Examples of student data acquired from their writings classified into the adopted main and sub-categories of Qualified Empathy
| Example | Subcategory | Main category |
|---|---|---|
| “To try not to judge the client based on their life choices or the situations they are in, instead focus on their goals, and intentions to get out of those situations” “For me, key words are ability to play different roles, openness, understanding, sensitivity, reflection, involvement, respect, self-awareness, perspective, purpose, decoding, warmth, compassion, imagination, flexibility, subjectivity” | Not to judge, but help with life goal Ability to act in different roles and understand matters from many points of views | Self-reflection |
| “I did not know by then, how to use empathy in a healthy way, and I was so overwhelmed by the emotion I felt by then” | Balance of emotions | Emotional aspect |
| “I think that I developed further my emphatic abilities by letting myself play different roles with different people and communicate in all possible ways, mirroring, talking, physical contact, playing” “The other important thing I learned had to do with Qualified Empathy, which ultimately results in action” | Using different roles and professional techniques Qualified Empathy needs action | Action |
| Example | Subcategory | Main category |
|---|---|---|
| “To try not to judge the client based on their life choices or the situations they are in, instead focus on their goals, and intentions to get out of those situations” | Not to judge, but help with life goal | Self-reflection |
| “I did not know by then, how to use empathy in a healthy way, and I was so overwhelmed by the emotion I felt by then” | Balance of emotions | Emotional aspect |
| “I think that I developed further my emphatic abilities by letting myself play different roles with different people and communicate in all possible ways, mirroring, talking, physical contact, playing” | Using different roles and professional techniques | Action |
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