Home » Posts tagged 'empathy'

Tag Archives: empathy

Empathy versus bullying: Part 3: Recommendations for students, parents, teachers and administrators

Listen to podcast on Spotify (via Anchor): https://anchor.fm/lou-agosta-phd/episodes/Empathy-versus-Bullying-Part-3-Recommendations-for-students–parents–and-educators-e17j1ts

Bullying: Recommendations for students

If one is being bullied, some guidelines are useful.; though no single, easy answer is available.

[Note: even though these recommendations directly address the “student,” they are intended to provide guidance to the parent or responsible adult on how he or she is to address the student regarding bullying. They are intended to inform the grown up, adult’s speaking and listening in the matter of bullying as the grown up engages with their student.]

First, these recommendations are about getting back your power—or at least some of your power—in the face of bullying. Sometimes that looks like making a tactical retreat, much as one might dislike doing so, in order to reestablish boundaries and integrity. The idea is to de-escalate the potential confrontation. What de-escalation looks like is different according to the situation. 

Second, this is not happening to you—the target of bullying—because you did anything wrong. Stop the negative self-talk (devaluing comments directed at oneself) about being to blame for the bad behavior of bullies. Such negative self-talk results in two problems, the bullying and your own negative self-talk. 

Previously there was only one problem, the bullying. Now two problems exist, the bulling and the negative self-talk. Reduce the problems by 50%; stop the negative self-talk. If you cannot seem to stop the negative self-talk, then get help from a parent or professional with doing so. 

Many different kinds of bullies exist—see the above typology—and it is not your job to be the bully’s therapist or policeman. 

There is probably no reply to the bully that is so powerful that the bully cannot transform it by using a sing-song, condescending tone of voice. 

Even if one says: “Thank you for respecting my privacy,” a statement that makes a great quotation in any subsequent police or administrative report, the risk is that the reply is going to come back at you like yet another confrontation. It might be worth a try, but no guarantees. 

The bully is behaving the way he does to “get a rise” out of the target. The intention is to make the target upset. That is a “pay off” for the bully. That is not to say that one should not shout back if shouted at or push back if one is pushed. That is a judgment call based on the situation and one’s sense that fighting back—otherwise know as “self defense”—may make a positive difference in establishing or maintaining a boundary. 

However, if one is out-numbered or the bully is physically larger and one’s power is diminished, engaging the bully in a back-and-forth exchange is not going to work. If one can maintain some measure of composure or equilibrium, then the process of escalation on the part of the bully may be short-circuited or at least moderated. The bully is “getting off” on upsetting the target, so, tactically speaking, being boring to the bully is a valid defense. You will be “less fun” for the bully, and he will move on to the next target. 

Another thing that is done—and is potentially life saving—is to keep a “bully log,” noting in writing, once one escapes, the occasion on which one was bullied and what exactly was said or done. In the case of cyber bullying, this includes print outs, with URLs and time stamps, or screen shots of devaluing comments from email, Facebook, social media, or text messages. 

I know, I know. The last thing that a kid stressed out by bullying wants to think about is documenting what is happening precisely so that one can escalate and get one’s power back. But that is what is required. One may prefer to forget about it all, but keeping a log with dates and times and names (or descriptions if one does not know the name) and what exactly was said or done, is going to be an important part of getting one’s power back in the face of bullying.

Civic and spiritual leaders such as Gandhi and Martin Luther King have famously pointed out that “no one can diminish you without your consent.” That remains true; and it is always a good reminder to oneself in the face of bullying. However, King and his followers actively trained and role-played non-violent resistance prior to engaging in demonstrations, civic actions, marches, protests, and sits-ins, in which they confronted bullying, hostility, and out-and-out violence. 

Civil rights activists practiced with colleagues, who pretended to be racists, hurling insults and ketchup at the would-be demonstrators in role playing. In turn, the would-be demonstrators practiced not responding with counter-aggression; and all this prior to their actually engaging in anti-segregation sit ins, public protests, civil disobedience, and so on. 

One should not have to undertake training in non-violent resistance in order to survive the ride on the bus to school or the school lunch room, and the fact that we are now discussing such a scenario means that something has already gone seriously off the rails. Attempting to transform a culture of segregation and colonialism as King and Gandhi did—or a culture of bullying—is not for the faint of heart. 

A group of middle or high school kids are not the KKK or the British Empire (though they may seem like it at times), and such kids cannot be forced to include an “outsider” when they really decide not to be inclusive. Thus, the coaching to the outsider is to keep looking for a group that is welcoming. Once again, it takes courage—and a support system—and is always easier said than done. 

People need friends, and, for people in middle and high school, relating to friends is an important part of the fun. It is a part of growing up and the non-academic learning that occurs. If you are with a group of people—also called one’s “peers”—and their behavior and speech towards you leaves you feeling “less than” or “upset,” then you may need to look at your understanding of what is a friend. If your inquiry to your “friends” as to what is really going on seems to elicit more of the same upsetting and “less than” behavior—then you need to re-examine their status as “friends.” I hope you will not shoot the messenger: it is time to move on and seek friendlier friends. 

One bullied LGBT teen made a difference by trying to join a Gay-Straight Alliance group activity at his high school. But there was one catch. Before he could join the alliance, he had to create it. It became a significant project, and a path to engagement for him and numerous fellow students both gay and straight. Never underestimate the power of one person with the courage to stand up and say “Enough—there’s got to be a better way!” 

Friends may argue. Friends may disagree. Friends may engage in drama over boy or girl friends. Friends may even decide to stop being friends and go their separate ways. But if one finds so-called “friends” treating one like an outsider, using de-valuing language towards one, or being mischievous in ways that are cruel, mean, or aggressive, then it is time to find new friends. If one’s peer group lets one down, then it is time to seek a new peer group. Once again, this is not easy to do when one is struggling against bullying. However, if one is unable to take action in the direction of finding new relationships because one is so paralyzed by the upset, then it may be because one is anxious or depressed, and the intervention of a caring third party is warranted. But where to turn?

If you have a good relationship with one or both parents, that is a good place to start. Here “good relationship” means that you can talk with him or her. It means the parent has the ability to empathize with your predicament and listen to your concerns. It also means you are not going to come away from the conversation feeling bullied. Older siblings can also be useful if one has a good relationship. 

The idea is not to have a grown up “fix” the problem for you, but to find a “trusted advisor” to work with you on what can be done to get back your power—or at least some of it—in the face of bullying. Though the analogy is imperfect, this is a tad like getting tutoring in geometry or science. Do not expect the tutor to do your homework for you; but together you work to acquire the skills, so you can not only survive the lunchroom or school bus ride, but also even have fun and prosper. 

If you do not have the kind of empathic relationship with a parent that makes you think the parent can help to improve the situation, then look for a trusted teacher at school with whom one has a relationship. (But see the caution below about teachers and staff being school-bullying-mandated reporters.) Once again, this should be someone who you believe will listen to you—use her or his empathy to appreciate you—and work with you to improve the situation. If neither your parents nor a trusted teacher at school can be mobilized to intervene, then you should look for someone in the community such as a coach at the art or sports center, a pastor at church, or coordinator of the LGBT group in the community with whom you enjoy a relationship of empathy and trust. 

If you are being harassed online, request that the web site take down the content, since the harassing comments violent the rules of most web sites. If the site is Facebook, report the abuse immediately via the dropdown item “this picture is of me and I don’t like it” [or words to that effect]. Facebook says that it is committed to taking the word of the reporter (you) about harassing comments. Print out the cruel or mean content or make a screen shot. Put all such stuff in a folder. You need to show others in authority what is happening. It is almost never useful to respond to the perpetrator. If you find yourself compulsively checking back for mean content, take a time out. Power down. Pull the plug. It is not worth it. It might be better to give online activity a break and drop out for awhile. Good friends will be able to reach you by phone or in person. 

Another word of caution is needed. If you approach someone in school—a teacher or member of the staff—then this person may be required by law to report the bullying to the school administration. This might be okay if the school has a program in place to deal with bullying. This is also where your written record detailing bullying that has occurred over the past period can be useful. I wish I could say that this would not result in further bullying with accusations of being a “snitch” occurring. But the risk of escalation is real and must be considered prior to taking action. 

If the reputation of the school is one of having a culture that seems to permit a certain amount of aggression and discourtesy, whether towards teachers or one’s fellow students, then the risk expands. Retaliation on the part of bullies for complaints about their bullying can become as significant an issue as the bullying itself. 

Once the school administration is involved, the process can take on a life of its own. The administration must (is mandated to) open an investigation, and the requirement to gather evidence of bullying can make you feel like you are inside the “hall of mirrors” at the carnival without, however, anyone having any fun. 

Grown ups are notoriously unable to distinguish adolescent drama from out-and-out bullying. This is sometimes due to grown ups’ lack of empathy, but not always. If the tweens and adolescents cannot tell these apart, why should the grown ups necessarily be able to? What seemed open-and-shut to the target of bullying can take on disturbing nuances once people are interviewed “on the record.” 

Trying to sort out a bullying report can become an exercise in forensic investigation with conflicting testimony full of “he said” and “she said.” Are witnesses denying an alleged episode of bullying—note the legalese “alleged” shows up—because they don’t want to be regarded as “snitches” or because the episode never occurred? 

The school system itself—no matter how empathic and well-intentioned—can seem to work unwittingly to punish all participants—or at least use all the time and effort of all implicated in a given incident in filling out forms, processes, procedures, and attending meetings. The process of determining what happened = x has now become something to survive—a potential breakdown in empathy and a breakdown in community. Ready or not, one has matriculated in the “college of hard knocks.” 

However, if the student is being physically assaulted or harassed to the point where the student’s school work is suffering (grades and so on), then it is best to “bite the bullet,” fill out the formal report—including the police report if appropriate—try to take charge of the escalation, share the suffering, and learn the lesson in community building. 

No one should have to suffer in isolation in the face of bullying. Part of the abuse consists precisely in the bully’s attempt to isolate the target. So the best outcomes are those in which one is able to take action to break out of one’s isolation: finding new and welcoming friends, martial arts lessons, founding a gay-straight alliance at the school, chess or science club, and so on. Once again, this is easier said than done, but it must be both said and done. 

If you are someone who is caught up in drama and you are tempted to bully someone, it is time to take a time out. Take a look at your own behavior. Do you really want to be known as someone who is mean or a bully? While “put downs” or “one liners” might seem like auditioning for a role in a reality television show, hit the pause button. There are better ways of getting into show business. Go out for theatre or sign up for an improvisation class. All the world is a stage, and an important part of the training for theatre—and for success in life—is role playing. Indeed acting is precisely role playing. Try taking a walk in the other person’s shoes. There are other, better shoes—and choices—than to bully or be bullied. 

Bullying: Recommendations for parents

If your child comes to you with an upset about bullying or you see that she or he is upset about something and the story sounds like bullying, then what should a parent do? 

This is where empathy goes a long way. Start by listening. Your job as a parent is to support your child and to help your child regulate the child’s feelings and behavior. Your job is to help the child regain an emotional equilibrium in the face of life’s vicissitudes, including bullying.

Parenting is about setting boundaries. Empathy is about navigating boundaries, and bullying about violating boundaries. Therefore, empathy is about restoring boundaries in the face of bullying. 

Be empathically receptive and responsive: “That’s really gotta be a concern.” “Try to tell me exactly what happened.” “Then what happened?” “Say more about that.” “Okay, but help me understand.” “He said what?!” Ask about the details in a concerned, empathic way. “Johnny is a jerk” may be true; but it is an interpretation. That Johnny said “You are a loser” while pointing at his forehead with his fingers in the shape of an “L” is a report of a devaluing comment. Do not be dismissive. It’s not “nothing.” Note it. Be concerned. Avoid finger wagging or moralizing. Though you are obviously “on the side” of your child, do not assume she or he is an angel. Likewise, if the child is known to have a “devilish” streak, do not assume he or she is the devil. A single example is not bullying in itself, but repeated instances start to form a pattern of concern. 

One word of caution to parents at this point. One issue that should not be overlooked is how the adult is inevitably confronted with his or her own fate as a child in the face of bullying. In short, if you had a bad experience in bullying that is still unintegrated as an adult, it is going to be there when your child comes to you. If you have unresolved issues around bullying in your own history, when your child comes to you about bullying, a challenging situation becomes all the more challenging for you. You have to distinguish the child’s problem from your own in order to do your job. As a parent, your priority is to solve the child’s problem, not your own. 

Now this does not mean the parent has precipitously to go back into therapy (though nothing is wrong with that as such), but that one must be prepared to identify and use one’s own experiences around bullying as a resource. These experiences, long past, will come up. Promise. This is where parental peer support can be essential. Consult with other parents with whom you have a relationship of empathy and trust. It is crucial this be a person to whom one can relate without moralizing or finger pointing. 

If one does have an unresolved issue around bullying, then acknowledge it, so that one can gain some distance and objectivity about bullying today. In a deep sense, bullying and human aggression have not changed, though they now have online technology at their disposal; but parenting norms, schools, school administrators, and community standards have shifted significantly since Baby Boomers and even Gen-Xers have struggled with bullying in a different world. 

If, when you were a kid, the guidance from your parent was “just hit him back,” and it worked, then you are going to be inclined to provide such guidance. If, when you were a kid, you told his mom about his bullying behavior, and it worked (as unlikely as that may seem), then your initial inclination is going to be to provide such advice. Even if you wished that you had “just hit him back,” but were not able to do so, you are also going to be inclined to provide such guidance. You see the dilemma? 

Our empathy for our children in the here and now is a function of our own fate as a child in what was (and is) not always the most empathic of worlds. If one is at a party for five year olds, tweens, or adolescents, then one is inevitably going to be present to one’s own experiences as a five year old, tween, or adolescent. That is a risk and an opportunity. Such experiences from one’s own childhood or teen years can be a useful resource and should not be overlooked. However, such experiences of surviving bullying are most likely to make a positive difference within the context of an empathic listening to the child currently being bullied, not the context the parent had to overcome long ago. [i]  

The point is to appreciate the distinction between your own experiences and those of your child. An outgoing or extroverted parent may have a shy or introverted child—or vice versa. Yes, certain kinds of bullying are such that a child may properly be expected to handle them on his or her own. However, if the child who used to enjoy school now dreads it, if grades are suffering, or if a once flourishing child is now floundering, and it is not clear what is going on, then intervention is required. 

A substantial part of the challenge for the parent is to re-create the context on the school bus, at school, in the lunchroom, or on the sports field. What seems at first to be an open-and-shut case of meanness or cruelty can turn out to be a complex example of drama, pseudo-sibling rivalry, or bad manners. Debates quickly emerge about “Who started it!?” or “he said” and “she said.” Try to determine who said what to whom and then what happened. You may quickly find yourself asking, “Is there a single fact here?” This, however, does not mean that bullying did not occur. As a parent, you want to document what you have learned, and you want to keep open the lines of communication with your child. Is there a pattern? 

In order to be useful in supporting your child, you must have a thorough grasp of what is going on. Get the entire narrative. If what is happening really is bullying, you will want to be as specific as possible in order to make a report to the authorities if the problem persists. 

This is where the difference between handing the child a fish and teaching him or her how to fish is the lesson. Even if the student is an adolescent, the student’s request may be to “fix” the problem and make the bully go away. Wouldn’t it be nice? Rarely is that practical. If the bullying is occurring on the way to or from school, and if one can take a different bus or route, by all means, do so. Band-Aids have their uses. Tourniquets are essential. Buy some time to figure out what is really happening. 

The tough job of parenting occurs at four levels: (1) providing guidance to one’s student on how to fend for oneself; (2) providing explicit training in self-defense or assertiveness if the student can be enrolled in the value of doing so; (3) reaching out to the parents of the alleged bully if there is any chance they are responsive people, who are able to have a civil conversation; (4) intervening with school authorities (or law enforcement) as a last resort if no other solution can be found.

(1) Share with the student the above-cited coaching in “Recommendations for Students” about the dynamics of bullying. Even if you have reason to believe that your child has been provocative and is engaging in drama, begin by asking, “What happened?” “Who said what to whom?” “What happened next?“ Do not begin by asking, “What did you do to cause this?” That can seem like blaming the victim. Do not be dismissive. Trust—but verify empathically.

Providing empathy means that one should provide examples of proper behavior on the part of “friends” and peers; friends do not use devaluing, hurtful, bad language or engage in aggression against one another; and broach the difficult subject that maybe one needs to find new friends or a suitable, different, extra-curricular activity if one is being harassed. One should provide assurances to the child, who is blaming himself, that the child did not do anything to deserve such treatment. 

(2) Time was when “bullying” meant physical aggression. “Sticks and stones may break my bones, but names will never hurt me.” We now know that devaluing names, too, are hurtful. This is especially so when the name calling occurs persistently across different environments—at school, on the bus, online after school, and so on. I know—I know. Why is it that parenting usually seems to require ever-increasing commitments rather than less? Yet intervention on the part of the grown ups is important., especially if the meanness is escalating.

If a student, who is being physically assaulted, sees value in boxing or Asian martial arts lessons, the parent may pick up the extra expense and effort of chauffeuring him or her. It may be worth it. Self defense remains a fundamental right. 

However, if the individual is up against a group or the size differential is substantial, such lessons might be good for one’s self-esteem (and the value of such a contribution is not to be underestimated), but it is of limited practical value in surviving an altercation. For some shy or socially awkward kids explicit training in social assertiveness is useful. 

(3) If one is part of a community where one has communications with other parents, then it may be worth the risk to reach out to the other parents. It is important to do so in a way that does not land like an incoming accusation or reproach. That such a conversation would initially be uncomfortable is no reason not to try. 

If you can work with the other parents, it provides an example to all the children of how to resolve conflict in a mature, adult way that benefits all involved. Such a lesson is worth its weight in gold—or at least an associate’s degree in counseling. However, if the parent turns out to be troubled or a part of the problem, then one has perhaps discovered the source of the bully’s misbehavior. One has to move on. Encourage one’s child to leave alone a “friend” who is making his life miserable. 

(4) If one has exhausted individual coaching to the child or outreach to other parents, and one still has concerns about the child’s safety or the impact of bullying on a child’s academic results, then it is necessary to approach the school authorities. Remember that these may be harried individuals. 

School authorities already have a long list of academic, administrative, and educational responsibilities. The state legislature has just mandated compliance with rules that schools take on the task of managing and improving a situation in which 10% of a school population (say) of 1,000 students is either a bully or a target of bullying over a given period of time. A budget increase to support the mandate is still pending, meaning doing more with less is again demanded. 

A parent may have a right to stand up in a school board meeting and express concern or even accuse officials of being indifferent to bullying. 

However, it does put one in mind of Dale Carnegie’s dictum: if you want to gather honey, do not kick over the bee’s nest. 

