Professionals must recognize that skill domains that go well beyond the usual intellective and cognitive professional-technical skill domain are vital to effective practice but are believed less possible and less appropriate to teach and evaluate. (Author)

Examined the effects of selected group experiences from the Human Development Program (HDP) on the self-concept of sixth-grade pupils. HDP is a semi-structured, flexible and open-ended developmental curriculum in the area of affective education. Results indicate that HDP is a valuable guidance tool. (Author)

Three rationales for affective, school-based prevention activities are to: (1) deter or lessen self- and socially-destructive behavior; (2) enhance cognitive development; and (3) promote maximum total growth, health, and development of each individual. (Author/MJB)

Assessed care afforded the elderly through informal support networks, particularly their families, as opposed to formal services. Focused on strain experienced by primary caregivers, who tended to be women. Analyzed instrumental aid (tangible aid and service referral) and expressive support given by role models and confidants who provided a form…

Describes in detail 15 principles of instructional value that underlie humanistic approaches to education to clarify the conceptual basis of such approaches. (Author)

The challenge facing industrial arts educators is to give a central role to the nonspecific transfer of principles, ideas, and attitudes. (MS)

A history teacher suggests ways to approach the development of a set of working behavioral objectives in both the cognitive and affective domain. (KM)

Behavioral objectives are shown to aid the learner in understanding his learning task. (GR)

The author presents and explains a classification scheme intended to define learning behavior in terms of cognitive principles, affective principles, transformational principles, and heuristic principles. (LS)

Based on author's doctoral dissertation, Columbia University, Teachers College, 1968. (Editor/RD)

Providing for imaginative, aesthetic, and intuitive aspects in the curriculum is a concern not limited to arts subjects. In fact the most fruitful attempts to integrate personal values and empathy occur in humanities subjects, such as history and geography. (IS)

A learning strategies program emphasizing primary (text-oriented) and support (affective) strategies was evaluated. Strategy training significantly improved performance on both text-processing and self-report measures. The primary-support group scored higher on the text-processing measures; the support-primary group reported more positive…

Suggests a way of using developmental psychologist Lawrence Kohlberg's theories of moral development in the social studies classroom. Information is presented on background of Kohlberg's theories, stages of moral development, teaching with student dilemmas, and pertinent examples of student dilemmas. (DB)