Keyword: «empathy»

The article presents materials revealing peculiarities of social intelligence and quality of formation of communicative skills in students of psycho – social faculty of medical university. After analysing the results of the study, it is possible to draw conclusions about the difference in the degree of empathy and importance of specific parameters in the structure of empathy of students of psychological and social and medical faculties. The hypothesis was put forward on the presence of a substantially high level of empathy in students of the psycho-social faculty, a high level of development of partial social intelligence. On the basis of the obtained data, recommendations were developed for the active development of social and emotional intelligence and through various techniques and exercises.

Mastery of teacher’s empathy forms the foundation for fruitful communicative expertise in daily teacher-student interaction and promotes development of professional self-awareness. Empathy acquisition as a professional competence of a teacher makes an actual task. Solution of which can be achieved by deliberate training and self-training. The present research was targeted at deducting the impact of subjective Teacher-Student empathetic communication on the solution of such didactic tasks as overcoming emotional stress caused by the urgent need to digest masses of vocational information, creative positive teaching and learning media, motivation of general cognition. Within the research, the identification of the actual level of empathy among the English language teachers of the Russian University of Economics named after G.V.Plekhanov (Moscow), all of them having a long record of practical educational experience, was detected. Empathy as a personality feature is the ability to comprehend and share the emotions of another person. Actually, didactics and psychology define the phenomenon of empathy as a personality trait activated in situations of communication, cooperation and behaviour as it is. Researchers and practitioners in different social sciences share the opinion of empathy as one of the most important factors supporting a personality as a whole in its diverse roles. It helps an educator cope with daily most complicated tasks of communication preserving and accumulating competences and resources. Lack of striving to empathetic communication or the loss of it may lead to different problems, from losing contact with learners and colleagues to emotional burn-out. Several psychological techniques were selected to conduct the research. The results showed the probants’ statistically high level of developed empathy, also confirming the authors’ hypothesis of empathy having a significant value for their professional self-awareness. Authors’ observation confirms the idea that empathetic approach (within the humanistic approach) not only supports successful teaching activity but provides positive emotions and desire for creative progressing.

The article discusses the concept of «empathy». The features of the teacher's behavior as a subject of uncomplicated and difficult communication in the educational process of a military university when working with foreign servicemen are listed.

The article deals with the issue of preparing teachers for the implementation of tutor support. The article describes the importance of empathy and tolerance in the implementation of tutor support by teachers. Recommendations that contribute to the development of these tutor competencies are given.

The relevance of the work is justified by the search and development of personal moral qualities, which will contribute to positive interpersonal interaction in the period of humanization of society. This trend has not passed by inclusive education as well. Such personal qualities may include empathic ones. They allow us to understand and accept anyone, regardless of their social status, age and abilities, to help a person in a difficult situation. Purposeful process of empathic qualities development can improve the effectiveness of interaction of primary school students with disabilities with others, as well as promote their inclusion in the general educational process. The aim of the article is to describe a pilot study on identifying primary school students' ability to recognize their peers' emotions, their capacity for empathy and cooperation in the conditions of inclusive education. To achieve the goal of the research the following tasks were solved: theoretical analysis of the research problem was made; empathic qualities were defined; the methods for identifying these qualities in younger pupils were selected; the quantitative and qualitative analysis of experimental data on the identification of empathic qualities of primary school students in the conditions of inclusive education was presented. Different groups of methods were used in the process of solving the tasks of the pilot study: theoretical (analysis, synthesis, comparison, generalization of scientific sources on the problem of primary school students’ empathic qualities development in the conditions of inclusive education); empirical (educational experiment, survey, testing); processing of empirical data (content analysis, methods of mathematical analysis). The theoretical significance of the study is in the clarification and generalization of scientific knowledge on the problem of empathic qualities development among primary school students in the conditions of inclusive education. The practical significance of the study is in conducting a pilot study to identify empathic qualities of primary school students in the conditions of inclusive education. The analysis of the experimental data obtained was used for working out a program for the development of empathic qualities of primary school students in the conditions of inclusive education.