These facilitator's skill packets contain seven individual packets related to advanced social skills: (1) asking for help; (2) joining in; (3) giving instructions; (4) following instructions; (5) apologizing; (6) convincing others; and (7) making a decision. Each packet contains the following sections: definition of advanced social skills;…

The role of affect in counseling has been examined from several orientations. The depth of processing model views the efficiency of information processing as a function of the extent to which the information is processed. The notion of cognitive processing capacity states that processing information at deeper levels engages more of one's limited…

Describes the philosophical bases of confluent education, and provides examples of this method in language instruction. (AM)

Reviews research on: (1) measuring humane attitudes; (2) American attitudes toward animal life; (3) strategies of humane education; and (4) attitude improvement. Indicates there is reliable evidence that attitudes of Americans toward animal life are strongly negative and that this negativeness increases as children grow older. (JN)

Discusses the three domains of learning (cognitive, affective, and psychomotor) and the use of each domain in writing educational objectives for home economics. Also examines elements to consider when selecting software to foster higher levels of learning. (CT)

Teachers, as well as students, have difficulty distinguishing between cognitive and affective responses. In order for students to learn to identify their emotions, teachers need to learn to ask the right questions and use the right vocabulary. Suggestions for teachers are given. (IS)

Suggests that inappropriate book selections, the book report/test syndrome, and ineffective assignments turn students off to reading. Recommends alternative English classroom techniques (reading groups, oral and dramatic activities, writing, and media) to encourage students' enjoyment and appreciation of literature. (SJL)

An experience in values clarification about euthanasia is described. (PBS)

Generic competencies in physical education have been drawn up in Michigan based on student-oriented competencies rather than activity-oriented statements. The competencies are classified as psychomotor, affective, or cognitive. (JMF)

The title of this book is an acronym that serves to describe the mental activity the games of the book are intended to bring about. Each of the seven letters in "scamper" is the initial letter for the word phrases making up the checklist used to create the Scamper games. Sections of the book include: (1) "Scampering with the Experts--Thinking and…

This document contains 18 structured learning sessions featuring fables, nursery rhymes and directed day dreams to help elementary school students become aware of themselves and their feelings. Each session is a self-contained unit, so the sessions may be used separately or as a developmental sequence. The primary goals of the book are to help…

Ways in which teachers can help children in kindergarten and the primary grades develop some of the cognitive and affective capabilities necessary for a global perspective are discussed. Specifically examined are course content which fosters global knowledge and which shows how children can be taught to assume the perspective of others. (RM)

Books can be used to remediate social deficiencies in learning disabled children by providing an opportunity for identification with the characters. Questions can be directed to focus on social perceptual cues, situation-specific behavior, and appropriate affective responses. Ten books are recommended. (CL)

This article describes several books published by Free Spirit Publishing which help gifted students to understand their giftedness. The books deal with such issues as parental pressure, teasing of peers, perfectionism, stress, underachievement, personal autonomy, self-esteem, lying, and strategies for success in school. (JDD)

This research article and literature review is intended to arouse teachers' interest in the possibility of using drama as a supplementary instructional tool for enhancing their teaching as well as their students' learning. It maintains that educational drama can make students more engaged in their learning, render learning more purposeful for…