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REVIEW
International Journal of Caring Sciences, 1(3):118–123
Empathy and emotional intelligence:
What is it really about?
Ioannidou F
Clinical Collaborator, Nursing Department, Alexander Technological Education Institute of Thessaloniki, Thessaloniki, Greece
Konstantikaki V
Clinical Collaborator, Nursing Department, Alexander Technological Education Institute of Thessaloniki, Thessaloniki, Greece
ABSTRACT: Empathy is the "capacity" to share and understand another’s "state of mind" or emotion. It
is often characterized as the ability to “put oneself into another’s shoes”, or in some way experience the outlook
or emotions of another being within oneself. Empathy is a powerful communication skill that is often misunder-
stood and underused. Initially, empathy was referred to as “bedside manner”; now, however, authors and educa-
tors consider empathetic communication a teachable, learnable skill that has tangible benefits for both clinician
and patient: Effective empathetic communication enhances the therapeutic effectiveness of the clinician-patient
relationship. Appropriate use of empathy as a communication tool facilitates the clinical interview, increases the
efficiency of gathering information, and honours the patient. Additionally, Emotional Intelligence (EI), often meas-
ured as an Emotional Intelligence Quotient (EQ), describes a concept that involves the ability, capacity, skill or a
self-perceived ability, to identify, assess, and manage the emotions of one’s self, of others, and of groups. Because
it is a relatively new area of psychological research, the concept is constantly changing. The EQ concept argues that
IQ, or conventional intelligence, is too narrow; that there are wider areas of emotional intelligence that dictate and
enable how successful we are. Success requires more than IQ (Intelligence Quotient), which has tended to be the
traditional measure of intelligence, ignoring essential behavioural and character elements. We’ve all met people
who are academically brilliant and yet are socially and inter-personally inept. And we know that despite possessing
a high IQ rating, success does not automatically follow. The aim of this review is to describe the concept of empathy
and emotional intelligence, compare it to other similar concepts and clarify their importance as vital parts of effec-
tive social functioning. Just how vital they are, is a subject of constant debate.
KEY WORDS: Empathy, emotional intelligence, communication skills
F. Ioannidou, 1A Nafpliou street, GR-544 54 Thessaloniki,
Greece
Tel (+30) 2310-522 229, 6947-685 535
e-mail: fedra.ioannidou@freemail.gr
sional remains essential to a quality care (Larson, Yao
2005). Additionally, “Emotional intelligence” is a concept
including perception, expression and control of emo-
tions, self-control and empathy, communication, con-
flict resolution process, conscience, and perhaps many
more. It became topical in 1998, when the «classic» book
by Daniel Goleman "The emotional intelligence: Why
EQ is more important than IQ" was published. Through
the following pages the above concepts are discussed and
their importance to effective communication is pointed
out.
Introduction
Empathy should characterize all health care profes-
sions. Despite advancement in technology, the healing
relationship between the patient and the health profes-
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EMPATHY AND EMOTIONAL INTELLIGENCE: WHAT IS IT REALLY ABOUT? 119
Empathy
The origin of the word empathy dates back to the 1880s,
when German psychologist Theodore Lipps coined the
term “einfuhlung” (literally, “in-feeling”) to describe the
emotional appreciation of another’s feelings. Empathy
has further been described as the process of understand-
ing a person’s subjective experience by vicariously shar-
ing that experience while maintaining an observant
stance. (Zinn W 1999) It seems that empathy plays an
important role in a therapeutic relationship (Wiseman T
1996). Empathy means to recognize others’ feelings, the
causes of these feelings, and to be able to participate in
the emotional experience of an individual without be-
coming part of it (Keen S 2007). Gagan (1983) indicates
that empathy is the ability to perceive one’s feelings on
one hand, while transmitting them on the other.
