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) (Xxxxx 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’) (Xxxxx et al., 2017; Xxxxxxx 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 (Xxxxx-Xxxxx, 2009; Xxxx- Xxxxxxx et al., 2019; Xxxxxxx 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; Xxxxx, 1980) and the Questionnaire for Cognitive and Affective Empathy (QCAE; Xxxxxxx 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 (Xxxxxx, 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 (Xxxx 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. I will share with, care for, and support others in my class (emotionally, academically and physically). ASPIRATION: I will always have a well-presented book; actively try and make good progress in my lessons to support good/improved grades in tests; take a leadership role in class, challenging myself in my learning. MOTIVATION: I will show a desire to learn; regularly respond to and ask questions; always bring the correct equipment; and display excellent behaviour at all times. Therefore I will following the schools guidelines, as follows: L – Listen to teachers and others and not talk when someone else is talking; E – Enter the school and classroom on time, with the correct equipment, in correct uniform and ready to learn; A – Aim to produce work of the highest standard at all times; R – Respect the rights of others; I will not disrupt their learning or their enjoyment of life; N - Never have anything but my best presentation in books; underlined, titled and dated. behave appropriately at all times, including to and from school; attend detentions, if set; observe all the school rules and treat everyone with respect; speak to my tutor or Head of Year if I need to discuss anything; support the school approach to online safety and not upload, share or add any pictures, videos or text that could upset, offend or threaten the safety of any member of the school community. Signed (School) Signed (Parent/Carer)
Empathy. We seek to understand, demonstrate a caring attitude, and show respect and concern.
Empathy. We think of others and seek to understand different feelings and needs I understand that the school will respond appropriately to serious breaches of the Behaviour Policy. Signature: (Parent /Carer) Name: Signature: (Student) Name: Signature: (School) Name: Please note that copies of the School Policies relating to the above can be viewed in school and on the school website. THE SCHOOL will: • be ambitious and always expect the highest standards from students and staff • provide a creative and stimulating teaching and learning environment in which each and every student feels safe and secure to express themselves and fulfil their optimum potential • deliver a broad and exciting curriculum which stretches all our students and enables them to achieve, develop and extend their life skills • create a calm and disciplined environment in which positive relationships flourish • work in co-operation and partnership with our families and wider community in a common endeavour to deliver excellence • develop our students’ appreciation and respect for others as well as for themselves • reflect regularly on our school’s strengths and areas for development in order to continue to thrive THE PARENT I / we agree to: • encourage our child to do their best at school • make sure that they attend all day, bring the right books, equipment, and wear correct uniform • support the four Core Values of the school as outlined in the School’s Behaviour Policy • check my child’s link book and sign it once a week, discussing any issues arising • ensure that a regular time and place is set aside for the completion of homework and projects • attend all school meetings and events if at all possible • let the school know of concerns or problems which may affect school performance • contact the school on our child’s first day of absence (Tel: 0000 000 0000), email: xxxxxxxxxx@xxxxxxxx.xxxxxx.xxx.xx THE STUDENT I agree to: • respect, appreciate and follow at all times the four Core Values of the school as set out in the Behaviour Policy • be a positive member of the school, wear correct uniform and behave in a responsible way at all times • act responsibly, going to and from school, on school activities and journeys and never bring the school into disrepute • keep my link book up to date and bring it in every day • make every effort to work as hard as I can in all subjects • ask for help if I need, to ensure I make outstanding progress • show resilience in my approach to school and never giv...
Empathy. Parties will have empathy for partners in the Data Trust, and for the individuals and their experiences from which the data is derived.
Empathy. Thirty (eighteen female, twelve male) of the forty‐one participants discussed empathy in reference to Xxxxx. The primary comments regarding empathy were a description of Essie’s father, and his empathy and understanding of her situation. Participants were surprised that Essie’s father had been so understanding, but were happy that he had been. Twenty‐seven of the participants talked about her father’s empathy, and this was one of the most common scenes sketched from the film. Most of the participants who talked about Essie’s father thought that his acceptance of his daughter was one of the main points that the film was trying to get across. A female participant described this: The message that the film wants us to see is that you should communicate with your daughter, with your children. Try to understand them, and watch them […], counsel them, and if ever a bad thing happens, do not reject them. Because after all, these are your children. Try to understand them. (female, high school student, age 21) Secondary to the father’s empathy, three participants also thought that the importance of a friend’s empathy was one of the main messages that the film aimed to bring to the Burkinabè public. They stressed her friend’s insistence on getting her medical care, but also supporting her emotionally. As a 21‐year‐old male participant described, “her aunt was a good person, she tried to understand where she was coming from.” Two participants also discussed their own feelings of empathy for victims of rape. Some of them did so regarding Xxxxx, expressing that they felt badly for Xxxxx while watching her attack: “in seeing the film, the attack of the girl by the young man was very moving” (male, age 24). Many participants had friends or family members who had been victims of rape, and they empathically described their difficulties and struggles. For example, this film made a 27‐year‐old male feel for a friend who had been raped and found to be HIV positive. His second drawing was of her (Image 6), and showed her disheartened, not knowing what to do. Finally, a female participant understood the worries that girls in Essie’s situation have. She wanted them to go quickly to the hospital, because that permits one to avoid disease, above all, and also unwanted pregnancy. And, they showed through this film also, that the authorities punish people like that. So, people in this situation shouldn’t worry, they are in good hands. (Female, high school student) Image 6: Male parti...
Empathy. Thirty of the forty‐one participants discussed empathy in Xxxxx, 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 Xxxxx 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 focus on the humanity and importance of each young person and their family. We will maintain sensitivity to cultural diversity.
Empathy. We will endeavour to understand each other’s needs and requirements which should help avoid problems and help achieve outcomes. How the Code is Structured: 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 centered Design Decision-makers are usually trained in environments and perspectives far from the population’s needs, leading to cultural partitioning and taking decisions that divert from society’s thoughts and desires. Therefore, understanding the citizens and their needs and views is one of the most critical skills a policymaker should devise. Generally speaking, humans connect in many ways. One of the most studied ones in the neurosciences field is empathy, the definition of which is still not clearly outlined. In his book “Against Empathy: The Case for Rational Compassion”4, Xxxx Xxxxx stated that “there are probably nearly as many definitions of empathy as people working on this topic”. Among all the definitions, one of them defines empathy as “the ability to sense other people's emotions, coupled with the ability to imagine what someone else might be thinking or feeling”5. Although this definition may be suited for our use case, it is worth reporting the two types of empathy defined by Xxxxxxx & DesRoches6: "affective empathy" and "cognitive empathy." The former refers to the sensations and emotions we get in response to others' feelings. The latter is