Rather identify an educator or administrator who has the empathy to hear your concern about your child’s emotional and academic well-being and its urgency. In a time sensitive situation, specific steps can be taken such as allowing the child to keep a cell phone with him at all times to call for help; a designated safe room (say next to the nurse’s office) that the child can go to in case he feels unsafe; a special hall pass or permission to arrive two minutes before class to avoid the bully; or assigning a grown up to accompany her or him through the hallway. It is important that all the relevant teachers and staff know about this or it will just become another breakdown, punishing the victim as the phone gets confiscated, and so on. 

In the case of cyber-bullying of tweens, parents may appropriately have access to the online passwords. Parents may usefully know what sites the children are visiting. Even if one has a phobia for technology, it is imperative for the parents of kids using computers to have a minimum of computer literacy to supervise the kids’ involvement with electronic media. It is a tad stealthy—but I would not rule it out—to have the child train you with her email or Facebook account, and then use what you have learned to monitor theirs. 

You would not simply give the kids the car keys and tell them, “Hey, keep in touch!” Funny. The Internet is different than the open road, but hazards and risks exist in abundance in cyberspace, too. Since no parent has enough time to monitor the totality of anyone’s online activity—it would be crazy to try—start out like the wise teacher who begins with strictness but eases up thereafter based on proper behavior and feedback. 

Manage by exception. Trust but verify. If spending time engaging online becomes an upset to the child, then an empathic inquiry as to what is happening is needed. Expectations for online behavior should be made clear: Just as one would not use devaluing language, ethnic or racial insults in person, so too one should not do so online. If one is the target of such behavior, then it must be documented, monitored, and neutralized through appropriate interventions. 

Why is it that people forget you can turn off the computer or not go to certain sites? Parents’ good examples of laying aside electronic devices and relating in person to other persons speak volumes to kids. So does any behavior that demonstrates a parent’s commitment to drama or using social media to drive personal conflicts. Business people and politicians now have a rule about email and comments on social networks (even if they do not always follow their own good guidance): Write every electronic comment or communication so that it could be published on the front page of the Wall Street Journal without creating an embarrassment. The reason? Because the communication will eventually migrate there! This is an essential rule of thumb going forward. 

Such is especially the case after the US election of 2016 where a seemingly endless stream of hacked emails—containing ambiguous and devaluing comments about the sender’s colleagues—got published periodically. In some cases, no hacking was required, since the candidate published the comments intentionally using Twitter. 

As this book is being published, reports are emerging that Russia—you know, the sovereign state or a clandestine unit thereof—has attempted to influence the US 2016 election by purchasing ads on social media that attempted to aggravate racial, social, and economic divisions, thereby driving voters towards one Presidential candidate rather than the other.[ii] A lesson for us all? The ability to think critically and for oneself has always been an essential foundation of any democracy or any middle school kid’s emotional well-being. Now more than ever. 

There is also a rule—at the level of Sir Isaac Newton’s ironclad Laws of Motion—that naked or compromising photos taken by a person migrate inevitably in the direction of social media. So don’t take any; and delete any that might already exist now—before it’s too late! 

The expectations of privacy are such that online communications can no longer reasonably be expected to be private. Perhaps they ought to be private. Perhaps the 4th Amendment to the US Constitution against unreasonable search and seizure still holds sway in courts and halls of justice in the USA. I hope it does. I believe it does. But cyberspace just does not work that way any more. Facebook is designed so that people are given incentives to broadcast their personal and private data. As Mark Zuckerberg, CEO of Facebook, is supposed to have said: “Privacy is no longer the norm,” implying rather that publicity is. Here take my personal data—please! Here—see what I am eating, who I am befriending, who I am dating, what I am wearing (or not), what I am reading, where I am checking in geographically, what I like, what I don’t like, what I am thinking—and at all times. [iii]

If you really need to have a private communication, send a letter by US Mail. It does put one in mind of Miranda Lambert’s country western song: “If you had something to say—you’d write it on a piece of paper—then you put a stamp on it—and they’d get it three days later—before everything became—automatic.” Words to live by. 

This may sound a tad nostalgic; and I am not sure that I could explain it to an eleven year old. So, if your eleven year old is citing the 4th Amendment to you as reason for not handing over his password, congratulations! You have a Clarence Darrow for the defense in the making. I hope you can afford law school. But you then get to explain that “probable cause” creates an exception—and a parental search warrant. Hand the password over, buddy—or hand over the device!

Bullying: Recommendations for teachers and administrators

The media provide sensational, even tragic, reports about bullying, but they less frequently provide useful guidance or actionable information. We have to separate bullying from conflict and “drama” between peers of roughly equal power. Attention grabbing headlines have provided a “call to action” for educators in middle and high schools (and for state legislatures), who had been distracted by other priorities and looking the other way. 

A few dramatic, high profile suicides, and many low profile emotional breakdowns, not to mention major litigation from outraged parents, have persuaded school administrators of the importance of intervening on behalf of the most vulnerable, bullied members of the community. 

Yet it is also important to realize that grown ups are not the only source of relief from tween and adolescent bullying. In no way is it blaming the victim that the targets of bullying sometimes need to take crucial actions on their own behalf to improve the outcomes of unwanted assaults. 

The first empathy lesson for administrators is that empathy is on a spectrum that extends from being firm about boundaries all the way to “tough love.” As every administrator knows, education is impossible if a school that is “out of control” surrounds the class room. A school is a system, and the hallways and class room must be calm in order for education to work. Before we turn to the details of how empathy plays in this context, some background is useful.

In December 1982 three elementary school students (10 to 14 years old) killed themselves near Tromsø, Norway. All three had been bullied. For example, one had been called a “leper” because of his measles scars, an insult, frankly, that I had not previously heard. These tragedies galvanized Norway. 

Previously, bullying had been regarded as something that kids had to work out for themselves on the street. These tragedies provided evidence that the most vulnerable members of the community required intervention.

Dan Olweus, who had studied bullying extensively in nearby Sweden, but who was without popular support there for his research recommendations, was invited to come next door to Norway to help out. He surveyed 130,000 students. Some 15% were involved in bullying either as perpetrators or targets.[iv]

Olweus’ research challenged many assumptions. It challenged the assumptions that upper class high school students were less frequent bullies than their underclass peers or that urban kids were more likely to bully than their countryside fellows. Bullying was an equal opportunity issue. The targets of bullying were significantly weaker physically and more vulnerable to anxiety; but, for the most part, they did not look or dress significantly differently than others in the group. Space does not permit a comprehensive review of Olweus’ bullying prevention program; but its focus is on transforming the culture of the entire school, providing authoritative and positive role models, improved overall supervision, and intervention in individual cases. In the initial pilot, eight months after the program was introduced, there was 50% less bullying; but also significantly less vandalism and theft. 

Olweus’ approach anticipated the crime fighting approach of reducing major crimes by fixing the broken windows in abandoned buildings and arresting the petty turn-style jumpers on public transit. These are individuals who might escalate to more serious offenses, if they are allowed to get away with mirror ones. They are halted early in the course of their boundary-violating careers. Their relatively minor criminal behaviors get cut short before they can advance to more serious misdeeds. 

Norway devoted significant resources to the issue of bullying. Here in the USA legislative compliance mandates ordering schools to solve the problem of bullying without providing resources or money are taking the easy way out. And mandates to comply often do not work—precisely because a mandate without resources is at best a well-intentioned, but empty, gesture. To be sure, the indifference of some school administrators has been a cause for concern regardless of the (in)action of state legislatures. But the commitment of many, if not most, administrators is a cause for hope—and engagement. 

Emily Bazelon reports on a case study—a school, Old Mill North, that had a reputation for roughness and was demonstrably spiraling downward. But it was pulled back from the brink and turned around by a program inspired by Olweus. This is not a one size fits all narrative, but numerous lessons exist that can be generalized. 

No matter how inspiring or talented the individual teacher, education is impossible if a school that is out of control surrounds the class room. The hallways and class rooms must be calm in order for the process of education to get the traction it requires to produce educated students. 

Bullies are put on notice that teachers and administrators are decidedly not happy about their behavior. Such individuals have been poorly socialized, and it is going to catch up with them. They need to get in touch with their inner jerk—have a conversation for possibility about recognizing one’s peers as peers—and learn how to respect boundaries. They can do better. If one can get the peer group to validate the language of respect for boundaries, courtesy, an optimum measure of toleration, and empathy, then their behavior eventually catches up with the rhetoric of respect and improves.

As noted, empathy is on a spectrum that extends from being firm about boundaries, but nice about it, all the way to “tough love.” Some students are not interested in respecting the boundaries that mark a commitment to education, and they really do not belong in school. Some 52 kids were expelled from Old Mill North. Likewise, the teachers were assessed. If they were not committed to transforming the culture of the school in the direction of excellence in education, they were encouraged to seek positions at other schools in the system. They were not expelled, but were counseled out. Some 22 out of 66 left the school. 

How shall I put it delicately? This was no longer business as usual. At Old North, a significant minority of the student body was still more than a tad rough around the edges by the time they got to middle school. Some students literally did not know what to do when one student bumped into another student passing in the hallway. They needed to be taught to say, “Excuse me!” or “Pardon me,” instead of telling the other person, “Drop dead, loser!” Similarly, with common courtesy in the cafeteria. At Old North a broad intervention with the students provided explicit guidance in what was expected of them by way of behavior. Thus, the students were drilled in social skills such as acknowledging the feelings of others, making eye contact, and conflict management skills such as making a request, saying “no,” or agreeing to disagree. In short, they were trained in empathy. 

Some bullies are indeed thugs, and need to be removed from the community to protect the community from them; but other bullies are themselves survivors of abusive situations (e.g., at home). They exhibit mental health issues, have a diagnosable cognitive impairment, and require intervention. 

That is no excuse—there is never an excuse for bullying behavior. However, it does mean that to prevent repetition of the bullying after a suspension has been served, these individuals need guidance. Many need treatment. Whether such treatment is full-blown dynamic talk therapy or cognitive behavioral therapy, bullies may usefully undertake an inquiry into their own abusive behavior in order to shift out of a pattern that is creating misery around them. It is worth repeating: If it’s mean, intervene. 

However, intervention is not the same as automatic discipline. Suspension and expulsion should be used only when the immediate concern is safety; and followed up with evaluation for the individual for depression, anxiety, conduct disorder, other emotional issues, or problems at home. Extrinsic motivation was also applied at Old North. 

Using Positive Behavior-Based Interventions and Support (PBIS), along with the Pledge of Allegiance, the school day began with reciting the school commitment: “Be respectful, responsible, and on task.” That means: say “please” and “thank you”; do your homework; and participate in class. 

An internal currency of courtesy was introduced. “Patriot passports” were blue slips that teachers handed out when students were identified as doing something well. The teacher meant it as a recognition and statement: “I liked the way you did that.” 

A gimmick? Perhaps, but the underlying value was in building a positive relationship between student and teacher. Instead of handing out detention slips, getting into an adversarial role, teachers were in a friendly role of recognizing students for a job well done. Those teachers who used up all their blue slips got a gold star on their door—and more slips. The slips could be redeemed for PTA sponsored school supplies, ice cream at the social, a school movie, or getting to the head of the line in the cafeteria.

One word of caution. Peer mediation is not a good method for dealing with bullying. Peer mediation makes sense when the two kids are of roughly equal power. However, putting a bully and a target in the same room together is a bad idea. This is so even if a grown up is present to help mediate. Bullies are skilled at saying the right thing in the moment, and then retaliating later. If the students are roughly equal in power, and the infraction involved drama (not bullying), then peer mediation may perhaps make sense. But otherwise, it is just putting the fox to guard the chickens. Things are not going to go well.

Once a measure of calm was restored to the hallways at Old North, then those students who continued to be disrupters tended to stand out. They could be provided with the services they required to gain control over their behavior and emotions instead of missing even more academics by being sent to the principal’s office or suspended. 

Instead of being given a suspension and sent home, the disrupters were given confidential psychological assessments for depression, anxiety, substance abuse, and self-esteem. They were required to watch videos about bullying, and consider their own behavior in relation to what they saw. Teachers who were chronic yellers were trained in other methods of de-escalating conflict with students who were disrespectful or difficult. This was not a two week effort. 

Six years into the program, scores on standardized achievement tests had improved enough for the school to introduce the International Baccalaureate Program to further drive academic excellence. Reducing bullying is good for academics. 

In summary, schools that support such efforts find that bullying of all kinds is reduced, not merely that directed at kids who are eccentric, socially awkward, new to the community, or LGBT. Of course, if the school’s grown ups are still struggling ineffectively with their own homophobic issues, then survivors must look for alternative communities outside of school. These alternatives outside of school run the gamut from sports to book clubs. It is not blaming the survivor to say, “Hey, it’s gonna take something from you, too, in building a community that works for everyone.” Martial arts and boxing are powerful compensatory activities for people who tend to be shy; but such people have to overcome their own introverted tendencies even to sign up. The very behavior that is stopping them is also part of the behavior that is leaving them vulnerable to bullying. The breakthrough is already present in stopping procrastinating and taking action to get such training.

In conclusion, the lesson is that empathy builds community; and communities demonstrate empathy by being inclusive. Yet rare is theindividual who transforms the authenticity and integrity of an entire community in order to join a community with integrity and authenticity. What would an anti-bullying club even look like? It might look like a LGBT alliance; but it might also look like a jogging, biking, or history club. Don’t just be “anti,” as proper as that is in the case of bullying; but be “pro” engagement, inclusion, and community.

As Daniel Burnham said in different context: “Make no small plans.” Empathy is the foundation of no small community.


[i] Christine Olden. (1953). On adult empathy with children, Psychoanalytic Study of the Child, 8: 111–126. 

[ii] See “The Facebook Files: A Wall Street Journal Investigation,” https://www.wsj.com/articles/the-facebook-files-11631713039 [checked on Sept 27, 2021]; see also (now “ancient” history): Mike Isaac and Scott Shane. (2017). Facebook’s Russia-linked ads came in many disguises, The New York Times, Oct 2, 2017: https://www.nytimes.com/2017/10/02/technology/facebook-russia-ads-.html [checked on Oct 15, 2017].

[iii] Bernard E. Harcourt. (2015). Exposed: Desire and Disobedience in the Digital Age. Cambridge, MA: Harvard University Press: 90–93. 

[iv] Olweus 1973/1993 in Bazelon 2012. Dan Olweus. (1973/1993). Bullying in School: What We Know and What We Can Do. London: Wiley/Blackwell; Emily Bazelon. (2012). Sticks and Stones: Defeating the Culture of Bullying and Rediscovering the Power of Character and Empathy. New York: Random House. This post and the corresponding chapter in Empathy Lessons rely significantly on Bazelon’s journalistic synthesis of the literature and her incisive interviews; see also James Garbarino and Ellen deLara. (2002). And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence. New York: the Free Press (Simon and Shuster).

(c) Lou Agosta, PhD and the Chicago Empathy Project

Empathy versus bullying: The biggest bully in my life

[This is the first in a series on bullying and empathy.]

Listen to this podcast on Spotify (via Anchor): https://anchor.fm/lou-agosta-phd/episodes/Empathy-versus-bullying-The-biggest-bully-in-my-life-e16v57j

The biggest bully in my life

The biggest bully in my life was a member of my family, my father. Most of the time, he was a nice guy, a good neighbor with a lot of social skills. However, he had a nasty temper that would go off unpredictably. 

Dad would lose his tempter in unpredictable times and unpredictable ways about three times a year, and then there was hell to pay. I would get hit, pushed, knocked down, and called devaluing names. Over a period of ten years, between seven and seventeen years old, that adds up. A bold statement of the obvious: it was unpleasant. 

Persons (and therapists) who later heard about my struggles would ask: “Did he drink?” No, he just had a nasty temper that got triggered by what he (and apparently only he) perceived as narcissistic slights or injuries. His bad behavior satisfied the criteria of bullying in that it was verbal and physical aggression, occurring repeatedly, and in a context where the individuals were significantly unequal in power. 

I have documented the recovery process without describing my father’s behavior explicitly as bullying in an earlier book, A Rumor of Empathy (2015). As part of my recovery, I even published a book chapter on empathy and the treatment of domestic violence.[i]

The new information disclosed here is that Dad’s behavior improved significantly when, at the age of seventeen, having finally grown up physically, I hit him back. Just one punch. Well placed, it gave him a bloody lip. A technical “knock out.” It had a calming effect on him, and I never got hit again. The fight was called in my favor, by mutual agreement. However, do not make too much of it. I was heading out the door and off to college, never to look back, with my academic scholarships.

Dad only bullied members of his own family. To the neighbors and his colleagues at work he was a friendly, even wonderful guy. In years of dynamic psychotherapy beginning when I escaped to college, I explored a process of treatment that included recovery from domestic violence. 

I now believe that the triggers to Dad’s bullying outbursts were some slight provocations—real or imagined—to his narcissism. This means that he was not your typical school yard bully. The school bully may “go off” if one bumps into him in the play ground, but the school yard bully is both strategic and opportunistic in his aggression. With my Dad, he seemed to lack emotional regulation once his sense of self was knocked out of kilter—dis-equilibrated—by a real or imagined narcissistic injury. Dad was at the effect of his rage. He did not seem to be having fun. The people around him were definitely not having fun. 

Dad had a narrative about teaching me a lesson as he lashed out and described me with devaluing names. This was a self-serving narrative at best. Whatever distorted lessons might have been intended, they were not empathy lessons. His bad behavior was in the service of venting his emotions and restoring his own equilibrium. Everyone else around him was dis-equilibrated. As a boy, I was trying not to cry any more in order not to be given more of “something to cry about.” 

In those days, a college student on summer vacation could still get a relatively well paying job in a factory or working construction, and I never returned home. Dad and I patched things up years later. However, the years of misbehavior had taken their toll. There was neither a sentimental reconciliation nor a truth and reconciliation commission to frame the encounter between perpetrator and survivor. Dad never thought of asking for forgiveness and, near as I could tell, he never told the truth about how violently he had behaved. It seemed not to occur to him. 

Forgiveness is over-rated, thought I, at the time; though I eventually came to endorse Desmond Tutu’s approach and bought Tutu’s book based on its title alone—No Future Without Forgiveness. It is about a formal truth and reconciliation commission. The perpetrators have to stand up, face the survivor(s), and tell the truth about what they did to the victims (who did not survive) and to the survivors (who did) in such a way that they agree it is the truth. The perpetrators have to acknowledge what happened in such a way that the survivors recognize it. The process creates a set up—provides a clearing—to build a case for forgiveness. The survivor then gets to say whether he or she accepts the representation of what happened and whether the survivor chooses to grant forgiveness.[ii]

Self-forgiveness is an entirely different matter. Sometimes the hasty forgiving of others is a clumsy way for survivors to get to self-forgiveness, which is a worthy goal. The survivor may usefully forgive himself for incorporating the devaluing descriptions of the bully into the survivor’s low self-esteem. This is an important step, which, speaking personally, years of therapy helped me to attain. The benefit is to empower the survivor to put the past back in the past and create a clearing for positive possibilities going forward into the future.

