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Discussion Starter · #1 ·
I have always had the ability to have empathy toward people or situations. Mild, but there.

Now, my empathy has developed extremely. Ex:

When I read, I can imagine the world in the words. Like a movie in my head. I can feel what every character is feeling as if I am there, and am them. When the character cries with extreme grief, I feel extreme grief and end up crying usually. When extremely happy, I am happy.

Now I can feel the emotions of almost everyone in the movies, tv shows, books I read, and people around me.

The empathy has gotten so extreme I have been an emotional wreck with so many chaotic mixed emotions it makes me want to run and hide.

And me being the INFJ I am, It drains me so much I am tired and can barely do anything.

Do any other INFJ's have this?
 
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How old are you by chance? When I was a teenager I went through this as well. I would watch movies and start reciprocating the emotions - completely against my own will! I would have to pretend it didn't affect me like everyone else. You either learn to control it or it passes on it's own. Not sure which, but it definitely gets a lot easier once your Ti gets built up with age.
 

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Discussion Starter · #3 ·
I'm 13.

It's nice to know I'm not the only one.

I can mask it, but it (Not literally) drives me insane sometimes. It can be very overwhelming. I'm glad it gets easier. I don't want it to pass, but I want to be able to control it better. Having this ability proves very useful for my friends and for myself, but it can also be a curse.
 

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Yes yes yes!

I've always had it strong, but the last few years it just went over the top. It's been a daily, sometimes hourly struggle to keep on an even keel to make sure I can continue to provide for my son. The last 6 months it has been getting manageable for longer periods of time. I was JUST thinking of posting something about this last night as I was surfing the web for different ways for coping with having extreme empathy (even though I feel like I've tried everything imaginable over and over).:crazy:
 

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Discussion Starter · #5 ·
I'm at the point where it is super over the top and it is hard to focus on anything and not just curl up in a ball and sleep. I have to keep it under control for my school and friends. Let me know if you find any ways for coping with it that work! :crazy:

I'm not surprised about that :laughing:

Edit:

It makes me laugh when people say this is a very big blessing of a trait. I mean, in some ways it is, of course. But having to deal with the pain you get from some of it is very hard. Not for the faint of heart.

Double Edit:

It is extremely tough for me to try and shield my boyfriend from this. Or anyone else for that matter.
 

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Basically this is the side effects of puberty. Besides the physical changes, as you can see, there are also emotional changes. I was picked on a lot as a kid, but I got a lot cooler as a teenager so people kinda stopped. So there's advantages and disadvantages I guess. /end tangent
 

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Yes yes yes!

I've always had it strong, but the last few years it just went over the top. It's been a daily, sometimes hourly struggle to keep on an even keel to make sure I can continue to provide for my son. The last 6 months it has been getting manageable for longer periods of time. I was JUST thinking of posting something about this last night as I was surfing the web for different ways for coping with having extreme empathy (even though I feel like I've tried everything imaginable over and over).:crazy:
Just wanted to give you encouragement to keep on fighting. I have nothing to fight for currently and my problem is trying to find something that will inspire me. You have something, so keep on pressing on. It's so worth it (as you are aware!).
 

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Discussion Starter · #8 ·
My mother is very empathetic. I don't know if she is an extreme empath (I will ask her), but she is an INFJ. I most likely got that gene carried down to me.

I've had it most of my life. But as I became more aware of myself and who I really am, it became more powerful. I don't think this is the kind that goes away :proud:

OOh, I found a good entry for empathy:
Coping With Sensitivity and Empathic Gifts | A Place to Come and Share Your Experiences
 

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Discussion Starter · #13 ·
Haha XD Welcome to the club.

I think it is a combo of those two, plus life experiences. Hence the fact that a lot of INFJ's haven't had the best life. At least, I'm certain that is the case for my mom and I.

Side question,

Would empathy be in Social Psychology? I want to get into empathy and lucid dreaming and lines between the conscious mind and subconscious mind but I have no clue what type of psychology that would be.

One of my goals is to unravel mysteries of the above.

Quickly edits:
Yes, that part I did not like. But there were some key points in there that hit home. The factual side, not the super-hero side.
 

