses on how people might be trained to be more compassionate. These sessions and the morning ones that preceded it were part of the 2010 visit to Stanford by His Holiness the Dalai Lama. His visit included this session as well as several other sessions where the Dalai Lama talked about compassion and religion in the modern world.
Connecting with Your Baby A three hour workshop for parents of a new baby or those planning to start the parenting journey. Heart to Heart with Your Toddler – A course for parents of children from the toddler years to school age – over three Sunday afternoonsDeveloped by acclaimed psychotherapist and author of Heart to Heart Parenting and Parenting for a Peaceful World, Robin Grille… Designed by Alice and Josette from the Empathy Foundation
Free Online Empathy Curriculum Project
http://bit.ly/kwZ1Go
Empathy and compassion are in such critical need in our society. We need to do all we can to promote these values in our world culture. To do this, let's create a free, publicly available, online Empathy and Compassion Curriculum which brings together the many different models, approaches and ways of learning about empathy.
Students Can Resolve Their Own Conflicts!
The No-Fault Classroom is a quantum leap for classroom management! Offering far more than discipline techniques that move aggressive behavior out of the classroom to the playground or sidewalk.
The No-Fault Classroom leads students ages 7-12 to develop skills in problem solving, empathic listening and conflict resolution that will last a lifetime. Table of Contents http://bit.ly/p73yCS
Introduction
Power Panel
Index
Bibliography
Use this hands-on guide to:
- Empower students to prevent and resolve their own conflicts - Create a No-Fault Zone that facilitates empathy and respect - Enhance students’ emotional vocabulary and effective communication skills - Co-create a classroom culture of respect, trust and co-operation - Jumpstart learning and meet state learning requirements - Develop problem-solving skills students will use for a lifetime
This course is sponsored by Stanford¿s Center for Compassion and Altruism Research and Education (CCARE). The intent is to cultivate self-care, resilience and the strength to make a difference in the world based on a systematic approach to compassion meditation practices. Meditation, group discussions, real world applications and current research will be explored.
Director of Jefferson Longitudinal Study of Medical Education, Empathy is defined as a predominantly cognitive attribute that involves an understanding of experiences, concerns and perspectives of another person, combined with a capacity to communicate this understanding. Empathy in the context of clinical care can lead to positive patient outcomes including greater patient satisfaction and compliance, lower rates of malpractice litigation, lower cost of medical care, and lower rate of medical errors. Also, health professionals' well-being is associated with higher empathy. Enhancing empathic engagement in patient care is one of the important tasks of medical education. In this article, I briefly describe 10 approaches for enhancing empathy in the health care environment: - improving interpersonal skills, audio- or video - taping of encounters with patients, - exposure to role models, - role playing (aging game), - shadowing a patient (patient navigator), - hospitalization experiences, - studying literature and the arts, - improving narrative skills, - theatrical performances, - and the Balint method. Full artilce. http://findarticles.com/p/articles/mi_m1YLZ/is_4_31/ai_n56979792/?tag=mantle_skin;content
Table of Contents Part One gives the philosophy and theory of Compassionate Listening and what the benefits, results, and outcomes can be. Part Two introduces the practice. Starting with basic individual preparation through inner work, one learns the basic practical steps for mastering the skills. Exercises for practice and the mastery of skills are offered. Encountering challenges is also addressed in this section. Part Three offers ways to become more involved and possibilities for expanding this work. It includes exercises and skills for working with study groups, projects, and the broader community. Part Four describes examples of five different models of Compassionate Listening Projects with contact information.
The Roots of Empathy Curriculum
The curriculum is comprehensive and attuned to the development and interests of the children. The 639-page curriculum is divided into nine themes, with three classroom visits supporting each theme (a pre-family visit,family visit and post-family visit) for a total of 27 visits. Each of the nine themes is further broken down into four age ranges:
KindergartenPrimary (Grades 1-3)
Junior (Grades 4-6)
Senior (Grades 7-8)
This website provides information about self-compassion, and is intended for students, researchers, and the general public. Mindful Self-Compassion Core Skills training Omega Institute, Rhinebeck, New York Weeklong course taught with Dr. Chris Germer. The course is relevant to the general public as well as to practicing mental health professionals.
