Peace-Building Interventions for Israeli and Palestinian Youth
Study Details
Study Description
Brief Summary
The investigators expect an intervention that focuses on actual dialogue and familiarity with members of the other culture, discussion of empathy, generosity, and kindness, and focus on adaptive and reciprocal modes of conflict resolution will alter both physiological, behavioral, and mental response to the pain of the other, increase empathy, and reduce hostility.
| Condition or Disease | Intervention/Treatment | Phase |
|---|---|---|
|
N/A |
Detailed Description
We hypothesized that the intervention will impact perspective taking (PT) on the national conflict, reducing the tendency to view justice only on one's side. Such increase in PT would initiate a chain leading to greater behavioral empathy.
Second, we hypothesize that change in oxytocin (OT) levels and empathic behavior (less withdrawal and tension and more synchrony) would be impacted by the intervention and the degree to which it altered youth PT on the conflict.
Finally, we suggest a 3-path model charting the multi-dimensional pathways leading to behavioral empathy toward outgroup member. First, individual differences in OT functionality will shape empathy so that youth with higher OT levels at pre-intervention and greater PT will show more empathic dialogue at post-intervention. Second, dispositional cognitive empathy, as tested by the Interpersonal Reactivity Index questioner (IRI), at pre-intervention will predict higher behavioral empathy at T2, both directly and as mediated by reduction in ethnocentric attitudes following the intervention. Finally, we hypothesize that the intervention will influence empathy by initiating a chain that begins with increasing PT, which, in turn, will lead to reduction in tension during interaction with outgroup, and culminating in greater empathy during face-to-face encounters
Study Design
Arms and Interventions
| Arm | Intervention/Treatment |
|---|---|
| No Intervention: control group no intervention for 3 months |
|
| Experimental: experimental group Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. |
Behavioral: Peace-Building Intervention Process
The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders.
|
Outcome Measures
Primary Outcome Measures
- Behavioral Assessment of Dialogue [trail 1-baseline]
Interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score mean a better outcome. The Two following constructs were used: A personal measure of "Behavioral Empathy" - an average of the following CIB codes: expressing empathy, acknowledging other's communication, elaborating other's topics and ideas, maintaining positive affect, maintaining visual, and give-and-receive reciprocity and Dyadic Tension - averaged codes; displaying a tense, anxious, and uneasy behavior, fear, and constriction of communicative output and social behavior.
- Hormonal Assays- Oxytocin [trail 1- baseline]
Three saliva samples were collected using Salivettes® at baseline, following interaction, and ten minutes after end and averaged. All samples were then stored at -20°C. Salivette were treated as following: centrifuged twice, at 4°C at 1500 x g for 30 minutes, aliquoted and lyophilized over few days- to concentrate by 4 times. The dry samples were reconstructed in the assay buffer immediately before analysis using an oxytocin enzyme immunoassay commercial kit (ENZO, NY). The assay preformed according the kit's instruction. The concentration of oxytocin was calculated using MatLab-7
- PT (Perspective-taking) [trail 1-baseline]
Participants were interviewed individually on their attitudes towards the Israeli-Palestinian conflict. Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side and the other side is totally wrong, aggressive, and vicious compared to the ability to see some justice on both sides. Participants received binary score for PT, as 1 is some ability to see justice on the other side, and 0 is seeing justice only in own side.
Secondary Outcome Measures
- Behavioral Assessment of Dialogue [trail 2- 3 months after trail 1]
interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score mean a better outcome. The Two following constructs were used: A personal measure of "Behavioral Empathy" - an average of the following CIB codes: expressing empathy, acknowledging other's communication, elaborating other's topics and ideas, maintaining positive affect, maintaining visual, and give-and-receive reciprocity and Dyadic Tension - averaged codes; displaying a tense, anxious, and uneasy behavior, fear, and constriction of communicative output and social behavior.
