# PWR-169 — Affective empathy: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 32 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — Declared Affective empathy fixture: In a fictional story, Maya says, “I practised for weeks and my presentation was cancelled,” then goes quiet. The learner must respond without claiming to feel exactly what Maya feels.; Setup aid for Name a tentative feeling: Prepare two separate columns headed THEY STATED and I NOTICE.; Affective empathy log: Declared affective response, distress and recipient-valued behavior in a specified interaction; retain Affective empathy errors, assistance, stop and fallback.; Empathy source worksheet: place “Empathy Training for Resident Physicians: A Randomized Controlled Trial of a Neuroscience-Informed Curriculum” and “Differential pattern of functional brain plasticity after compassion and empathy training” in separate rows. Extract population, exercise, comparator and measured outcome; keep empathy and compassion distinct before interpreting Maya’s fictional response. The worker-monitoring guidance bars covert emotion scoring or employment use.; Supplied practice pack (read one card at a time): A—Maya says, “I practised for weeks and my presentation was cancelled,” then goes quiet. B—Idris says, “I thought I had failed, but my teacher displayed my project,” laughs once and rereads the note. C—Lena says, “Rain cancelled the picnic I organised,” folds the map and asks for a minute. D—Kai says, “My friend accepted my apology,” exhales and lowers their shoulders. E—Ari enters a new hobby club, says, “I do not know where to sit yet,” and looks at the seat labels. F—Tomas says, “They chose me to introduce the team,” smiles and says, “I did not expect that.”; Practice-pack answer note: acceptable hypotheses must cite only the card evidence and remain tentative. Plausible starting words are A disappointed/frustrated, B surprised/proud/relieved, C disappointed/frustrated, D relieved/hopeful, E uncertain/nervous/curious, and F surprised/proud/nervous. More than one word may fit; score evidence, separation of the learner’s reaction, explicit uncertainty, and a choice the character could decline. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G2; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Maya’s fictional disappointment provides a safe way to practise bounded empathic concern: quote what she said, name a possible feeling as uncertain, separate your own reaction, and offer a choice she could decline. The completed page describes two fictional responses only; it is neither emotional access nor a clinical or workplace empathy assessment. Target outcome: Given a short fictional account, the learner writes an evidence-based feeling hypothesis, labels their own reaction separately, and offers a choice that the character could accept or decline. ### Authority and setup conditions - Choose fictional material that does not echo a current trauma or conflict. - Prepare two separate columns headed THEY STATED and I NOTICE. - Start check for Affective empathy: The observation box contains only “practised for weeks,” “cancelled,” and “goes quiet.” - Top-of-sheet stop for Affective empathy: Stop if the story produces marked distress or an urge to contact, rescue or confront a real person. ### Required or supplied materials - Declared Affective empathy fixture: In a fictional story, Maya says, “I practised for weeks and my presentation was cancelled,” then goes quiet. The learner must respond without claiming to feel exactly what Maya feels. - Setup aid for Name a tentative feeling: Prepare two separate columns headed THEY STATED and I NOTICE. - Affective empathy log: Declared affective response, distress and recipient-valued behavior in a specified interaction; retain Affective empathy errors, assistance, stop and fallback. - Empathy source worksheet: place “Empathy Training for Resident Physicians: A Randomized Controlled Trial of a Neuroscience-Informed Curriculum” and “Differential pattern of functional brain plasticity after compassion and empathy training” in separate rows. Extract population, exercise, comparator and measured outcome; keep empathy and compassion distinct before interpreting Maya’s fictional response. The worker-monitoring guidance bars covert emotion scoring or employment use. - Supplied practice pack (read one card at a time): A—Maya says, “I practised for weeks and my presentation was cancelled,” then goes quiet. B—Idris says, “I thought I had failed, but my teacher displayed my project,” laughs once and rereads the note. C—Lena says, “Rain cancelled the picnic I organised,” folds the map and asks for a minute. D—Kai says, “My friend accepted my apology,” exhales and lowers their shoulders. E—Ari enters a new hobby club, says, “I do not know where to sit yet,” and looks at the seat labels. F—Tomas says, “They chose me to introduce the team,” smiles and says, “I did not expect that.” - Practice-pack answer note: acceptable hypotheses must cite only the card evidence and remain tentative. Plausible starting words are A disappointed/frustrated, B surprised/proud/relieved, C disappointed/frustrated, D relieved/hopeful, E uncertain/nervous/curious, and F surprised/proud/nervous. More than one word may fit; score evidence, separation of the learner’s reaction, explicit uncertainty, and a choice the character could decline. ## 1. Mark only what was stated Underline Maya’s exact words and observable action. Do not add a diagnosis, motive or hidden history. Why: The observation box contains only “practised for weeks,” “cancelled,” and “goes quiet.”