Empathy should characterise health care professionals
and patients communication in order to achieve the de-
sired healing results (Pembroke NF 2007). There seems
to be some confusion concerning the precise definition
of “empathy”. Therefore, analyzing further this concept
is considered necessary to clarify its meaning. Fairbairn
(2002) describing the differences between sympathy
(sympathy) and empathy (empathy) appointed to the
first concept the ability to feel sympathy, and to empathy
the ability to put one self into another’s shoes, as a sign of
humanity. Sympathy is an emotional reaction, immedi-
ate and uncontrolled, which inundates when one person
imagines himself in the position someone else is. That is
why it can lead to suspension of care or alleviate ethical
actions. Empathy on the other hand, is a skill learned
or an attitude of life, which can be used to try to come
into contact with someone, to communicate and under-
stand others’ experiences or feelings (Halpern J 2003). In
addition, a person may be deemed to have more or less
developed empathy and to have a tendency to use more
this ability-depending on whether he feels responsible
towards other persons (Ickes W 1997).
Empathy can be expressed in terms of joy, sorrow,
excitement, misery, pain and confusion. In health care,
empathy enables health care professionals and patients
to work together (Le Compte A 2000). It is often de-
scribed as "the ability to see the world through someone
else’s eyes", which simply implies developing the ability
to imagine what someone else is thinking and feeling in
a given situation. This is an attempt to understand one
another, to live and feel things in the same way.
When empathy is developed and used, it is unlikely to
know exactly what another person feels. However, it is
important for health care personnel to try to imagine
what another person is experiencing (Reynolds B 1994).
Communicating with others becomes more fruitful if
some basic conditions are fulfilled, such as:
• Emotional understanding: health care professionals
understand the problem through the patient’s point of
view
• Respect: recognition and full acceptance of the patient
as a person
• Authenticity: honesty, real expression of views without
hypocrisy
• Warmth and unconditional positive recognition
• Self exposure: health care professional reports personal
experiences from his perspective
• Resolution: health care professional’s ability to identify
and name patient’s feelings.
At those various stages, many mental skills can be used
such as searching and electing patient’s qualifications,
careful monitoring and hearing, using additional ques-
tions for gathering information to specify dark spots,
small encouragements (head nod, simple words, cues,
when watching the patient encourage him to continue
speaking), directing patient to possible solutions and
support his efforts to change.
A recent study published in “Science” magazine re-
vealed that the human beings are not exclusively the only
organizations in nature having empathy. Researchers at
McGill University in Canada put mice couples to look one
another as one of the two animals received pain stimuli.
They remarked with surprise, that there was a statisti-
cally significant behavioural change in pain even in the
mouse-observer (Langford DJ et al 2006). Empathy is not
the result of previous experience. It is the moment when
«non-verbal» contact between people is occurring (Goldie
P 2000). What is important is the degree of empathy as-
sumed and caused (by stimulating us).
Characteristics of empathy that affect learning
Empathy and confidence are the basis on which any
effective relationship, understanding and communica-
tion can be built. They are crucial in developing ideas
and solutions, in problem solving, effective communica-
tion and avoiding or preventing conf licts. Empathy is an
important capability, which all people must develop in
order to progress and continue with their life (Pedersen
R 2007). The ability to understand, to blench and to dis-
connect from your personal feelings (sense of objectiv-
ity), is particularly important in creating effective and
constructive relations (Halpern J 2007).
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120 F. IOANNIDOU and V. KONS TANTIK AKI
Establishing confidence and association with other
people are essential elements for developing scientific
and professional discussions and disagreements. The es-
tablishment of confidence is associated with the ability
to listen and understand another person, although this
does not necessarily mean agreeing with him (Yegdich
T 1999). A useful tactic, which people should develop,
is carefully listen one another, trying to understand
how another person feels and what he wants to achieve
(Boeree CG 1998). Teamwork should be focused in en-
couraging people to understand others’ requirements, to
suggest ways of achieving their objectives and to coop-
erate together to solve problems. In this way, they will
develop confidence for their partners.