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Child development maybe? I've pondered it and still do actually - but something about computer programming just calls to me.

I googled pyschology + empathy and got this interesting quote for my efforts:

"Perhaps the most important aspect of children’s emotional development is a growing awareness of their own emotional states and the ability to discern and interpret the emotions of others. The last half of the second year is a time when children start becoming aware of their own emotional states, characteristics, abilities, and potential for action; this phenomenon is called self-awareness. Two-year-old children begin to describe their own actions as they are performing them, can recognize a reflection of themselves in the mirror, and may become possessive with their toys for the first time. This growing awareness of ... "
 

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Discussion Starter · #15 ·
Ah, computer programming. I have tried scripting for various different programs and failed. I love it, am excellent with computers, know a lot, but it just isn't me.

Yes, that could be it. I am mostly interested in the adult/adolescent version. People who were very empathetic as an adolescent and never grew out of it, and in some cases, becoming more intense. I can see how that would still tie into the Child Development.

List of Psychology Courses and Seminars at the college I want to go to:
501 BEHAVIORAL NEUROSCIENCE (4)
Prereq: admission to the M.S. or M.Ed. in psychology program. Physiological psychology is the study of an organism's nervous system, its anatomy, physiology, and function as it correlates with the behavior of that organism. Review will be made of different levels of analysis of the central nervous system from the molecular to the molar; from single neuron to system levels that undergird behavior.

502 PERSONALITY AND PSYCHOPATHOLOGY (4)
Prereq: admission to the M.S. or M.Ed. in psychology program. Consideration of major theoretical perspectives on human personality and psychopathology to include psychoanalytic and neoanalytic, cognitive social learning, biomedical and humanistic perspectives. Current research into diagnostic classification, etiology, description, diagnosis and treatment of behavioral and mental disorders. Overall orientation is to seek integration of cultural, social, psychological and physiological processes into resultant patterns of personal, social and behavioral maladaptation.

503 COGNITION (4)
Prereq: admission to the M.S. or M.Ed. in psychology program. Provides an overview of theories, research and applications of cognitive psychology. Topics covered range from basic perception through higher mental processes.

504 LIFESPAN PSYCHOLOGICAL DEVELOPMENT (4)
Prereq: admission to the M.S. or M.Ed. in psychology or permission of the instructor. An overview of the major theories and principles in developmental psychology. Theories, issues and principles are highlighted through an analysis of various topics across the lifespan as they affect the psychological development of the individual.

505 SOCIAL PSYCHOLOGY (4)
Prereq: admission to the M.S. or M.Ed. in psychology program. Designed to provide a thorough background in social psychology and to motivate a continuing exploration of theoretical problems and issues in the field. Students will be exposed to historical and contemporary theories and methods in social psychology.

509 PROSEMINAR (2)
Prereq: admission to the M.S. experimental psychology program or permission of instructor. Introduction to professional oral presentation through a range of designs/methodologies. Individual faculty will present ongoing research. Each student will be required to make at least one oral presentation outlining their current research focus.

511 FUNDAMENTALS OF PSYCHOLOGICAL TESTING (3)
Prereq: admission to M.S. in psychology program or permission of instructor. Principles of psychological measurement, including assessment of the reliability and validity of tests, methods of test construction and scale development, use of norms for interpretation, item response analysis.

512 CORRELATION METHODS AND DATA ANALYSIS (4)
Prereq: admission to M.S. in psychology program or permission of instructor. Covers topics in bivariate and multivariate correlation and regression. Students learn to design correlation studies and to analyze correlational data involving one dependent variable and one or more independent variables. Indices covered include regression coefficients, bivariate product-moment correlations and their special cases, partial and semi-partial correlations, and multiple correlations/regression. Use of computer-based statistical software packages for data analysis and interpretation is stressed.

513 EXPERIMENTAL METHODS AND DATA ANALYSIS (4)
Prereq: Psych 512. Introduces ANOVA models as special cases of the General Linear Model and covers topics in the bivariate distribution. Includes basic topics in research design and data analysis; those ANOVA designs that represent a large portion of published research; the theoretical and mathematical issues that are of concern to the modern researcher. Computer examples of data analysis using computer-based statistical software are used to provide practical experience analyzing data and interpreting the analysis.

