Effect of Obesity, Socio-Economy and Interactions on
Mental Health: A Study of Adolescents in Kolkata, India
Volume 6 - Issue 1
Hagar Goldberg*
- The University of British Columbia (UBC), Vancouver Campus, 2329 West Mall, Vancouver BC, V6T 1Z4, Canada
Received:November 08, 2021; Published:November 17, 2021
Corresponding author: Hagar Goldberg, The University of British Columbia (UBC), Vancouver Campus, 2329 West Mall, Vancouver
BC, V6T 1Z4, Canada
DOI: 10.32474/SJPBS.2021.06.000227
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Abstract
Empathy, the ability to understand and share the feelings of others, and experience the world as you think someone else does, is a
fundamental aspect of social connection, caring and belonging [1-5]. One’s ability to empathize develops gradually during childhood
and is presumably influenced by children’s social environment [6-11]. If empathy is a malleable skill rather than a fixed trait [12,13],
can it be nurtured and enhanced through development? What would be the experiences and interventions that would support
children’s empathy development? Although empathy has been vastly studied it remained a challenging phenomenon to unlock, let
alone translate into evidence- based educational practices. Here I propose a multidisciplinary approach to empathy and present a
new frame work to empirically study the development of empathy.
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