Despite considerable improvement in our understanding of empathy and its development, most contemporary empathy theories still do not provide a sufficiently detailed picture of the developmental mechanisms involved in empathic development. These theories are not particularly concerned with explaining how empathic emotional reactions and empathic understanding manifest themselves and develop in different individuals. As a result, they oversimplify the nature of the relation between affective and cognitive aspects of empathy and are not useful in clinical practice. This paper suggests that a closer look at psychoanalytic insights into empathy and empathic development can help us understand why we differ in our empathic capacities. This will shed more light on the way cognitive and affective aspects of empathy relate, helping us overcome the existing gap between theoretical models and clinical practice.
Keywords:
social cognition / personality development / mother-child interaction / empathic understanding / empathic development / emotional development
Source:
2nd World Conference on Psychology, Counselling and Guidance-2011, 2011, 30
TY - JOUR
AU - Radenović, Ljiljana
PY - 2011
UR - http://reff.f.bg.ac.rs/handle/123456789/1141
AB - Despite considerable improvement in our understanding of empathy and its development, most contemporary empathy theories still do not provide a sufficiently detailed picture of the developmental mechanisms involved in empathic development. These theories are not particularly concerned with explaining how empathic emotional reactions and empathic understanding manifest themselves and develop in different individuals. As a result, they oversimplify the nature of the relation between affective and cognitive aspects of empathy and are not useful in clinical practice. This paper suggests that a closer look at psychoanalytic insights into empathy and empathic development can help us understand why we differ in our empathic capacities. This will shed more light on the way cognitive and affective aspects of empathy relate, helping us overcome the existing gap between theoretical models and clinical practice.
PB - Elsevier Science BV, Amsterdam
T2 - 2nd World Conference on Psychology, Counselling and Guidance-2011
T1 - The Roots of Empathy: A Lesson from Psychoanalysis
VL - 30
DO - 10.1016/j.sbspro.2011.10.095
ER -
@article{
author = "Radenović, Ljiljana",
year = "2011",
abstract = "Despite considerable improvement in our understanding of empathy and its development, most contemporary empathy theories still do not provide a sufficiently detailed picture of the developmental mechanisms involved in empathic development. These theories are not particularly concerned with explaining how empathic emotional reactions and empathic understanding manifest themselves and develop in different individuals. As a result, they oversimplify the nature of the relation between affective and cognitive aspects of empathy and are not useful in clinical practice. This paper suggests that a closer look at psychoanalytic insights into empathy and empathic development can help us understand why we differ in our empathic capacities. This will shed more light on the way cognitive and affective aspects of empathy relate, helping us overcome the existing gap between theoretical models and clinical practice.",
publisher = "Elsevier Science BV, Amsterdam",
journal = "2nd World Conference on Psychology, Counselling and Guidance-2011",
title = "The Roots of Empathy: A Lesson from Psychoanalysis",
volume = "30",
doi = "10.1016/j.sbspro.2011.10.095"
}
Radenović, L.. (2011). The Roots of Empathy: A Lesson from Psychoanalysis. in 2nd World Conference on Psychology, Counselling and Guidance-2011
Elsevier Science BV, Amsterdam., 30.
https://doi.org/10.1016/j.sbspro.2011.10.095
Radenović L. The Roots of Empathy: A Lesson from Psychoanalysis. in 2nd World Conference on Psychology, Counselling and Guidance-2011. 2011;30.
doi:10.1016/j.sbspro.2011.10.095 .
Radenović, Ljiljana, "The Roots of Empathy: A Lesson from Psychoanalysis" in 2nd World Conference on Psychology, Counselling and Guidance-2011, 30 (2011),
https://doi.org/10.1016/j.sbspro.2011.10.095 . .