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1. Improving Interpersonal Skills:
2. Audio- or Video-Taping of Encounters with Patients: 3. Exposure to Role Models: 4. Role Playing (Aging Games): 5. Shadowing a Patient (Patient Navigator): 6. Hospitalization Experiences: 7. The Study of Literature and the Arts: 8. Improving Narrative Skills: 9. Theatrical Performances: 10. Balint Method: "Empathy has been considered as far too important to be taught only to health professionals (Ivey, 1971; 1974). Others have suggested that the capacity for empathy in people in general can serve as a foundation for building interpersonal relationships that have a buffering effect against stress and can be an essential step in conflict resolution (Kremer & Dietzen, 1991). As the author has noted "empathy can be viewed as a remedy for the psyche and soul of human kind...And may be it can serve as a means of achieving a global peace here, there, everywhere on earth."
To enhance empathic understanding in health and human services, we need not only a broad reform in the health and human services education at undergraduate and graduate levels, but also in training the hospital staff, staff of the assisted-living environment, as well as health services administrators and executives. Clinical and organizational managers in health care institutions and human services organizations should develop well-designed and effective institutional-wide programs to retain, cultivate, and enhance a culture of empathic understanding based on approaches described in this article and other innovative approaches."
Murphy developed an experiential curriculum that concentrates on the use of self-care tools such as mindfulness meditation, movement, loving kindness meditation, relaxation training, and reflective journaling. It is Murphy’s hope that the restoring of these “qualities of heart” through participation in the specific mind-body practices will alleviate compassion fatigue. The format involves a weekend retreat in which the participants are away from the stresses of their professional and personal life and engage in the deep work of self- healing through experiential exercises and a better understanding of the condition of compassion fatigue.
Stanford Compassion Cultivation Training (CCT) is designed to develop the qualities of compassion, empathy, and kindness for oneself and for others. CCT integrates traditional contemplative practices with contemporary psychology and scientific research on compassion. The program was developed at Stanford University by a team of contemplative scholars, clinical psychologists, and researchers. CCT is designed to support anyone who wants to cultivate compassion for themselves and for others. This includes parents, caregivers, educators, healthcare professionals, therapists, executives, public servants, and people in a wide range of professions and life contexts. No previous meditation experience is required, although willingness to practice daily meditation is a key component of the training.
Inquiring Mind: Compassion training speaks to such a profound need in the world. How did this secular program come about?
THUPTEN JINPA: A group from Stanford went to see His Holiness [Tenzin Gyatso, the 14th Dalai Lama] to bring him a proposal for establishing a center for research and education in compassion and altruism. After a long discussion, His Holiness made a generous offer of quite a substantial donation to seed the program and said, "
I have two requests: Whatever science you do, make sure that it is impeccable from a scientific standard. And secondly, whatever program you develop for teaching compassion, make sure it is completely secularized and universalizable.
When a wisdom circle meets regularly over an extended period of time, amazing things happen. People learn to trust the process; the circle itself becomes the teacher. Participants both receive and contribute to the group's collective wisdom. Individual visions emerge and coalesce into a shared vision.
Free Online Empathy Curriculum Project
http://bit.ly/kwZ1Go
Empathy and compassion are in such critical need in our society. We need to do all we can to promote these values in our world culture. To do this, let's create a free, publicly available, online Empathy and Compassion Curriculum which brings together the many different models, approaches and ways of learning about empathy.
Here’s a tool that will help you do that. It’s called a “User Empathy Maps”. Empathy mapping exposes user needs, offers community insights and reveals opportunities to reach out and connect with your end users which will help make sure you’re creating a meaningful solution. The goal of this map is to identify the true needs of your user and to eliminate your assumptions so it’s best to do the exercise before engaging your user in order to pinpoint what you don’t know, and what you need to know and again after to see the difference between your assumptions and what you’ve learned...