In comparison to Dad, any school bullies that I encountered were “boy scouts” (with apologies to the Boy Scouts). Any bullies that I encountered at school were more like jumping in reverse back from the fire into the relative coolness of the frying pan. They were physically bigger, but I had other sources of power including humor, a rapier wit, a sharp tongue, and, most importantly, an ability to run amazingly fast over short distances. It worked well enough. 

I was still physically small in middle school; and I had potential as a target of bullying. However, I would speak out of turn in class, playing the class clown, so the tough kids were amused, even entertained. 

The tough guys saw that I spoke truth to power—or at least was not afraid to get an occasional punishment exercise from the teacher for trying to be funny. 

I gained a certain kind of reputation—not exactly popular, unless you consider the notorious outlaw Jesse James to have been popular. Think of “Wanted Dead or Alive” posters at the post office. So the tough kids—and there definitely were some in my pubic middle school—didn’t mess with me. By the time I got to high school proper, I was still below average in size for my age, but it was a private, all boys school. That was the main challenge.

Virtually without exception every kid at my high school was so afraid of the teachers, who were mostly Jesuits, that even the meanest of one’s fellow students seemed like an alter boy in comparison. There was no talking in the corridors between classes; and if one did talk, a teacher, who had been lurking quietly behind you out of sight, would suddenly emerge and bang your head against the lockers, which lined the hallways, making a formidable hollow sound. The locker, not the head, that is. 

Most classes in my high school would begin with the Our Father (the prayer)—nothing wrong with that—but you knew that The Lord—along with big brother (those were the Jesuits who were not formally ordained as priests)—were watching. If the tactics were to put the fear of The Lord into everyone’s head, creating an atmosphere similar to boot camp in the armed forces, then it seemed to have worked. This raises the delicate question whether the teachers were actually the bullies; and I am sorry to report that, yes, some were. 

Sadly, it was not empathy but a common oppressor (the teachers) that helped to build solidarity among the student body. I hasten to add that the majority of the teachers were humane and caring, indeed many were talented educators, creative and engaging. Many had a sense of humor, which sometimes extended to sadistic hijinks. Most would simply give one a week’s worth of detention for daring to talk out of turn. 

The boot camp atmosphere had a tendency to displace the bullying from school itself onto the school bus or the athletic field. I did see a couple of kids bullied on the school bus, and I am ashamed to say, I was not enough in touch with my courage to intervene. Indeed at one point a couple of the mean boys seemed to notice me, and hurled a couple of insults in my direction. I was anticipating a rough time; but then, without explanation, the bus route was changed, and the bullies simply disappeared—to another bus. 

Thinking back, I now believe that the rambunctious kids were motivated by the draconian atmosphere in the school to express their extra adolescent energies by participating in sports (which was perhaps the intention); or going home and raiding their well-to-do parents well-stocked liquor cabinets (not an option for me—Dad did not drink, he was just a bully); or seeking solace for their lack of social skills in their studies. The last was my favored approach. I did find someone to hang out with in the cafeteria—the food was so unpalatable that I further stunted my growth by not eating lunch for four years, though I ended up being an average height. 

After reviewing the research on bullying in depth, I have reached the conclusion that if kids have enough time for interpersonal drama and conflict, the latter often as practice for out-and-out bullying, then the kids have too much time on their hands. They are not nearly busy enough. They would benefit from more homework and extra-curricular activities. Note, however, that this implies the school has the resources to offer the extra-curricular activities, which is not always the case. Unlike Hollywood films of the depression era with Mickey Rooney and Judy Garland, many schools do not have the resources or organizational skills to say “Hey, let’s put on a play to raise money for the orphanage!” The kids are already the “orphans.” 

Empathy is the antithesis of bullying

Empathy is the antithesis of bullying. Where empathy lives, bullying is rare. Where empathy lives, bullying has no home. 

In environments where empathy is taught and practiced, bullying does not get traction. Situations in which empathy is valued are situations in which bullying is devalued. One might say exactly the same thing about common courtesy. 

In communities—whether middle school or high school or, for that matter, the US Armed Forces—where common courtesy gives way to disrespect in relationships, bullying expands and spreads; but where common courtesy holds sway in relationships, bullies head for the exit or at least hold their (lack of) peace. 

The point? Empathy and courtesy have in common a careful treatment of boundaries in relationships. What empathy and common courtesy share is recognition and respect for the boundaries between individuals in relationships. 

Another bold statement of the obvious: every bulling remark is a breakdown of courtesy—and of empathy. Every bullying gesture is some kind of a boundary violation. We have to be careful with words like “every,” “all,” or “never,” but in this instance they fit. “Please” and “thank you” and requesting permission are discarded. Pushing, shoving, and devaluing language are front and center. 

Empathy is about moving back and forth across the boundary between self and other in relating to other persons, and doing so in such a way that the boundary is treated with integrity. In contrast, in bullying, the boundary between persons is violated, and, so are the space and integrity of the target of the bullying. In bullying, the boundary between persons is crushed, and so is the emotional integrity of the intended target. 

The response of empathy to bullying is to engage in a process of reestablishing the boundary between persons in such a way that people are left authentic and whole. As we shall see, this is different than being nice or even trying to induce empathy in the bully.

Bullying defined

Before we say any more—and there is a lot more to be said—let us define our terms. We rely on the definition provided by the pioneer of bullying research, Dan Olweus, whose ground breaking studies in his homeland, Sweden (and Norway), have provided a rich source of further research.[iii] Olweus was thorough in his research interviewing some 1,000 children as well as their teachers and parents. He administered projective imaging tests (the “ink blot” Rorschach) to those he had identified as bullies or the targets of bullying. 

Olweus defines bullying as (1) aggression (either verbal or physical abuse) towards a person; (2) that occurs towards the person more than once over time; and (3) is between persons of unequal power (whether physical or social rank or both). [iv] The special thing about bullying is that kids do it especially when the targets seem helpless. Kicking someone when they are down is precisely an identifying feature of bullying. 

According to Olweus, what is most distressing about bullying to its targets is repeated domination to inflect pain. If the aggression happens only one time, it is aggression; and that is not good; but it is not bullying. If the people are of equal power or almost equal power, then the behavior is conflict, drama, or a fight, not bullying. 

The distinction between bullying and drama (conflict) is not always easy to determine, so look at physical size (height and weight), formal rank in school or professional status, and job roles. When someone who has power, whether formal or physical, over another is treating the other in such as way as to violate their dignity, that is a strong candidate for bullying. 

Olweus found that about 5% of the boys in his studies were bullies and about 5% were the targets of bullying, “whipping boys” as Olweus called them. 

What the latter had in common was they were physically weaker and anxious. Olweus studied only boys. The discovery of the “mean girl” phenomena still lay in the future. We now know that among girls, physical strength is less of a factor, and girls  have been known to bully by indirect means. 

When relationships become weaponized

When cruelty relies on what one knows about the other person or can plausibly attribute to them, then it is as if the relationship itself becomes weaponized. Insults, injuries, slights, discourtesies, racial and ethnic slurs, are used to deliver pain and suffering to the target. 

Since the bullying is a boundary violation, the way to reestablish empathy and order (where “order” means common courtesy) is to reestablish the boundary between persons. 

A word of caution upfront. Let’s say one is the adult hall prefect at a high school, and an act of bullying is perpetrated in full view in one’s presence. It is tempting to attempt to induce empathy in the bully by asking: “How would you feel if that (aggression) were done to you?” Ultimately such an intervention may be useful, however, not here. If Jack is calling Jill “Fatso!” it is precisely to make her feel bad; it is likely that he knows it; and that is exactly why he is doing it. 

One says to Jack in a loud voice: “Stop! I don’t like what you are doing.” Or “That behavior is unacceptable. Cut it out!” Jack replies: “But Jill doesn’t mind.” An obvious lie—or maybe Jill is so depressed that, in the moment, she is just numb. One clarifies: “I don’t care how Jill feels—I don’t like it. We do not talk to our fellow students that way. It is disrespectful.” Or words to that effect. 

There are numerous scenarios here. If kids are whispering in the presence of another kid such that the target is supposed to imagine devaluing things are being said, the response is similar: “It is impolite to whisper in the presence of others—stop it—it is discourteous” (said in a loud, authoritative voice). The point is to reestablish the boundary in the relatedness, so that even if people do not want to be empathic, they can at least be courteous. It may sound paradoxical, but that is the most empathic response one can provide. 

If the relationship between the bully and the intended target includes hurling insults, then the bystander establishes a “no fly zone” in one’s presence. The metaphor is telling. Stop the insults from flying around. Shoot them down. 

The bullying approach to relating is de-weaponized—at least in one’s presence. The bully may also be better off, at least indirectly, since he (or she) may be trying to use bullying to regulate his own de-regulated emotions. Think of the intervention as regulating the dis-regulated emotions that the bully is experiencing, but which, if only the bully had some interpersonal skills, he would be able to regulate for himself. While there is no silver bullet here, the intervention itself provides the regulation—in the form of a firm boundary to help the bully contain himself and regain an emotional composure without hurting anyone. 

If we use empathy as a method of data gathering about bullies, we may be surprised to learn that bullies are a diverse group of people:[v]

(1) The stereotypical bully: The stereotype really does capture features of the real world. Think of Bill Sikes (see Figure 5) from Dickens’ Oliver Twist. Bill Sikes beats his dog and his girl friend. The relationships of power are one-sided and physical violence is prominent. 

Other examples of classic bullies include Carrie’s schoolmates in the revenge movie of the same name; Nelson in the Simpsons; Malfoy in Harry Potter.

One person who reports in great detail on bullying, Emily Bazelon, calls the stereotypical bullies “thugs in training.”[vi] These bullies rely on superior physical strength. They trip you in the corridor, and steal your lunch. They exemplify the descriptions that bullies do poorly academically (except perhaps for Malfoy, who is all the more sinister for being smart and psychopathic). These bullies habitually cause conflict with others, Bazelon reports, and are 4 times more likely to become criminals. 

Bill Sikes bullying his dog in Dickens’ Oliver Twist

Figure 5: Bill Sikes from Oliver Twist, bullying his dog

According to Olweus, to whom Bazelon is indebted for the definition of bullying, 60% of childhood bullies have at least one conviction from breaking the law; 35% have three or more encounters with the police. These are the kids who may satisfy criteria for conduct disorder such as cruelty to animals, damage to property, casual disrespect in addressing others—along with bullying behavior. 

Many of these kids, stereotypical bullies, feel miserable, and, are attempting to regulate their disregulated emotions by making others suffer. Yet these bullies would not necessarily agree or endorse the judgment that they are unhappy. This is because they are out of touch with their feelings. They would have to be taught how to feel their feelings prior to asking them, hypothetically, how they would feel if something similar was done to them. If they are out of touch with their own feelings, it is likely that they are unable to get in touch with the feeling of others. They are out of touch with the grain of empathy, which we generously attribute to them. 

In most bullies, the bully’s conscience developmentally lags behind his age cohort. That is especially the case with these individuals. Even if they have a capacity for empathy, empathy is not effective in appealing to their conscience. The conscience is stunted or they dismiss its influence. They may have a trace or sense of empathy, even though undeveloped, but it is often misused to increase the suffering of the targets. 

Instead of tactically trying to induce empathy, external surveillance and behavioral incentives are likely to be most effective in reducing their bullying behavior. If they could find a positive role model to admire and imitate—someone who is not a member of a street gang or “bad boy” rap star—then they could get guidance from him or her. Admiration for a role model would allow the person to acquire ideals and ambitions, contributing to their integration into the community. It just might save their lives. 

(2) The clueless bully: The aggression of this kind of bully does plenty of damage. Yet, at another level, these bullies just don’t get it. He may be socially awkward, or even fall on the autistic spectrum. One kid who fell into this group called his targets “stupid.” He hurt the feelings of many, and, made some kids cry; but in the process he became extremely unpopular. If he thought bullying was a way to get ahead with his peers, it didn’t work. His status plummeted. 

Our empathy suggests that the empty wagon makes the most noise, and this kind of bully is one of those. He is not filled with sadism and malice, but definitely lacking social skills. This is small consolation to those whose days he wrecked, yet it does give one pause. This is the kind of bullying for which the adult’s advice to “fight back” makes the most sense. This is not easy to do. Taking “assertiveness training” or “boxing lessons” assumes the target of bullying lacks skill in one of these areas, and has incentive to develop it. 

The target has been selected precisely because this is someone who does not like to fight. The problem is that prior to assertiveness training, and so on, most targets of bullying are unable to act effectively on their own behalf—or assertively. Lack of experience and skill in dealing with hostility as well as out-and-out fear rarely improve the judgment of the person who is the target of bullying. 

The target of bullying ends up being a deer in the headlights when it comes to fighting. When the power equation is out of balance and a hostile environment exists due to physical size or social conditions (e.g., apartheid (“legal” segregation), anti-Semitism, etc.), fighting back can become a suicidal gesture, literally if not emotionally. Rarely does any benefit exist in getting into a back-and-forth with the bully. 

Still, this is precisely the scenario where the possibility of the would-be victim fighting back in self defense makes the most sense. In many bullying scenarios one may need to beat a tactical retreat or call for backup prior to engaging, since the power equation is so unfavorable. However, in this case, the idea of attempting to set one’s own boundaries by pushing back and confronting the clueless bully is potentially useful and self-empowering. No guarantees, but it might work. 

(3) The bully who is also a target: These bullies are vulnerable to peer pressure. They succumb to peer pressure to abuse others. Nor are they good at protecting themselves from bullying. Unlike the first group, who may satisfy criteria for conduct disorders (which used to be called “juvenile delinquency”), these kids do not feel okay about themselves. They do not subscribe to the philosopher Socrates’ maxim that it is better to suffer injustice than to commit it. These kids experience the worst of both worlds, but it feels less bad to bully than to be bullied. 

These bullies are relatively more in touch with their feelings than the first two groups, and here is a chance that an “empathy induction” might bear fruit. “How would you feel if this were done to you?” These kids are depressed or anxious or both. They experience a conflict between the fear of being bullied and the “easy way out” of succumbing to peer pressure and becoming a bully. 

Instead of intervening with a suspension from school for the bully, punishment has to be supplemented with treatment, rehabilitation, or guidance. With treatment such as counseling or therapy a possibility exists of improving the behavior once the student returns to the school community after the suspension. A continuum of interventions from online training to individual counseling to working with parents can produce positive outcomes. 

(4) The bully who is a “popular” kid: These individuals score high on social skills. They are good at reading the emotions of others. They have empathy skills, though often they lack the basic foundation of authenticity and integrity needed to use the skills to benefit others or build community. They find relating to other people is relatively easy, and they know how to say just the right things to make friends or placate the grown ups. If the reader is expecting me to say that they are secretly insecure or wracked by self-doubt, that is simply not so. On the contrary, these kids are popular and mostly happy with their lives. Often their parents are well off. The kids get gear and stuff. Yet something is amiss and missing. 

Here bullying occurs as a play for power and social status. A pecking hierarchy exists in which the most popular kid gets a minion to perpetrate the “dirty work,” the bullying. This is the Machiavellian moment. It is best for the Prince—I mean, bully—to be loved; but it is essential to be feared. Likewise for the Princess. When perpetrating wrong doing, one should nevertheless be perceived as being gracious and generous. What is the point of having power or status unless one is able to exercise it? 

Boys provide numerous examples of popular kids who can be mean—see McFly in the Back to the Future series of films—but this is where “mean girls” come into their own.[vii]

When relationships get “weaponized,” the discussion cuts across gender lines, though girls have provided the “poster child” for meanness in the popular press. While boys bully both boys and girls, girls mostly bully girls, bringing a sublimated aggression to the act. 

Up until the age of four, girls grab toys, hit, push, play rough, and shout as much as boys do. At some point, social expectations from parents, extended family, biological programming, school teachers, and so on, drive such behavior underground. 

Conforming to community standards, whether helpful or hurtful, about “sugar and spice and everything nice” requires that girls become stealthy in their aggression. Fisticuffs are out. Queen Bees are in. One definition of a “Queen Bee” is a popular girl, who collects various “minions” around her. The minions, in turn, conform to her expectations in behavior, dress, language, and bullying. 

Girls use threats, blackmail, gossip, rumors, attacking reputations, whispering in provocative ways, the silent treatment, or non-verbal gesturing. Opening up in relationships can leave one vulnerable to aggression from those one has trusted. Following the bad example of the grown ups, cliques of kids will “vote someone off the island.” Nor is it progress that, in some subcultures, girls are becoming almost as ready to throw a punch as the boys. 

This is where empathy may be misused to increase the misery of the target of bullying. Social skills enable the would-be bully to “get inside the heads” of their intended targets to inflict the maximum upset. 

One can find many, diverse examples in which the bully takes the perspective of the intended target, thinks about what would be most shaming or hurtful, and goes about implementing it. The bully has a sense of what the target is experiencing through a refined empathic receptivity. 

What one cannot find is an example in which calling someone devaluing names or giving them “the silent treatment” is an example of empathic responsiveness. While the point is controversial, I am calling this out as a breakdown, indeed a “pathology,” of empathic responsiveness. 

The description of empathy is crucial here. For advocates of empathy as a fundamentally “pro social” attitude, simply “getting” someone else’s feelings and perspective and then using this verbally to bully them isn’t really empathy. An empathic individual would recognize and anticipate the potential hurt, and, therefore, would not respond to the other person in a devaluing way.

The empathy lessons developed in this work takes account of the possibility that empathic receptivity, empathic understanding, and empathic interpretation can be misused to hurt people. But empathy without empathic responsiveness falls short of the definition of full functioning empathy. Such an approach fails and breaks down when empathic responsiveness is tested. One does not give back to the other person that person’s own experience in such a way that he recognizes it as his own. Instead one bullies the other. So empathy must be informed by one’s good upbringing and ethics not to misuse empathic responsiveness to hurt others. 

In conclusion, the recommendation and response of empathy to bullying – and in every case – is to set limits, establish boundaries, and get one’s power back in declining to take the bait of provocative gestures. Self-defense is always appropriate is one is the target of aggression, and so is retreating in the face of disproportionate unfavorable odds.

The challenges is to contain and disarming bullying without becoming an even bigger bully than the bully against whom one is struggling. The proposal is NOT to use empathy to get in touch with the bully’s suffering. Many bullies enjoy misbehaving and they get off on the conflict and making others suffer. Rather the recommendation is to use top down, cognitive empathy to put oneself in the place of there other person (the bully) in order to understand what might be motivating him so that one can deflect, defuse, or deescalate (including implementing a tactical retreat). 

