The rationale for an educational program to promote the development of empathy in student teachers

Abstract

The paper presents the objectives, rationale and description of an educational program which was designed to promote the development of relational empathy in student teachers. Evidence is presented to show why it is important for teachers to develop their ability to respond empathetically. Using Barrett-Lennard's conceptualization, relational empathy is defined as an interactive process involving three phases: attentional, experiential and communication. The structures, processes and skills which are involved in the different phases of empathy are discussed and the experiences that promote their development are identified. The matching program activities are described. It is suggested that the program may be adapted to the training of students in other helping professions.