AuroraCastilloCharfoletThe method applied to this investigation has

been mixed. In this sense, it has been conducted a systematic

documental analysis of the memories for the verification of the
degree in Social Work from 35 Spanish universities, where there
are stated the competencies that students must acquire, and the
study plans’ structure with the matters, subjects and learning
results that have been designed for achieving those
competencies. The other method that has been used for this
investigation is of quantitative character. It involved two
instruments: the Interpersonal Reactivity Index of Davis (1983),
that values the degree of empathy of the students from four
different dimensions, and a questionnaire that asses the empathy
knowledge and skills in Social Work, designed ad hoc, which has
allowed us to know the students’ valuation of their own
understanding and abilities, and about the way in which they have
acquired them. These two instruments have been applied to 207
and 316 students from the four grades of the degree, in the Social
Work Faculty of the Universidad Complutense de Madrid. Lastly,
is hasbeen conducted a focal group of discussion with Social
Work teachers, aiming to know their opinion and valuation about
the teaching and learning of empathy in Social Work training. The
results show that the concept of empathy has been mentioned in
SocialWork literature since its origins, even the main authors
mention it in their pieces of work, however, there seems to be a
misunderstanding about its designation and consideration. The
Social Work field has studied partially the concept of empathy,
withoutdeepening into it, such as other disciplines, looking at it as
necessary in every professional interaction orientated towards
helping others, accompaniment, training, consideration or therapy.
The absence of this systematic study has brought Spain to a point
where no theories about it have been formed, nor have been
incorporated the contributions of neuroscience in its knowledge.
The analysis of the study plans of the Spanish Universities shows
that empathy is not covered as a singular competence of Social
Work. There do not exist any subject that addresses this matter.
The application of the Interpersonal Reactivity Index has shown
that the Social Work student body has a high empathy level, being
higher in women than men, and it shows a positive orientation
towards helping others, and at the
23same time it presents some levels of empathic worry that can
be predictions of a future burnout syndrome. Through the
application of the questionnaire and the realization of the focal
group of discussion show what is happening at the present time in
the Social Work Faculty of the UCM. The hours dedicated to the
teaching of concepts and training of empathy abilities are little and
they belong to specific subjects of Social Work, in which teachers
introduce the conceptbriefly, it is not taught in a planned manner
as it is not part of the programmed subjects. The main conclusion
that I have reached is that the training curriculum of Social Work
does not contemplate the study of empathy, even though it is
considered from the beginning of this discipline an essential part
of the professional relation. The training of students in this matter
is partial and it is mainly focused in the cognitive comprehension
of the phenomenon and the relations and in instrumental matters,
without giving enough importance to the emotional and affective
side. The teaching of empathy as an element of relations requires
planning and adequate means for the acquisition of knowledge
and skills. The organization of this trainings must be reviewed in
those cases where it is necessary in order to guarantee the
adequate conditions of a meaningful training based in the
reflection process and the communicative interaction, which are
basic principles of Social Work.