Designing a Curriculum Model (Teaching) Empathy Skills in the Secondary Schools and evaluating its effectiveness

The purpose of the present study was to design and evaluate the empathy curriculum model for high school female students. For this purpose, empathy curriculum elements were obtained by studying and analyzing the theoretical foundations and perspectives of the two disciplines of curriculum and psychology, and then the extent of its application was evaluated from the viewpoints of experts, executives and students.

The present study is a qualitative-quantitative method of consecutive exploration using qualitative subtractive analysis and quasi-experimental, pretest-posttest study with the control group in the quantitative section. The field of study in the qualitative part of the literature was empathy and sampling continued until theoretical saturation. The statistical population consisted of all female high school students in Nayriz. The sample consisted of 60 students who were selected by multistage cluster random sampling and were divided into experimental and control groups. For the experimental group, empathy training was performed in 8 sessions 60 minutes for each, while the control group received no intervention.

The proposed research model is designed in five sections: Topics, Goals, Outlines, Teaching Methods, and Assessment Methods and includes four main lessons: "Empathy", "Acceptance of Others", "Dynamic Listening" and "Understanding Others”. In developing this model, the most effective solutions were provided, such as pantomime, role-playing, over a hundred photographs, and emotion recognition and practice, and creative assignments to create empathy behaviors. In addition, the model sought to address gender and the cultural context of gender in how to express empathy and interactions. Another highlight of the program was the specialization of the adolescent-specific program, with examples and assignments centered around high school concerns. The model evaluation results were valid according to the curriculum and psychology experts' view of the designed model. Also, after implementing the empathy training curriculum model, a significant increase in empathy scores was observed. Perhaps the most important limitation of educational research today is the development of a paradigm whose task is to provide explanatory and explanatory services. Regardless of the need to test them through the use of empirical information, patterns are used to explain. The purpose of model building, such as developing hypotheses, is to provide a model for testing. It is clear that pattern creation, information gathering and pattern testing should be a seamless activity. Information is needed to validate a template and evaluate its elements, and testing a template may lead to reconstruction or formatting. However, the importance of model testing against empirical information must be emphasized. It is a tool for model validation, reality improvement and effective knowledge sharing through modeling for theoretical knowledge. Since pattern testing is emphasized against empirical information and is effective for pattern validation, the present model must also perform numerous studies and various temporal and spatial conditions to perform a useful model. Since empathy is an essential component of emotional intelligence in classifying UNICEF's life skills, teaching this skill will be effective in using appropriate teaching and assessment methods in the curriculum because the best approach in the curriculum is a skills-based approach to life.