CSC–COA–DBM Joint Circular No. 1, s. 2025: A Complete Guide for Government Agencies and Public Schools

SHS Lesson Post • Performance Task (GRASPS) • Student-Facing

Empathy in Writing: Supportive Response Performance Task

Learn how to write calm, respectful, and ethically safe responses to real-life conflicts—without judging, blaming, diagnosing, or “fixing” too fast.

Duration: 1–2 meetings Recommended output: 300–500 words Framework: V-C-G-E-C

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Why this lesson matters Learning targets Your role (safer naming) Red-flag escalation box The V-C-G-E-C response structure Choose a scenario Student checklist Annotated model response Observable rubric (20 pts) Step-by-step workflow Submission format FAQ

One-Sentence Goal

Write a supportive response that validates feelings, asks helpful questions, offers realistic options, and stays ethically safe.

Why this lesson matters

In everyday life, conflicts happen: misunderstanding, embarrassment, disappointment, pressure, and hurt feelings. When someone opens up about a problem, the usual reaction is to give advice immediately (“Just do this…”) or to judge (“You’re overreacting.”). Those responses often make the person shut down. This lesson trains a higher-level communication skill: empathetic writing—responding in a way that feels respectful, calm, and helpful.

Empathy is not the same as agreement. You can understand a person’s feelings without approving harmful choices. Empathy also does not mean you carry their problems for them. In this performance task, you will practice “supportive response writing” using a structured method. Your output will show that you can communicate with care, clarity, and responsibility.

Important: This is a writing task, not counseling. You will not pretend to be a therapist. Your role is a Supportive Response Writer—a respectful communicator who uses safe language.

Learning targets

By the end of this lesson, you can do all of the following:

• Identify the feelings and needs hidden inside a short message.
• Write an empathetic response with calm tone and respectful word choice.
• Use a clear structure (V-C-G-E-C) so your response doesn’t become messy or preachy.
• Give realistic options (not commands) that reduce conflict and protect dignity.
• Stay ethical: no shaming, no diagnosing, no unsafe “solutions,” and use referral language when needed.
• Revise based on feedback, using a checklist and rubric.

Success looks like this

• You validate feelings with at least one clear sentence (“It makes sense you feel…”).
• You ask 1–2 gentle clarifying questions (not interrogation).
• You offer 2+ options with respectful language (“One option could be…”).
• You avoid blaming, sarcasm, or “You should…” commands.
• You close with encouragement and, if necessary, a safe referral to trusted adults/guidance.

Your role (safer naming)

For this task, your role is: Supportive Response Writer (also called Peer Support Communicator). This role means you write like someone who listens carefully and responds responsibly.

Your role includes:

• Reflective listening: You show you understood the message (feelings + situation).
• Respectful language: You avoid insults, mockery, and “lecture mode.”
• Healthy boundaries: You do not diagnose or act like a professional counselor.
• Practical communication: You offer options that reduce conflict (not “revenge plans”).
• Safety first: You know when a message needs adult support (see Red Flags).

What your role does NOT include: telling someone what disorder they have, promising secrecy, giving medical advice, or handling dangerous situations alone.

Red-flag escalation box

Some messages are not “normal conflict.” They signal safety risk or serious harm. In those cases, your response must change: you don’t give detailed advice; you encourage immediate adult support and follow school safety rules.

RED FLAGS (Stop “advice.” Escalate to trusted adults.)

If the scenario includes any of these, your response must include a referral and “safety first” language:

• Threats of self-harm or “I don’t want to live,” “I want to disappear,” “I will hurt myself.”
• Threats to harm others or plans to attack, hurt, or bring weapons.
• Abuse or exploitation (physical, sexual, emotional) or “someone is forcing me.”
• Severe intimidation, stalking, extortion, or blackmail.
• Ongoing bullying with fear for safety.
• Extreme distress that sounds urgent or out of control.

Required response moves when red flags appear:
1) Validate briefly. 2) Say safety matters most. 3) Encourage contacting a trusted adult/guidance immediately. 4) Do not promise secrecy. 5) Keep language calm, supportive, and urgent-but-not-panicked.

Example of a safe “red-flag” closing line

“I’m really glad you told someone. Because your safety matters most, I can’t keep this only between us. Please reach out right now to a trusted adult (parent/guardian/adviser) or the guidance counselor. If you’re in immediate danger, seek help immediately.”

The V-C-G-E-C response structure

To keep your response helpful and not confusing, use this structure. Think of it as a map that prevents you from jumping straight to “solutions.”

V — Validate

Name the feeling and show it makes sense.

• “That sounds really painful.”
• “It makes sense you’d feel ___ after ___.”
• “I’m hearing you feel ___ and ___.”

C — Clarify

Ask 1–2 gentle questions to understand.

• “Can I ask what happened right before…?”
• “What do you need most right now?”
• “What outcome would feel fair?”

G — Guide

Offer realistic options, not commands.

