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The investigators expect an intervention that focuses on actual dialogue and familiarity with members of the other culture, discussion of empathy, generosity, and kindness, and focus on adaptive and reciprocal modes of conflict resolution will alter both physiological, behavioral, and mental response to the pain of the other, increase empathy, and reduce hostility.
We hypothesized that the intervention will impact perspective taking (PT) on the national conflict, reducing the tendency to view justice only on one's side. Such increase in PT would initiate a chain leading to greater behavioral empathy.
Second, we hypothesize that change in oxytocin (OT) levels and empathic behavior (less withdrawal and tension and more synchrony) would be impacted by the intervention and the degree to which it altered youth PT on the conflict.
Finally, we suggest a 3-path model charting the multi-dimensional pathways leading to behavioral empathy toward outgroup member. First, individual differences in OT functionality will shape empathy so that youth with higher OT levels at pre-intervention and greater PT will show more empathic dialogue at post-intervention. Second, dispositional cognitive empathy, as tested by the Interpersonal Reactivity Index questioner (IRI), at pre-intervention will predict higher behavioral empathy at T2, both directly and as mediated by reduction in ethnocentric attitudes following the intervention. Finally, we hypothesize that the intervention will influence empathy by initiating a chain that begins with increasing PT, which, in turn, will lead to reduction in tension during interaction with outgroup, and culminating in greater empathy during face-to-face encounters
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| control group | No Intervention | no intervention for 3 months | |
| experimental group | Experimental | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Peace-Building Intervention Process | Behavioral | The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. |
| Measure | Description | Time Frame |
|---|---|---|
| Behavioral Assessment of Dialogue | Interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score mean a better outcome. The Two following constructs were used: A personal measure of "Behavioral Empathy" - an average of the following CIB codes: expressing empathy, acknowledging other's communication, elaborating other's topics and ideas, maintaining positive affect, maintaining visual, and give-and-receive reciprocity and Dyadic Tension - averaged codes; displaying a tense, anxious, and uneasy behavior, fear, and constriction of communicative output and social behavior. | trail 1-baseline |
| Hormonal Assays- Oxytocin | Three saliva samples were collected using Salivettes® at baseline, following interaction, and ten minutes after end and averaged. All samples were then stored at -20°C. Salivette were treated as following: centrifuged twice, at 4°C at 1500 x g for 30 minutes, aliquoted and lyophilized over few days- to concentrate by 4 times. The dry samples were reconstructed in the assay buffer immediately before analysis using an oxytocin enzyme immunoassay commercial kit (ENZO, NY). The assay preformed according the kit's instruction. The concentration of oxytocin was calculated using MatLab-7 | trail 1- baseline |
| PT (Perspective-taking) | Participants were interviewed individually on their attitudes towards the Israeli-Palestinian conflict. Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side and the other side is totally wrong, aggressive, and vicious compared to the ability to see some justice on both sides. Participants received binary score for PT, as 1 is some ability to see justice on the other side, and 0 is seeing justice only in own side. | trail 1-baseline |
| Measure | Description | Time Frame |
|---|---|---|
| Behavioral Assessment of Dialogue | interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score mean a better outcome. The Two following constructs were used: A personal measure of "Behavioral Empathy" - an average of the following CIB codes: expressing empathy, acknowledging other's communication, elaborating other's topics and ideas, maintaining positive affect, maintaining visual, and give-and-receive reciprocity and Dyadic Tension - averaged codes; displaying a tense, anxious, and uneasy behavior, fear, and constriction of communicative output and social behavior. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Moran Influs, MA | Bar Ilan University, Ramat Gan, Israel | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Bar Ilan University | Ramat Gan | 5290002 | Israel |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 30807738 | Derived | Influs M, Masalha S, Zagoory-Shaon O, Feldman R. Dialogue intervention to youth amidst intractable conflict attenuates stress response to outgroup. Horm Behav. 2019 Apr;110:68-76. doi: 10.1016/j.yhbeh.2019.02.013. Epub 2019 Mar 9. |
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| ID | Title | Description |
|---|---|---|
| FG000 | Control Group | no intervention for 3 months |
| FG001 | Experimental Group | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. |
| Title | Milestones | Reasons Not Completed | ||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
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| ID | Title | Description |
|---|---|---|
| BG000 | Control Group | no intervention for 3 months |
| BG001 | Experimental Group | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. |
| Units | Counts |
|---|---|
| Participants |
|
| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Continuous | Mean |
| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses | |||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | Behavioral Assessment of Dialogue | Interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score mean a better outcome. The Two following constructs were used: A personal measure of "Behavioral Empathy" - an average of the following CIB codes: expressing empathy, acknowledging other's communication, elaborating other's topics and ideas, maintaining positive affect, maintaining visual, and give-and-receive reciprocity and Dyadic Tension - averaged codes; displaying a tense, anxious, and uneasy behavior, fear, and constriction of communicative output and social behavior. | All participants | Posted | Mean | Standard Deviation | units on a scale | trail 1-baseline |
|
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All-Cause Mortality, Serious, and Other [Not Including Serious] Adverse Events were not monitored/assessed.
