M. Alex Wagaman

The Empathy Assessment Index (EAI): A Confirmatory Factor Analysis of a Multidimensional Model of Empathy

Both historically and currently, social work and related fields have expressed considerable interest in the construct of empathy. However, the ability to define and ultimately measure empathy is limited. This project validates a revised version of the Empathy Assessment Index (EAI), which is a measure rooted in a social cognitive neuroscience conceptualization of empathy. To evaluate the instrument’s psychometric properties, we administered the 50-item EAI with a five-component model of empathy to a sample of 773 undergraduate students and community members. We evaluate the EAI psychometrics conducting internal consistency, testretest, and confirmatory factor analyses. Findings indicate that a 17-item five-factor model of the EAI offers the best fit [CFI = .98; RMSEA = .04 (90% CI (.03; .05); WRMR = .80]. The data do not support using empathic attitudes as a proxy for actions; however, the findings suggest the EAI functions better when measuring a fourfactor model, offering an important implication for future research.

Examining School-Based Bullying Interventions Using Multilevel Discrete Time Hazard Modeling

Although schools have been trying to address bulling by utilizing different approaches that stop or reduce the incidence of bullying, little remains known about what specific intervention strategies are most successful in reducing bullying in the school setting. Using the social-ecological framework, this paper examines school-based disciplinary interventions often used to deliver consequences to deter the reoccurrence of bullying and aggressive behaviors among school-aged children. Data for this study are drawn from the School-Wide Information System (SWIS) with the final analytic sample consisting of 1,221 students in grades K – 12 who received an office disciplinary referral for bullying during the first semester. Using Kaplan-Meier Failure Functions and Multi-level discrete time hazard models, determinants of the probability of a student receiving a second referral over time were examined. Of the seven interventions tested, only Parent-Teacher Conference (AORu2009=u20090.65, pu2009<u2009.01) and Loss of Privileges (AORu2009=u20090.71, pu2009<u2009.10) were significant in reducing the rate of the reoccurrence of bullying and aggressive behaviors. By using a social-ecological framework, schools can develop strategies that deter the reoccurrence of bullying by identifying key factors that enhance a sense of connection between the students’ mesosystems as well as utilizing disciplinary strategies that take into consideration student’s microsystem roles.

Understanding Service Experiences of LGBTQ Young People Through an Intersectional Lens

Lesbian, gay, bisexual, transgender, and queer-identified (LGBTQ) young people face forms of stigma and marginalization that position them as needing support and service provision, yet little is known about their service seeking and receiving experiences. This study qualitatively explored the service experiences of a racially and ethnically diverse group of fifteen LGBTQ-identified young people ages 18 to 24. Through their stories, themes were identified that enhance our understanding of the factors that impact effectiveness of services intended to meet their needs. An intersectional analysis of these stories offers insight into the ways that service providers can effectively support LGBTQ young people as they develop into adults.

A Confirmatory Factor Analysis of the Interpersonal and Social Empathy Index

The principal purpose of this research was to gather evidence regarding the validity of scores on a multidimensional measure of empathy, the Interpersonal and Social Empathy Index (ISEI). A secondary purpose was to estimate the correlations between factors underlying scores on a measure of interpersonal empathy and scores on a measure of social empathy. An exploratory factor analysis was performed on half of the sample (n = 214) to establish the underlying factor structure. The 32-item measure yielded a 4-factor, 15-item solution. The other half of the sample (n = 236) underwent a confirmatory factor analysis to examine the subsample’s psychometric properties by comparing 3 hypothesized measurement models, and correlations between factors. A correlated 4-factor model demonstrated the best fit of all models, χ2 (84, N = 236) = 162.59, p < .001; CFI = .96; WRMR = .78; RMSEA = .06. This model suggests that key elements of interpersonal empathy are related to macro perspective-taking, which is a key component of social empathy. The findings suggest the full spectrum of social empathy includes elements of interpersonal empathy; however, additional research is needed to assess the extent of that relationship.

