Association between screen time and depressive symptoms in a sample of Chinese medical students: Mediator role of empathy

Medical students are at high risk of psychological subhealth under heavy stress with increasing screen time. This study aimed to explore the association between screen time and depressive symptoms and determine empathy as a mediating factor. In this cross-sectional study, a total of 945 medical students were surveyed, and 924 medical students were ultimately included after standard exclusion criteria. They reported their daily screen time and completed the Chinese version of the Jefferson Scale of Empathy-Student Version (JSE-S) and the Self-Rating Depression Scale (SDS). t tests and analysis of variance showed a significant difference in empathy and depressive symptoms by sex, stage, and screen time. The correlation analysis revealed that both affective and cognitive empathy have inverse associations with depressive symptoms. The mediation model confirmed that cognitive empathy played a positive mediating role between screen time and depressive symptoms, reducing the impact of screen time on depressive symptoms. Our study may add empirical evidence to prevent and intervene in depressive symptoms. These findings call for considering controlling screen time and enhancing cognitive empathy as interventions for medical students' depressive symptoms.     

Emotional contagion, empathic concern and communicative responsiveness as variables affecting nurses' stress and occupational commitment

Based on data gathered from registered nurses at two hospitals, this research examined the extent to which empathy variables contributed to nursing stress and occupational commitment. The empathy variables examined were emotional contagion (i.e. sharing the emotions of patients), empathic concern (i.e. being concerned for patients) and communicative effectiveness (i.e. effectively communicating with patients and their families). Nursing stress was explored through the variables of depersonalization, reduced personal accomplishment and emotional exhaustion. Multiple regression analyses revealed that the combination of the three emotional communication variables explained significant proportions of the variance in all three of the stress variables, as well as occupational commitment. The analyses further revealed that a lack of empathic concern and poor communicative responsiveness accounted for significant proportions of the variance in depersonalization. Lack of empathic concern, poor communicative responsiveness and high emotional contagion significantly contributed to reduced personal accomplishment. Emotional contagion explained a significant proportion of the variance in emotional exhaustion. Emotional contagion also significantly reduced occupational commitment. The findings are discussed in terms of nursing education and administration.     

Placing dental clinicians within the normative base regarding vicarious response

This paper describes the development and psychometric properties of the Curtin Vicarious Response Scales (CVRS), a research tool specifically developed to evaluate emotional reponsivity in clinical practice and in undergraduate training. The measure yields scores on three substantive scales, (I) Perspective Taking, the capacity to shift perspectives and to step outside of self when dealing with other people, (II) Empathy, the ability to understand another?s mental and emotional states and (III) Emotional Lability, affective sensitivity and changeability. The construct validity of the CVRS is unequivocal and concurrent validation demonstrates its expected place within personality space. The psychometric properties of the device demonstrate its viability as a research tool in the area of Empathy and Emotional Responsivity.     

Physiological and psychological responses induced by expressing empathy with others

Aim: To assess the physical and mental burdens associated with expressing empathy with another person's stress. Methods: Nine female subjects listened to their partner's negative emotions aroused by a stress task (Stroop color‐word test) under two conditions. In the first, the subject reacted empathetically to their partner (“with empathy”); in the second, the subject offered no response (control). Electroencephalograms and skin temperature of the second finger were recorded during the test. Subjective stress was estimated using a visual analog scale, whereas the level of cognition was expressed on a five‐point ranking. Responses during and after expressions of empathy were examined by comparisons with control or by correlation. Results: Sympathetic nerve tone increased under both conditions (i.e. the skin temperature of the second finger fell). Subjective stress was not recognized by the subject while listening “with empathy”, although it did increase significantly after the subject has listened “with empathy”. Subjective stress was not felt under the control conditions. Right temporal activity while listening showed a significantly positive correlation with the level of cognition of feeling the same emotion as the stressed partner, whereas bilateral frontal activity after listening was significantly negative correlated with the level of cognition of understanding the emotions of the stressed partner. Conclusion: Expressing empathy with another person's negative emotion led to increased physiological activity and subjective stress. Physiological responses to empathy depended on cognition of the different subjective factors. Cognition of sharing negative emotions activated the right temporal region of the brain, whereas cognition of understanding negative emotions inhibited bilateral frontal activities.     

Sex,Love and Incest

The author shows how Ferenczi's ideas from the 1920s and early 30s are being revived in interpersonal-relational thinking and how they have become integral to her work with a World Trade Center survivor. She specifically looks at Ferenczi's ideas about the importance of reliving, the healing power of new experience, the commingling of suffering, and the shared unconscious in psychoanalysis.