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The beginning of class was overwhelming and I was feeling extremely anxious as I thought of the test scheduled to begin at nine am. Prior to the morning of class, I had studied for several days, however felt as though the information I had been studying and attempting to input into my brain as knowledge was in fact not transferring to any form of my memory. Studying chapters one to four for midterm felt more so as a refresher rather than studying due to having been tested on the information in previous weeks. Yet when studying chapter five and six for the midterm felt more challenging as there was little to no class time spent on the chapters. Due to lack of class time spent on the two chapters I was concerned I may be studying the wrong information. With all the challenges I believed I was facing, once the test was handed out I felt relieved that I was able to answer questions without great …show more content…
The beginning topic of concreteness had me confused. Reading the information made sense however drawing a line between how it is used and examples of practice of concreteness and definition were vague to me. All the information related to empathy was seemed easy to comprehend, and very common information that is practiced throughout the helping and child welfare system. Yet it was reassuring to see that sympathy and empathy are different things, and shares a different meaning to clients and not to confuse them. I find that while I was dealing with other workers within the field some of the workers were confusing empathy, and sympathy when dealing and approaching clients. I enjoyed seeing that just because someone may be showing empathy towards another the response is not always positivity. Not all people are the same, they do not perceive content the same, have the same emotions, and respond the same to

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