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To investigate the existence of true altruism, the authors assessed the link between empathic concern and helping by (a) employing an experimental perspective-taking paradigm used previously to demonstrate empathy-associated helping and (b) assessing the empathy-helping relationship while controlling for a range of relevant, well-measured nonaltruistic motivations. Consistent with previous research, the authors found a significant zero-order relationship between helping and empathic concern, the purported motivator of true altruism. This empathy-helping relationship disappeared, however, when nonaltruistic motivators (oneness and negative affect) were taken into account: Only the nonaltruistic factors of oneness (merged identity with the victim) and negative affect mediated helping, whereas empathic concern did not. Evidence for true altruism remains elusive.
Objectives. We sought to test the hypothesis that providing help to others predicts a reduced association between stress and mortality., Methods. We examined data from participants (n = 846) in a study in the Detroit, Michigan, area. Participants completed baseline interviews that assessed past-year stressful events and whether the participant had provided tangible assistance to friends or family members. Participant mortality and time to death was monitored for 5 years by way of newspaper obituaries and monthly state death-record tapes., Results. When we adjusted for age, baseline health and functioning, and key psychosocial variables, Cox proportional hazard models for mortality revealed a significant interaction between helping behavior and stressful events (hazard ratio [HR] = 0.58; P < .05; 95% confidence interval [CI] = 0.35, 0.98). Specifically, stress did not predict mortality risk among individuals who provided help to others in the past year (HR = 0.96; 95% CI = 0.79, 1.18), but stress did predict mortality among those who did not provide help to others (HR = 1.30; P < .05; 95% CI = 1.05, 1.62)., Conclusions. Helping others predicted reduced mortality specifically by buffering the association between stress and mortality.
The purpose of this study is to examine the effects of motives for volunteering on respondents' mortality risk 4 years later.Logistic regression analysis was used to examine whether motives for volunteering predicted later mortality risk, above and beyond volunteering itself, in older adults from the Wisconsin Longitudinal Study. Covariates included age, gender, socioeconomic variables, physical, mental, and cognitive health, health risk behaviors, personality traits, received social support, and actual volunteering behavior.
Replicating prior work, respondents who volunteered were at lower risk for mortality 4 years later, especially those who volunteered more regularly and frequently. However, volunteering behavior was not always beneficially related to mortality risk: Those who volunteered for self-oriented reasons had a mortality risk similar to nonvolunteers. Those who volunteered for other-oriented reasons had a decreased mortality risk, even in adjusted models.
This study adds to the existing literature on the powerful effects of social interactions on health and is the first study to our knowledge to examine the effect of motives on volunteers' subsequent mortality. Volunteers live longer than nonvolunteers, but this is only true if they volunteer for other-oriented reasons.
This study examines the relative contributions of giving versus receiving support to longevity in a sample of older married adults. Baseline indicators of giving and receiving support were used to predict mortality status over a 5-year period in the Changing Lives of Older Couples sample. Results from logistic regression analyses indicated that mortality was significantly reduced for individuals who reported providing instrumental support to friends, relatives, and neighbors, and individuals who reported providing emotional support to their spouse. Receiving support had no effect on mortality once giving support was taken into consideration. This pattern of findings was obtained after controlling for demographic, personality, health, mental health, and marital-relationship variables. These results have implications for understanding how social contact influences health and longevity.
Important features of the self-concept can be located outside of the individual and inside close or related others. The authors use this insight to reinterpret data previously said to support the empathy-altruism model of helping, which asserts that empathic concern for another results in selflessness and true altruism. That is, they argue that the conditions that lead to empathic concern also lead to a greater sense of self-other overlap, raising the possibility that helping under these conditions is not selfless but is also directed toward the self. In 3 studies, the impact of empathic concern on willingness to help was eliminated when oneness--a measure of perceived self-other overlap--was considered. Path analyses revealed further that empathic concern increased helping only through its relation to perceived oneness, thereby throwing the empathy-altruism model into question. The authors suggest that empathic concern affects helping primarily as an emotional signal of oneness.
Scaling in educational settings has tended to focus on replication of external programs with less focus on the nature of adaptation. In this article, we explore the scaling of Personalization for Academic and Social-emotional Learning (PASL), a systemic high school reform effort that was intentionally identified, developed, and implemented with adaption in mind for both the innovation and the scaling process itself. Drawing on focus group and individual interviews with administrators, guidance counselors, and teachers in eight urban high schools in Florida, we explore five elements of scale: depth, sustainability, spread, shift in reform ownership, and evolution of PASL. We find that implementers demonstrated a depth of belief, sustainability, and spread related to the idea of personalization. They did not show the same levels of sustainability and spread regarding the organizational routines related to PASL, although this differed widely by school. The reform approach using continuous improvement helped with shift in reform ownership and gave implementers control over the evolution of the reform. Despite this active involvement, administrators and teachers responded to PASL much like they would have an external reform, identifying the lack of time and school norms as impeding the implementation of routines and practices.
Self-compassion involves being touched by and open to one’s own suffering, not avoiding or disconnecting from it, generating the desire to alleviate one’s suffering and to heal oneself with kindness. Self-compassion also involves offering nonjudgmental understanding to one’s pain, inadequacies, and failures, so that one’s experience is seen as part of the larger human experience. This chapter will provide an overview of theory and research on self-compassion and its link to psychological well-being, which is the goal of clinical practice. It will discuss what self-compassion is and what it is not (e.g., a form of weakness, selfishness, etc.), and provide empirical evidence to support these distinctions. Finally, it will discuss methods that have been developed to teach individuals how to be more self-compassionate in their daily lives, some clinical implications of self-compassion training, and future directions for research.