(PS11-C58) Empathic Responding in School Aged Children: The Role of Family Socialization

Empathy is an integral aspect of social cognition that facilitates a range of positive social and psychological outcomes (Bailey et al., 2008; Decety & Jackson, 2004; Preston & DeWaal, 2002). Several lines of research suggest that emotion socialization is an important facilitator of empathy development among youth (Katz et al., 2012; Davidov & Grusec, 2006). Existing school-wide interventions aimed at reducing problematic behaviors typically include empathy training as a way to further promote social and emotional functioning. While these interventions have demonstrated success, the magnitude of effects are small for both reductions in antisocial behavior and for improvements in empathy related behaviors (Malti et al., 2016). Given variability in socialization experiences within the home environment, it is possible that children may experience differential benefit from school-based interventions providing standardized, grade-based curriculum. Aims of the current study are to evaluate the impact of family emotion socialization on growth in empathic functioning for children exposed to school-based social-emotional learning (SEL) programming.

Data collection for this study is ongoing and will continue through Spring 2022. Participants include elementary students (grades 1-5) receiving school-based SEL programming well as their primary caregivers. Students and caregivers will complete questionnaire measures at both the beginning and the end of the Spring semester. Caregivers will report on family socialization practices using the Family Expressiveness Questionnaire (FEQ) and Maternal Emotional Style Questionnaire (MESQ) and on child empathy using the Griffith Empathy Measure. Student-reported empathy will be assessed using the Bryant Empathy Questionnaire. Analysis of family socialization as a moderator of change in caregiver- and child-reported empathy will be conducted through a series of multilevel models (Judd et al., 2001). An initial Intercept Only Model will be examined to evaluate overall change in empathy scores, with child-level responses [Level 1] nested within academic grade [Level 2]. A Random Intercept Model will then be examined with family socialization and student sex included as fixed, child-level factors. Finally, a Random Intercept and Slopes Model will be evaluated to determine the extent to which potential moderating effects of family socialization and sex differ across grade. For these data, it is expected that that children with lower levels of home socialization will demonstrate the greatest potential for growth from skills presented in school-based programming given limited previous exposure.