AN EXAMINATION OF THE SOCIO-PSYCHOLOGICAL DETERMINANTS INFLUENCING THE DEVELOPMENT OF EMPATHIC PERSONALITY CULTURE WITHIN SOCIONOMIC PROFESSIONS
УДК 159.9
Abstract
In contemporary scientific discourse, the cultivation of an empathic personality culture within socionomic professions is recognized as a fundamental element of professionalism and the humanistic orientation of professional practice. This article is dedicated to the examination of the socio-psychological determinants that facilitate the development of an empathic culture in disciplines such as pedagogy, medicine, and social work. The findings from research conducted by both Russian and international scholars serve as the theoretical and methodological foundation for this analysis. Consequently, the structural and substantive dimensions of empathy are delineated, the mechanisms and conditions for its development are elucidated, and the correlation between empathy and professional competence is underscored. This work endeavors to systematize existing frameworks for understanding empathic culture, to underscore its significance for socionomic specialties, and to identify potential avenues for future research in this domain.
The purpose of this study is to explore the primary socio-psychological determinants influencing the formation of an empathic culture of personality, to demonstrate their interconnections, and to illustrate how various professional contexts (pedagogy, medicine, social work) impact the development of empathic skills.
Research findings suggest that a comparative analysis of domestic and international studies establishes a foundation for asserting that the cultivation of an empathic culture of personality within socionomic professions is influenced by a variety of interconnected socio-psychological determinants. Firstly, the professional-ethical environment emerges as a pivotal factor, shaping the normative and humanistic values intrinsic to the profession. Secondly, the individual specialist's disposition towards the emotions and experiences of others is critical; a lack of personal readiness for empathy can considerably hinder the effectiveness of training programs. Moreover, a significant determinant is the organizational culture, which either promotes or undermines empathic practices, as well as the availability of opportunities for specialists to receive constructive feedback from colleagues and the broader professional community.
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References
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