• “One option could be…”
• “You might consider…”
• “If it feels safe, you could…”

E — Empower

Affirm agency, dignity, and strengths.

• “You deserve respect and clarity.”
• “You’re allowed to set boundaries.”
• “Naming this is already a strong step.”

C — Close

End with supportive closure: offer help drafting a message, encourage a next step, and (if needed) referral language.

• “If you want, we can draft a calm message together.”
• “You don’t have to carry this alone.”
• “If this feels overwhelming, talking to a trusted adult/guidance counselor may help.”

Common mistakes to avoid (and better replacements)

Instead of this…	Don’t because…	Try this…
“You’re overreacting.”	It dismisses feelings.	“It makes sense you’re upset; that situation would affect many people.”
“Just forgive them.”	Too fast; ignores boundaries.	“If you want to continue the relationship, you can set boundaries and ask for accountability.”
“You should do this…”	Sounds controlling.	“One option could be… Another option is…”
“You have anxiety.”	Diagnosing is unsafe.	“It sounds like you’re feeling overwhelmed and worried.”
“I’ll keep it secret.”	Unsafe with red flags.	“If safety is at risk, it’s important to involve a trusted adult.”

Choose a scenario

Choose one teacher-approved scenario below. Keep it fictional. Do not use real classmates’ names or ongoing real-life cases. Your job is to respond as a Supportive Response Writer.

Scenario A — Friendship & online humiliation

“My friend posted something about me online. They said it’s a joke, but I feel humiliated. I’m angry and embarrassed, and I don’t know if I should confront them or just disappear.”

Scenario B — Family misunderstanding & stress

“My parents think my phone is my only problem. They don’t see I’m stressed and scared about failing. I feel like they don’t listen, so I just stay quiet.”

Scenario C — Academic disappointment

“I studied hard but still got a low score. I feel like I’m not smart enough. I’m ashamed and I want to stop trying because it feels pointless.”

Scenario D — Group work tension

“My group ignores my ideas and only listens to one person. When I speak, they interrupt. I feel invisible and I don’t want to do group projects anymore.”

Scenario E — Miscommunication & conflict escalation

“I argued with someone over a misunderstanding. Now they’re telling others I’m ‘toxic.’ I feel misunderstood, and I’m tempted to expose their mistakes too.”

Tip: Before writing, underline words that show feelings (hurt, ashamed, angry, scared) and needs (respect, fairness, understanding, safety).

Student checklist (use this before submitting)

This checklist is your quality-control tool. If you can tick most items, your response will usually score higher.

V: I included at least 1 clear validation sentence naming a feeling (e.g., “It makes sense you feel ___.”). C: I asked 1–2 gentle clarifying questions (not judgmental, not too many). G: I offered 2+ realistic options using respectful phrasing (“One option could be…”). E: I included at least 1 empowerment line (boundaries, dignity, strengths, choices). Close: I ended with a supportive closing and a next step (and referral if needed). Tone: No sarcasm, no blaming, no shame words (“dramatic,” “stupid,” “weak”). Ethics: I did not diagnose (“You have depression/anxiety”), and I did not promise secrecy. Safety: If red flags appear, I used “safety first” language and encouraged reaching out to trusted adults/guidance. Clarity: My response is organized and easy to follow (short paragraphs, clear flow). Length: I stayed within the target range (or teacher instruction).

Annotated model response (for guidance only)

This model shows the structure clearly. Do not copy it word-for-word. Use it as a pattern: validate → clarify → options → empower → close.

Model response to Scenario A (Friendship & online humiliation)

V — Validate

Thank you for sharing that. It sounds like you’re feeling hurt, embarrassed, and angry after what your friend posted—especially because it was public. That reaction makes sense. When someone turns us into a “joke,” it can feel like our dignity was ignored.

C — Clarify

Can I ask two quick questions so I understand better? (1) Did you tell your friend clearly that posts like that are not okay for you? (2) Are they taking responsibility, or are they mostly saying “It’s just a joke” to avoid accountability?

G — Guide (Options)

If it feels safe, one option could be to message them privately with calm, clear words: “I know you may have meant it as a joke, but it hurt and embarrassed me. Please remove it and don’t post about me like that again.” Another option is to take space first (even one day) so you can speak without exploding—because you deserve to protect your peace while still being honest. If they refuse to respect your boundary, it’s also valid to reduce contact and focus on friendships that treat you with respect.

E — Empower

You’re not being “too sensitive” for wanting basic respect. Setting boundaries is not being rude—it’s protecting your dignity. You also have choices here: you can ask for accountability, take space, or step back from the relationship depending on what feels safest and healthiest for you.

C — Close

If you want, tell me what outcome you prefer—an apology, removal of the post, or space—and we can draft a message that is firm but respectful. And if this starts to feel overwhelming or unsafe, consider talking to a trusted adult or your guidance counselor so you don’t carry it alone.

Why this model works: It names feelings, avoids blame, asks limited questions, offers options, respects boundaries, and closes with support.