Emotional hearing
It is undisputed that Hearing is the most important
communication capacity. It isn’t a natural characteris-
tic of all human beings and people have to work further
in this area in order to control their behaviour, not to
intervene in all discussions and not to offer their opin-
ion, when it is not appropriate (Hemmerdinger JMS et
all 2007).
Most people aren’t really listening to others, but are
just waiting for their turn to speak and communicate
their personal views and experiences without listening
and really understanding the rest of the respondents
(White SJ 1997).
Three different attitudes are recognised by psycholo-
gist Carl Rogers. A health care professional should first
understand those attitudes and then explain to patients:
The first one concerns authenticity, the second concerns
unconditional positive regard, and the third concerns
empathy.
Rogers (1959) defines empathy as “the ability of health
care professionals to accurately understand patients,
emotionally and mentally, as though they were in the pa-
tient’s shoes, but without losing their status”.
Health care professionals should be able to see the
world through the patient’s eyes. They should balance
between two different worlds: the patient's and their
own. If they lean towards the patient side, they might
fall into the trap of fully identifying with the patient and
thus lose their role. If they lean towards the health care
professional side, then the patient gets the message that
they do not listen to him, they do not care about him,
and they do not understand him (Ιosifidis P, Ιosifidis Ι
2002). Empathy may seem simple, but it is not just a sim-
ple reflection of patient’s sayings at any communication.
It is rather the active understanding of the emotions
attached to the words used by the patient. Those emo-
tions are displayed and simultaneously hided, either be-
cause they cause anxiety and confusion, or because they
have not yet come into conscious level (Rogers C 1951).
Empathy requires vigilance so that the hidden mean-
ings in and behind the words will be understood. The
objective, as it happens with the other two therapeutic
conditions, is via the qualitative presence of health care
personnel, to enable the patient to search and process
his own reality in order to achieve self-knowledge and
finally self control.
Emotional intelligence: a new concept
The concept of emotional intelligence has enjoyed
great popularity in recent years. Many studies deal with
the development of emotional intelligence in adults and
children (Cadman C, Brewer J 2001). Emotional intelli-
gence is someone’s ability: (a) to understand his feelings,
(b) to listen to others and to feel them, and (c) to express
his emotions in a productive manner (Goleman D 1998).
Emotional intelligence is a new concept symbolized by
the abbreviation EQ (Emotional Intelligence Quotient).
It includes skills such as being able to control the impulse,
to curb the impatience, to properly regulate mood and to
prevent the frustration, to stifle the ability to think, to
have empathy and hope (Petrides KV, Furnham A 2000).
EQ may be equally and sometimes more powerful than
IQ (IQ). They are not two conflicting but rather two
distinct capabilities. Many people connect spirit with
emotional insight. Academic intelligence doesn’t have
relation with emotions and feelings. The most intelligent
persons among us could be drown into an ocean of un-
disciplined impulses and unbridled passions. (Goleman
D 1999)
Howard Gardner in his book “Intelligence Reframed:
Multiple Intelligences for the 21st Century” (Gardner H
1999) argues that Human intelligence does not have a
single format, while recognizing eight forms of human
intelligence:
• Linguistic, as the ability to efficiently use words, ma-
nipulate languages and express meanings through writ-
ten words, debate, humour etc
• Logical-Mathematical, as the ability to use numbers
and effectively analyze scientific thought, productive
and deductive reasoning
• Visual and spatial perception, as the ability to perceive
sites and to form mental images as creating maps, plas-
tic arts etc
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EMPATHY AND EMOTIONAL INTELLIGENCE: WHAT IS IT REALLY ABOUT? 121
achievement. People who have this ability tend to be
much more productive and effective
• Recognition of other person’s emotions. Empathy, an abil-
ity that has its basis in emotional awareness, is a fun-
damental «human skill». Empathetic people are more
amenable to silence social signals indicating what other
people may want or need (Leiberg S, Anders S 2006).