515 MULTIVARIATE ANALYSIS (3)
Prereq: Psych 513. Topics in advanced multivariate analysis including canonical analysis, discriminant functions analysis, cluster analysis and factor analysis. Logical and geometric properties of multivariate techniques and interpretation on research results are stressed.

516 STRUCTURAL EQUATION MODELING (3)
Prereq: Psych 515 or permission of instructor. Topics in restricted latent variable analysis including path analysis and structural equation modeling. Course will cover theoretical bases and computations of these procedures as well as the use of statistical software packages, with emphasis on interpreting and reporting results.
Seminars numbered 541 and 543 through 546 are repeatable to a maximum of 9 credits with different topics, under advisement, with instructor permission.

530 SEMINAR IN MEASUREMENT (3)
Prereq: permission of instructor.

532 CROSS-CULTURAL COUNSELING (3)
Prereq: admission to M.S. or M.Ed. in psychology program. This seminar is a basic introduction to the cross-cultural perspective in psychology. History of the modern cross-cultural movement will be covered along with a selection of a number of conceptual and methodological issues and problems. Topic areas will include perception, cognition and emotion, developmental topics, social psychological variables, testing and measurement, personality and psychopathology, and virtually all areas of psychology mediated by culture and ethnicity. Some emphasis given to professional applications such as counseling.

541 SEMINAR IN BEHAVIORAL NEUROSCIENCE (3)
Prereq: admission to M.S. experimental psychology program and permission of instructor. A detailed examination of brain-behavior relations and the neural bases of behavior. Review and discussion of current literature in a variety of areas.

542 DEVELOPMENTAL PSYCHOPATHOLOGY (3)
Prereq: admission to M.S. or M.Ed. in psychology program. Overall working model of mental disorders diathesis-stress model. Presentation of diverse theories (e.g., attachment, family systems, genetic, physiological, individual difference, social cognition). Review of current research literature on assessment, diagnosis and treatment of childhood mental disorders within a developmental framework. Ethical considerations in clinical research and therapy with children highlighted.

543 SEMINAR IN COGNITION (3)
Prereq: admission to M.S. experimental psychology program and permission of instructor. In-depth coverage of selected topics in perception, memory, cognition, and higher order cognitive processing.

544 SEMINAR IN DEVELOPMENTAL PSYCHOLOGY (3)
Prereq: admission to M.S. experimental psychology program and permission of instructor. In-depth study of central themes of human development. Contemporary research questions addressed in professional literature and field investigations.

546 SEMINAR IN SOCIAL PSYCHOLOGY (3)
Prereq: admission to M.S. experimental psychology program and permission of instructor. In-depth study of social psychological theory and research to explain patterns of thought and behavior.

550 RESEARCH METHODS IN COUNSELING (3)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program and Psych 512. Covers content and research methods relevant to psychological processes in psychotherapy.

551 DEVELOPMENTAL SCHOOL COUNSELING (4)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program; students in experimental psychology program with instructor permission. A comprehensive overview of professional school counseling with particular emphasis upon recent advances in counseling program development, organization, evaluation and service delivery models.

553 THEORIES OF COUNSELING AND PSYCHOTHERAPY (3)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program; may be taken by students in the M.S. experimental curriculum with permission of the instructor. Basic orientation to counseling theories including the history and development of theories of counseling; comparison of the theories in terms of goals, process, methods; and evaluation and research in counseling. Some consideration of consultation strategies, systemic skills and psychological education models used by psychological counselors and psychotherapists.

554 STANDARDIZED TESTS (4)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program or instructor permission. Standardized group tests commonly used in the public schools; selection and administration of tests; interpretation of norms.

555 OCCUPATIONS AND CAREER DEVELOPMENT (3)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program and Psych 553. Critical examination of major theories of career development and vocational counseling. Sources of occupational materials and analysis of their use and distribution in counseling practice.

556 THE ROLE OF THE SCHOOL COUNSELOR (2)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program and Psych 551 and 555. An advanced seminar in school counseling focusing on the professional roles and responsibilities of the counselor in elementary, middle/junior and high school settings. Particular emphasis placed upon a systems orientation to consultation services within the context of a developmental school counseling program.

