Social Interaction Intervention



Roots of Empathy

Category: Social/Emotional/Behavioral

Grade Level: Kindergarten to Grade 8

1. What is the purpose of the Roots of Empathy program?

At the classroom level, the program’s goals are to increase empathy and lead to more respectful and caring relationships, to decrease levels of bullying and aggression, to promote social inclusion and consensus building, and to increase emotional literacy. The program also aims to increase children’s knowledge of human development and infant safety. The ultimate goal of the Roots of Empathy (ROE) program is to build caring, civil and peaceful societies through the development of empathy in children and adults. On a smaller scale, the long-term goal of the program is to build parenting capacity in children.

2. With whom can it be used?

Roots of Empathy is a universal program, and is used minimally with an entire class, but is often implemented on a school-wide basis. It does not target specific children, but instead benefits the whole class. The program specifically promotes inclusion and has been used in classrooms with large proportions of ESL students and with students with special needs.

3. What teaching procedures should be used with the ROE program?

When a school registers to implement a Roots of Empathy program, ROE program administrators train an instructor who leads the program in each classroom.

This instructor visits the class 3 weeks a month for 9 months and coordinates the monthly family visits. During the visits, the students observe the interaction between a local parent and his or her infant to learn about the infant’s development and needs, parenting, and empathy. Teachers participate in the program with students.

Before and after each family visit, the trained ROE instructor works with the class on developing the monthly theme, and discusses their thoughts and impressions of the infant’s development.

The program themes in the ROE curriculum vary based on the grade of the class, but include:

● Meeting the baby

● Crying

● Caring and planning for the baby

● Emotions

● Perspective-taking

● Sleep

● Safety

● Communication

● Who am I?

● Preventing Teen Pregnancy

● Good Wishes

Program Instructors include parts of the school curriculum, such as math, literature, art and music, in their sessions. They do this by including activities such as reading stories about the monthly themes to initiate discussion, calculating the baby’s weight and measurements, and by encouraging the children to draw pictures and sing songs or write poems or raps about or for the baby.

Outside of the designated Roots of Empathy sessions, teachers are encouraged to integrate the monthly program theme and issues into their daily lessons in all areas. Teachers can do this by having the children do writing assignments about the baby, research projects on development and many other activities.

Children usually enjoy the program. It is often effective for teachers to emphasize the perspective-taking skills promoted by the program when dealing with instances of disrespect or aggression in the classroom.

4. In what type of settings should the Roots of Empathy program be used?

This approach can be used in any classroom or community setting. If done at the school, the program should be integrated as much as possible into all school activities, including class work, extra-curricular activities and field trips. The program’s universal lessons are appropriate in all schools.

5. To what extent has research shown the Roots of Empathy program to be useful?

The first empirical evaluation of the Roots of Empathy program is yet to be published, but it shows that the program advances emotional and social competence, decreases bullying and increases prosocial behaviour. The reduction in aggression in classes using the Roots of Empathy program is very impressive given that in classes where the program hasn’t been implemented, aggression actually increases over the course of the school year. Teachers say their classrooms are “kinder”, and children involved in the program say they know more about how to take care of babies after participating in the program.

References

1. Gordon, M. (2001). Roots of Empathy. Canadian Children, 26, 4-7.

2. McCloskey, D. (2000). Emotional intelligence in the classroom. Transition, 12, 12-15.

3. Schonert-Reichl, K.A., Smith, V., & Zaidman-Zait, A. (2003). Effects of the “Roots of Empathy” program on children’s emotional and social competence. Manuscript submitted for publication.

4. Website for the Roots of Empathy program:

Reviewed by: Jennifer Theule

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