Contemporary society is in constant change. Transitions and crises
occur in every life, regardless of status, ethnicity, sex, race,
education, or religion. Yet, the traditional societal forms for
helping with these transitions and crises are changing as well. The
typical nuclear family has given way to single-parent, blended, or
dual-career structures. Religious, health, educational, social
service, philanthropic, and other organizational support systems
have also changed from their pre-1950 counterparts. As these
sometimes evolutionary, sometimes revolutionary, changes have
occurred, considerable scholarship and empirical research has
attempted to identify and develop methods of helping people
encounter these transitions and crises. These efforts have come
from various fields: psychology, sociology, anthropology,
linguistics, law, social work, nurs ing, medicine, education, labor
relations, and others. Each has brought its own theories, research
methods, and practical experiences to bear on the problems. One of
the methods that these fields have universally been intrigued with
is the use of empathy. Empathy, that crucial but elusive pheno
menon (so the literature has reported), has been identified as
important in human interactions. Labor mediators, legal
arbitrators, psychiatric psychoanalysts, encounter group
facilitators, classroom instructors, and kindred helpers have been
told that "understanding how the other person or group is thinking
and feeling" will help that person or group. The anxious parent and
troubled spouse have been urged to "understand the other's point of
view." Some writers have even argued that empathy is crucial to
resolving international tensions and terrorist group violent
actions."
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