This article discusses concepts related to character strengths and positive youth development and how these ideas can be applied to improve outcomes among gifted young people. A theory with roots in public health, The Theory of Triadic Influence (TTI), is discussed with examples applied to gifted populations. Practitioners and researchers from…

This article seeks to provide researchers and practitioners in laboratory education, particularly those involved in the curriculum design and implementation of teaching laboratories at university level, with a conceptual framework and a working model for an integrated assessment of learning domains, by attending to a more holistic approach to…

A central hypothesis of classical motivation theory is that affect underlies motivation and its behavioural manifestations. However, this has been largely ignored in the past 30 years because social cognitivism has been the dominant theory. As a result, studies have concentrated on social cognitive processes when analysing those factors that…

Purpose: The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability.…

The impact of parental mental health difficulties on the developing child is well evidenced and documented. In this article Kate Olliver-Kneafsey, Ev Thornton and Wendy Williamson suggest that despite the difficulties young people face when parental mental illness is a feature of family life, it is not all gloom and doom, and give some important…

A kindergarten teacher describes how she uses a puppet to help children speak about their feelings and listen to each other. (MT)

Provides evidence (based on observations at an environmental center) which suggests that frequent interaction with a variety of animals provides humans with a form of sensitivity awareness training such that they become more aware of communication on many levels and more finely attuned to feedback sent and received. (JN)

If a quick-tempered student is helped to deal with anger, she or he has learned an important lesson. Sixteen strategies to teach self-control are presented and discussed. (MT)

Twenty-two self-awareness activities designed to discover more about the internalized adult, parent, and child within each gifted student are presented. Among activities listed are planning to have more time for things one enjoys doing, recalling past feelings and becoming aware of current feelings, and thinking about future occupations. (CL)

Teachers of gifted children are addressed in a discussion of dealing with feelings of gifted students. Combining respect for their skills and talents with an ability to manage and confront their manipulation is considered. (CL)

Data indicate that for girls, affective dispositional factors (empathy, depressive affectivity, aggression, and self-concept) are intimately linked to cognitive development and academic achievement. (PCB)

A teacher of children with multiple disabilities reviews an adaptation of the "Conflict Cycle" designed to help children understand their conflicts through concrete manipulation of cards involving visual, auditory, and tactile modalities. (CL)

The ENCOUNTER program features a nine-week guidance program to help gifted adolescents through group guidance activities and special affective domain units incorporated into the curriculum. A sample weekly plan on self exploration and identity is outlined. (CL)

The training of counselors is skewed heavily to the development of inferential skills. This article suggests that counselor educators give more training attention to intuition and presents some preliminary guidelines for providing that training. (Author)

Three films recommended for class use are reviewed. Five other films are noted briefly. The films deal with affective issues such as handling rejection, being bullied, and being self-conscious. (MT)