FULL REFERENCE: Hodgkins, A. (2019). Advanced empathy in the early years – a risky strength? NZ International Research in Early Childhood Education Journal, 22(1), pp. 46-58.
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ABSTRACT: Empathy is commonly accepted as an essential skill for early childhood practitioners and the importance and benefits of empathy are widely understood. However, there is evidence to suggest that the use of advanced empathy techniques can lead to stress and ‘compassion fatigue’ in some practitioners; thus, it can be a ‘risky strength’. The aim of this study was to identify the use of advanced empathy among practitioners and to then identify the emotional impact of this work on their lives. This small-scale research suggests that there is indeed an emotional cost to practitioners and that many practitioners are struggling to find a work-life balance. Although the participants described a wide variety of coping mechanisms there is clearly still a need for focussed and consistent support within the profession. There is also a need to include emotional resilience education in training and professional development courses.
Key words: Empathy; early childhood; professionalism; compassion; stress; coping.
Introduction
The ability to empathise with others has long been accepted as a valuable aptitude for those working with people. Empathy has positive consequences for successful social interactions and relationships (Panfile & Laible, 2012) and it enables us to build supportive relationships with others. Empathy is one of the ‘core conditions’ illustrated by Carl Rogers (2004), along with ‘congruence’ and ‘unconditional positive regard’. Rogers (1980) described empathy as the “sensitive ability and willingness to understand the client’s thoughts, feelings and struggles from the client’s point of view” (p. 85). Being able to understand how another person may be feeling, to ‘see the world through his/her eyes’, to ‘walk a mile in his/her shoes’ is acknowledged as contributing to successful relationships. This ability to recognise how people feel is important in all aspects of personal and professional life (Akers & Porter, 2003, p. 66) and there is much literature about the use of empathy in nursing, social work and teaching (Cameron & Maginn, 2007; Hoisington, 2003; Irving & Dickson, 2004; Morse, Bottorff, Anderson, O’Brien, & Solberg, 2006; Pierce, 1982) not solely in counselling therapy. The requirement for students/trainees learning to ‘demonstrate empathy’ in the profession they aim to join is found across these disciplines.
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