Empathy Sample Clauses
The Empathy clause establishes an expectation that parties to the agreement will act with understanding and consideration for each other's perspectives and circumstances. In practice, this may require parties to communicate openly about challenges, accommodate reasonable requests, or approach disputes with a collaborative mindset. The core function of this clause is to foster a cooperative and respectful relationship, reducing the likelihood of conflict and promoting mutually beneficial outcomes.
Empathy. Contemporary understanding of sociocognitive processes acknowledges that cognitive and affective processing of social situations are interdependent. Along with understanding self and others’ thoughts, beliefs and intentions, we must also process our own and others’ feelings. Thus, empathy is defined as when recognition of another’s affective state prompts the recogniser to adopt the same state (with the added requirement, under some accounts, that one recognises that the other is the source of one’s own state) (▇▇▇▇▇ et al., 2017). Empathy, under several accounts, has been fractionated into cognitive empathy and affective empathy. The taxonomy of social cognitive processes is inconsistent in the literature where different researchers use different labels for ostensibly similar or overlapping processes (e.g., cognitive empathy and ‘theory of mind’) (▇▇▇▇▇ et al., 2017; ▇▇▇▇▇▇▇ et al., 2011). However, cognitive empathy is generally considered to be the ability to identify and understand another person’s mental state, which is thought to share an overlap with theory of mind, while affective empathy refers to the ability to share another person’s feelings (▇▇▇▇▇-▇▇▇▇▇, 2009; ▇▇▇▇- ▇▇▇▇▇▇▇ et al., 2019; ▇▇▇▇▇▇▇ et al., 2018). The two most widely used self-report measures of dispositional empathy that capture the cognitive and affective components of empathy are the Interpersonal Reactivity Index (IRI; ▇▇▇▇▇, 1980) and the Questionnaire for Cognitive and Affective Empathy (QCAE; ▇▇▇▇▇▇▇ et al., 2011). Under the cognitive and affective empathy framework, empathy encompasses a comprehension of another person’s experience (cognitive empathy) along with the ability to vicariously experience the emotional state of others (affective empathy). Additionally, the mirroring of another person’s pain state within the self has shown to involve neural regions implicated in the mirror system (Baird et al., 2011). However, the exact contribution of the mirror system in empathy is yet to be fully understood (▇▇▇▇▇▇, 2009) There is strong evidence to suggest that during empathy, we co-represent another person’s affect by engaging our own brain and bodily functions underpinning the first-hand experience of the emotion we are empathising with (▇▇▇▇ et al., 2016). Much like automatic imitation, this form of empathising is also thought to be spontaneous and not voluntary (Preston & de Waal, 2002). Neuroscientific evidence suggests that merely observing another person in pain activate...
Empathy. We seek to understand, demonstrate a caring attitude, and show respect and concern.
Empathy. Thirty of the forty‐one participants discussed empathy in ▇▇▇▇▇, and thirteen of the twenty‐eight participants who were asked about the main educational message of the film emphasized in their response the importance of parents and friends of rape victims being understanding of their difficulties, and not rejecting them. One of the most commonly sketched scenes was that of ▇▇▇▇▇ and her father at the end of the film, when he accepts her and takes her in his arms. This was a highly emotional moment, and Essie’s father accepting her was a surprise for participants. Empathy was the most commonly discussed theme in the film. Although twelve participants discussed Essie’s attack being caused by her dress or actions, many more participants (thirty) were moved by Essie’s aunt’s and father’s understanding and forgiveness.
Empathy. We will endeavour to understand each other’s needs and requirements which should help avoid problems and help achieve outcomes. The Code sets out stages in the funding and contracting process including design and delivery under the following headings: OOProject and Service Design OOApplication and Tender Process OOTerms of Delivery OOMonitoring and Reporting OOPayment Terms OOConcluding a Financial Relationship
Empathy. We will focus on the humanity and importance of each young person and their family. We will maintain sensitivity to cultural diversity.
Empathy. We are committed to creating an inclusive and welcoming environment where everyone can thrive. • We recognize and understand that every person has a unique perspective and story, and we want to understand and validate each other’s lived experiences. • We do so with kindness and compassion, striving to serve the needs of our diverse community.
Empathy a. We manage our own behavior
b. We demonstrate positive ways to treat others
Empathy centered Design
Empathy. We think of others and seek to understand different feelings and needs
Empathy. A good level of this skill means the ability to see situations from someone else's place. Having this skill means that you are: • able to facilitate mutual contact and discussion taking into consideration emo- tions and feelings of the other and avoiding aggressive attitude or rude ap- proach. • able to knows how to get at relevant unspoken information, feelings and needs of other people. • able to create a good conversational climate through attention, openness and respect. • able to show understanding of the opinion and feelings of other people and ac- cept others as they are. • able to focus on understanding the how and why: how the person feels, and why they feel that way