Affective Domain 1 Running head: AFFECTIVE DOMAIN

Overview of the Affective Domain Am M! "rett# Me$i%%a &! 'mith# Edward A! (rice# ) *i$$iam +! ,uitt

Citation: "rett# A!# 'mith# M!# (rice# E!# ) ,uitt# *! -.//0). Overview of the affective domain! Educational Psychology Interactive! Va$do%ta# +A: Va$do%ta 'tate 1niver%it ! Retrieved 2date3# from htt4:55teach!va$do%ta!edu5whuitt56ri$%tar5cha4ter%5affectdev!doc

Affective Domain . A6%tract Mounting evidence %u44ort% the 4o%ition that human 6eing% are inherent$ emotiona$ 6eing% and that emotion and affective deve$o4ment im4act% human deve$o4ment and 6ehavior in a wide variet of im4ortant wa %! Thi% 4a4er 4rovide% an overview of emotion and the affective domain# inc$uding deve$o4menta$ con%ideration% and method% that can 6e u%ed to faci$itate deve$o4ment in thi% domain! A$%o di%cu%%ed are in%trument% and method% to a%%e%%ment emotiona$ and affective deve$o4ment!

Affective Domain 0 The Affective Domain &ife in America at the dawning of the .1%t centur e7hi6it% a com4$e7 ta4e%tr of di%tre%%fu$ %ocia$ and cu$tura$ 4ro6$em%# inc$uding 4u6$ic %choo$ and church %hooting%# racia$ and ethnic ten%ion%# a4ath and c nici%m in the 4o$itica$ %4here# grave cha$$enge% to the fami$ unit# and di%tur6ing $eve$% of outh vio$ence# drug a6u%e# a$coho$i%m# and teen 4regnanc ! A$$ of the%e 4ro6$em% have an im4ortant feature in common 8 the are heavi$ inf$uenced and# in %ome ca%e%# dominated 6 the 4ower of human emotion% -+o$eman# 199:; +reen%4an# 199<; &eDou7# 199=>! Mo%t 4% cho$ogi%t% agree that the %tud of emotion and the affective domain i% one of the mo%t 4er4$e7ing to4ic% in the fie$d of 4% cho$og -($utchi?# .//1>! ,owever# even the %omewhat confu%ing 4icture 4roduced to date ha% $ed re%earcher% to conc$ude that one@% emotiona$ awarene%% and a6i$it to manage emotion% ma 6e even more im4ortant than IA in determining %ucce%% and contentment throughout a$$ area% of $ife -+ardner# 199:; 'tern6erg# *agner# *i$$iam% ) ,orvath# 199:>! A variet of definition% have 6een 4rovided for emotion and it% re$ation to the affective domain! Ari%tot$e gave one of the ear$ie%t when he de%cri6ed emotion% a% Ba$$ tho%e fee$ing% that %o change 24eo4$e3 a% to affect their Cudgment%# and that are a$%o attended 6 4ain or 4$ea%ureD -Een?in%# Oat$e ) 'tein# 199F; 4! <>! ,owever# ($utchi? -.//1> e%timated that more than 9/ different definition% of emotion were 4ro4o%ed throughout the ./th centur ! One of the mo%t we$$G ?nown wa% 4rovided 6 +o$eman -199:> who defined emotion a%# Ba fee$ing and it% di%tinctive thought%# 4% cho$ogica$ and 6io$ogica$ %tate%# and range of 4ro4en%itie% to actD -4! .F9>! The affective domain refer% to emotion% a% we$$ a% their outward e74re%%ion! A% with the conce4t of emotion# de%cri4tion% of the affective domain are rather vague# $ac?ing a univer%a$# o4erationa$iHed definition! *hi$e emotion i% at the core of the affective domain# it %4read%