Mini-template you can follow (fill in the blanks)

V: “It sounds like you’re feeling ___ because ___. That makes sense.”

C: “Can I ask ___? And what do you need most right now: ___, ___, or ___?”

G: “One option could be ___. Another option is ___. If it feels safe, you could also ___.”

E: “You deserve ___. You’re allowed to ___. Naming this is already ___.”

Close: “If you want, I can help you ___. If this feels heavy/unsafe, consider talking to ___.”

Rubric converted into observable criteria (20 points)

This rubric is designed to be fair and measurable. Each category has specific “look-for” items so you know exactly how to earn points.

Category	To earn full points (observable)	Partial (observable)	Needs work (observable)
1) Empathy & Tone 0–5 pts	Includes ≥1 validation sentence naming a feeling. No shaming/blaming/sarcasm; respectful register. Uses calm, supportive language consistently.	Validation present but vague (“That’s sad”). Mostly respectful, with minor preachy tone.	Dismissive/judgmental language appears. No clear validation sentence.
2) Structure & Coherence 0–5 pts	Follows V-C-G-E-C in order or clearly equivalent flow. Short paragraphs; easy to follow; clear transitions. Stays focused on the scenario.	Most parts present but one section weak/missing (e.g., no closing). Some ideas repeat or jump around.	Disorganized; unclear message; no structure. Hard to follow; long unbroken text.
3) Guidance Quality 0–5 pts	Offers ≥2 realistic options, not commands. At least one option is a healthy communication move (boundary/I-message/ask-to-talk). Does not encourage escalation or revenge.	Advice is generic or slightly controlling (“You should…” once or twice). Options present but not very specific.	Unsafe/unrealistic suggestions or escalation. No options provided; only judgment.
4) Ethics & Safety 0–5 pts	No diagnosing; no medical advice; no promises of secrecy. Includes referral language if red flags appear. Maintains boundaries (“I can’t know everything, but…”).	Minor boundary slips (overconfident tone) but generally safe. Referral missing even though it would help.	Diagnosing or unsafe “solutions.” Promises secrecy; ignores serious risk.

Quick scoring guide (for self-check)

• 16–20: Excellent supportive response—clear structure and safe tone.
• 11–15: Good foundation—needs stronger structure or more specific options.
• 6–10: Emerging—needs clearer validation and respectful phrasing.
• 0–5: Needs major revision—tone/safety issues or missing structure.

Step-by-step workflow (what you will do)

1. Pick your scenario.
   Use only teacher-approved scenarios. Keep it fictional and confidential.
2. Underline feelings and needs.
   Feelings: hurt, embarrassed, afraid, overwhelmed, angry. Needs: respect, clarity, fairness, safety, support.
3. Plan with V-C-G-E-C.
   Write 1 bullet per letter (V, C, G, E, C) before drafting.
4. Draft (300–500 words).
   Short paragraphs; calm tone; avoid “lecture mode.”
5. Run the checklist.
   Fix missing parts (often: no questions, no options, weak closing).
6. Peer feedback: Two Stars + One Step.
   Two strengths + one specific improvement aligned to the rubric.
7. Revise and finalize.
   Improve tone, structure, and safety language; submit your clean copy.

Time guide (typical 60–90 minutes): Planning 10 min • Draft 20–25 min • Checklist 5 min • Peer feedback 10 min • Revision 15–20 min

Submission format

Submit your response using this format so it is easy to check.

Title: Supportive Response — Scenario (A/B/C/D/E)

Word Count: ____ words

Response:

V — Validate: …

C — Clarify: …

G — Guide (Options): …

E — Empower: …

C — Close: …

You may remove the labels in the final output if your teacher requests a natural paragraph style—just keep the structure.

FAQ

1) Do I need to solve the whole problem?

No. Your job is to respond safely and respectfully. A strong response often includes options and boundaries, not “perfect solutions.” Focus on what the person can do next (a calm message, a conversation, asking for support, taking space).

2) What if I don’t know what to say?

Start with validation. If you can name a feeling and show understanding, you already have a strong beginning. Then ask one clarifying question. Use the mini-template if you get stuck.

3) Can I be honest if I think the person is wrong?

Yes, but do it responsibly. Avoid labels like “toxic” or “crazy.” You can validate feelings while guiding healthier choices: “I understand you’re angry. At the same time, exposing them may escalate the conflict. Let’s consider safer options.”

4) What tone should I use?

Use a calm, respectful peer tone—firm but kind. Avoid slang that can sound mocking. Write as if your words could de-escalate the situation.

5) What if the scenario includes red flags?

Use the Red-Flag Escalation Box. Safety first. Validate briefly, encourage immediate adult support, and do not promise secrecy.

Your final reminder

Empathy in writing is a skill: you can practice it, improve it, and use it in real life. Your goal is not to be “perfect.” Your goal is to be respectful, clear, and safe.

If your teacher gives additional instructions (word count, scenario, format), follow those first.