Suggests that the three articles on pretend play in this journal expand knowledge of pretend and social pretend play. Notes that the ultimate value of these articles lies in their exploration of the integration of affective, communicative, and cognitive processes as children construct shared social reality in pretend play. (MM)

Acknowledges that Halberstadt et al. have provided the field with a framework in which to organize ideas regarding affective social competence. Argues for modification of the model to stimulate thinking and further research, addressing points of modification in the areas of regulation as the core of the construct and self-factors influencing…

In schools throughout the country, education personnel express concern over the aggressive and antisocial behavior of children and youth. The frequency and severity of these acts compel us to find more effective strategies for decreasing and eliminating these behaviors. In this article, we argue for a broader explanation of the nature and…

Affective disorder is characterized by maladaptive changes in mood, attitudes, energy level, and physical status. These changes constitute the basic dimensions of depression. Depression results from a combination of genetic and experiential factors. There are sex differences and age differences with regard to depression, and there is a high…

The character of Billy in Ernest Thompson's "On Golden Pond" does not behave like "real" young people. Instead, he takes on adult qualities, as shown in his relationships with the other characters, in his speech, in his actions, and in the observations he makes during the play. Billy's adolescent behavior serves the dramatic…

This paper, which analyzes the evaluative aspect of affectivity, argues that the functional internalization of organic evolution for the formation of the intellectual system of human beings required that some means of selecting behavioral variations be devised, and that the selective mechanism devised was the affective system. From this…

Argues that affective education is important and inevitable. Notes, however, that it does not seem to be an important topic in British and U.S. educational research. Discusses the difficulty in assessing any development in the affective domain and reviews several programs which attempt to do so. Concludes that if affective aims are important, they…

Emotional development of handicapped children is examined from the perspective of attachment-separation-individuation theory. Data suggests that handicapped children are at greater risk of disordered patterns of interaction, delayed progression through stages of attachment-separation-individuation, and incomplete internalization of object and…

Theatre is that art form most dramatically akin to life before electricity and the mechanical tools that now characterize most other modes of communication. We are still mammalian and still concerned with basic principles of reciprocity and interaction; theatre permits people to display emotions in front of others. (Author/GC)

Discusses the importance of nonverbal communication by counselors in expressing humanistic feeling. Notes that facial expression (i.e., smiling) provides immediate feedback to the observer; use of space (i.e., close proximity) communicates warmth and humaneness; and tone of voice can complement spoken words and give them more meaning. (WAS)

Simplified interpretations of brain function portraying rationality solely in the left hemisphere and creativity solely in the right are incorrect, but the two sides of the brain do differ in important ways. Conclusive implications of brain research cannot yet be drawn for educational practices, but certain inferences can be made. (Author/JM)

The author critiques John Wilson's view of moral education for being too linear, ignoring the complexity of moral development. He proposes a more generalized moral education, with greater emphasis on affect and social context. For Wilson's article, see "Journal of Moral Education," p3-9, Oct 1979 (EJ220532). (SJL)

The rules and concepts of basic moral reasoning can be taught without difficulty to quite young children; but educating them to prefer to use these rules is another matter. Kohlberg's stages are not likely to be stages of cognitive reasoning, but indication of the reasoning encouraged by the child's environment. (Author/SJL)

This paper examines the role of internal working models in the development of parent-child relationships. Mental representations of child attachment, adult attachment, and parental caregiving are reviewed in light of adaptational deficits often associated with attachment insecurity. A reconceptualization of the link between insecurity and child…

A discussion of the value of a caring attitude in the advisor-advisee relationship is supported by a review of literature in the field. A list of 30 reminders for effective advising and an inventory for students to fill out concerning their perceptions of their advisor are appended. (MSE)