Affective Domain I Juic?$ from there! Thi% i% 6ecau%e emotion i% often %een a% invo$ving three %u6com4onent%: fee$ing# cognition# and 6ehavior! Fee$ing i% the 4h %io$ogica$ %en%ation one e74erience%! Cognition i% the %u6Cective thought% that accom4an the %en%ation! "ehavior# which might 6e facia$ di%4$a # 6od 4o%itioning# or a variet of other action%# i% re$ated to 6oth fee$ing% and accom4an ing cognition%! Thu%# the affective domain encom4a%%e% 4h %io$ogica$# cognitive# and 6ehaviora$ 4roce%%e% re$ated to emotion! It a$%o encom4a%%e% our awarene%% or di%cernment of our and other@% emotion%# the a6i$it to connect our emotion% to tho%e of other%# the di%4$a of emotion# and the a6i$it to manage or regu$ate one@% emotion%! *hi$e the affective domain ha% 6een a %u6Cect of re%earch for centurie%# there are three individua$% who are t 4ica$$ con%idered the founding father% of re%earch on emotion%: Char$e% Darwin -199F># *i$$iam Eame% -1FFI># and 'igmund Freud -19=/>! Darwin founded hi% conce4t of etho$og with o6%ervation% of emotiona$ e74re%%ion in natura$ %etting% and connected them to human evo$ution! Eame% em4ha%iHed 4h %io$ogica$ change% in the 6od and %howed that emotion% are invo$ved in monitoring our 6odie%! Freud offered the method of $i%tening to what 4eo4$e %aid a6out their emotiona$ $ive% and 4eo4$e ma need to di%cu%% their emotion% with other% in order to 6e under%tood! More recent$ the conce4t of a44rai%a$ ha% 6ecome an im4ortant inf$uence on re%earch in the affective domain! Theories of Emotion A% with an conce4t# re%earcher% and theori%t% have differing view% a% to the function and im4ortance of the affective domain! 'ome %ee it a% a regu$ator % %tem wherea% other% %ee it a% an activation % %tem! 'ome %ee emotion a% a 4reci4itating event wherea% other% %ee it a% a re%u$ting event! Thi% %ection wi$$ di%cu%% %ome of the current theorie% and mode$%!

Affective Domain : In the Communicative Theor -Oat$e ) Eohn%onG&aird# 199:># emotion% are viewed a% cau%ed 6 con%ciou% or uncon%ciou% cognitive eva$uation%! Each eva$uation 4roduce% a %igna$ that i% tran%mitted through mu$ti4$e 4roce%%or% of cognitive architecture to 4roduce a 6a%ic emotion! Thi% %igna$ function% to contro$ organiHation of the 6rain in order to read the mechani%m% of action and 6odi$ re%ource%# to direct attention# to %et u4 6ia%e% of cognitive 4roce%%ing# and to ma?e the i%%ue the cau%ed the emotion% %a$ient in con%ciou%ne%%! The 4henomeno$ogica$ e74erience of the %igna$ i% a di%tinctive fee$ing# or emotion -e!g! ha44ine%%# %adne%%# anger# etc!>! Thu%# in e%%ence# emotion% are %een a% managing goa$%! The Feed6ac? Theor -(ar?in%on ) Man%tead# 199.> a%%ume% that emotion% ari%e a% a con%eJuence of a 6odi$ reaction# rather than cognitive a44rai%a$% of a 4re%enting %ituation! Thi% theor date% to *i$$iam Eame% -1FFI># who drew attention to the fact the 6odi$ re%4on%e%# inc$uding facia$# 4o%tura$# motor# and autonomic change%# are centra$ a%4ect% to our idea of e74eriencing emotion! Our re$ation%hi4 with an o6Cect evo?ing the emotion i% e74re%%ed through the 6od -e!g!# turn awa from un4$ea%ant %ight%# a44roach 4$ea%ant %ight%>! Thu%# 4art of e74eriencing emotion i% to fee$ one%e$f e74re%%ing a 4h %ica$ attitude toward an o6Cect! Furthermore# Eame% 4ro4o%ed that fee$ing% are a re%u$t# rather than cau%e of emotiona$ 6ehavior -e!g!# we are ha44 6ecau%e we %mi$e>! A %imi$ar theor # the Di%crete Emotion Theor -Foge$# Nwo?ah# Dedo# Me%%inger# Dic?%on# Matu%ov# and ,o$d# 199.> %ugge%t% that emotion% organiHe and motivate action %uch that a di%crete emotion can 6e defined a% a 4articu$ar %et of neura$ 4roce%%e% that $ead to a %4ecific e74re%%ion and a corre%4onding %4ecific fee$ing! The emotion 4rogram i% 6e$ieved to 6e 4h $ogenetica$$ ada4ted with re%4ect to the 6a%ic function of %urviva$! Thi% theor 6rea?% down each emotion# %ugge%ting that 4attern% of neura$ %timu$ation cau%e a%%ociated change% in fee$ing#