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| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | no Intervention for 3 Months | This group did not received any intervention | 0 |
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Larger numbers are required before generalizations can be made. Participants had inters on resolving the conflict, enrolled from their own free will.
The intervention group got no other intervention. We measured peripheral, not central Oxytocin.
| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Moran Influs | Bar Ilan University | 972-35317943 | moran.influs@gmail.com |
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| trail 2- 3 months after trail 1 |
| Hormonal Assays-Oxytocin | Three saliva samples were collected using Salivettes® at baseline, following interaction, and ten minutes after end and averaged. All samples were then stored at -20°C. Salivette were treated as following: centrifuged twice, at 4°C at 1500 x g for 30 minutes, aliquoted and lyophilized over few days- to concentrate by 4 times. The dry samples were reconstructed in the assay buffer immediately before analysis using an oxytocin enzyme immunoassay commercial kit (ENZO, NY). The assay preformed according the kit's instruction. The concentration of oxytocin was calculated using MatLab-7 | trail 2- 3 months after trail1 |
| Changes in PT (Perspective-taking) After Intervention | Participants were interviewed individually on their attitudes towards the Israeli-Palestinian conflict. Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side and the other side is totally wrong, aggressive, and vicious compared to the ability to see some justice on both sides. Participants received binary score for PT. | trail 2- 3 months after trail 1 |
| Changes in Tension as a Function of Perspective-taking and Group | Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side compared to the ability to see some justice on both sides. Participants received binary score for PT and were divided to high vs low PT groups accordingly. We compared participants' tension levels, according to level of PT and group (intervention or control). Interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score means a better outcome. Dyadic Tension is the averaged codes; displaying a tense, anxious, and uneasy behavior, fear, and constriction of communicative output and social behavior. | trail 2- 3 months after trail1 |
| Changes in Empathy as a Function of Perspective Taking | Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side compared to the ability to see some justice on both sides. Participants received binary score for PT and were divided to high vs low PT groups accordingly. We compared participants' behavioral empathy levels. Interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score means a better outcome. "Behavioral Empathy" is the average of the following CIB codes: expressing empathy, acknowledging other's communication, elaborating other's topics and ideas, maintaining positive affect, maintaining visual, and give-and-receive reciprocity | trail 2- 3 months after trail 1 |
| BG002 | Total | Total of all reporting groups |
| years |
|
| Sex: Female, Male | Count of Participants | Participants |
|
| Race/Ethnicity, Customized | Count of Participants | Participants |
|
| Region of Enrollment | Number | participants |
|
| Empathy (IRI-INTERPERSONAL REACTIVITY INDEX ) | Interpersonal Reactivity Index (IRI) (Davis, 1980) The instrument contains four seven-item subscales (as 7 is the highest and 1 is the lowest), taping facets of empathy: 1) Empathic concern 2) Perspective taking 3) Personal distress scale 4) Fantasy scale measures the tendency to imaginatively transpose oneself into fictional situations. We used only the perspective-taking scale, assessing tendency to spontaneously adopt viewpoints of others in everyday life, as relevant to our research. Scores for each subscale can ranges from 7 (for low empathy) to 49 (for the most empathic person). | 1 participant data was lost | Mean | Standard Deviation | units on a scale |
|
| Ethnocentrism | Ethnocentrism Scale- This Revised Ethnocentrism Scale contains 22 items with 15 scored and 7 mark balance between numbers of statements regarding subject's perception of other cultures in comparison to own culture. Each Item is scored on a scale from 1 to 5, 1 is strongly disagree and 5 is strongly agree. Total score for this scale is 15 at the lowest, for someone very open to other cultures, and 75 at the highest, for the most ethnocentric person. | Mean | Standard Deviation | units on a scale |
|
| OG001 | Experimental Group | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders. |
|
|
| Primary | Hormonal Assays- Oxytocin | Three saliva samples were collected using Salivettes® at baseline, following interaction, and ten minutes after end and averaged. All samples were then stored at -20°C. Salivette were treated as following: centrifuged twice, at 4°C at 1500 x g for 30 minutes, aliquoted and lyophilized over few days- to concentrate by 4 times. The dry samples were reconstructed in the assay buffer immediately before analysis using an oxytocin enzyme immunoassay commercial kit (ENZO, NY). The assay preformed according the kit's instruction. The concentration of oxytocin was calculated using MatLab-7 | Some participants didn't have a measure due to insufficient saliva | Posted | Mean | Standard Deviation | picogram/ml | trail 1- baseline |
|
|
