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Communication for Empathic Understanding – Assessment Instructions

1. Think of a person who is different from you. Identify fundamental differences (empathy gaps). Choose one topic you wish to gain more insight and understanding of. For example: cultural or religious practices; lifestyle differences; the different way people of different ages think about specific topics; different leisure activities people engage in; different health beliefs and practices people have. For example: you may have specific beliefs about what makes a healthy diet and cannot understand why somebody would choose to be vegan. Like assessment 1, we are asking you to choose a topic that will challenge your values and beliefs. However, unlike assessment 1, this is not a theoretical exercise. Once you have chosen a topic, you need to identify a person, willing to be the focus of your 3^rd assessment. The person will need to agree to have a conversation with you about the topic and be willing to be photographed with you. This can be somebody you already know. You do not have to seek out a stranger. Be tactful and thoughtful in your choice of topic and person though. For example, it would not be tactful or kind to want to have a discussion with your morbidly overweight cousin about why they eat so much. The purpose of this exercise is for you to communicate with someone, to actively develop empathy, so do not start out by offending people. YOU MUST NOT CHOOSE SOMEONE CONSIDERED TO BE FROM A VULNERABLE GROUP. People considered to be vulnerable include: women who are pregnant; children and young people; people in dependent relationships; people highly dependent on medical care; Aboriginal and Torres Strait Islander Peoples; people with a cognitive impairment, an intellectual disability or mental illness (including populations with high rates for example homeless people); people involved in or affected by illegal activities (for example someone affected by domestic violence). If you have any concerns or you are unsure, please discuss with your tutor before approaching the person.
2. Identify your intention (motivation). What is it about this topic that challenges your pre-existing understanding of the topic? How does this topic or person challenge your values and beliefs? What existing bias or stereotypical assumptions do you have about this person? Are you sincere regarding your intention to develop empathy for the other person’s viewpoint?
3. Approach the Person of Focus (POF) and explain the assignment to them, including the requirements to have a conversation and have a photograph together. Ask if they are willing to meet with you to discuss their perspective of the chosen topic. If they are willing, set up a time for the conversation.
4. Meet with the person and drawing upon the lessons you have had about communicating empathetically, seek to develop an empathic understanding of their perspective. Immediately after the conversation, make notes.
5. Think of an activity you could engage in, that would expose you in some way to their reality. For example, say you were seeking to gain understanding of veganism, you could watch documentaries on the meat industry and cook meals for a day that did not include any animal products. Following the immersion activity, make notes on the experience.
6. Now, using the marking guide on the next page, write a five-minute presentation using three slides. On the slide should be brief points, with in-text citations where appropriate. Underneath the slide in the notes section, you should write your five-minute speech, word for word (Figure 1). A five-minute speech should be approximately 900 words (depending on how fast you speak). See the suggested word limit for each slide on the following marking guide.

Slide 1: Discuss the selection of the topic, the perceived empathy gaps and your intention

Slide 2: Describe the POF. Then discuss, your pre-existing values and beliefs, stereotypes and bias regarding the person, referencing the origins of the pre-existing values and beliefs, stereotypes and bias.

Slide 3: Discuss the empathic communication you had with the POF and the immersive activity you conceived to gain insight into their perspective. Now define Theory of Mind (TOM) and discuss the TOM you developed as you gained empathic understanding into the POF’s perspective.

7. Convert your PowerPoint slides to a PDF. Click Save as, then select PDF, then select Option and save as Notes Pages. This will show both your PowerPoint slide, and the narrative below (Figure 2).
8. Upload your PDF to Turnitin by the due date. Then practice your presentation until you can deliver it confidently with minimal reliance on notes.

Figure 2 – Saving the PowerPoint as a PDF with notes showing

Figure 1 – Slides with Narrative and referencing

• For each day late uploading the presentation or delivering the presentation (if you are absent without special consideration) you will lose 5% of the total grade.
• Please note, due to the need to assess all students, the time frame of 5 minutes will be strictly adhered to. Content not covered within the time frame will not be assessed, leading to lost marks.