This makes them better in professions related to com-
munity outreach, teaching, sales and administration
• Handling relations. The art of interpersonal relations is
to a large extent, the skill of handling other’s feelings.
These are skills leading to popularity, leadership acu-
men and interpersonal success (Goleman D et all 2002).
People who have largely those skills usually stand out
in terms of smooth interaction with others and always
distinguish in social scene.
In the early ’90s, Howard Gardner with his work on
“multiple intelligence” gave another dimension. The the-
ory of Reuven Baron on emotional intelligence followed
and introduced the term EQ as opposed to IQ. Emotional
intelligence, according to Reuven Baron, is related to
those abilities of individuals to understand themselves
and others, easily adapt to changes and demands of the
environment and to manage emotions. They were fol-
lowed by Mayer, Salovey in 1990, and Daniel Goleman
in 1995. It is true that the various psychometric tests to
measure emotional intelligence are new in the field of
psychometrics, and the measurement of such complex
factors is a quite difficult and arduous work, and some-
times leading to undesired results. Researches investi-
gating the relationship between emotional intelligence
and school performance suggested a moderate positive
correlation between these two factors. School will have
to breathe in students the ability to achieve to feel happy,
to provide activities full of life. The above concerns eve-
ryone without any distinction between moderate or ex-
cellent students. It is considered that today’s educational
system has focused all its efforts in achieving cognitive
goals. Without any attempt to ignore or underestimate
the importance of these goals, it should be noted that
this unilateral approach is often against, mental health,
internal balance and peace for all people involved.
Emotional and Social Education
Emotional intelligence is something that can be learned.
This is why it is important for children to exercise those
skills. In this process the role of parents and educators is
very important (Goleman D, Cherniss C 2001). Modern
school and today’s educational system, as a structure, usu-
ally do not promote emotional intelligence (Barchard K
• Physical-Kinetic to use body to express feelings and
ideas such as dance, body language and sport
• Music recognition, production and conversion of musi-
cal forms
• Interpersonal perception of moods, feelings and moti-
vation of others, cooperation and communication in a
group with others
• Personal ability to self-knowledge, understanding of
moods, feelings and motivation and our ability to act
based on our knowledge
• Naturalistic ability to distinguish between natural phe-
nomena of the world and their assessment.
Most educational systems seek to develop two types
of intelligence (linguistic and logical-mathematical).
Instead, education should encourage children to explore
each area of intelligence. Emotional education helps chil-
dren to gain self-awareness, confidence, empathy, self
control and the ability to assert without conflict (Reiser
SJ 1993).
Types of emotional intelligence
Emotional intelligence is defined as the ability to con-
trol someone’s wishes and to delay their fulfilment, to
regulate others’ mood, to isolate feeling from thinking,
to place you into another’s shoes and to hope. Also, it
includes a range of skills such as self-control, persistence,
zeal and ability to motivate others (Davies M et all 1998).
According to Goleman D. (1998), emotional intelligence
involves the following elements: self-awareness, empathy,
handling relationships, managing feelings, motivation.
There is no magic number for the multiplicity of human
talent, but you can sort these capabilities in five key ar-
eas:
• Knowing our feelings. Conscience, recognising an emo-
tion the moment it is created, is the cornerstone of
emotional intelligence. The ability to understand and
appreciate our emotions is the key to psychological in-
sight and self understanding. While the inability to see
our real feelings, leaves us at their mercy
• Controlling our emotions. To manipulate and control
our emotions so as they are appropriate at any time is
an ability built on conscience. People lacking this abili-
ty are always fighting feelings of depression, while those
who are distinguished for it can overcome setbacks and
disappointments of life more quickly
• Exploration of incentives. Control of emotions so as
to serve an objective is essential to focus attention, to
find incentives, to self- possession and to creativity.