Even if the bully is the boss at work or members of the local police force who have a monopoly on violence, the recommendation is still the same: set boundaries, establish limits, and try to defuse the situation. Note well: this is not a suicide mission – one may have to retreat, call for backup, and find other methods of restoring boundaries and integrity such as civil disobedience, finding powerful allies, documenting and escalating to sympathetic authorities in the establishment (if there are any), or seeking a personal solution in another context. The devil – and the empathy – is in the details and in further podcasts in this series on empathy and bullying, additional guidance will be provided. 


Notes

[i] Lou Agosta. (2015). A Rumor of Empathy: Resistance, Narrative, and Recovery in Psycho analysis and Psychotherapy. London: Routledge: 141–194.

[ii] “Forgive us our trespasses as we forgive those who trespass against us” requires telling the truth about what happened and what one made it mean. In asking forgiveness one is required to say for what one is asking forgiveness. I ask: If the perpetrator does not think to ask forgiveness is one obligated to make an unsolicited offer? Forgiveness is a possibility and a recommendation, not an entitlement? 

[iii] Dan Olweus. (1973/1993). Bullying in School: What We Know and What We Can Do. London: Wiley/Blackwell. 

[iv] Ibid. 

[v] Emily Bazelon. (2012). Sticks and Stones: Defeating the Culture of Bullying and Rediscovering the Power of Character and Empathy. New York: Random House. This chapter relies significantly on Bazelon’s journalistic synthesis of the literature and her incisive interviews; see also James Garbarino and Ellen deLara, (2002), And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence. New York: the Free Press (Simon and Shuster).

[vi] Ibid.

[vii] Rachel Simmons. (2002). Odd Girl Out: The Hidden Culture of Aggression in Girls. New York: Harvest (Harcourt). 

(c) Lou Agosta, PhD, and the Chicago Empathy Project

The Natural Empath Meets the Good Samaritan

A person can regulate his or her empathy up or down by crossing the street. The empathy lesson is that if you can cross the street to avoid the beggar, regulating your empathy down, then you can cross the street (as well as use other methods) to expand your empathy, regulating it upward. So don’t tell me that empathy cannot be dialed up or dialed down with practice. That’s the point: practice.

Crossing the street is what happened in another story with which many readers are already familiar. The story of the Good Samaritan, one of the parables of Jesus of Nazareth, tells of two people who crossed the street, and one who did not. In the story, a traveler was waylaid by robbers. He is left for dead by the side of the road. The first two persons—the Levite and the priest experienced empathic distress, and, crossed the street, passing by the victim. 

The Samaritan, however, was not overwhelmed by the victim’s suffering. The Samaritan perceived the suffering; he had a vicarious experience of the suffering that did not over-stimulate him with suffering and cause empathic distress. The Samaritan saw a fellow human being; recognized the suffering humanity; and he decided to get involved.

Multiple empathy lessons are available here. First, to regulate one’s empathy, cross the street. This is an edgy and confrontational way of putting it, but it is literally accurate. Cross the street away from the neighbor to “down regulate” your empathy, and experience less empathic distress; and cross the street towards your neighbor to expand your empathy in the direction of creating an inclusive community of persons, who recognize the value of cooperation. 

The empathy lesson is that the vicarious experience does not have to be overwhelming. Rather, with practice, one is able to shift one’s focus from suffering to neighborliness; one is able to shift one’s attention from suffering to making a difference and enhanced self-esteem, expanding community and shared humanity. 

Crossing the street is not the only way to reduce one’s chance of empathic distress or responding empathically. One may imaginatively changes places with the survivor and reflect that one would want the other’s help if one were in a similar predicament. One may spontaneously and without thinking act impulsively to be helpful, because one’s upbringing has made such responsiveness a habitual practice. (I believe this was the case with the Samaritan.) One may reflect, “I am safe and the survivor is no danger to me and it is my turn to help out.”

Or, on the contrary, one may make a devaluing judgment such as “The guy deserved what he got.” Such a judgment would be inaccurate—and in this case it would literally add insult to injury—but such thoughts do occur among by-standers. The passers-by may have just been hard-hearted. One person’s empathy is another’s antipathy. The language speaks volumes.

The empathy lesson consists in distinguishing such a devaluing thought; acknowledging that thinking is profoundly different than acting and should not be confused with it. The empathy lessons is to take action coming from one’s authentic commitments to building community through empathy, not devaluing thoughts. 

This story is an empathy lesson that also instructs us in the difference between empathy and compassion. The Samaritan’s empathy told him what the other person was experiencing; his compassion (and ethics) told him what to do about it. 

This bears repeating: empathy tells one what the other person is experiencing; compassion (and ethics) tell one what to do about it. 

We are usually taught to devalue the behavior of the Levite and the priest; and surely they do not win a prize. Yet in an alternative point of view, they were all-too-human. Seeing all that suffering embodied in the survivor, they just couldn’t take it. They succumbed to empathic distress. 

They experienced a breakdown of their empathic receptivity, and were overwhelmed in a kind of instant empathy fatigue (not compassion fatigue). 

In an alternative reading of the parable, the would-be rescuers dial down the granularity of their empathic receptivity, so as not to be too sensitive to the suffering, even as they get a sample of the suffering, which is needed to inform their humanity. 

The Good Samaritan, who is a seemingly infinite source of insight, is called to his empathic neighborliness by the distress of the injured traveller. The traveller who had fallen among thieves and was beaten near to death creates the possibility of empathic community by his loss of human well-being. He has been reduced to a lump of suffering, broken, physical pain. 

The Samaritan rescues the traveller; the traveller humanizes the Samaritan, calling him not just to the role of an altruist doing a good deed (though that occurs too), but to his possibility as a human being in relation to another fragile, suffering, dependent human being. 

The stricken traveller, by his very being, gives the Samaritan his own humanness. This occurs precisely in making the Samaritan a neighbor in answering the question, “Who is one’s neighbor?” Such was the trick question that the Pharisees posed to Jesus, to which this parable is the response. 

The Samaritan gives humanness to the distressed traveller in an intervention that defines them as part of the same community of fellow travellers—neighbors—on the road of life.

In an alternative retelling of the story suppose that the Levite and the priest were “natural empaths,” biologically predisposed to be sensitive to the pain and suffering of other people. They were endowed with a certain “delicacy of empathy,” and they feel the suffering of the world deeply. Perhaps too deeply. Some people report: “I am a natural empath—and I suffer because I feel the pain of others too acutely. I started out being empathic—but people took advantage of me—and even when they didn’t, I was just too empathic; I got overwhelmed with sensation and sucked dry—the result was burnout, compassion fatigue. Nice guys finish last—so do empathic ones.”  

Thus, the lament of the natural empath. 

Empathy becomes a burden, because the world is filled with so much suffering. Yet if the person uses avoidance to “down regulate” their empathy, the person feels guilty because the individual believes that what she is doing is unkind, thoughtless, lacking in fellow feeling, and—unempathic. 

So the natural empath falls into a double bind, and her suffering seems inevitable. She is over-whelmed by too much openness to the suffering of the other person or over-whelmed by guilt at not living up to her own standards of fellow-feeling and ethics. 

These statements imply that empathy cannot be regulated through training, albeit a training that goes in the opposite direction (from too much empathy in the moment to less empathy) than that required by the majority of people, who are out of touch with their feelings and need to “up regulate” their empathy. The empathy lesson for the natural empath is to be more flexible about her ethical standards, while attempting to tune down her empathic distress.

Some people are skeptical that “natural empaths” are all that they say they are. Natural empaths in their natural state assert that they feel overwhelmed and distressed by other people’s thoughts and feelings. I see no reason to doubt such statements. However, to some critics, a redescription of the natural empath asserts that the latter are “irritable” and “hypersensitive.” 

Empathy is recognizing and understanding the other’s perspective and then communicating that understanding to the other person. Someone who is unwittingly, even helplessly, swept along by the other’s feelings is not really being empathic. Over-identification, not empathy?[i]

The way out of this apparent impasse is to consider that the natural empath does indeed get empathic receptivity right in empathic openness to the other’s distress, but then the person’s empathy misfires. 

Whether the misfiring is over-identification, resulting in empathic distress, depends on the description and redescription. Standing on the sidelines and saying “Try harder!” is easy to do. Where is the training the person needs when they need it?

The recommendation regarding training? Most people need to expand their empathy; some people—natural empaths—need to contract (or inhibit) their empathy. Empathy regulation—learning to expand and contract empathy—is the imperative in either case. 

Instead of complaining about being an overly sensitive natural empath (however accurate that may be) do the work of practicing empathy by “down regulating” one’s empathy in a given situation, transforming empathic distress into a vicarious experience. Instead of complaining about not being pre-disposed to empathy, get up and do the work of practicing empathy, which for most persons means “up regulating,” expanding their empathy. 


[i] Lou Agosta, (2018). Empathy Lessons. Chicago: Two Pairs Press: Order empathy books click here: https://rb.gy/avwkb7

Review: Empathy and the Historical Understanding of the Human Past by Thomas A. Kohut

Review: Thomas A. Kohut. (2020). Empathy and the Historical Understanding of the Human Past. London and New York: Routledge: (Taylor and Francis).Routledge (Taylor and Francis). (155 pp.)

Thomas A Kohut’s book is an important one, even ground breaking, for several disciplines including history, philosophy, psychoanalysis, and psychology. However, the book is an even more important one for – empathy. 

Kohut’s book is a small masterpiece. It is penetrating, incisive, well-argued, wide ranging, thorough, scholarly, and ground breaking in its validation of empathy as a practice relevant to historical studies and research. History writing will never be the same after this work, which is why it needs to be better known. 

Though this reviewer is not a historian, I have published widely on empathy, and Kohut’s is the book I wish I had written. Empathy is no rumor in Kohut’s Empathy and the Historical Understanding of the Past. Empathy lives  in this book, and those who engage with it will be enriched historically and empathically.

Kohut properly begins by calling out the suspicion and skepticism of historians in relation to empathy. Empathy is fraught. Debates about the meaning of the term itself are legion. 

In the face of these issues, Kohut’s definition of empathy is a rigorous and

Cover Art: Paul Klee, The Magic Mirror (1934)

critical one. Empathy is a mode of observation that gives one access to the thoughts and feelings of other human beings as subjects. Key term: subjectivity. Empathy is the foundation of intersubjectivity and that intersubjectivity has a temporal horizon extending from the past into the future. 

In Kohut’s overview of the many definitions and debates about empathy, he distinguishes three approaches. They are: Theory of mind, simulation theory, and phenomenology of the Husserlian (and Edith Stein) flavor plus an admixture of Max Scheler. Without going into the details here, Kohut makes good use of the debate around the discovery in the mid-1990s of mirror neurons in monkeys and the implications of a parallel neurological mirroring system in humans, even if it is not exactly mirror neurons. 

Kohut, the historian, is a trained but not currently practicing psychoanalyst. He learns from psychoanalytic practice in a historical context by deploying vicarious introspection – a short version of the definition of empathy. More on that shortly. 

The innovation: Empathy is not only empathy of identity and similarity but even more importantly empathy is an empathy of differences. As the historian encounters otherness or alterity, the differences in experience call forth empathy. Empathy has a profound impact on historical thinking and experience, and, in a space of presence to humanity, enables a translation of meaning of affect and thinking. Ultimately this empathic engagement with other individuals and communities expands our historical understanding of humanity and deepens our own humanity. 

Human beings are complex. They are notoriously self-deceived. We humans have blind spots about what are our motivations and incentives – Marx’s false consciousness, Sartre’s bad faith, Freud’s unconscious. 

This means that even if the historian (or psychoanalyst) has access to another individual’s consciousness through their free associations (not available to the historian), journal entries, expressions in historical documents, art, artifacts, and traces of human life, as historians we may really be knowing how these individuals and groups have deceived themselves subjectively, not what authentically motivated them or how they experienced their life and predicaments intersubjectively. Yet such subjective and intersubjective data are of the essence. History often consists precisely in engaging with the unanticipated consequences of self-deception. 

Individuals and entire communities and nations subscribe to ideologies and interpretations that are breathtakingly inaccurate, of questionable morality, or just plain confused, with profound consequences for their neighbors and historical successors. While not a therapeutic practice in the narrow psychoanalytic sense, the study of history humanizes – it expands and deepens our humanity. This is so even if it sometimes appalls and disappoints us as to what human beings are capable of perpetrating. 

Kohut’s innovation is to assert that “empathy…recognizes and appreciates difference, even while attempting to know and understand it” (p. 41). 

Since both empathy and ethics emerge simultaneously out of the differences of the encounter with other individual and groups, empathy can be used for both good and evil. Empathy tells me what the other person is experiencing; ethics tells me what to do about it. Thus, the Nazis attached sirens to their dive bombers, the better to get inside the heads of the innocent civilians they are bombing and terrify them. 

The good news is that for the most part, civilized human beings use empathy to create a clearing of acceptance and tolerance for compassion, generosity, and prosocial affects to come forth and empathy training can expand such a clearing; but there is nothing intrinsically prosocial about empathy as such. At least, such is the position of Kohut the historian and psychoanalyst, as I read him. 

Kohut has many fellow travellers and teachers in empathic history writing. Elizabeth Lunbeck and John Demos deserve mention for their empathically attuned history writing. Kohut endorses Dominick DaCapra’s distinction of “empathic unsettlement,” which is “the historian’s pervasive experience of difference even while attempting to know and understand it” (p. 43). 

At another level, the authority of the past over us in the present is a strong motivator for Kohut’s approach. Kohut answers to the postmodern historian’s critique of Eurocentric history, is direct. High political history and dead white male leaders (p. 18) may have monopolized the empathic conversation, but it need not be that way. Marginalized peoples and oppressed individuals who make an empathic claim on us – as historians – to engage, articulate, and call out the experiences of alterity and otherness. 

The use of empathy in cultural history is pervasive and provides further evidence that the role of empathy requires rehabilitation and extension. 

But what of history written from the so-called objective observational perspective, which tends to emphasize broad trends and sweeping generalizations about politics and society – Antiquity, the Middle Ages, the Renaissance, Modernity, the Nuclear Age, post Modern Society – in which individuals and entire countries are caught up? 

Kohut acknowledges that such history is wide spread and is a paradigm that contributes to historical understanding. What it does not do is give us a sense of what it was like to be alive in such times. When done badly, such writing is little different than reading a rail road time table, and, even at its best, entails the risk of sending us down a deterministic labyrinth that produces problematic narratives.  When done well, such sweeping, broad historical panoramas can and do enrich our humanity, but precisely by deploying and applying empathic methods. And that is a point that Kohut drives home: historians are unwittingly – and thus uncritically and rigorously – employing empathy and they may usefully take their method up a level and do so explicitly, rigorously, and critically. 

I do not know if Kohut would agree with me, but I was inspired by him to assert that there are at least two kinds of non-empathic history writing. Non-empathic history can be a chronology. Names and dates. This is important and a foundation, and not a trivial matter, to be sure, yet not ultimately what makes a difference in terms of meaningful human understanding and development. 

Alternatively, if one is unambiguously committed to deterministic trends in history such as in certain caricatures of Marxism, then one goes down the causal dead end as determinism is regularly refuted by experience when the inevitable deterministic outcome fails to show up. History has come to an end so many times only then to demonstrate in the ongoing course of events that the ending of one individual or group’s history is the beginning of another’s. 

The third alternative is that, yes, such sweeping, broad trends may indeed be significant, even indispensable, but if you read the historical text carefully, empathy is richly present intermittently and all-too-often on a scattershot basis. But that is what makes the text come to life. Perhaps not present on every page, but there is inevitably a report of an individual or a personal anecdote or an imaginative experiment by the historian; and it is precisely those moments and passages that act like a lightening rod to bring vitality and aliveness to the narrative. The sweeping history of historical trends without empathy lacks vitality and human significance.  It is empty of humanity. It is like plate tectonics or geology – nothing wrong with plate tectonics as such – but as a model of history writing, it lacks relatedness to human meaning or value. 

This speaks directly to Kohut’s point that historians frequently use empathy but they use it implicitly and unconsciously. It is wroth repeating: Kohut’s intervention is to urge that the historians must take their practice up a level and be explicit about when they are deploying empathy or not. Under Kohut’s skillful treatment, empathy becomes a rigorous and critical empathy. 

Meanwhile, the shadow of the tribal falls over the historical. The use of empathy that seems to affirm structures of domination and false consciousness (e.g., Foucault) only gets traction if one’s definition of empathy is restricted to that of an empathy of identity. Though not called out by Kohut, Ian Hacking’s notion of historical ontology belongs here, inspired as it is by such thinkers as Nietzsche, Foucault, and Willard Quine. However, if one allows for an empathy of differences, empathy is the encounter with the other individual or community who is different than I am and who one grasps in the other’s alterity [othrness], then the objection of tribalism fails to get traction and falls way. 

This speaks directly to Kohut’s point that historians frequently use empathy but they use it implicitly and unconsciously. It is wroth repeating: Kohut’s intervention is to urge that the historians must take their practice up a level and be explicit about when they are deploying empathy or not. Under Kohut’s skillful treatment, empathy becomes a rigorous and critical empathy. 

Meanwhile, the shadow of the tribal falls over the historical. The use of empathy that seems to affirm structures of domination and false consciousness (e.g., Foucault) only gets traction if one’s definition of empathy is restricted to that of an empathy of identity. Though not called out by Kohut, Ian Hacking’s notion of historical ontology belongs here, inspired as it is by such thinkers as Nietzsche, Foucault, and Willard Quine. However, if one allows for an empathy of differences, empathy is the encounter with the other individual or community who is different than I am and who one grasps in the other’s alterity [othrness], then the objection of tribalism fails to get traction and falls way. 

Since this is not a softball review, I suggest that Kohut bends so far backwards to accommodate tenuous objections to empathic practices that he sometimes unwittingly ends up underestimating and being unfair to the powers and importance of a rigorous and critical empathy. 

Kohut is generous and gracious in addressing every imaginable objection – possibly from some hair-splitting reader or editor – generous to a fault. Yet once a thinker (not Kohut!) embraces a Cartesian fragmentation of human relatedness by locking the historical individual up in the warm room with Descartes sitting alone by fire, yet without relating to him, all the paradoxes about how to build a bridge back to the other consciousness come forth. 

One point that is flat out missing from Kohut’s is a treatment of retrospective grasping or understanding (Nachträglichkeit) – “afterwardness” – a key distinction in Freud and the understanding of the past. This is important because empathy is needed to grasp the change of meaning between what the event meant in the past and what it comes to mean at a different, later time. 

For example, a child of tender age is exposed to adult sexuality, whether accidently seeing the parents engaging in such or through a boundary violation such as molestation. The child does not grasp what happened, and does not like it, but is not traumatized. Years later the child becomes an adolescent, remembers the incident, and then falls ill with hysteria or an obsessional neurosis. Did the child experience the boundary violation in the sense that the child was present in the room? Yes. Did the child fall ill at that time. No. What happened? Retrospective understanding!