- Hormonal Assays-Oxytocin [trail 2- 3 months after trail1]
Three saliva samples were collected using Salivettes® at baseline, following interaction, and ten minutes after end and averaged. All samples were then stored at -20°C. Salivette were treated as following: centrifuged twice, at 4°C at 1500 x g for 30 minutes, aliquoted and lyophilized over few days- to concentrate by 4 times. The dry samples were reconstructed in the assay buffer immediately before analysis using an oxytocin enzyme immunoassay commercial kit (ENZO, NY). The assay preformed according the kit's instruction. The concentration of oxytocin was calculated using MatLab-7
- Changes in PT (Perspective-taking) After Intervention [trail 2- 3 months after trail 1]
Participants were interviewed individually on their attitudes towards the Israeli-Palestinian conflict. Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side and the other side is totally wrong, aggressive, and vicious compared to the ability to see some justice on both sides. Participants received binary score for PT.
- Changes in Tension as a Function of Perspective-taking and Group [trail 2- 3 months after trail1]
Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side compared to the ability to see some justice on both sides. Participants received binary score for PT and were divided to high vs low PT groups accordingly. We compared participants' tension levels, according to level of PT and group (intervention or control). Interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score means a better outcome. Dyadic Tension is the averaged codes; displaying a tense, anxious, and uneasy behavior, fear, and constriction of communicative output and social behavior.
- Changes in Empathy as a Function of Perspective Taking [trail 2- 3 months after trail 1]
Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side compared to the ability to see some justice on both sides. Participants received binary score for PT and were divided to high vs low PT groups accordingly. We compared participants' behavioral empathy levels. Interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score means a better outcome. "Behavioral Empathy" is the average of the following CIB codes: expressing empathy, acknowledging other's communication, elaborating other's topics and ideas, maintaining positive affect, maintaining visual, and give-and-receive reciprocity
Eligibility Criteria
Criteria
Inclusion Criteria:
-
jewish israeli
-
arab israeli
-
lives in the center of israel
-
both parents agree to participation
Exclusion Criteria:
-
no mental disorder
-
no neurological-developmental disorder
Contacts and Locations
Locations
| Site | City | State | Country | Postal Code | |
|---|---|---|---|---|---|
| 1 | Bar Ilan University | Ramat Gan | Israel | 5290002 |
Sponsors and Collaborators
- Bar-Ilan University, Israel
Investigators
- Principal Investigator: Moran Influs, MA, Bar Ilan University, Ramat Gan, Israel
Study Documents (Full-Text)
None provided.More Information
Publications
None provided.- BIU901305
Study Results
Participant Flow
| Recruitment Details | |
|---|---|
| Pre-assignment Detail |
| Arm/Group Title | Control Group | Experimental Group |
|---|---|---|
| Arm/Group Description | no intervention for 3 months | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. |
| Period Title: Overall Study | ||
| STARTED | 60 | 41 |
| COMPLETED | 40 | 39 |
| NOT COMPLETED | 20 | 2 |
Baseline Characteristics
| Arm/Group Title | Control Group | Experimental Group | Total |
|---|---|---|---|
| Arm/Group Description | no intervention for 3 months | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. | Total of all reporting groups |
| Overall Participants | 40 | 39 | 79 |
| Age (years) [Mean (Standard Deviation) ] | |||
| Mean (Standard Deviation) [years] |
16.43
(.79)
|
16.64
(.74)
|
16.54
(.77)
|
| Sex: Female, Male (Count of Participants) | |||
| Female |
22
55%
|
22
56.4%
|
44
55.7%
|
| Male |
18
45%
|
17
43.6%
|
35
44.3%
|
| Race/Ethnicity, Customized (Count of Participants) | |||
| Jewish |
20
50%
|
19
48.7%
|
39
49.4%
|
| Arab |
20
50%
|
20
51.3%
|
40
50.6%
|