Welcome to The No-Fault Zone® — where you will find strategies to transform communication challenges in your family, school, and business. The No-Fault Zone Game has many ways to play. You choose what you want to do with it: Practice self-compassion
Resolve inner turmoil Have a conversation one-on-one, at your own pace Get to the source of problems & conflicts
quickly Resolve a conflict mutually & peacefully Learn & practice Nonviolent Communication
skills Improve family and workplace communication Make up your own games for connection,
learning & fun
Guidelines for Empathic Listening Madelyn Burley-Allen offers these guidelines for empathic listening: Be attentive. Be interested. Be alert and not distracted. Create a positive atmosphere through nonverbal behavior.
Be a sounding board -- allow the speaker to bounce ideas and feelings off you while assuming a nonjudgmental, non-critical manner.
Don't ask a lot of questions. They can give the impression you are "grilling" the speaker. Act like a mirror -- reflect back what you think the speaker is saying and feeling. Don't discount the speaker's feelings by using stock phrases like "It's not that bad," or "You'll feel better tomorrow." Don't let the speaker "hook" you. This can happen if you get angry or upset, allow yourself to get involved in an argument, or pass judgment on the other person. Indicate you are listening byProviding brief, noncommittal acknowledging responses, e.g., "Uh-huh," "I see." Giving nonverbal acknowledgements, e.g., head nodding, facial expressions matching the speaker, open and relaxed body expression, eye contact.Invitations to say more, e.g., "Tell me about it," "I'd like to hear about that."
This book describes the five core practices of Compassionate Listening and offers ways to practice them through a combination of theory, exercises and take-away suggestions. This 85-page book is divided into the following chapters: Introduction What is Compassionate Listening? Listening Basics How the Heart Matters The Role of Inquiry The Opportunity of Conflict: Focus on Me The Opportunity of Conflict: Focus on Us Beyond Conflict Going Forth
That empathy education should be afforded a higher priority in the New Zealand Curriculum at primary level. empathy education in schools is expected to lead to pro-socialoutcomes, with potentially a cost-benefit ratio in terms of societal benefits for effort expended which is very good indeed, outweighing objections relating toschools being used, at their cost, to address all of society’s ills. The consciousinfusion of empathy education material into the existing curriculum, use of thewealth of material already available and a policy of the adoption of empathyeducation programmes being voluntary, are considered to make theforeseeable practical difficulties inherent in implementation of empathyeducation surmountable.
We propose that a targeted and structured explication of empathy is a useful, if not essential, foundation for social work theory and practice. We outline a social work framework for empathy, one that is rooted in an interdisciplinary context, emphasizes recent findings in the field of social cognitive neuroscience, and yet is embedded in a social work context. ..., students can learn to use their knowledge, values, and skills, informed by empathy, to take empathic action consciously. What Does It Take to Cultivate Empathy? 1. Read recollections of abuse survivors such as I Know Why the Caged Bird Sings by Maya Angelou. They were required to underline passages where they became sexually aroused and identify instances in which their own victimization was similar. 2. Watch videotapes of survivors discussing their victimization. 3. Write narratives from the perspectives of their victims. Without reading from the narrative they had written, they were required to verbally deliver as much of the narrative as they could. 4. Role-play both the parts of their victims and their own parts as the abusers. The role-plays were videotaped and the participants watched themselves afterward. 5. Disclose offenses in great detail. Psychodrama, Gestalt Techniques, Role-Playing, and Imitative Play Elizabeth A. Segal,
Karen E. Gerdes,
Kelly F. Jackson,
Jennifer L. Mullins,
Video Elizabeth A. Segal,
http://socialeconomyaz.org/news/elizabeth_segal/
Robert Gonzales received a Ph.D. in Clinical Psychology in 1989. He met Marshall Rosenberg and Nonviolent Communication in 1985, and has been offering Nonviolent Communication training in some form since 1986
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