Likewise, in history, the Nazis systematically and with malice of forethought exterminate – slaughter – murder – some six million Jewish people, including some homosexuals, gypsies, handicapped, socialists, and so on. Years later one of the architects of the genocide, Adolph Eichmann, is captured, put on trial, and executed for the crime. The killing of the six million is redescribed as the Holocaust during and shortly after the trial. Were the people killed? Yes. Did “Holocaust” exist as a distinction in language or reporting before Eichmann’s trial? Not as far as we know. What happened? Nachträglichkeit! The description is grasped and validated retrospectively. 

Meanwhile, as noted by Kohut, the result of “cultural Cartesianism” (p. 119) is that the shadow of tribalism falls upon the historical. Consciousness encompasses but is not reducible to its expressions such as historical documents, works of art, architecture, and traces of all kinds of peoples’ marks upon the land. 

Anything that qualifies as an expression of the life of a human subject and gets embodied in a fixed form and survives in a transmittable form becomes the raw material for empathically processing the thoughts and feelings that are embodied in the resulting historical narrative. The result is a narrative that imaginatively enlivens the artifacts with empathic vitality and evokes the world that generated them.

Kohut’s is a slim volume (a pervasive problem in publishing in this post hard copy era), and he does not have the word count to lay down his obvious commitment to rigorous historical practice in any detail. He repeatedly suggests that those who go to the archives may usefully [must] bring their empathy with them. That is one of Kohut’s recurring themes: Explicitly bring your empathy. Archives, documents, ruins, artistic artifacts, archeological digs, etymological traces in language, dusty old bones with hatchings in museums, and all manner of expressions of human life, form the basis for the historical narrative and interpretation that becomes the rigorous study of history and humanity. 

Anything that qualifies as an expression of the life of a human subject and gets embodied in a fixed form and survives in a transmittable form becomes the raw material for empathically processing the thoughts and feelings that are embodied in the resulting historical narrative. The result is a narrative that imaginatively enlivens the artifacts with empathic vitality and evokes the world that generated them.

Kohut’s is a slim volume (a pervasive problem in publishing in this post hard copy era), and he does not have the word count to lay down his obvious commitment to rigorous historical practice in any detail. He repeatedly suggests that those who go to the archives may usefully [must] bring their empathy with them. That is one of Kohut’s recurring themes: Explicitly bring your empathy. Archives, documents, ruins, artistic artifacts, archeological digs, etymological traces in language, dusty old bones with hatchings in museums, and all manner of expressions of human life, form the basis for the historical narrative and interpretation that becomes the rigorous study of history and humanity. 

Empathy is called forth by the expressions of human life whether in the presence of a person in the same room just now or the artistic and documentary artifacts left behind. It is a tactical advantage in the theory of knowledge (epistemology) that one can ask such a present person, “What do you mean by that?” However, absent a four-year psychoanalysis, she is not going to have any better access to her blind spots, self-deceptions or ambivalences than the person writing in her diary a century ago. Extra data is remarkably useful; yet sometimes more data is just more data. Empathic interpretation is needed to bring it to life and make it speak and contribute to our understanding. 

Kohut is the professional’s professional. He relegates to the footnotes his disagreement with Rudolf Makkreel, whose monumental (re)construction of Wilhelm Dilthey’s “Critique of Historical Reason” relies on an innovative reading [Makkreel’s reading] of Kant’s Third Critique. But, once again, since this is not a softball review, I have no such constraints (or footnotes).

Notwithstanding Makkreel’s substantial contribution, he is the one who is responsible for throwing empathy “under the bus” in the context of Dilthey, denying an entire generation of scholars an appreciation of Dilthey’s highly empathic methods. Though, admittedly, Dilthey never uses the word “Einfühlung [empathy],” Dilthey is a preeminent historian and philosopher of empathy, and Kohut properly treats him that way. 

Curiously “Einfühlung [empathy in German]” is now an English word. German historians and self psychologists having translated “empathy” back into German as Empathie. Curious also the vicissitudes of translation: the process of translation itself becomes a metaphor for empathic relatedness. The point is that Kohut’s command of the intricacies of translations (from the German) is second to none and his clarifications are penetrating and incisive. 

Dilthey’s invocation of Nacherleben [vicarious experience] and Nachleben [vicariously experience life or vicarious life] capture the process of empathic receptivity while Dilthey’s commitment to Verstehen [(human) understanding] do the work of [cognitive] empathic understanding as opposed to causal explanation [erklären].  So much for Makkreel, who seems to have forgotten to read Max Scheler.

Kohut makes the case that our relationship to the past is a dynamic one, and the dynamo – the driver – of the dynamic is empathy. The historian brings his methods and requirements to the past, but the astute historian soon realizes that the past also has requirements of him. Under the skillful treatment of Kohut, history becomes a kind of psychological transitional object or selfobject, infused and imbued with the shared humanity that connects us across time as psychoanalytic transference calls forth the meaning of the past for the present. Though Kohut properly plays it close to the vest, I think we have more than a little of that here. 

Kohut provides many examples of empathic history writing including his own work with the history of the Weimar Republic, the Wannsee Conference of the Nazis as well as John Demos’s research on witches, being kidnapped and raised by native Americans, and more. In every case, the facts are the facts, the trends are the trends, the debates are the debates, but it is empathy that brings to life the moving and frequently shocking realities of futures past and past futures. 

By the way, Kohut makes good use of Reinhart Koselleck’s (1974) distinctions of the horizon of experience and horizon of expectations [of the past]. Tom also makes good use of the ground breaking work of his father, Heinz Kohut, MD, who I would describe as a towering practitioner of empathy and who put empathy on the map and in the psyche of entire generations of psychoanalysts, psychiatrists, humanists, and thinkers, but not historians – until now. It is often not easy to be the offspring of an individual who invents an entirely new discipline, Self Psychology in the case of Heinz. For example, consider the struggles of Freud’s children and grand children – but Tom Kohut seems to have done just fine, thank you, to his credit – and Heinz’s.

History writing sometimes lacks empathy or is ambivalent about its empathy. However, without rigorous and critical empathic practices, as endorsed by Kohut (Tom), history goes off the rails as an anachronism – attributing to the past distinctions and ideas (e.g., childhood) that did not exist and could not even be imagined by the peoples of past times. 

Likewise, the past had distinctions (e.g., witchcraft) that we do not have or, more precisely, do have without experiencing the distinction similarly, and we have distinctions that were unknown in the past. Historical peoples had distinctions that we now know only as an abstract concept empty of the influence and experience the distinction had for inhabitants of the past world. 

Empathy comes into its own as an essential method in accessing a world lit only by fire (to recall William Manchester’s empathically attuned title), in which demons and spirits were abroad in the land, impacting everyday life in ways we can hardly imagine. With Kohut’s Empathy and the Historical Understanding of the Human Past, the reader’s imagination – and empathy – are expanded in his stimulating engagement with the uses of empathy for historical understanding. 

References

Reinhart Koselleck. (1974). Futures Past: On the Semantics of Historical Time, tr, and intro., Keith Tribe. Columbia University Press, 2004.

Lou Agosta. (2015). A Rumor of Empathy: Resistance, Narrative, Recovery. London and New York: Routledge (Taylor and Francis), 2015. 

Empathy is the New Love

The idea is that what people really want more than anything else is to be gotten for who they are – i.e., people want empathy. This is an unexpressed and undeclared commitment; and something of which most adults are only dimly aware until they get some and discover, “Oh, that’s really cool. It seems to work. May I have another?”

You know how in the world of high fashion grey is the new black? Well, empathy is the new love. This is not an exclusive either-or choice; and people still want to be loved too. Just not quite as much as they want to be gotten empathically.

People can get love from Hallmark Cards or from the Internet. There is really a glut in the market for this kind of love, and many issues remain with quality. Like any mass product, the quality is questionable. Really fine love remains a scarce commodity in the final analysis. Empathy is a relatively even rarer capacity in the market – though, truth be told, it is common to every mother (or care-taker) and a newborn child, every business person with satisfied customers, every educational student-teacher encounter, and every neighborly encounter in the community. An example of the intersection of love and empathy will be useful.

Bull Durham, the movie, is one my favorite Valentine’s Day shows of all time. This is because it succeeds in bringing together love and desire, affection and arousal, silly valentine style sentiment and sexual satisfaction. Also, it has a happy ending. It is not really about baseball, though you would not be crazy for thinking it is. A guilty pleasure? Perhaps. However, much more than baseball, this movie demonstrates powerfully that empathy is the new love.

In Bull Durham, the heroine, Annie Savoy (Susan Sarandon), explains that she believes in the Church of Baseball. There are 108 beads in a Catholic Rosary and 108 stitches in a baseball. Can this be a coincidence? She “chooses” one guy, a baseball player, with whom to consort—that is, hook up–during each minor league baseball season. Suffice to say, it makes a good adolescent fantasy. 

The top two “hook up” candidates are Nuke LaLoosh and Crash Davis, the latter played by Kevin Costner. Crash is a talented catcher who never broke out from the minor leagues. He is given an extension and asked to play for one more season to “bring along” Ebby Calvin LaLoosh, who, it seems, is destined for the major leagues – The Show, as it is called. Nick named “Nuke LaLoosh,” for his powerful fastball, Nuke lacks control, and his 90+ miles an hour pitch is depicted as “beaning” the Big Bird type Mascot of the team. Funny. 

The nick name, “Nuke LaLoosh” expresses an empathic understanding of who the person is and induces an experience with which the person leaves the viewer—powerful like nuclear energy but perhaps a tad out of control and about to blow up. Crash asks Annie: “Why do you get to pick?” Before making her choice of LaLoosh over Crash, Annie’s answer nicely outlines a position close to mine if one includes that she is choosing:

“Well, actually, nobody on this planet ever really chooses each other, I mean, it’s all a question of quantum physics, molecular attraction, and timing. Why, there are laws we don’t understand that bring us together and tear us apart. Uh, it’s like pheromones. You get three ants together, they can’t do dick. You get 300 million of them, they can build a cathedral.”

There’s something for everyone in this film. Suffice to say, Nuke desires any woman he can get his hands on. He is a real “Lil’ Abner” type. He does definitely not have the distinction “desire of desire,” and women are as opaque to him and he is opaque, period. 

Annie provides the empathy lessons. Nuke lets himself be tied up by her up, tightly, as he is a big guy, in anticipation of a sexual adventure—and she paints his toe nails! Nuke doesn’t really “get it,” but he kinda likes it. This puts a certain “spin,” more like a slider than a fastball on female empowerment. The lesson includes learning to wait—presumably his fastball gets more controlled along with his bedside manner. 

For Crash, the empathy lesson is that Annie is the ultimate unattainable object. She plays hard to get in the most authentic possible way. By freely withholding her desire—even though one suspects the desire lives in her. Crash knows he’s desirable—hey, he looks just like Kevin Costner. But she won’t give in, and unless she does so freely, it may be a power trip or a notch on someone’s pistole, but it’s not authentic sexual satisfaction. It’s barely even sex. 

In addition, Crash’s challenge is that he has standards. Yes, he desires Annie, but more than that he desires her desire, which, unless freely given, just does not get the sexual satisfaction job done for him. When asked what he believes, he gives one of the great soliloquies on empathic love:

“Well, I believe in the soul, the small of a woman’s back, the hanging curve ball, high fiber, good scotch, that the novels of Susan Sontag are self-indulgent, overrated crap. I believe Lee Harvey Oswald acted alone. I believe there ought to be a constitutional amendment outlawing Astroturf and the designated hitter. I believe in the sweet spot, soft-core pornography, opening your presents Christmas morning rather than Christmas Eve and I believe I long, slow deep, soft, wet kisses that last three days.”

Such kisses require empathy. Crash is frustrated in his desire because he longs to unite his desire with his affection for Annie and receive hers and her desire in return. I tell you, you cannot “get” this movie without the distinction “desire of desire,” which it so eloquently exemplifies. So when Crash does finally unite desire and affection in uniting with Annie and her desire of his desire, it makes for a happy ending. Everyone in the film reconciles desire and affection, and Nuke gets control over – premature ejaculation – oops, I mean, his fastball.

If empathy is the new love, what then was the old love? A bold statement of the obvious: the old love is akin to a kind of madness. The one who is in love is hypnotically held in bonds by an idealization by the beloved. In one way, love presents as animal magnetism, a powerful attraction; in another way, in a quasi-hypnotic trance, love idealizes the beloved, and, overlooks the would-be partner’s shortcomings and limitations. 

According to Nobel Prize winning novelist, Gabriel Garcia Marquez, love is akin to a physical illness, cholera. In Marquez’s Love in the Time of Cholera (1985), also a major motion picture, the mother of Florentino Ariza treats his love sickness for the inaccessible Fermina Daza with the kinds of herbs used to relieve the diarrhea of cholera. Key term: inaccessible. The inaccessible object—whether the mother who is already married to the father or the girl next door whose family is feuding with one’s own—arouses one’s desire to a feverish pitch. 

Note that in Spanish and English cólera and choleric, respectively, denote an emotional upset, expressing irritability and a kind of manic rage, hooking up with Plato’s definition of love as madness. In a diverging register, in Saint Paul, love is God, love is community, and love is neighborliness. According to Bob Dylan, now also a Nobel Prize winner, “love is just another four letter word.” No sublimation here. Just hormones all the way down; though, to Dylan’s credit, he did not claim or publish the song as his own after Joan Baez made it famous. 

According to Freud, love is aim-inhibited sexuality. When sexual desire is unable to attain its goal, which, by definition, is sexual satisfaction, the desire undergoes a transformation. The desire turns away from reality and expresses itself in fantasy. The desire becomes articulate. It learns to speak. It expresses symbolic statements of romantic dalliance and even love poetry. It lives on in the hope of recovering the erotic dimension as when, in Cyrano De Bergerac, Roxanne invites Christian to mount up the balcony to get a kiss. Cyrano is in love, and his love makes him blind – as in the stereotype – to the spoiled-princess-like behavior of Roxanne and the arrogant narcissism of Christian. 

The celebrated Athenian “bad boy,” Socrates (c. 470 BCE – 399 BCE), famously said, “I know that I know nothing”; but then it turned out that he did know something after all, though only as a kind of myth (but what kind of knowledge is a myth?), and he distinguished four kinds of madness, the last of which is love:

“And we made four divisions of divine madness corresponding to four gods: to Apollo we ascribed prophetic inspiration, to Dionysus mystic madness, to the Muses poetic afflatus; while to Aphrodite and Eros we gave the fourth, love-madness, declaring it to be the best” (Phaedrus: 265).

The Symposium, a drunken party with Socrates and friends, as told by Plato, painting by Anselm Feuerbach

Due to a sin of pride, the gods punished these spherical humans by dividing them into two—which results in the present predicament of separate male and female human beings, as we know them today. The two halves are incomplete; and each wants to be reunited—and completed—by the other half. 

We speculate that the division into male and female is not the only division. The separation of desire and affection is also a source of struggle, but about that Aristophanes has nothing to say. 

The novelist Stendhal (1743–1842) said that beauty is the promise of happiness, but he got the idea from Aristophanes. Beauty is the promise of happiness experienced as the felt attraction between the two halves of the original spherical creatures. Thus, fast forward to the current predicament of humanity (and Match.com) with the two parts running around trying to hook up like crazed weasels, or, at least, attempting to get a date with that “special someone.”

In summary, the old love is a kind of madness; it makes a person blind, and causes somatic distress. So far the old love is indistinguishable from tertiary syphilis! 

Let us be clear that no one is proposing an either/or choice between love and empathy. These two phenomena have existed and coexisted together since the beginning and will continue to do so. Granted that in the English language the history of the distinction “empathy” was covered by diverse meanings of the word “sympathy,” but, in any case, it goes way back.

My proposal is that love contains an empathic core in its stimulating and exciting aspects and that which is the “love sickness” part is due, well, to the struggle to unite affection and desire. In particular, that which is the “love sickness” is due to a breakdown in empathy. 

The goal in love is to erase, at least temporarily, the boundary between the self and other. Merger of both mind and body with the other mind and body is the result. In contrast to love, empathy navigates or transgresses the boundary between self and other such that the integrity of the self and other are maintained. One has a vicarious experience of the other—but the difference and integrity of the self and other are maintained. So love emerges as a breakdown in empathy—from the perspective of too much or too little engagement with the other. It is love versus empathy. Yet in love, empathy lives.

In the examples of Annie and Crash Davis, the love-madness described by Socrates, the connection between Aristophanes’ spherical halves, the attraction, is a kind of magnetism—animal magnetism, to be precise. 

 In attraction Jeopardy, “animal magnetism” is the answer; what then is the question? How does a vicarious experience of someone else’s desire show up? A desire of desire? If we let our empathic receptivity inform our experience, stage one of the intersection of empathy and love can be redescribed as animal magnetism. 

Simply stated, such animal magnetism is what you get when two lovers stare semi-hypnotically into one another’s eyes. Speaking from the guy perspective, to really turn on a woman, a guy has to get in touch with his inner female. He does not have to tell his softball buddies about this, but in the language of the Kama Sutra such a guy turns out to be worth his weight in diamonds. This is especially so if he sees value in getting in touch with his inner female, by practicing cooking and changing diapers. 

When empathic receptivity shows up, can empathic understanding be far away? In this case, the empathic possibilities are rich and rewarding, but since this is not a book on sex tips and techniques, the reader is referred to resources for empathic possibilities in the above-cited realm of the sexual expression of love that are more eloquent—and better illustrated—than I could possibly provide here. Same idea with empathic interpretation, in which role-playing is a significant opportunity. 

We feel chemistry with some people and not others because our empathic receptivities, understandings, and responses are aligned. We are able to fit the other person into the narrative we tell ourselves about what we are seeking in a partner. 

The other person fits into our imagination in a role we assign, imaginatively, and the person is a good enough fit that they are willing and able to play the role assigned. Notice this means that the “love” part is the aspect that is the most problematic. If she “gets it” that he is good “boy friend” material—he has a nurturing side that will make him a good father—but this turns out not to be accurate, because he is a spoiled child himself, then it was love’s idealizations and wishful thinking, a breakdown of empathy into projection, not authentic empathy. On the other hand, if the initial empathy is accurate, it paves the way for love and empathy to enhance each other mutually in creating the community called a family.

The empathy lesson is that people are sometimes what they appear to be, but that sometimes appearances are misleading. This explains the common sense lesson that you need to talk to someone and listen to them before making serious commitments of the heart, of one’s finances, or of one’s time and effort. People come in all different shapes and sizes. Aristophanes’ joke gets the last word and lives on because the original spherical beings were in all different shapes and sizes before they were cleaved in two. People complete one another in different ways. After all the categories, labels, diagnoses, arguments, and projections are removed; empathy is being in the presence of the other spherical being without anything else added.