| Region of Enrollment (participants) [Number] | |||
| Israel |
40
100%
|
39
100%
|
79
100%
|
| Empathy (IRI-INTERPERSONAL REACTIVITY INDEX ) (units on a scale) [Mean (Standard Deviation) ] | |||
| Mean (Standard Deviation) [units on a scale] |
17.71
(2.06)
|
18.96
(2.83)
|
18.63
(3.83)
|
| Ethnocentrism (units on a scale) [Mean (Standard Deviation) ] | |||
| Mean (Standard Deviation) [units on a scale] |
35.2
(8.83)
|
33.89
(10.61)
|
34.56
(9.71)
|
Outcome Measures
| Title | Behavioral Assessment of Dialogue |
|---|---|
| Description | Interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score mean a better outcome. The Two following constructs were used: A personal measure of "Behavioral Empathy" - an average of the following CIB codes: expressing empathy, acknowledging other's communication, elaborating other's topics and ideas, maintaining positive affect, maintaining visual, and give-and-receive reciprocity and Dyadic Tension - averaged codes; displaying a tense, anxious, and uneasy behavior, fear, and constriction of communicative output and social behavior. |
| Time Frame | trail 1-baseline |
Outcome Measure Data
| Analysis Population Description |
|---|
| All participants |
| Arm/Group Title | Control Group | Experimental Group |
|---|---|---|
| Arm/Group Description | no intervention for 3 months | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. |
| Measure Participants | 40 | 39 |
| Behavioral Empathy |
3.07
(.81)
|
3.21
(.98)
|
| Dyadic Tension |
2.26
(1.04)
|
2.23
(1.14)
|
| Title | Hormonal Assays- Oxytocin |
|---|---|
| Description | Three saliva samples were collected using Salivettes® at baseline, following interaction, and ten minutes after end and averaged. All samples were then stored at -20°C. Salivette were treated as following: centrifuged twice, at 4°C at 1500 x g for 30 minutes, aliquoted and lyophilized over few days- to concentrate by 4 times. The dry samples were reconstructed in the assay buffer immediately before analysis using an oxytocin enzyme immunoassay commercial kit (ENZO, NY). The assay preformed according the kit's instruction. The concentration of oxytocin was calculated using MatLab-7 |
| Time Frame | trail 1- baseline |
Outcome Measure Data
| Analysis Population Description |
|---|
| Some participants didn't have a measure due to insufficient saliva |
| Arm/Group Title | Control Group | Experimental Group |
|---|---|---|
| Arm/Group Description | no intervention for 3 months | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. |
| Measure Participants | 33 | 39 |
| Mean (Standard Deviation) [picogram/ml] |
44.08
(26.67)
|
49.93
(34.41)
|
| Title | PT (Perspective-taking) |
|---|---|
| Description | Participants were interviewed individually on their attitudes towards the Israeli-Palestinian conflict. Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side and the other side is totally wrong, aggressive, and vicious compared to the ability to see some justice on both sides. Participants received binary score for PT, as 1 is some ability to see justice on the other side, and 0 is seeing justice only in own side. |
| Time Frame | trail 1-baseline |
Outcome Measure Data
| Analysis Population Description |
|---|
| All participants |
| Arm/Group Title | Control Group | Experimental Group |
|---|---|---|
| Arm/Group Description | no intervention for 3 months | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. |
| Measure Participants | 40 | 39 |
| justice is solely on our side |
21
52.5%
|
21
53.8%
|
| There is some justice in the other side |
19
47.5%
|
18
46.2%
|
| Title | Behavioral Assessment of Dialogue |
|---|---|
| Description | interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score mean a better outcome. The Two following constructs were used: A personal measure of "Behavioral Empathy" - an average of the following CIB codes: expressing empathy, acknowledging other's communication, elaborating other's topics and ideas, maintaining positive affect, maintaining visual, and give-and-receive reciprocity and Dyadic Tension - averaged codes; displaying a tense, anxious, and uneasy behavior, fear, and constriction of communicative output and social behavior. |