557 TESTING AND APPRAISAL IN COUNSELING (3)
Prereq: admission to M.S. mental health counseling program and Psych 511, or admission to the M.Ed. school counseling program and Psych 554. The evaluation and use of various psychological tests, scales and inventories in the assessment of intelligence, personality, interests and other human dimensions. Some consideration of other modes of assessment (e.g., behavioral, projective and neurological). Emphasis is on the practical application of psychological assessment in counseling. Collection, evaluation, application and interpretation of case data.

558 FAMILY AND COUPLE COUNSELING (3)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program and Psych 553 and 564. A review of major theories, techniques and research in psychological counseling with families. Emphasis is on parent-child developmental problems and the role of interpersonal relationships within the total family. Students are involved in limited supervised family counseling experiences.

560 FAMILY COUNSELING LAB (1-6)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program. Students observe and conduct family counseling sessions through the Psychology Department clinic under the supervision of an appropriate faculty member. Repeatable to six credits. S/U grading.

561 SEMINAR: PROFESSIONAL, LEGAL AND CULTURAL ISSUES (3)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program. Consideration of the professional, cultural, ethical and legal issues and special problems in the application of psychological theories and research in educational settings, community clinics and private practice.

564 INDIVIDUAL COUNSELING TECHNIQUES (5)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program. Skill development in individual counseling, psychotherapy and behavior modification techniques using actual interviews, simulations, videotape and other laboratory procedures. Prerequisite to practicum in individual counseling and psychotherapy.

565 GROUP PROCESSES IN COUNSELING (4)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program. Current group counseling and psychotherapy techniques. Covers task-directed, encounter, decision-making and communication techniques.

570 PRACTICUM (1-10)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program. Professional practice under assigned departmental supervision. Repeatable to 15 credits. S/U grading.

581 PRACTICUM IN COLLEGE TEACHING OF PSYCHOLOGY (1-12)
Prereq: permission of instructor. Repeatable to a maximum of 12 credits. S/U grading.

582 PRACTICUM IN RESEARCH IN PSYCHOLOGY (1-12)
Prereq: permission of instructor. Student initiates and conducts a project under faculty supervision. Repeatable to a maximum of 12 credits. S/U grading.

661 ADVANCED SEMINAR IN PROFESSIONAL ISSUES IN
COUNSELING PRACTICE (2-4)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program or initial certification in school counseling or permission of instructor. An advanced seminar in professional, cultural, ethical and legal issues in counseling. For students who are in internships or for counselors with a year of practical experience. Repeatable for credit with different topics. No maximum.

670 INTERNSHIP (1-12)
Prereq: admission to M.S. mental health counseling or M.Ed. school counseling program. An extension of Psych 570 with increasingly independent responsibilities for practice in a professional setting. Primary supervision is by appropriate staff in the cooperating agency. Repeatable to 30 credits. S/U grading.

690 THESIS (1-12)
Prereq: advancement to candidacy. S/U grading.



Thoughts on the best fitting for adult extreme empathy?
 

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..i need to deal with it. it was never a problem until this year. the moment i actually starting to help people is the moment i slowly started to go further to extreme empathy.....but it is not as bad as that girl describes..... i just learned today don't have sit in an profile with picture of Gohan angry for 3 hours..... i start to get affected after 1 hour. i just realized that was the source of my anger today..... i couldn't understand what was making me angry..there was nothing different other then that. i was calmed down and looked at it again and said yup that must be it and it is gone.
 

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Discussion Starter · #18 ·
Lucky you, it goes away (jk)

Oh, yes, very much so =]. A private counselor. While studying into the inner workings of the mind that puzzle me the most :happy:

Extremely good college:
http://www.wwu.edu/
 

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Discussion Starter · #20 ·
:tongue::cool: Yeah, that college is a very good college for fine arts, writing, graphical arts(somewhat), and psychology. Plus, it has an amazing campus in an awe inspiring location. I have been looking for a place like that my whole life.

And the people are nice (Which is always a plus).

Haha, I wish I could take them all :crazy:. I may just have to take an extra semester just to fit in some more courses.
 
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