References

Ron Shelton, (1998), Bull Durham, the movie.:  https://www.moviequotedb.com/movies/bull-durham/ratings.htmlquote checked on 02/13/2021. Staring Susan Sarandon, Kevin Costner, and Tim Robbins.

Lou Agosta, (2018), Chapter 9: Empathy Application: Sex, Love, Rock and Roll – and Empathy in Empathy Lessons. Chicago: Two Pairs Press. Order book here: https://shorturl.at/agCY9

Top 10 Empathy Trends for 2021

“The Year 2020 in review: One Star – definitely would not recommend!” Good things to say about 2020? As Dave Barry quipped, nobody got killed by the murder hornets. Many of my empathy trends for 2020, prepared in December 2019, were blown up on the launch pad by February 2020 as the pandemic accelerated. “Empathy interrupted!”  I acknowledge that I did not see it coming.

The year 2020 was not an ordinary year in any sense. Obviously. The really tough thought gradually dawns on us: “Ordinary” will never  mean the same thing again in quite the same way.

The fundamental meta-trend of trends is to process that there is no going back to the way things were in exactly the way they were in December 2019. 

I ask your understanding, dear reader, in that the pandemic features prominently in the first few trends, but since this is in the nature of a top ten list and the pandemic touches almost everything indirectly, significant trends stronger than the immediate pandemic issues get pushed towards the bottom of the list leading up to #1. So feel free to scan and skip ahead. 

(10) It’s gettin’ crowded under the bus – make room for your neighbor. Empathy as a practice and as a distinction is knocked back on its heels by the pandemic, fights back, and recovers – gradually. We confront the paradox of “embracing” our socially distanced neighbor. There is something about humans that makes us want to breathe on one another. Empathy? Don’t try and hold your breath – even though expanding neighborliness is the ultimate empathy trend. 

Any trends, activities, practices that required getting close to another person physically were under stress if not banned in 2020: breaking bread together in person, hugging your grandma or neighbor, hug therapy [there actually was such a thing – before the pandemic], shaking hand(s) with someone you can’t stand [as Tom Lehrer quipped in his satirical song “National Brotherhood Week”], engaging with the kindness of strangers, dating, occupying the middle seat (or any seat?) on an airplane or bus, participating in person in artistic or sporting activities, in short, breathing with people in close quarters, sharing oxygen with them. All these and more were unceremoniously thrown under the bus in 2020 by the requirement for social distancing. The thing is – it’s getting crowded under the bus. 

Any action, behavior, or practice that takes into account the dignity or well-being of the other person or community expands and empowers empathy. A silver lining: empathy is already “action at a distance,” as I know the experience of the other person because I too experience the experience.

Empathy trends for 2021: how long can you hold your breath?

Empathy in the age of Covid-19 really does mean wearing a mask, practicing social distancing, getting the vaccine (subject to availability). To quote Noah Lindquist: “Wear a mask – think of someone other than yourself, it’s all we ask – get your head out of your [bleep] – no, the mandates aren’t malicious; your conspiracies are fictitious; try not to be so grouchy have some faith in Fauci!” – to be sung to the tune of Disney’s “Be my guest” from The Beauty and the Beast. The part about “thinking of someone other than yourself” is the cognitive empathy moment, which is especially challenging in the face of pandemic fatigue. 

The New York Times (https://tinyurl.com/y9tczw8c) points out that, as President Trump’s trade war with China escalated, the administration all but eliminated the public health partnership with Beijing that had begun after the debacle of the SARS epidemic and was intended to help prevent potential pandemics. 

By pulling out, current and former agency officials say, Washington cut itself off from potential intelligence about the virus, and lost an opportunity to work with China against it. President Trump is voted out of office, while Mr Chairman Xi of China is handing out bonuses and deciding which scientists stay under house arrest.

As my friend David Cole astutely observed, “If you live mostly by yourself in the country, you can afford think about yourself a lot; if you live in the big city, you are forced to think about others.” He did not say “presumably because some of the others might be muggers,” but maybe he didn’t have to. Granted that thinking about others is top down, cognitive empathy, not the full package, still it provides useful training in perspective taking of different points of view and walking in the shoes of others, even if the others can be decidedly un-neighborly.

In terms of creating and expanding inclusive communities, the pandemic has been a significant set back. Empathy is all about being inclusive – take your in-group and reach out to outsiders and include them. The pandemic has made doing that problematic. It is hard to distinguish between being inclusive and a super spreader event such as we in the USA saw over the summer of 2020 with the ten day Sturgis motor cycle rally, which reportedly spread contagion across the upper Midwest. The recommendation is review Robert Pirsig’s influential  Zen and the Art of Motorcycle Maintenance prior to the next event.

 (9) Empathy continues to expand its political footprint. Empathy inhabits politics, even when empathy is conspicuous by its absence. Regardless of what one thinks of the individual candidates or economic platforms, the messaging of decency and cooperation reliably gets more votes than bullying and chest thumping. 

The bridge between the political present and a seemingly impossible-to-imagine future is empathy. The empathic moment is an act of imagination. That is the engaging thing about empathy. It may seem like a dream; but the dream lives. It is inclusive. It is consistent with social distancing. Nor does it require agreement. 

Different viewpoints are available with regard to anyone’s action, including that of the one with whom one is least likely to agree. This is not the narrow psychological mechanism of empathy in which one simply reverses perspective with another person. Political engagement is the  attempt to take on the multiplicity of standpoints represented in a given community. Historical empathy is trending, too (see Kohut 2020). 

The greater variety of perspectives that one has present in one’s mind on the present and past while one is engaging a given issue, and the better one can imagine how one would think and feel if one were in their place. This brief note to point to more discussion in the coming year. 

The politics of rage are abroad in the land. When people are spoken to using ethnic or racial insults, they get enraged. When people feel their values and commitments are not respected, they are aggrieved – and they get enraged. Dignity violations are experienced as breakdowns of empathy – and that causes people to get angry; and the anger often escalates into rage. It gets worse – and more ambiguous.

Demagogues tell their constituents that other groups do not respect them, are out to get them. Demagogues take advantage of people’s sometimes legitimate grievances. The result is that the rage is displaced onto those groups. This becomes especially problematic when the dignity violation is imaginary such as a non-existent Pizzagate Conspiracy. 

The emotional contagion that precedes mob action is a demonstrable breakdown of empathic receptivity. The communicability of negative emotions such as fear, anger, and panic are aroused and the humanity of one’s neighbors is denied. The comparison of the intended victims to insects is a distressing symptom of the denial of empathy, followed by dehumanization, followed by violence. 

The first step in eliminating any natural inhibitions on violence is to deny empathy to the intended victims that accompanies their humanity. Wherever one’s opponent is described in devaluing and dehumanizing language, the red flag is out. Get ready for human rights violations. 

Once called forth, rage can be channeled in a number of different directions. If it is channeled into burning down one’s own neighborhood, that is the self-defeating response to breakdowns in empathy. If it is channeled into a lynch mob, it is an appalling human rights violation that must rally people everywhere to the cause of justice. If it is channeled into righteous indignation and civil disobedience, that is an approach with potentially better outcomes. 

The empathy lesson? An empathic response on the part of the authorities will deescalate the rage and interrupt the potential for violence. People in the community use their empathy as a way of data gathering to determine if the authorities initial empathic responsiveness is the real deal or just more propaganda. 

(8) “USPS, yes!” from a song by The Bobs entitled “Drive by Love.” Add logistics and supply chain genius to the list of “unsung heroics” of empathy. It takes something to “get” that on-time delivery is actually a form of empathic responsiveness. 

Neither rain nor sleet nor snow nor dead of night – nor pandemic – stopped the US Post Office from delivering the mail – which included many mail-in ballots. Hats off to the unsung heroes – there are so many of them – in this case, the logistical accomplishments of forwarding the US mail. What happened once the mail got there is – predictably – more politics. 

Yes, of course, the nurses and doctors and first responders are eminently worthy of our recognition. Of course they are heroes – heroes of restoring health and well-being, cheating death, and survival, even as we also acknowledge that the need for so many heroes is a troubling sign that significant social systems are in breakdown. So do not forget to add to the list the unsung heroes of the solution to the pandemic – the supply chain men and women – the logistics guys. I do not just mean the actual delivery folks driving the trucks as in the song “UPS, yes!” I mean the logistics required to distribute two shots of the first approved vaccine at – what? – 90 degrees below Fahrenheit. No trivial accomplishment.

(7) Empathy is distinguished from simulated empathy (again). People will continue to try to listen to one another, and, by practicing listening, will make progress in distinguishing simulated (“fake”) empathy from empathy – gradually. The matter is complex – and troubling.

Social networking platforms (e.g., Facebook in its current form (Q1 2021)) are unmasked as the ultimate training ground for simulated empathy, a synonym for fake empathy and un-listening. 

In the section late in Shoshana Zuboff’s book (The Age of Surveillance Capitalism (Hachette Press)) on “Homing to the Herd,” Zuboff writes: 

“[Facebook’s] operations are designed to exploit the human inclination toward empathy, belonging, and acceptance. The system tunes the pitch of our behavior with the rewards and punishments of social pressure, herding the human heart toward confluence as a means to other’s commercial ends.” 

I would spit hairs and say, “simulated empathy.” However, the basic point is valid. The user ends up “over sharing” personal information in a kind of tranquilized state of semi-hypnotic psychic numbing similar to that induced in gambling casinos by blinking lights and bells. On FB, you are not the customer – you are the product. 

As bad as that may be, it gets worse. The damage to one’s humanity is already done when one’s personal experience is treated as raw material for the surveillance capital’s revenue model. Facebook and Google users – you and me – are not customers; we are the raw material. The customers are the advertisers, corporations with services and goods, whose selling requires a guaranteed outcome. Machine intelligence operating on big data at hyper-scale has within view behavioral modification the results of which B. F. Skinner, wizard of operant conditioning, can only have dreamed. You do not so much search Google as Google searches you. With that in mind, the next up trend is –

(6) Big brother is overtaken by Big Other without, however, decisively expanding empathy. Empathy scores [some] points against Big Other’s fake news, alternative facts, dangerous half truths, total nonsense, and simulated empathy, but the back-and-forth continues. 

The opponent is no longer “Big Brother” (as in Orwell’s dystopian novel 1984) but “Big Other” (first identified by S. Zuboff in her book (The Age of Surveillance Capitalism (Hachette Press)). Millions of Americans and their representatives in the US Congress subscribe to the fake news promoted by Big Other that the 2020 election was “rigged”; but millions more reject alternative acts, dangerous half truths and total nonsense. 

While fake news is perhaps as old as the Trojan horse in Homer’s Iliadand the warning about Greeks bearing gifts, social networking takes the risks and damage to a new level. Fake news aligns in detail with surveillance capitalism (see Zuboff cited above), because fake news maximizes social conflict, controversy, and most importantly – clicks.

Big Other is itself a Trojan horse appearing to be free search and free digital services. However, without advance in listening skills – i.e., the “free-ness” is illusory. It is more like the first settlers handing out blankets that were used to swaddle small pox patients to the indigenous peoples.

Just as the science of physics and engineering enabled industrial capitalism to master nature, a vision of socialphysics (Alex Pentland’s book of the same name features prominently) is being implemented in big data and machine intelligence to implement behavior modification. Thus Zuboff: “Social media is designed to engage and hold people of all ages, but it is principally molded to the psychological structure of adolescence and emerging adulthood, when one is naturally oriented toward the ‘others,’ especially toward the rewards of group recognition, acceptance, belonging, and inclusion.”

Big Other can mimic empathy, all the while capturing and aggregating the responses such that the predictive modeling can suggest targeted advertisements. Freedom of speech and self-expression continue to flourish. No one is listening.

As noted, social media provide the appearance of connectedness and intimacy – a simulated empathy – while actually perpetrating the equivalent of gossip, social climbing, narcissistic self promotion, and out-and-out deception. Ultimately the idea is to get you to engage in a transaction to buy, use, and consume Big Other’s product or service.

The proper function of education is to promote training in perspective taking (empathy), critical thinking, argumentation, distinguishing fact and fiction, assessing the reliability of reportage in the media, assumption questioning, and how to quote facts in context. These get traction in 2021 and play an expanded role in the school curriculum(s), even as in-person learning makes an all-too-slow comeback. 

(6a) True Believers (TB) are moved by empathy, not the facts, to abandon their illusion(s). The illusion/delusion holds the personality together; sp it is impervious to facts or arguments. Try some empathy? The story that one tells to other people is nothing in comparison with the story that one tells oneself. (Here “story” equals “belief system” or even “fiction.”)

You know the TB as the one who Doubles Down on his illusion when things do not go his way. Key term: Double Down. For example, when the space ship does not arrive from Alpha Centauri to take the TBs to the promised land (or your candidate does not win the election), does the TB inquire: Maybe I was mistaken about some of my facts? Maybe I made a wrong assumption? Or perhaps my messaging was a tad off? No! The TB doubles down. “We musta bin cheated!” “We was robbed!” 

No marshaling of facts, no amount of logical argument, whether overwhelming or debatable, makes a difference. It does no good – it makes no difference – to take the belief system away from the True Believer. The True Believer is not engaging any alternative point of view. Why not?

The answer is direct: the story, belief system, or ficiton is what is holding the True Believer’s self, his or her personality, together. Take away the belief system and the personality falls apart. The person experiences emotional fragmentation, anxiety, and stress. This is why the True Believer becomes angry, starts to shout, escalates to rage in the face of countervailing arguments and facts. The TB experiences a narcissistic injury that threatens the coherence of the TB’s personality. 

The secret of empathic relating to the True Believer is not agreeing or disagreeing, undercutting or sidestepping, antidepressants or antipsychotics, the secret is the relationship the empath has to his own inner True Believer. If you can find an area in which you really are a True Believer, then it is likely you can relate to a True Believer in a conversation for possibility in which both individuals are left in integrity, whole and complete. It does sometimes happen that when the True Believer gets the empathy he or she needs to feel whole and complete, the TB is able to “stand down,” “back away from the ledge,” and rejoin the diverse space of acceptance and tolerance of multiple points of view. It happens, but it takes a lot of work. 

(5) Empathy goes online – and stays there. This is one of the few trends from 2020 that were on target – and the trend continues. Here “empathy” refers to the gracious and generous listening that occurs in therapeutic counseling, behavioral health, life coaching, and empathy consulting, to individuals and organizations.

In particular, while nothing can substitute for an in-person conversation for possibility to shift out of emotional stuck-ness, after two people get to know one another, an online conversation is a good option in case of relocation, bad weather, unpredictable scheduling dynamics – or an especially infectious pandemic. The genie of online therapeutic conversations is out of the bottle, and not going back in. 

Psychotherapy invokes a virtual reality all of its own – even without cyber space. This is especially the case with dynamic psychotherapy that activates forms of transference in which one relates to the therapist “as if” in conversation with a past or future person or reality, the latter not physical present. Indeed, with the exception of being careful not to step in front of a bus while crossing the street on the way to therapy, we are usually over-confident that we know the reality of how our relationships work or what people mean by their communications 

Think about it: Those who complain about the lack of reality in a conversation over Zoom may usefully consider the amount of fiction and fantasy in any psychodynamic conversation, full stop. Never was it truer that meaning – and emotions such as fear – are generated in the mind of the beholder.

(Note: This trend is in part an excerpt from: Lou Agosta’s article “Empathy in Cyberspace: The Genie is Out of the Bottle” in Theory and Practice of Online Therapy: Internet-delivered Interventions for Individuals, Groups, Families, and Organizations edited by Haim Weinberg and Arnon Rolnick. London and New York: Routledge: To learn more about the complete book, click here: Theory and Practice of Online Therapy [https://tinyurl.com/yyyp84zc])

(4) Empathy in law enforcement. The police struggle with policing themselves – succeeding in many cases, failing dramatically in others – and, as a result, we all struggle. I acknowledge the dedication, commitment, and hard work of first responders. And yet the police [need to] do a better job of policing themselves. Expanded empathy training gets traction.

The trend to train the police in empathy to deescalate potentially violent situations continues to get traction – and is making a positive difference in many communities – but the list of people of color that end up dead after an encounter with the local constabulary also continues to grow. Disturbing – verrry disturbing. More progress is needed. 

This is definitely a “hot button” issue. A coherent position is hard to find amid the shouting. I am a radical moderate. I am an extreme centrist. If my house is being burglarized or on fire, I am definitely not  going to call a hippie. Heck, a couple already live there [okay, a bad joke].

However, the trend is to promote accountability – and prevent defending – I almost said “defunding” – and in the case(s) of a few “bad apples” by eliminating organizational obstacles. It lacks credibility that a police union would never  expel one of its members for violating the human rights of a citizen according to the union’s own code of police conduct. The union has a code of conduct that aligns with promoting human rights, right? I acknowledge: The problem is that one person’s bad apple is another’s dedicated professional. However, when unarmed civilians end up taking bullets fired by the police, I assert that we can all tell the difference. 

This is not primarily a public relations problem – it is a human rights one. The police struggle to police themselves, and so, absent expanded empathy in the community with the community for the community, we all struggle.

Communities will benefit from expanded empathy on the part of the law enforcement. However, there is another reason that indicates this trend has traction. The public does not always hear about the multi-million dollar financial settlements that municipalities are required to pay for wrongful death or excessive use of force, because these agreements come with rigorous confidentiality clauses. 

Police who lack training turn out to be extraordinarily expensive to the taxpayers. In this context, “lack of training” does not mean insufficient time taking target practice. It means the need for practice in putting oneself in the other person’s shoes and considering possibilities for conflict resolution, de-escalation, and community building. In short, empathy is an important part of the gear deployed by law enforcement as the warrior cop, who will still be needed in extreme situations, gives way to community policing. Really, is there any other kind?

(3) Expanded empathy in the struggle against domestic violence. Men will find their voice and speak out even more loudly and provide leadership against domestic violence to those of their own gender who just do not get it. Victims and survivors of intimate partner violence face expanded risks if they have to “shelter in place” in the pandemic with the perpetrator(s). 

This is grim – beyond grim. Once again, this is not new news but has been just beneath the surface and underreported because it is so confronting. While women have provided the leadership and will continue to do so, powerful men will step up and provide guidance to their fellow about proper boundaries and respect for them in relationships. This is ongoing. What is new: powerful men step up and speak out and provide leadership among men in establishing respect for boundaries in creating communication, affection, and affinity.

For data- and empathy-based innovations that have occurred in the past year in the fight against domestic violence see No Visible Bruises: What We Don’t Know About Domestic Violence Can Kill Us, New York: Bloomsbury Publishing, 2019. Some sixty percent of domestic violence (DV) victims are strangled at some point during an abusive relationship (p. 65): Big red flag that the perpetrator is escalating in the direction of homicide/Femicide. 