| Time Frame | trail 2- 3 months after trail 1 |
Outcome Measure Data
| Analysis Population Description |
|---|
| Control group had few missing values due to problems in the interaction videos that didn't allow data analysis |
| Arm/Group Title | Control Group | Experimental Group |
|---|---|---|
| Arm/Group Description | no intervention for 3 months | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. |
| Measure Participants | 36 | 39 |
| Behavioral Empathy |
3.33
(.81)
|
3.29
(.79)
|
| Dyadic Tension |
1.8
(.90)
|
1.84
(.89)
|
| Title | Hormonal Assays-Oxytocin |
|---|---|
| Description | Three saliva samples were collected using Salivettes® at baseline, following interaction, and ten minutes after end and averaged. All samples were then stored at -20°C. Salivette were treated as following: centrifuged twice, at 4°C at 1500 x g for 30 minutes, aliquoted and lyophilized over few days- to concentrate by 4 times. The dry samples were reconstructed in the assay buffer immediately before analysis using an oxytocin enzyme immunoassay commercial kit (ENZO, NY). The assay preformed according the kit's instruction. The concentration of oxytocin was calculated using MatLab-7 |
| Time Frame | trail 2- 3 months after trail1 |
Outcome Measure Data
| Analysis Population Description |
|---|
| Some participants didn't have a measure due to insufficient saliva |
| Arm/Group Title | Control Group | Experimental Group |
|---|---|---|
| Arm/Group Description | no intervention for 3 months | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. |
| Measure Participants | 38 | 38 |
| Mean (Standard Deviation) [picogram/ml] |
40.03
(57.43)
|
43.42
(35.34)
|
| Title | Changes in PT (Perspective-taking) After Intervention |
|---|---|
| Description | Participants were interviewed individually on their attitudes towards the Israeli-Palestinian conflict. Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side and the other side is totally wrong, aggressive, and vicious compared to the ability to see some justice on both sides. Participants received binary score for PT. |
| Time Frame | trail 2- 3 months after trail 1 |
Outcome Measure Data
| Analysis Population Description |
|---|
| All participants |
| Arm/Group Title | Control Group | Experimental Group |
|---|---|---|
| Arm/Group Description | no intervention for 3 months | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. |
| Measure Participants | 40 | 39 |
| justice is solely on our side |
16
40%
|
24
61.5%
|
| There is some justice in the other side |
24
60%
|
15
38.5%
|
Statistical Analysis 1
| Statistical Analysis Overview | Comparison Group Selection | Control Group, Experimental Group |
|---|---|---|
| Comments | we hypothesised that following intervention, those undergoing intervention will be more likely to see justice on both sides, compared to control group | |
| Type of Statistical Test | Other | |
| Comments | χ² (1) =4.57, Cramer's V=.24 | |
| Statistical Test of Hypothesis | p-Value | <0.05 |
| Comments | ||
| Method | Chi-squared | |
| Comments | ||
| Title | Changes in Tension as a Function of Perspective-taking and Group |
|---|---|
| Description | Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side compared to the ability to see some justice on both sides. Participants received binary score for PT and were divided to high vs low PT groups accordingly. We compared participants' tension levels, according to level of PT and group (intervention or control). Interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score means a better outcome. Dyadic Tension is the averaged codes; displaying a tense, anxious, and uneasy behavior, fear, and constriction of communicative output and social behavior. |
| Time Frame | trail 2- 3 months after trail1 |
Outcome Measure Data
| Analysis Population Description |
|---|
| All participants |
| Arm/Group Title | Control Group | Experimental Group |
|---|---|---|
| Arm/Group Description | no intervention for 3 months | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. |
| Measure Participants | 40 | 39 |
| High Perspective-taking |
2.13
(0.81)
|
2.18
(1.01)
|
