1. Self-compassion is a relatively recent concept that has emerged in Western psychology.
Neff (2003) draws on Eastern philosophical concepts to link compassion within the
Western psychological construct. Employing ideas from Buddhist tradition, Neff (2003)
offers a three-part definition of self-compassion. The three components are unique but
work symbiotically to advance and support one another. According to Neff (2003) self-
compassion entails:
self-kindness – the ability to be benevolent, gentle, and understanding toward one’s self in
the face of setbacks, rather than severe and self-critical
common humanity – the recognition that one’s experiences are woven into the larger
social fabric and one is not alone in suffering
mindfulness – maintaining a balanced awareness of one’s emotions instead of avoiding or
over-identifying with them
Another key scholar in the field takes an evolutionary approach to understanding self-
compassion. Gilbert (Gilbert, 2009; Gilbert & Procter, 2006) examines self-compassion
from a neuropsychological standpoint, considering the way in which social relationships
impact physiological development of the brain. Particular affect regulation systems are
thought to develop through attachment with caring others, particularly in the first few
years of life. The soothing/calming system is identified as a key player in the development
of self-compassion. When a child experiences a supportive, safe, comforting relationship
(typically with a parent), these memories are stored and may be retrieved later in life
during times of duress. Therefore, self-compassion is cultivated intrinsically, fostering the
ability to self-soothe. In the absence of this type of compassionate relationship,
individuals may be more susceptible to depression, shame, and self-criticism later in life
(Gilbert, 2009).
Researching Compassion-Focused Writing in University Students
Jocelyn P. Wady, B.A. & K. Jessica Van Vliet, Ph.D.
Department of Educational Psychology
Our study is a mixed-methods study, meaning that both quantitative and qualitative
methods are used. Quantitative research seeks to explain phenomena using numerical
data that is analyzed mathematically (Muijs, 2011). In our study, we are performing
statistical analyses on questionnaire data that participants complete before the treatment
(pre-test data) and four weeks after the treatment (post-test data). Qualitative research,
in contrast, seeks to develop in-depth understanding of the experiences, perspectives,
and meanings of people, and includes various methods such as interviews, observations,
and text analysis. In our study, we are analyzing the themes that appear in participants’
narratives of their compassion experiences. We expect that in-depth understanding
gained through qualitative methods will complement and help provide insight into the
quantitative findings.
I (first author) am fortunate to have been awarded the Roger S. Smith Undergraduate
Student Research Award for summer 2011. As a recipient of this award, I have been
paired up with an assistant professor (second author) in the Department of Educational
Psychology and afforded the opportunity to become involved in her current research
project on compassion-focused writing. Throughout the course of the summer, I have
been exposed to various facets of the research process, and accessed a “behind-the-
scenes” look at what is involved in conducting academic research.
Among my tasks this summer, I have worked with quantitative data, scoring
questionnaires and entering the data both on excel and SPSS (a social statistics software
program). I also worked with qualitative data, reading participants’ narratives and
identifying possible themes for further analysis. I have been involved in preparation for
the next wave of data collection scheduled for the Fall 2011 semester. Furthermore, I
have had the chance to review literature on self-compassion to strengthen my
knowledge-base and explore related areas that piqued my interest.
From the standpoint of an undergraduate student interested in pursuing graduate studies,
this experience has been invaluable. I have enjoyed being part of a research team, as it
allowed me to benefit from the experiences of fellow students at different stages in their
academic careers. Collaborating with a team has provided a more holistic picture of the
research process, as I learn what each team member is contributing to the project. In
addition to gaining practical skills, the connections and friends I have made as part of
the compassion team have been indispensable.
References
Gilbert, P. The compassionate mind. London, England: Constable & Robinson.
Gilbert, P. & Procter, S. (2006). Compassionate mind training for people with high shame and self-
criticism: Overview and pilot study of a group therapy approach. Clinical Psychology &
Psychotherapy, 13, 353-379. doi: 10.1002/cpp.507
Muijs, D. (2011). Doing quantitative research in education with SPSS (2nd ed.). Los Angeles, CA:
Sage.
Neff, K. D. (2009). The role of self-compassion in development: A healthier way to relate to oneself.
Human Development, 52, 211-214. doi: 10.1159/000215071
Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward
oneself. Self and Identity, 2, 85-102. doi: 10.1080/15298860390129863
The authors would like to thank the Roger S. Smith Undergraduate Student Research Award at the University of Alberta
for their support in helping to fund this research project
BACKGROUNDBACKGROUND
Our current research study is examining the impact of compassion-focused writing
on self-compassion and psychological functioning. In addition, we are interested in
gaining an in-depth understanding of the participants’ experiences of compassion
both toward and from other people.
The participants in the study are undergraduate students in the Faculty of Education
who participate in the study as part of a credit requirement for their course. In the
study, participants are randomly assigned to one of three groups which require them
to write for fifteen minutes, once per week, for three consecutive weeks, producing a
total of three narratives from each participant. The conditions are as follows:
compassion toward treatment - requires participants to write about instances of
extending compassion toward other people
compassion from treatment - requires participants to write about experiences of
receiving compassion from others
control group - participants write about events in their lives over the past 24 hours
We are interested in the impact of the treatment on levels of self-compassion, shame,
depression, and self-criticism.
CURRENT RESEARCH STUDYCURRENT RESEARCH STUDY
RESEARCH METHODSRESEARCH METHODS UNDERGRADUATE RESEARCH ACTIVITY HIGHLIGHTSUNDERGRADUATE RESEARCH ACTIVITY HIGHLIGHTS
The efficacy of self-compassion in promoting psychological well-being is supported by
research findings (Neff, 2009). For example, self-compassion has been positively
associated with greater happiness, interconnectedness, and optimism (Neff, 2009). In
addition, research suggests that self-compassion may be used in clinical settings to offset
negative, self-attacking behaviours in people with high levels of shame and self-criticism
(Gilbert & Procter, 2006). Although it has been suggested that development of self-
compassion is facilitated by recalling instances of compassion toward others, as well as
focusing on experiences of compassion from others (Gilbert & Procter, 2006), there is
little research in this area. By examining the effects of writing about experiences of
compassion both toward and from others, this study is expected to contribute to an
understanding of how compassion and self-compassion can be strengthened in
individuals.
IMPORTANCE OF THE RESEARCHIMPORTANCE OF THE RESEARCH