Emotional self control seems to be behind any kind of
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122 F. IOANNIDOU and V. KONS TANTIK AKI
2003). Traditional school, with its integrated educational
systems, targets primarily the students' mental develop-
ment and focuses on providing the necessary knowledge
and competencies. This educational approach neglects
the development and training of social skills and com-
munication through which an empirical system can be
achieved including: recognising and handling emotions,
communication and empathy, and social and emotional
development of children as parallel educational objec-
tives equal merit with their academic progress (Van der
Zee K et all 2002). Emotional training and education re-
fers to all skills that form emotional intelligence as part of
all emotional interactions between children-their family
and school, namely perception, expression and control of
emotions, self control, empathy, quality communication,
conflict resolution process, demanding attitude, personal
responsibility, conscience and self-acceptance (Goleman
1998). Emotional education within the family in particu-
lar, is positively affecting children’s emotional intelligence
and mental health. The first area of socialization that pro-
motes children’s’ emotional intelligence is family and in
particular their parents (Currie G 2004). Emotional edu-
cation requires learning new skills from adults (parents,
teachers), so as to be able to ‘educate’ children in social
and emotional skills.
Gottman (Gottman J 2000) proposes the following
stages of children’s emotional education:
• Awareness of children’s feelings
• Recognition
• Hearing with empathy and confirm children’s feelings.
• Help the child to name his feelings
• Setting limits while helping to explore strategies for
problem solving
• Recognition and Setting targets
• Thoughts on possible solutions
• Assessment of proposed solutions on the basis of family
values
• Helping the child to choose a solution (Plomaritou V,
2006).
Children should be helped to develop emotional em-
pathy that is, to put themselves in someone else’s shoes
and understand other’s feelings into virtual or real-life
scenarios (Rudebeck 2002). Role-playing is a teaching
technique that serves this goal.
Teaching strategies
Main feature of emotional Intelligence is self knowl-
edge. It is actually, the ability to observe our feelings at
all times displayed, to recognize them, to name them and
to express them in a productive manner. Educational
strategies targeting health care professionals, are pro-
posals for training in emotional intelligence and specifi-
cally empathy. The following list should not be consid-
ered complete and it is important to remember that all
students are unique entities and that strategies that are
effective with a student may not be necessarily effective
with someone else (Stepien K, Baernstein A 2006).
• Teamwork is an effective method to encourage students
to listen to other’s views and to work together to solve
problems. However, some people may have difficulty, in
terms of teamwork, and thus their participation should
not be encouraged if they are experiencing problems
• Students should be actively encouraged to hear the
views and experiences of other students, examining the
causes of their views and making comments
• Teachers should listen and understand their students’
views. In this way, they create feelings of acceptance to
their students, while helping them recognize how they
can develop the ability of active listening themselves. It is
certainly unlikely that someone who has developed em-
pathy knows exactly what another person feels (Lamm
C et aII 2007). However, it is important for the health
personnel to try to imagine what others are experiencing
(Fairbairn GJ 2002). The result of implementing empa-
thy is an emotional satisfaction of both the patient and
the health professional (Lesho E 2003, Smith P 1992).
Discussion
Sound management of relations is an element of
Emotional Intelligence. It is actually the ability to han-
dle our emotions and our relations in a way that leads
to harmonious coexistence. People who have Emotional
Intelligence create within their family, friends and work
safe, functional, relieving relations. They are fed by
contacting others without being subject to merge or be
captive of relations. Any relationship is for them a link
and not ‘bonds’. They also recognize others’ feelings, al-
lowing their expression, they withstand negotiation and
they can protect themselves from any ‘bad’ expressions
- behaviour feeling guilty or responsible for the way other
would handle it. Empathy is an important element of
healthcare professionals and patient communication and
is a key feature of emotional intelligence. Health profes-
sionals should be trained to effectively implement empa-
thy, in order to achieve the desired therapeutic results.
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