Turns out that only some 15% of the victims in one study had injuries visible enough to photograph for the police report (p. 66). Most strangulation injuries are internal – hence, the title. Good news/bad news: The Fatality Review Board is an idea that is getting attention with law enforcement and the local states attorney function. More progress and action is needed in this area. 

(2) A rumor of empathy in Big Pharma. The rumor is validated. After the debunking of the Diagnostic and Statistical Manual (DSM) completed by Chris Lane (2007) and the disappointing DSM 5th edition (2013), Big Pharma has a real opportunity to redeem itself in the eyes of the community. There is probably no other group of organizations on the planet that can do it. A crash project. High risk. Utterly urgent. The Covid-19 vaccine gets into people’s arms. Vaccine deniers say: “Oh, how I wish I were already experiencing the minor side effects of the shot!”

No, not a new psychotropic intervention for shyness, social anxiety, or hording. A vaccine(s) against Covid-19. The stakes are high, and it actually required [procedural] innovations at the FDA, CDC, and the US Congress (a high bar indeed) to enable treatments to be trialed without the usual ten-year plus long protocols (which are usually appropriate but not in this case). Fingers crossed (as of this writing 12/2020). Seems to be working – albeit gradually. Here me say it again (tongue in cheek): Don’t be so grouchy; have faith in Fauci! We are all most beholden’.

(2a) Empathy intersects with the struggle over climate change. It is a common place that empathy is oxygen for soul. If the human psyche does not get empathy, it suffocates in stress and suffering. Climate change makes the metaphor actual. If we do not drown as the Greenland and Antarctic ice fields slide en masse into the oceans, we are surely doomed to suffocate as the levels of carbon dioxide and heat overwhelm temperate habitats. 

The problem is that this eventuality does not live like an actual possibility for most people, who cannot imagine such an outcome – for example, just as in December 2019 no one could envision the 2020 pandemic. The bridge between the gridlocked present and a seemingly impossible-to-imagine future is empathy. The empathic moment is an act of imagination. That is the interesting thing about empathy. It may seem like a dream; but the dream lives. It is inclusive. Lots more work needs to be on this connection. For purposes of this list of tasks, this “shout out” will have to suffice. For specific actionable recommendations, see David Attenborough’s A Life on Our Planet, now streaming on Netflix: https://www.netflix.com/title/80216393

(1) Remove the obstacles to empathy such as cynicism and bullying—and empathy comes forth. Remove the resistances to empathy and empathy naturally and spontaneously expands. Most people are naturally empathic and they an expanding appreciation of empathy suffuses the community. 

The one-minute empathy training is trending: Eliminate the obstacles to empathy and a space of acceptance and toleration spontaneously emerges.

Most people do not sufficiently appreciate this: people are born with a deep and natural capacity for empathy, but they are also born needing to learn manners, respect for boundaries, and toilet training. Put the mess in the designated place or the community suffers from diseases. People also need to learn how to read and do arithmetic and communicate in writing. But there is a genuine sense in which learning to conform and follow all the rules does not  expand our empathy or our community. It does not help the cause of expanded empathy that rule-making and the drumbeat of compliance are growing by leaps and bounds.

The work at hand? Remove the blocks to empathy such as dignity violations, devaluing language, gossip, shame, guilt, egocentrism, over-identification, lack of integrity, inauthenticity, hypocrisy, making excuses, finger pointing, jealousy, envy, put downs, being righteous, stress, burnout, compassion fatigue, cynicism, censorship, denial, manipulation, competing to be the biggest victim, insults, injuries to self-esteem, and narcissistic merger—and empathy spontaneously expands, develops, and blossoms. Now that is going to require some work!

Teaching empathy consists in overcoming the obstacles to empathy that people have acquired. When the barriers are overcome, then empathy spontaneously develops, grows, comes forth, and expands. There is no catch, no “gotcha.” That is the one-minute empathy training, pure-and-simple. 

Selected Bibliography

Shoshana Zuboff, 2019, The Age of Surveillance Capitalism: The Fight For the Human Future at the New Frontier of Power. New York: Public Affairs (Hachette).

Tom Kohut. (2020). Empathy and the Historical Understanding of the Human Past. London: Routledge (T&F). 

Louise Snyder. (2019). No Visible Bruises: What We Don’t Know About Domestic Violence Can Kill Us, New York: Bloomsbury Publishing, 2019.

Lou Agosta. (2012). A Rumor of Empathy at Apna Ghar, the Videohttps://tinyurl.com/y4yolree [on camera interview with Serena Low, former executive director of Apna Ghar about the struggle against DV] 

Lou Agosta. (2015). Chapter Four: Treatment of Domestic Violence in A Rumor of Empathy: Resistance, Narrative and Recovery in Psychoanalysis and Psychotherapy. London: Routledge.

Lou Agosta and Alex Zonis (Illustrator). (2020). Empathy: A Lazy Person’s Guide. Chicago: Two Pairs Press.

Okay – have read enough and want to order the book Empathy Lessons to learn more about expanding my empathy: I want to order the book HERE.

© Lou Agosta, PhD and the Chicago Empathy Project

Narcissism gets a bad rap: On empathy and narcissism

Narcissism has gotten a bad name. “Narcissism” has become a euphemism – a polite description – for a variety of integrity outages and bad behaviors. These extend from antisocial, psychopathic actions through bullying and domestic violence all the way to bipolar spectrum disorders or moral insanity. “Narcissism” has become the label of choice when an individual is behaving like a jerk. 

In the face of narcissism’s bad name, I am not here to give narcissism a good name,  but rather I suggest the matter is more nuanced than that presented in the popular psychology press today. Like Mark Anthony commenting on Julius Caesar in his funeral oration after Caesar’s assassination, I come not to praise narcissism but to bury it – and to differentiate narcissism from more serious forms of bad behavior with which it is confused. This article suggests that if a person behaves in an anti-social, bullying, boundary violating or other problematic way described above, then narcissism is the least of the worries. 

Whip-sawed as the narcissist is between arrogant grandiosity and vulnerable idealization, the authentic narcissist will reliably provide a positive developmental response to empathy. However, if repeatedly providing empathy to the alleged narcissist just gets you more manipulations, bullying, integrity outages, and broken agreements, then you may really be dealing with an anti-social person and personality, moral insanity, psychopathy, or undefined lack of integrity, in which case, empathy will not work. Neither will compassion. Limit setting is the order of the day. Fill out the police report and get the order of protection. 

The truth of narcissism is that people need and use other people to regulate their emotions. When Elvis sang “I wanna be – your teddy bear” (Elvis Presley, that is), he was bearing witness to the truth that we use other people to sooth our distressed selves, provide emotional calming when we are upset, and give us the empathy we need to fell good about ourselves. 

“I wanna be your teddy bear” means “I wanna give you the empathy, recognition, acknowledge that you need to feel good about yourself.” If the other person subsequently does not respond to you as a whole person, then that is surely a disappointment but the shortcoming is not necessarily in anything you did. The other person did not keep their commitment. 

People want people who respond to them as a whole person. People want people who appreciate who they are as a possibility. People need that sort of thing. People are vulnerable to the promise of such satisfaction because it feels good when it actually shows up.  

Of course, the big ifs contained in such a proposal are that the other person is capable of providing such empathy; the other person is reciprocally acknowledged as being someone from whom empathy is worth receiving, and then the other actually behaves in a way that is understanding and receptive. 

If the other person expresses hostility, withholds acknowledgement, does not honor his or her word, perpetrates micro aggressions (“narcissistic slights”), manipulates in subtle and overt ways, or behaves in a controlling or dominating way, behaves like a bully, then is that narcissism? It might be – but it might also be a lack of integrity (dishonesty), anti-social personality behavior, criminality, boundary violations, and abuse. It might or might not be narcissism – but it is definitely behaving like a jerk [just to use a neutral, non vulgar term].

The person who survives such an encounter or relationship with the alleged psychopath in narcissistic sheep’s clothing then has two problems. The first problem is that the individual has been deceived, manipulated, or cheated. The second problem is that he or she blames himself. 

Narcissists are supposed to be excessively self-involved, self-centered, self indulgent. To succeed in life, most people need to have a dose of healthy self confidence. By a show of hands, who reading this article lacks a strong sense of self-interest? Get some help with that. Okay – that’s narcissism, but not pathological narcissism.

When I read the latest denunciation of narcissism in the pop psychology magazine, I wonder where are all of these people who are not self-involved, self-centered, self-interested, looking out for “number one”? 

I go to social media where self-expression is trending. My take-away? Freedom of speech and self expression are flourishing – no one is listening! Is such lack of listening narcissism? Perhaps. But more likely is not lack of listening rather just lack of listening? Lack of commitment of expanding listening skills, inclusiveness, and lack of community?

So suppose the popular press is all mixed up about narcissism. What does the disentangling of this mess look like? 

People who are described as narcissists have [some] people skills. Even if one’s empathy is incomplete and defective at times, most people crave an empathic response and are able to provide one, at least on a good day. The challenge is that the narcissist’s empathy breaks down in emotional contagion, conformity, lack of perspective taking, and messages getting lost in translation. 

Most people want to look good and avoid looking bad, and narcissists are especially prone to doing that. Most people are committed to being right and, while we theoretically acknowledge we might be wrong, few people actually behave that way. Most behave like “know it alls,” especially in areas about which they literally know nothing. Narcissists are especially prone to that too. So we are all narcissists now? 

The differentiator is that the narcissist ends up feeling like a fake, experiencing an empty (not melancholic) depression, even in the face of authentic accomplishments.

Even when the narcissist actually performs and wins the gold ring, he (or she) still feels like a fake. There is a kind of empty depression, lack of energy, lack of vitality. This lack of aliveness may cause the narcissist arrogant, cold, haughty withdrawal or acting out using substances of abuse or sexual misadventures. In spite of actual accomplishments, the narcissist may feel that life is passing him by. A pervasive sense of lack of aliveness, vitality, or apathy dominates the narcissist’s emotional life. 

The one thing that narcissism is not confused with is autism spectrum disorders. The narcissistic has access to empathy, values it, “gets” it, craves it, even if the narcissist’s empathy is distorted and incomplete. I speculate that the psychopath is good at faking empathy, like an empathy parrot, prior to his perpetrations, whereas the narcissist is just not very good at it. He may seem to be faking empathy, but that is his clumsy effort to get it right, which is not working. 

It seems as though the narcissist has an exaggerated self worth and, if in a position of authority, has the power to enforce his or her distorted view on others. The narcissist shares his suffering in a bad way by causing pain and suffering to the people in his environment. When such a person has authority, the result indeed can be dysfunction behavior, which is hard to distinguish from bullying. 

As with most forms of bad behavior, the optimal first response is to set a limit to the bad behavior by pushing back, calling it out, expressing concern, or using humor to deflect: such behavior (bullying, bad language, physical or financial abuse,  etc.) is unacceptable. “That doesn’t work for me.” “Stop it.” Without establishing a context of safety and security, we do not have a set up for success in which empathy can make a difference. Few people are in a position to up and quit their job. No easy answers here. Depending on the seriousness of the situation, then document, call for backup, and escalate to the authorities, including a call to 911 or a police report as applicable. 

At this point, the narcissist may get the idea, “Hey maybe I need someone to talk to – professionally.” 

While every case is different, no one size fits all, and all the usual disclaimers apply, the intervention with the narcissist often consists in a conversation for possibility. Talk to the person. Give him or her a good listening, and she what shows up. The person’s experiences as a child of tender age show deficiencies in the areas of empathic response, opportunities for emotional regulation, or distress tolerance. This is no excuse for bad behavior; never will be; however, it can point to transformation if the person is open and willing. 

The narcissistic encapsulates his true self into a cocoon, hiding behind a fake self, in order to preserve the hope of aliveness and vitality if an empathic environment were ever to show up. If, in a context of safety for all, the narcissist is encouraged to lay back and to take a look at the precursors, triggers, and behaviors that he experiences as narcissistic insults and injuries causing him to break down or act out, then something starts to shift. They did not get enough empathy, did not get feedback on their own empathic responses (or lack thereof), got empathy but the responses were distorted or flat out crazy (causing the above-cited retreat into the emotional cocoon). 

If the intervention gets off to a good start and the narcissist has a therapeutic response – that is, he feels better and stabilizes – then the work consists of trying to provide empathy, restoring understanding when empathy breaks down, restoring communication when communications break down, and restarting the development of positive personality traits such as empathy, humor, creativity that got lost in the narcissist’s deficient environment coming up. 

The bottom line? Like most human beings, those with significant narcissistic tendencies and behaviors are susceptible of improvement. Sometimes there is no way to know for sure except to attempt the intervention in a context of safety and security. Unlike more serious forms of bad behavior exemplified by anti-social personality disorder, significant bullying, or boundary violating behaviors in which people get hurt, many narcissists are sufficiently in touch with their feelings and cravings for empathy that they will respond positively to an intervention in a context of safety and empathy. 

Bibliography

Heinz Kohut, (1971). The Analysis of the Self. New York: International Universities Press. 

Lou Agosta and Alex Zonis (Illustrator), (2020). Empathy: A Lazy Person’s Guide. Chicago: Two Pears Press.

Go to all A Rumor of Empathy podcast(s) by Lou Agosta on Audible by clicking here: [https://www.audible.com/pd/A-Rumor-of-Empathy-Podcast/B08K58LM19]

Okay, I have read enough. I want to get Empathy: A Lazy Person’s Guide, a light-hearted look at empathy, containing some two dozen illustrations by artist Alex Zonis and including the one minute empathy training plus numerous tips and techniques for taking your empathy to the next level: click here (https://tinyurl.com/y8mof57f)

(c) Lou Agosta, PhD and the Chicago Empathy Project

Empathy and the True Believer

Empathy is going to do what it always reliably does: listen. So when empathy encounters the True Believer, empathy is going provide a gracious listening. 

As empathic listeners, we start with an extreme case. We are listening to a narrative about how the space ship was supposed to arrive from Alpha Centauri to take the members of the group (or cult) to the Promised Land; but it did not arrive. As empathic listeners, we find ourselves listening to a narrative about how an election was stolen. However, so far, the recounts fail to surface the theft. We are listening to a narrative of how some racial or ethnic minority stabbed the nation of citizens in the back; but the supposed perpetrators are noticeably without power or influence consistent with such an action or result. We are listening to a discourse about how prayer makes us whole and faith fulfills our aspirations; but we experience prayers as unanswered (as if no one was listening) and faith as indistinguishable from the outcome of our own persistent efforts in a probabilistic universe of random events. 

It does no good – it makes no difference – to take the belief system away from the True Believer. No marshaling of facts, no amount of logical argument, whether overwhelming or debatable, makes a difference. The True Believer is not engaging  any alternative point of view. Why not? 

The answer is direct: the belief system is what is holding the True Believer’s self, his or her personality, together. Take away the belief system and the personality falls apart. The person experiences emotional fragmentation, anxiety, and stress. This is why the True Believer becomes angry, starts to shout, escalates to rage in the face of countervailing arguments and facts. He experiences a narcissistic injury that threatens the coherence of his personality. 

The work of empathy in the face of the True Believer consists in standing for an inquiry into one’s belief systems. If empathy is a belief system, then we inquire into that system too. Such a belief system – if we may tentatively call it that – opens out into a space of acceptance and tolerance. It is a belief system which is skeptical about belief systems. It is a belief system committed to inquiry. Key term: inquiry. Never stop questioning. Never stop listening. 

Empathy creates a commitment to acceptance, toleration, and the ability to walk in the other person’s shoes. The True Believer is committed to a belief system, conformity, and marching together in step. 

Since it would require an entire book to define The True Believer, I will just give a definition by example. It is a high probability you are dealing with a True Believer when, in the face of a setback to the Belief System (whether religion, political party, social movement, or spiritual cause) the adherent to the cause Doubles Down. Key term: double down. 

For example, the end of the world does not arrive on the predicted date as predicted by the leader, the prophet, and the belief system. The space ship does not arrive from Alpha Centauri to take the True Believers to the promised land. You know the authentic True Believer when he experiences a set back to the movement, cause, and belief system to which he is devoted. Do the adherents of the belief system say: Oops, we might have overlooked something – some facts or alternative point of view; we might have made a miscalculation; or some of our assumptions require improvement? We might have made a mistake or two or overlooked a crucial detail? No! The True Believers double down. 

What went wrong? Sometimes the fault is internal. The faith of the True Believer was not strong enough. We must confess our sins. Preferably, we must confess our failings in a public show trial and be martyred. However, preferably the fault is external. Outside agitators, the unwashed masses from a foreign land, a racial or ethnic minority stabbed us in the back. 

Alternative facts, dangerous half-truths, and total nonsense are marshaled to account for the setback. “We was robbed!”  “Betrayal!” The vote count shows we lost by five million votes; but those votes were invalid votes, stolen votes, non-existent votes, and, therefore, irrelevant. Anything except the simple fact, we screwed up (but how?) or our game plan did not survive the encounter with the real world situation at a given time and place. Thus, the definition by example of the True Believer.

You, dear reader, can see where this is going. How does empathy or an empathic person engage with the True Believer? If the True Believer takes a position that rules out an inquiry into the advantages and disadvantages, the benefits and draw backs, of one’s own or competing belief systems, then the conversation does not get going. How to get the conversation going?

Rarely is empathy irrelevant but there are some situations in which empathy is less (or more) useful than other situations. For example, if someone is throwing rocks, then understanding the rock throwing person is expressing his sense of grievance in a bad way is less useful than stopping them from throwing rocks. 

Things such as self-defense, security, safety, basic well being are necessary aspects of the situation for empathy to make a difference. The True Believer is different from the bully, the psychopathic, the psychotic, or the fanatic, whether religious or political – but sometimes not that much different. 

The guidance from empathy in the face of bullying, psychopathic manipulations, or rock throwing is to set limits. Likewise, with the True Believer. Key term: limit setting. Empathy is useful in deescalating aggression, hostility, violence, and other forms of acting out; but once the first rock flies through the air, the situation is no longer one about empathy. It is about reestablishing safety, security, and a space of acceptance and tolerance where empathy can actually make a difference. As noted, empathy is going to give the True Believer a good listening.

It is sometimes said that there is a little bit of larceny in all of us. That little bit of larceny is useful in empathizing with the bad boy or girl. That little bit of larceny is useful in figuring out what might have motivated a given individual’s antisocial behavior. 

The same idea applies to empathizing with the True Believer. If you can relate to your own inner True Believer, then you might be able to engage with the True Believer’s in the community to understand what makes them tick. 

The challenge is that in relating to your inner True Believer, you are not really relating to an individual, you are relating to a belief system, some of the principles of which may be useful and sensible, others less so.

The secret of empathic relating to the True Believer is not agreeing or disagreeing, undercutting or side-stepping, antidepressants or antipsychotics, the secret is the relationship the empath has to his own inner True Believer. If you can find an area in which you really are a True Believer, then it is likely you can relate to a True Believer in a conversation for possibility in which both individuals are left in integrity, whole and complete. 