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| Primary | PT (Perspective-taking) | Participants were interviewed individually on their attitudes towards the Israeli-Palestinian conflict. Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side and the other side is totally wrong, aggressive, and vicious compared to the ability to see some justice on both sides. Participants received binary score for PT, as 1 is some ability to see justice on the other side, and 0 is seeing justice only in own side. | All participants | Posted | Count of Participants | Participants | trail 1-baseline |
|
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| Secondary | Behavioral Assessment of Dialogue | interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score mean a better outcome. The Two following constructs were used: A personal measure of "Behavioral Empathy" - an average of the following CIB codes: expressing empathy, acknowledging other's communication, elaborating other's topics and ideas, maintaining positive affect, maintaining visual, and give-and-receive reciprocity and Dyadic Tension - averaged codes; displaying a tense, anxious, and uneasy behavior, fear, and constriction of communicative output and social behavior. | Control group had few missing values due to problems in the interaction videos that didn't allow data analysis | Posted | Mean | Standard Deviation | units on a scale | trail 2- 3 months after trail 1 |
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| Secondary | Hormonal Assays-Oxytocin | Three saliva samples were collected using Salivettes® at baseline, following interaction, and ten minutes after end and averaged. All samples were then stored at -20°C. Salivette were treated as following: centrifuged twice, at 4°C at 1500 x g for 30 minutes, aliquoted and lyophilized over few days- to concentrate by 4 times. The dry samples were reconstructed in the assay buffer immediately before analysis using an oxytocin enzyme immunoassay commercial kit (ENZO, NY). The assay preformed according the kit's instruction. The concentration of oxytocin was calculated using MatLab-7 | Some participants didn't have a measure due to insufficient saliva | Posted | Mean | Standard Deviation | picogram/ml | trail 2- 3 months after trail1 |
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| Secondary | Changes in PT (Perspective-taking) After Intervention | Participants were interviewed individually on their attitudes towards the Israeli-Palestinian conflict. Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side and the other side is totally wrong, aggressive, and vicious compared to the ability to see some justice on both sides. Participants received binary score for PT. | All participants | Posted | Count of Participants | Participants | trail 2- 3 months after trail 1 |
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| Secondary | Changes in Tension as a Function of Perspective-taking and Group | Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side compared to the ability to see some justice on both sides. Participants received binary score for PT and were divided to high vs low PT groups accordingly. We compared participants' tension levels, according to level of PT and group (intervention or control). Interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score means a better outcome. Dyadic Tension is the averaged codes; displaying a tense, anxious, and uneasy behavior, fear, and constriction of communicative output and social behavior. | All participants | Posted | Mean | Standard Deviation | units on a scale | trail 2- 3 months after trail1 |
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|
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| Secondary | Changes in Empathy as a Function of Perspective Taking | Perspective-taking (PT), addressed the degree to which adolescents thought justice was solely on their side compared to the ability to see some justice on both sides. Participants received binary score for PT and were divided to high vs low PT groups accordingly. We compared participants' behavioral empathy levels. Interactions were coded with the "Coding Interactive Behavior" (CIB) manual (Feldman, 1998), adolescent version. This version of the CIB is composed of 32 codes rated on a scale of 1 to 5, as higher score means a better outcome. "Behavioral Empathy" is the average of the following CIB codes: expressing empathy, acknowledging other's communication, elaborating other's topics and ideas, maintaining positive affect, maintaining visual, and give-and-receive reciprocity | All participants | Posted | Mean | Standard Deviation | units on a scale | trail 2- 3 months after trail 1 |
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| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
| EG001 | Experimental Group | Peace-Building Intervention Process- The intervention process consists of eight sessions and adheres to a manualized protocol that we developed. Each session lasts 120 minutes. Peace-Building Intervention Process: The eight sessions include (1) presentation of the self to others members (2) getting familiar with the other culture (3) what is a conflict - how do conflicts come about, what are adaptive and non-adaptive modes of resolving conflict (4) getting to know the "Other" - preconceived notions about the other side (5) on dialogue- what is dialogue, can dialogue offer means for conflict resolution, what are the benefits of dialogue to inter-cultural and inter-racial conflicts, (6) empathy, generosity, and kindness (7) wrapping up - hopes for the future at the personal and community levels, practical suggestions (8) goodbye and summary - what have we learned ,"gift giving", summary of process by group leaders | 0 | 0 | 0 | 0 | 0 | 0 |
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| Low Perspective-taking |
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| Low Perspective-taking |
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