Communication for Empathic Understanding – Marking Guide

Criterion	Well Developed	Developed	Developing	Unsatisfactory		Total
Slide 1: Essay topic – Perceived empathy gaps and intention Approx. 200 words	Increased self-awareness is demonstrated through the identification of a topic that represents personally significant empathy gaps between the student and people from a specific group. The discussion of the student’s intention (motivation) to develop understanding of another person’s perspective, on a specific topic, indicates they are challenging themselves to increase their empathy for another’s previously incompatible point of view.	A topic has been chosen and significant empathy gaps have been identified. The personal significance of the empathy gaps is rationalised. Discussion of intention implies student’s willingness to challenge themselves to increase empathy for another’s previously incompatible viewpoint.	Empathy gaps have been identified however, they are described vaguely, and/or their personal significance is not apparent. The student’s intention has been mentioned however, the topic is unlikely to be challenging.	Empathy gaps and/or intention are poorly described.		/4
	4	2.5-3	2	0-1.5
Slide 2: Describe the person Approx. 300 words	The person of focus (POF) has been described in a detailed and respectful manner that brings them to life for the listener. The discussion includes sophisticated insight into the student’s pre-existing values, beliefs, stereotypes and bias regarding the topic and POF. The sources of pre-existing values, beliefs, stereotypes and bias regarding the topic and person are identified and referenced. A photograph of the student with the person of focus is included on the slide.	The person of focus (POF) has been described in a respectful manner. The discussion provides insight into the student’s pre-existing values, beliefs, stereotypes and bias regarding the topic and POF. The sources of pre-existing values, beliefs, stereotypes and bias regarding the topic and person are identified and referenced. A photograph of the student with the person of focus is included on the slide.	There has been an attempt to describe the person of focus (POF). However, the description is vague or verging on judgmental. The student’s pre-existing values, beliefs, stereotypes and bias regarding the topic and POF have been mentioned and their sources referenced. A photograph of the student with the person of focus is included on the slide.	The description of the person of focus (POF) is disrespectful and/or there is inadequate discussion of pre-existing values, beliefs, stereotypes and bias regarding the topic and POF and/or this section is unreferenced.
	5	3-4	2.5	0-2		/5
Slide 3: Theory of Mind and immersion activity Approx. 400 words	Following an empathic conversation with the POF, the student conceived and experienced an innovative immersion activity which resulted in increased understanding of the POF’s reality. The POF’s perspective (Theory of Mind), on the topic of interest is discussed, demonstrating increased understanding and insight. The Theory of Mind discussion is respectful and free from bias, stereotypes and assumptions. Theory of mind as a concept is defined and referenced.	Following an empathic conversation with the POF, the student conceived and experienced an immersion activity which resulted in increased understanding of the POF’s reality. The POF’s perspective (Theory of Mind), on the topic of interest is discussed. The Theory of Mind discussion is respectful and free from bias, stereotypes and assumptions. Theory of mind as a concept is defined and referenced.	Following a conversation with the POF, the student conceived and experienced an immersion activity to try and understand the POF’s reality. The success of this activity is questionable. The POF’s perspective on the topic (TOM) is discussed however, there is evidence of bias and/or stereotypes and/or assumptions still creeping into the narrative. There has been an attempt to define and reference Theory of mind as a concept.	There has been a poor attempt to understand and develop another person’s perspective into a TOM and/or conceive and experience an immersive activity and/or define TOM and/or this section is unreferenced.		/5
	6	4-5	3	0-2
Demonstration of effective verbal communication	The presentation was well paced and delivered within the time frame. There was very minimal reliance on notes.	The presentation was mostly well paced and almost delivered within the time frame. There was some reliance on notes.	The presentation was not well paced (too rushed or too slow) to meet the time frame. It was mostly read from notes.	The presentation was very short (under 4 minutes) and/or was mostly read from notes.		/6
	6	4-5	3	0-2
	Posture, gestures, eye contact, and vocal expressiveness made the presentation compelling, and the speaker appeared polished and confident.	Posture, gestures, eye contact, and vocal expressiveness were appropriate and engaged the audience.	There was an attempt to maintain posture, use gestures, maintain eye contact, and be vocally expressiveness.	The speaker was generally unengaging.		/6
	6	4-5	3	0-2
	Pronunciation, grammar, and articulation were appropriate, and the speaker was easily understood.	It was generally easy to understand what the speaker was saying and/or there were minor grammar issues.	It was often difficult to understand what the speaker was saying and/or there were major grammar issues.	The presentation was very difficult to follow due to pronunciation or major grammar issues.
	6	4-5	3	0-2		/6
Ability to portray people sensitively	The presentation was sensitive to how people were represented. All terminology used in the presentation was appropriate regarding gender, sexuality, race, culture, ability etc.	The presentation was mostly sensitive to how people were represented. Terminology used in the presentation was mostly appropriate regarding gender, sexuality, race, culture, ability etc.	The speaker attempted to represent people sensitively and terminology used in the presentation was mostly appropriate regarding gender, sexuality, race, culture, ability etc. however, inadvertent errors were made.	The presentation was insensitive to how people were represented, and/or stigmatizing or inappropriate terminology was used.
	2	1.5	1	0		/2
Total					/35

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