. Success check: The observation box contains only “practised for weeks,” “cancelled,” and “goes quiet.” Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. A learner who does not use spoken language may select observation, feeling, and response tiles or type the answer. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Name a tentative feeling Write “Maya may feel disappointed or frustrated because…” and point to the underlined evidence. Keep “may” in the sentence. Why: The feeling word is linked to a quoted fact and is not written as certainty. Success check: The feeling word is linked to a quoted fact and is not written as certainty. Accessible alternative: Complete the same research action — “Write “Maya may feel disappointed or frustrated because…” and point to the underlined evidence. Keep “may” in the sentence.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The feeling word is linked to a quoted fact and is not written as certainty.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Separate your response On a new line write “I notice I feel…” and name your own reaction without assigning it to Maya. Why: The page has distinct THEY SAID and I FEEL lines. Success check: The page has distinct THEY SAID and I FEEL lines. Accessible alternative: Complete the same research action — “On a new line write “I notice I feel…” and name your own reaction without assigning it to Maya.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The page has distinct THEY SAID and I FEEL lines.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Check concern against distress Rate your urge to help and your personal distress from 0 to 4. If distress is 3 or 4, pause before responding. Why: Both ratings are present and a high distress score triggers a pause rather than urgent takeover. Success check: Both ratings are present and a high distress score triggers a pause rather than urgent takeover. Accessible alternative: Complete “Rate your urge to help and your personal distress from 0 to 4. If distress is 3 or 4, pause before responding.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Both ratings are present and a high distress score triggers a pause rather than urgent takeover.” Use emotion-word cards or a 0–4 visual scale while preserving the evidence and uncertainty steps. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Offer a choice, not a rescue Write one short response that acknowledges the loss and asks what is wanted, such as “That sounds disappointing. Would listening or practical help be more useful?” Why: The response contains acknowledgement plus a real choice, not an order or promise. Success check: The response contains acknowledgement plus a real choice, not an order or promise. Accessible alternative: Complete the same research action — “Write one short response that acknowledges the loss and asks what is wanted, such as “That sounds disappointing. Would listening or practical help be more useful?”” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The response contains acknowledgement plus a real choice, not an order or promise.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Keep the boundary visible Add one sentence naming what you do not know, such as “I do not know whether Maya wants to talk.” Why: At least one uncertainty remains explicit. Success check: At least one uncertainty remains explicit. Accessible alternative: Complete “Add one sentence naming what you do not know, such as “I do not know whether Maya wants to talk.”” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “At least one uncertainty remains explicit.” Use emotion-word cards or a 0–4 visual scale while preserving the evidence and uncertainty steps. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Check the recipient-valued action Compare the response with the fictional answer note or have a consenting partner rate whether it respects the stated need and right to decline. Why: The check scores concern, personal distress, choice and respect separately. Success check: The check scores concern, personal distress, choice and respect separately. Accessible alternative: Complete the same research action — “Compare the response with the fictional answer note or have a consenting partner rate whether it respects the stated need and right to decline.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The check scores concern, personal distress, choice and respect separately.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Retest with a different feeling After 48 hours use a new fictional story in which the evidence supports a different emotion and repeat without looking at this answer. Why: The new answer uses fresh evidence and does not copy “disappointed” automatically. Success check: The new answer uses fresh evidence and does not copy “disappointed” automatically. Accessible alternative: Complete the same research action — “After 48 hours use a new fictional story in which the evidence supports a different emotion and repeat without looking at this answer.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The new answer uses fresh evidence and does not copy “disappointed” automatically.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.