How shall I put it delicately? An authentic patriot can be willing to die for his [or her] country and yet not be a True Believer. But can he be willing to kill for his country without being a true believer? This is hard to finesse. When challenged, True Believers escalate in the direction of a fanaticism of hostility and aggression, even if they stop short of the death penalty. 

I hasten to add that national defense is a valid function of the national armed forces, and I honor service men and women, first responders, and those committed to homeland security. Following orders to shoot the enemy on command of the commanding officer does not make one a True Believer. But it does make one a cog in a mechanism of defense, which in most cases requires a therapeutic recovery process to regain lost aspects of one’s humanity upon discharge from the armed forces. 

Is the True Believer like the bully, the psychopath, or the perpetrator of domestic violence, for whom the more expanded empathy you give the person, the more ways the True Believer has to manipulate and abuse you?  Some of the best parts of empathy – reduced stress, emotional regulation, self soothing – do not get deployed because empathy must put all its energy into setting limits to the boundary issues and violations. 

The fall back position of empathy – which paradoxically ceases to be empathy – is to have compassion or even pity for the misguided soul who needs such a delusional system to feel or maintain a grip on reality. Absent successful boundary setting using empathy, the recommendation is to dial 911 and summon emergency services to restore order and tranquility (a desperate measure indeed, given that the police may arrive with guns out – how is that serving and protecting?).

I anticipate an objection at this point. The devil’s advocate says: But, Lou, are you not a True Believer in empathy? The answer is direct: No. I am committed to undertaking an inquiry into empathy. Empathy has strengths and weaknesses. It can misfire or it can succeed. It is susceptible of improvement in many situations. I hasten to add that I am also committed to using empathy to benefit people and organizations in the community. I am a shameless and unabashed promoter of the value of empathy. I will go to the matt on this one. 

However, even if you do not believe in empathy, are persuaded that empathy is over-rated, or prefer rational compassion, I will still try my best to give you a good listening and to use empathy to make a positive difference in our relationship. No doubt more needs to be written about empathy and the True Believer. The politics of empathy is deep and complicated. There is a lot at stake. Literally.

This may indeed be a “love the sinner but hate the sin” moment. But such a moment is the positive part of empathic spirituality without which fanaticism causes spirituality to go off the rails and burn people at the stake. So if you find yourself or your neighbor gathering kindling for a bonfire, make sure it is to roast one’s own idols, pretensions, and vanities, not your neighbor. 

Bibliography

Eric Hoffer. (1951). The True Believer: Thoughts on the Nature of Mass Movements. New York: Harper Perennial.

(c) Lou Agosta PhD and the Chicago Empathy Project

Noted in passing: Arnold Goldberg, MD, Innovator in Self Psychology (1929-2020)

The passing of Arnold I. Goldberg, MD, on September 24, 2020 is a “for whom the bell tolls” moment. No doubt his family, students, friends, and colleagues feel the loss most acutely; however, the community is diminished, though in another sense irreversibly enriched by his contributions and innovations in expanding empathy.

Our loss is great, yet we breath easier thanks his lessons in empathy, which is oxygen to our souls.

Arnold I. Goldberg was an innovator in psychoanalysis and self psychology, a prolific author (really prolific!), an inspiring educator, and simply a wonderful human being.

My personal recollections are of Dr Goldberg inspiring my younger, graduate student self to pursue and complete a dissertation on empathy and interpretation at the

Arnold Goldberg, MD, enjoying Labor Day September 09, 2010 at his vacation home at the Indiana Dunes, illustration by artist Alex Zonis

University of Chicago Philosophy Department. I fondly recall introducing Arnold to one of my dissertation advisors, Paul Ricoeur, over a wine-enriched dinner at the middle eastern restaurant that used to be on Diversey Avenue (the Kasbah?). I was also lucky enough to take a year long case conference at Rush Medical that he taught to the psychiatric residents as part of the Committee on Research and Special Projects sponsored by the Chicago Institute for Psychoanalysis. Notwithstanding a multiyear gap during which our paths diverged, I have known him and his wife Connie (herself a Self Psychology power) since I was a twenty-something; and I still have in my possession a couple of his hand written letters to me regarding hermeneutics that I used to good purpose when “roasting” him at a retirement event at Rush Medical. What a privilege: I experienced Arnie’s deep listening, incisive and penetrating wit, the humor, the humanity, the remarkable learning and even-handedness in disagreement, and above all – his empathy. 

I choose to republish this book review from June 23, 2013 precisely because its provocative title best encapsulates the validity of Goldberg’s contribution to psychoanalysis and self psychology while subtly and humorously “sending up” some of his less flexible colleagues. Arnie, thank you for being you!

Read the complete review in the International Journal of Psychoanalytic Self Psychology: click here: GoldbergAnalyticFailureReview2014

The power of Arnold Goldberg’s approach in The Analysis of Failure: An Analysis of Failed Cases in Psychotherapy and Psychoanalysis (Routledge) is twofold. First, if a practice or method cannot fail, then can it really succeed?  If a practice such as psychoanalysis or dynamic therapy can fail and confront and integrate its failures, then it can also succeed and flourish.

Such is the point of Karl Popper’s approach to the philosophy of science in Conjectures and Refutations. For those who have not heard of hermeneutics, narrative, and deconstruction, and who are still suffering from physics envy, the natural science have advanced most dramatically by formulating and disproving hypotheses. Natural science is avowedly finite, fallible, and subject to revision, advancing most spectacularly within the paradigm of hypothesis and refutation by failing and picking itself up and pulling itself forward.

The Analysis of failure is inspired by this lesson without engaging in most of the messy details of the history of science. Second, for a discipline such as psychoanalysis (and psychodynamic therapy) that prides itself on the courageous exploration of self-deceptions, blind spots, self-defeating behavior, and the partially analyzed grandiosity of its practitioners (and patients), the well worn but apt saying “physician heal thyself” comes to mind.

The professional ambivalence about taking a dose of one’s own medicine upfront is a central focus not only in psychoanalysis (in its many forms) but in related area of psychiatry, psychopharmacology, cognitive behavioral therapy (CBT), social work, clinical psychology, and so on. Goldberg’s openness to alternative conceptions and frameworks along with his exceptional knowledge of and commitment to psychoanalysis (and self psychology) is an obvious strong point.

As a former colleague of the late Heinz Kohut, Goldberg studiously avoids (and indeed fights against) adopting the paranoid position with respect to failed analytic and psychotherapy cases – what’s wrong here? When a therapy case fails (the determination of which is a substantial part of the work) a series of blame-oriented questions arise: What’s wrong with the patient? What’s wrong with the therapist? What’s wrong with the treatment method(s)? What’s wrong!? And, yes, these questions must be engaged; but, Goldberg demonstrates, they must be put in perspective and engaged in the context of a broader question What is missing the presence of which would have made a difference? The answer will often, but not exclusively, turn in the direction of a Kohut-inspired interpretation of sustained empathy.

This leads to the part of Goldberg’s argument that is explicitly humorous. Having announced a case conference on failure and invited all levels of colleagues, Goldberg reports the casual laughter of many colleagues as they announced that they had no failed cases and so could not be helpful. “One person agreed to present but the following day he yelled across a long hall that he could not and quickly walked away (p. 41).

The list of excuses goes on and on, producing a humorous narrative that is definitely a defense against just how confronting the whole issue really is. Less humorous and more problematic is what happens when a case comes to grief and the candidate reportedly does exactly what the supervisor recommends. How one would know what is the “exact recommendation” is hard to determine, but relations of power loom large in such a triangular dynamic. Even Isaac Newton acknowledged that the “three body problem” of the (gravitational) relations between any three bodies is theoretically computable but practically intractable. The number of variables changing simultaneously is such that we are dealing with expert judgment rather than algorithmic results.

For my part I cannot help but think of the process for airline pilot reporting of errors in procedures, operations, and maintenance. Yes, pilots are part of a complex system and “pilot error” does occur – pulling back on the stick to get lift rather than pushing down – yet they are usually given more training and rarely blamed or faulted, absent illegal or blatantly unethical conduct (e.g., drinking on the job).

Goldberg calls for an ongoing case conference inquiring into failed cases, and thereby implicitly calls for taking our thinking to a new level of professional rigor, encompassing scientific objectivity that is consistent with talk therapy being a hermeneutic discipline. One might call it looking at the entire system, but not in the sense of family therapy –rather in the sense of the total professional-cultural-scientific milieu.

However, Goldberg’s approach differs decisively from a Check List Manifesto (a distinction not in Goldberg (he does not need it) but abroad in the land and by a celebrity MD, Atul Gawande) in that individual chemistry looms large between the therapist and the patient. In analysis or therapy, the number of unknown variables in fitting a prospective patient to a prospective treatment (whether analysis, therapy, psychoparm, CBT, etc.) is so large as to be nearly intractable. These are areas where we simply lack the super-shrink who has mastered the basics of all these methods and can make an objective, upfront call of what just might have the best odds of a favorable outcome without the usual trial and error. For the foreseeable future, mental health professionals can be expected to continue to “sell what they got.” If a person knows Talk Therapy, then that is most often what is initially recommended. If that does not work, try CBT or medication – and vice versa.

This reviewer does not agree that the crashes in the mental health area are usually not so spectacular – and they do make the papers in the form of suicides and inexplicable violence – though the track record is no where near the five-nines (one error in a million) that characterizes the airline industry. Goldberg’s subtext for mental health professionals is that we are still learning to live with uncertainty even as we organize case conference, postmortems, and the equivalent of crash investigations that strive to look objectively at outcomes without blame and without omniscient rescue fantasies in the service of healing and professional (“scientific”) development.

In some thirty cases that were reviewed by Goldberg, using the method of expert evaluation and feedback by the participants in the local case conference, the definition of failure included cases that never get off the ground; cases that are interrupted and so felt to be unfinished by the therapist or analyst; cases that suddenly go bad, characterized by a negative eruption whereas previously therapy was perceived to be going well; cases that go on-and-on without improvement; cases that disappoint whether due to the initial goal not being attained or being modified and not attained or endless pondering of what might have been.

Since this is not a “soft ball” review, one category of failure that is conceivable but missing from The Analysis of Failure is the example where treatment arguably left the person worse off (other than in terms of wasted time and money, which itself is not trivial). What about someone who did not experience impotence, writer’s block, or (say) hysterical sneezing until they tried psychoanalysis (psychotherapy)? What about compliance and placating behavior, reportedly a significant risk in the case of candidates for analytic training? What about regression in service of treatment that was initiated within the empathic context of the therapeutic alliance, but something happened and the regression got out of control and a breakdown or fragmentation occurred? Work was required to contain the fragmentation that was minimally successful, prior to an untimely termination that was a flight from fragmentation, a flight into health or a statement that in effect said “Let me otta here for my own good!” To his credit, Goldberg identifies “a patient who was getting worse off” (p. 162), but leaves the matter unconnected to regression mishandled or any other psychodynamic explanation. It is possible that such a scenario is already encompassed in the category of “cases that go bad,” at least implicitly, but in an otherwise through review of possibilities, this one was conspicuous by its absence.

The book itself is Goldberg’s answer to the question, given that failure occurs, what do we do about it? We inquire, define our terms, organize the rich clinical data, identify candidate variables, take the risk of making judgments about possible, probable, and nearly certain reasons, causes, and learn from our failures, pulling ourselves up by our boot straps in an operation that seems impossible until it succeeds. The role of lack of  sustained empathy, counter-transference, rescue fantasies, disappointments, uncontrolled hopes or fears, partially analyzed grandiosity (on the part of the therapist), lack of knowledge of alternative approaches to therapy, are towards the top of a long (and growing) list of issues to be engaged in the classification of causes for failure.

The turning point of Goldberg’s argument occurs in his chapter on “How Does Analysis Fail”? This is an obvious allusion to Kohut’s celebrated work on How Does Analysis Cure? Once again, failure is a deeply ambiguous term, and the ironic edge is that in contrast to an analysis gone bad where the patient leaves in a huff with symptoms unresolved, a successful self psychology analysis proceeds step-by-step by tactical, nontraumatic failures of empathy that are interpreted and used to promote the development of self structure. The short answer is that analysis cures through stepwise, incremental, nontraumatic breakdowns – i.e. failures – of empathy, which are interpreted in the analytic context and result in the restarting of the building and firming of psychic structure of the self. In turn, these transformations of the self promote integration of the self resulting in enhanced character traits such as creativity, humor, and expanded empathy in the analysand.

The entertaining and even heartwarming reflections on Goldberg’s relationships with his teachers Max Gitelson and Charles Kligerman, betrayed (at least to this reader) a significant critique of the “old guard,” resolutely defended against the possibility of any failure, thanks to a position that avoided any risk – analysis is about improving self-understanding. According to this position, the reduction of suffering and symptoms relief is a “nice to have” but not essential component. Analysis is a rite of passage into an exclusive club, where you are just plain different than the untransformed masses.

Though Goldberg does not emphasize the debunking approach, the reduction to absurdity of the description of the old guard makes psychoanalysis sound a tad like the est training from the late 1970s. You just “get it” or you don’t – in which case here is your money back and now go be miserable and unenlightened (only analysis does not give you your money back). In both cases failure is not an option, though not in the sense initially intended by the slogan, namely, that risk is analyzed and mitigated through interpretation. Failure is not an option because it is excluded by definition from the system of variables at the onset, thus, also excluding many meaningful forms of success. In short, many things are missing including sustained empathy, which, in turn, becomes the target of the analysis of failure in the remainder of the book

The net result of the compelling chapters on Empathy and Failure, Rethinking Empathy, and Self Psychology and Failure, is to challenge the analyst and psychotherapist to deploy sustained empathy in the service of structural transformation. While I personally believe that agreement and disagreement are over-valued in terms of creating authentic understanding, the section on Empathy and Agreement raises a significant distinction between the two terms. It is insufficiently appreciated by many clinicians how agreement becomes a smoke screen – and defense against – basic inquiry and exposure to the other’s affects in all their messiness and ambivalence. It remains unclear how sustained empathy undercuts agreement (or disagreement).For example, Dr. E. wants his analyst to agree with him that it is okay to sleep with his patient(s). For the sake of discussion, the analyst mouths the form of words, “Okay, given your marriage, okay, I agree.” But Dr. E. then asserts that he can tell the analyst does not really mean it (an accurate observation). So why not raise the question what is agreement doing here other than disguising Dr. E.’s own unacknowledged commitment to “being righteous and justified”. There is nothing wrong with being righteous, everyone does it. However, is it workable?

The resistance has to be engaged and interpreted at some point in order to make a difference in treatment. Agreement (or disagreement) remains a conversation with the superego, even in the mode of denying there is amoral issue. It may stop a tad short of moral justification, but it is on the slippery slope to it. There are many cases along a spectrum of engagements but the really tough one is empathizing with behaviors that are ethically and legally suspect such as doctors sleeping with their patients and other relations of power where one individual uses his or her position to dominate the other as a mere means not an end in him- or herself. This is a high bar in the case of empathizing with the child molester or Nazi who have used a form of empathy (arguably a deviant one) to increase his domination of the victim. This remains a challenge to our empathy as well as to our commitment to treating a spectrum of behavior disorders (where Goldberg has made a life-long contribution) that are significantly upsetting to large parts of the mental healthcare market. Keeping in mind the scriptures and the sayings of Jesus(the rabbi), which Goldberg does not mention but arguably is the subtext, we are still challenged to love the sinner but hate the sin.

In a concluding rhetorical flourish, Goldberg claims that the book is a failure. The prospective reader – a very wide audience as I am any judge of the matter – may see the many complimentary remarks that properly disagree with this rhetoric printed on the back cover (which this review endorses and agrees). In a further ironic and richly semantic double reverse in the title of the final chapter, failure has a great future. This is especially so when failure is scaled down from a global narcissistic blind-spot on the psyche of the therapist (where failure remains a valid research commitment) to an expanded tactical approach in the form of “optimal frustration … disappointment being real, tolerable, and structure building” (p. 200).

The concluding message is an admirably nuanced clarion cry for further study rather than condemnation, finger pointing, or blame of some particular therapeutic modality such as Talk Therapy versus CBT. The concluding message is a sustained reflection on de-idealization, the difficult process of taking responsibility for the inevitability of one’s parents’ lack of omnipotence. Failure is part of the development process in analysis and psychotherapy, and, by implication (and taken up a level), the study of failure in broad terms will be part of the development of the profession going forward. The analyst and therapist must give up the rescue fantasy, give up being right and justified, give up misplaced ambition, but also give up guilt, self-blame, disappointment, and embrace an approach that interpretation of the pathogenic situation of early childhood in which traumatic deidealization of the parent occurred, becomes inherently transformative. It reactivates the process of structure-building internalization. Learning to live within one’s limitations invites a process of risk taking that sometimes results in failure, sometimes results in success, and always results in – redefining one’s limitations outwards towards an endless horizon of progress in satisfaction and meaning making. Our thanks to Arnold Goldberg both for the journey and the end result.

Chicago Tribune Obit, Sept 29, 2020: https://www.legacy.com/obituaries/chicagotribune/obituary.aspx?n=arnold-i-goldberg&pid=196869091

(c) Lou Agosta, PhD and the Chicago Empathy Project

A Rumor of Empathy is now a podcast (series)

Got to Empathy Lessons on Spotify: https://open.spotify.com/episode/1OvEwkDD9b3IH66erzehnM?si=MeQ6C1uTQDyYGuAUGbegBw ] [more episodes coming soon]

Go to all A Rumor of Empathy podcast(s) on Audible by clicking here: [https://www.audible.com/pd/A-Rumor-of-Empathy-Podcast/B08K58LM19]

A rumor of empathy (the podcast) hears of a report of an alleged example of empathy in the work, action, or conversation of a person or organization. I then reach out to the person and talk to them in detail about the work they are doing try to get the facts and confirm or disconfirm the validity of the rumor. Makes sense?

A Rumor of Empathy is committed to providing a gracious and generous listening, empathy, in conversation with its guests and listeners. Join the host in chasing 

down and confirming or debunking an unsubstantiated report of empathy in the community and engaging in an on the air conversation in transforming human struggle and suffering into meaningful relationships, satisfying results and contribution to the community. When one is really listened to empathically and heard in one’s struggle and effort, then something shifts. Possibilities open up that were hidden in plain view. Action that makes a difference occurs so that empathy becomes less of a rumor and an expanded reality in your life and in the community. When all the philosophical arguments and psychological back-and-forth are over and done, in empathy, one is quite simply in the presence of another human being. Join Dr Lou for an empowering conversation in which empathy is made present.

Go to all A Rumor of Empathy podcast(s) on Audible by clicking here: [https://www.audible.com/pd/A-Rumor-of-Empathy-Podcast/B08K58LM19]