Examination of Known-Groups Validity for the Empathy Assessment Index (EAI): Differences in EAI Scores Between Social Service Providers and Service Recipients

This article reports the findings of a known-groups validity study of the Empathy Assessment Index (EAI), which is a 20-item self-report instrument based on an emerging social cognitive neuroscience definition of empathy. A convenience sample formed 2 groups of study participants: social service providers (n = 197), and a group (n =453) of offender service recipients from community treatment agencies, receiving services for (a) sexual offenses (n = 251), (b) anger management or misdemeanor domestic violence (n = 155), and (c), domestic violence (n = 47). The literature suggests providers and offenders should have significantly different levels of empathy. To test this hypothesis, we compare the group scores on the overall EAI and 4 component scores (affective response, perspective taking, self–other awareness, emotion regulation). Differential item functioning analysis is used to determine whether the EAI items measure the same construct within each group, and highlights 5 items. Results include findings from a multilevel regression analysis, using the 20- and 15-item versions of the EAI. For both versions, controlling for gender, age, education, income, class, and race variables, we find treatment groups have lower average empathy scores than service providers; this difference is statistically significant for 2 of the 3 treatment groups. The emotion regulation and self–other awareness EAI components demonstrate known-groups validity in 1 of the 3 treatment groups. Researchers can likely increase both known-groups and content validity of the EAI by using perception-action items of greater specificity in the affective response component and by adding an affective mentalizing component.

Policing immigrants: Fear of deportations and perceptions of law enforcement and criminal justice:

Summary This study examined the relationship between the fear of deportation and perceptions of law enforcement, the criminal justice system, and the willingness to report crimes among Latinos in the US. Understanding the relationship between increased immigration enforcement and fear of deportation may promote public safety by improving the relationship between the police and Latino communities. Findings Multivariate ordinal logistic regression analyses of the data found that participants who had a greater fear of deportation reported: (1) less confidence that police would not use excessive force (pu2009<u2009.01); (2) less confidence that police would treat Latinos fairly (pu2009<u2009.05); (3) a lower likelihood of reporting crimes (pu2009<u2009.05); and (4) less confidence that the courts would treat Latinos fairly (pu2009<u2009.01). Applications Social work practitioners can help address this issue and improve the relationship between law enforcement, the criminal justice system, and the Latino community by: delivering cultural competence training for police and criminal justice personnel; educating Latinos about how to protect their rights when interacting with police and the criminal justice system; and by advocating for immigration reform that can help improve public safety and reduce fear in Latino communities.

How Immigration Enforcement Affects the Lives of Older Latinos in the United States

The purpose of this study was to examine the impact of U.S. immigration enforcement on the lives of older Latinos in the United States. Data were drawn from the 2007 Pew Hispanic Center National Survey of Latinos. The sample consisted of 326 participants who were age 55 years or older. Multivariate ordinal logistic regressions indicated that participants who had greater hardships as a result of U.S. immigration enforcement (a) had lower use of government services, (b) perceived the situation for Latinos worse today, (c) had a greater fear of deportation, and (d) perceived a lower quality of life for themselves.

Changing Ourselves, Changing the World: Assessing the Value of Participatory Action Research as an Empowerment-Based Research and Service Approach With LGBTQ Young People

LGBTQ youth and emerging adults are a population for which little is understood with regard to the effectiveness of interventions and service approaches. This study explores the value of participatory action research (PAR) as an empowerment-based research and service approach with LGBTQ young people. Based on analysis of audio-recordings and reflections of a research team of LGBTQ young people between the ages of 18 and 24, the researcher identified primary aspects of PAR that align with empowerment at the individual, group, and community levels. Findings suggest that PAR offers a model that supports empowerment-based outcomes in research and service delivery.

Social Empathy as a Framework for Teaching Social Justice

ABSTRACT Social work education stresses training students to understand oppressive structural barriers and promote social and economic justice. Social empathy, which is rooted in a deep understanding of those who are different from us through contextual understanding and macro perspective-taking, offers a framework for teaching social justice that addresses critiques of the profession, such as a partisan political perspective. To explore this potential, the study examined relationships between interpersonal empathy, social empathy, political affiliation, and policy positions on issues related to social and economic justice with a sample of social work students. Findings support the teaching of social empathy as a way to promote students’ understanding and advancement of social and economic justice.

Self-definition as resistance: Understanding identities among LGBTQ emerging adults

ABSTRACT Scholars have questioned the relevance of existing identity categories and labels for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth and emerging adults. Little is understood, however, about the ways in which LGBTQ emerging adults perceive their own identities and self-define the aspects of themselves that are most relevant to who they are. This study qualitatively explored descriptions and depictions of identities and aspects of self among a group of LGBTQ-identified emerging adults. Findings suggest that emerging adults uses of socially constructed identities are contextually specific, intersectional, and make use of agency. In addition, participants identified aspects of themselves that they saw as emerging from and existing in relation to their LGBTQ-specific identities. These identities are used to resist the social stigma and limitations placed on them as LGBTQ-identified young people, and may serve as sources of resilience.