| Low Perspective-taking |
2.67
(0.85)
|
2.39
(1.01)
|
Statistical Analysis 1
| Statistical Analysis Overview | Comparison Group Selection | Control Group, Experimental Group |
|---|---|---|
| Comments | ||
| Type of Statistical Test | Equivalence | |
| Comments | we compared participants levels of tension (in their interaction with an outgroup member in trail 2) in an interaction test between perspective-taking levels and group | |
| Statistical Test of Hypothesis | p-Value | >0.05 |
| Comments | ||
| Method | ANOVA | |
| Comments | df=1 | |
| Method of Estimation | Estimation Parameter | Mean Difference (Final Values) |
| Estimated Value | .65 | |
| Confidence Interval |
(2-Sided) 95% to |
|
| Parameter Dispersion |
Type: Value: |
|
| Estimation Comments | ||
| Title | Changes in Empathy as a Function of Perspective Taking |
|---|---|
| Description | Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side compared to the ability to see some justice on both sides. Participants received binary score for PT and were divided to high vs low PT groups accordingly. We compared participants' behavioral empathy levels. Interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score means a better outcome. "Behavioral Empathy" is the average of the following CIB codes: expressing empathy, acknowledging other's communication, elaborating other's topics and ideas, maintaining positive affect, maintaining visual, and give-and-receive reciprocity |
| Time Frame | trail 2- 3 months after trail 1 |
Outcome Measure Data
| Analysis Population Description |
|---|
| All participants |
| Arm/Group Title | Control Group | Experimental Group |
|---|---|---|
| Arm/Group Description | no intervention for 3 months | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. |
| Measure Participants | 40 | 39 |
| High Perspective-taking |
1.58
(0.83)
|
1.43
(0.86)
|
| Low Perspective-taking |
1.38
(0.63)
|
1.16
(0.39)
|
Statistical Analysis 1
| Statistical Analysis Overview | Comparison Group Selection | Control Group, Experimental Group |
|---|---|---|
| Comments | ||
| Type of Statistical Test | Equivalence | |
| Comments | we compared participants levels of empathy (in their interaction with an outgroup member in trail 2) in an interaction test between perspective-taking levels and group | |
| Statistical Test of Hypothesis | p-Value | >0.05 |
| Comments | ||
| Method | ANOVA | |
| Comments | ||
| Method of Estimation | Estimation Parameter | Mean Difference (Final Values) |
| Estimated Value | 0.04 | |
| Confidence Interval |
(2-Sided) 95% to |
|
| Parameter Dispersion |
Type: Value: |
|
| Estimation Comments | ||
Adverse Events
| Time Frame | ||||
|---|---|---|---|---|
| Adverse Event Reporting Description | All-Cause Mortality, Serious, and Other [Not Including Serious] Adverse Events were not monitored/assessed. | |||
| Arm/Group Title | no Intervention for 3 Months | Experimental Group | ||
| Arm/Group Description | This group did not received any intervention | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders | ||
All Cause Mortality |
||||
| no Intervention for 3 Months | Experimental Group | |||
| Affected / at Risk (%) | # Events | Affected / at Risk (%) | # Events | |
| Total | 0/0 (NaN) | 0/0 (NaN) | ||
Serious Adverse Events |
||||
| no Intervention for 3 Months | Experimental Group | |||
| Affected / at Risk (%) | # Events | Affected / at Risk (%) | # Events | |
| Total | 0/0 (NaN) | 0/0 (NaN) | ||
Other (Not Including Serious) Adverse Events |
||||
| no Intervention for 3 Months | Experimental Group | |||
| Affected / at Risk (%) | # Events | Affected / at Risk (%) | # Events | |
| Total | 0/0 (NaN) | 0/0 (NaN) | ||
Limitations/Caveats
More Information
Certain Agreements
All Principal Investigators ARE employed by the organization sponsoring the study.
There is NOT an agreement between Principal Investigators and the Sponsor (or its agents) that restricts the PI's rights to discuss or publish trial results after the trial is completed.
Results Point of Contact
| Name/Title | Moran Influs |
|---|---|
| Organization | Bar Ilan University |
| Phone | 972-35317943 |
| moran.influs@gmail.com |
- BIU901305