연구로 검증된 효과

“In society, we generally measure what we treasure. Traditionally, schools have measured children’s competence in subject areas. Roots of Empathy measures the affective side of children’s knowledge, understanding, and attitudes.”

– Mary Gordon, Founder/President, Roots of Empathy

Roots of Empathy 연구

2000년부터 다양한 연구를 통해  Roots of Empathy 프로그램의 효과성을 평가해왔습니다.

주요 연구 결과들에 따르면, Roots of Empathy에 참여한 아이들은 공감능력의 발달과 함께 다음과 같은 변화를 보여주었습니다.

  • 사회적/정서적 능력의 발달
  • 친사회적 행동(나누기, 돕기, 포용하기 등)의 증가
  • 따돌림 혹은 괴롭히기 등을 포함한 공격적 행동의 감소
  • 원만한 친구관계 형성 및 서로 배려하고 지지하는 교실 문화에 대한 인식 증가
  • 아동 발달 관련 지식의 증가
  • 북아일랜드 벨파스트에 위치한 퀸즈 대학에서 수행한 무작위 종단연구에 따르면 Roots of Empathy 프로그램은 측정가능한 수준의 긍정적 효과를 보였으며, 아이들의 친사회적 행동의 증가와 공격적 행동 및 문제 행동의 감소를 보여주었습니다(Connolly, 2018). 또한 이 연구는 이러한 문제 행동의 감소가 프로그램 참여 이후 3년 동안 지속됨을 보여주었습니다.
  • 스위스에서 2015-17년에 실시된 Roots of Empathy 프로그램 평가 연구는 통제 그룹(프로그램 미 참여 아이들)과 비교했을 때 프로그램 참여 아이들에게서 공격성의 상당한 감소와 공감능력의 향상을 보여주었습니다. 또한 이러한 결과는 프로그램 종료 후 1년 뒤에도 유지되는 것으로 나타났습니다(Latsch et al, 2017).
  • 캐나다 매니토바에서 수행된 무작위 종단 연구에 따르면 아이들의 신체적/간접적 폭력의 감소는 Roots of Empathy 프로그램 직후뿐만 아니라 3년 뒤에도 동일하게 나타났습니다.  (Sanots et al, 2011). 또한 이 연구는 프로그램 실시 후 아이들의 친사회적 행동(나누기, 돕기, 포용하기 등)이 증가함을 보여주었습니다.

연구 자문 위원회

Allan Schore

Allan Schore

Ph.D.

Dr. Allan Schore is on the clinical faculty of the Department of Psychiatry and Biobehavioral Sciences, UCLA David Geffen School of Medicine. He is the author of four volumes on affect regulation, including his latest, The Science of the Art of Psychotherapy. Dr. Schore is Editor of the acclaimed Norton Series on Interpersonal Neurobiology, and a reviewer or on the editorial staff of 35 journals across a number of scientific and clinical disciplines.
Dan Batson

Dan Batson

Ph.D.

Dan Batson received his Ph.D. in psychology from Princeton University in 1972, was a member of the Department of Psychology at the University of Kansas from 1972-2008, and is a Professor Emeritus there. He now has a courtesy appointment as an Adjunct Professor of Psychology at the University of Tennessee. Dan is the author of The Altruism Question: Toward a Social-Psychological Answer (Erlbaum Associates, 1991), the chapter in The Handbook of Social Psychology (4th ed.) on “Altruism and Prosocial Behavior” (McGraw-Hill, 1998), Altruism in Humans (Oxford University Press, 2011), and What’s Wrong with Morality? (Oxford University Press, 2016).
photo of Tom Boyce

Tom Boyce

Doctor, Professor

Dr. W. Thomas Boyce is Professor Emeritus of Pediatrics and Psychiatry and heads the Division of Developmental-Behavioral Pediatrics at the the University of California, San Francisco. He was previously the Sunny Hill Health Centre/BC Leadership Chair in Child Development. He is also Co-Director of CIFAR’s Child and Brain Development Program and a member of the Institute of Medicine of the National Academies.
Susanne Denham

Susanne Denham

Ph.D.

Susanne Denham is an applied developmental psychologist and Professor of psychology at George Mason University, with M.A. from The Johns Hopkins University and Ph.D. from University of Maryland, Baltimore County. She is also a nationally certified school psychologist. She is the author of two books, Emotional Development in Young Children and, with Dr. Rosemary Burton, Social and Emotional Prevention and Intervention Programming for Preschoolers, as well as numerous scholarly articles and presentations.
Lise Eliot

Lise Eliot

Ph.D.

Lise Eliot is Professor of Neuroscience at the Chicago Medical School of Rosalind Franklin University of Medicine & Science. A graduate of Harvard, she received her PhD in Cellular Physiology & Biophysics from Columbia University and completed a post-doctoral research fellowship in Neuroscience at Baylor College of Medicine before turning to public education about brain and gender development. She has published over 60 works, including the books, What’s Going On in There? How the Brain and Mind Develop in the First Five Years of Life (Bantam), and Pink Brain, Blue Brain: How Small Differences Grow Into Troublesome Gaps – And What We Can Do About It (Houghton Mifflin Harcourt).
Kimberly A Schonert-Reichl

Kimberly A. Schonert-Reichl

Ph.D.

Dr. Kimberly Schonert-Reichl is an Applied Developmental Psychologist and a Professor in the Human Development, Learning, and Culture area in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia. She is also the Director of the Human Early Learning Partnership. She received her MA in Educational Psychology from the University of Chicago, her Ph.D. in Educational Psychology from the University of Iowa, and completed her postdoctoral work as a National Institute of Mental Health (NIMH) Fellow in the Clinical Research Training Program in Adolescence at the University of Chicago and the Department of Psychiatry at Northwestern University Medical School. Dr. Schonert-Reichl has over 100 publications in scholarly journals, book chapters, and reports and has edited two books on mindfulness in education, including a co-edited book with Dr. Robert W. Roeser Handbook of Mindfulness in Education: Integrating Theory and Research Into Practice (Springer Press, 2016).

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