Affective Domain = and are a%%ociated with di%tinct %et% of facia$# voca$# re%4irator # %?in# and mu%c$e re%4on%e%! The%e theori%t% focu% 4rimari$ on the face in e74re%%ion of emotion# and 6e$ieve emotiona$ deve$o4ment i% contro$$ed 6 maturation of the centra$ nervou% % %tem -CN'># and that the organi%m mu%t $earn ru$e% that modif and modu$ate e74re%%ion! An e7am4$e of re%earch that %u44ort% thi% 4o%ition had 4artici4ant% ho$d a 4enci$ 6etween their teeth for a 4eriod of time# a ta%? that u%e% the facia$ mu%c$e% invo$ved with %mi$ing! Re%u$t% %howed that the 4artici4ant% re4orted fee$ing ha44 ! According to the Functiona$i%t Mode$ -Cam4o%# Mumme# Kermoian# ) Cam4o%# 199I># emotion i% Bthe attem4t 6 the 4er%on to e%ta6$i%h# maintain# change# or terminate the re$ation 6etween the 4er%on and the environment on matter% of %ignificance to the 4er%onD -4! .F:>! Thi% mode$ i% c$o%e$ a$igned with &aHaru%@ Re$ationa$ mode$ -1991> di%cu%%ed in more detai$ 6e$ow! Emotiona$ deve$o4ment 6egin% with a core %et of CN' emotion% 4rogram%# which are defined with re%4ect to 6a%ic functiona$ or %urviva$ re$ation%hi4% 6etween the individua$ and environment# and invo$ve tendencie% of the entire 6od ! Emotion% are 4art of innate routine% for %ocia$ communication and %erve to initiate and maintain contact with other%! &a%t$ # the 'ocia$GCon%tructivi%t Mode$ of Emotion -Een?in% et a$!# 199F># %imi$ar to the functiona$i%t mode$# a$%o view% emotiona$ e74erience a% em6edded in the condition% that Cu%tif it! Thi% 4er%4ective em4ha%iHe% that we $earn to give meaning to our e74erience% through our %ocia$ e74o%ure and cognitive deve$o4menta$ ca4acitie%! Thu%# one@% emotiona$ e74erience i% contingent u4on %4ecific factor%# which contri6ute to our $earning what it mean% to fee$ %omething and then do %omething a6out it! Appraisal and Viability

Affective Domain < Magda Arno$d introduced the conce4t of a44rai%a$ into emotion% re%earch around 19:I -Een?in% et a$!# 199F>! "ui$ding on the idea% of Ari%tot$e and 't! Thoma% AJuina%# Arno$d deve$o4ed the view that emotion% are Cudgment% of the re$ation of o6Cect% and event% to goa$%! 'ince then# there ha% 6een a ho%t of re%earch on the i%%ue of a44rai%a$ in emotion re%earch! In de%cri6ing hi% Re$ationa$ Mode$ of emotion# &aHaru% -1991> wrote that a44rai%a$ invo$ve% an a44reciation of a 4articu$ar harm or 6enefit in the re$ation%hi4 with the environment and carrie% with it im4$ication% for we$$G6eing# action# and co4ing! 'im4$ 4ut# emotion% can 6e viewed a% reaction% to event% 4erceived a% %ignificant 6 the individua$! ,owever# a reaction mu%t inc$ude recognition that the event carrie% %ignificance for one@% 4er%ona$ we$$G6eing in order to count a% emotiona$! Thu%# one@% reaction i% generated a% a con%eJuence of eva$uation of the %ituation and the individua$@% re$ation to it! &aHaru% -1991> identified three a%4ect% of a44rai%a$: 4rimar # %econdar # and rea44rai%a$! (rimar a44rai%a$ concern% whether %omething of re$evance to one@% we$$G6eing ha% occurred -i!e!# doe% the 4er%on have a 4er%ona$ %ta?e in an encounter>! 'econdar a44rai%a$ concern% co4ing o4tion% -i!e!# whether a given action ma 4revent# ame$iorate# or 4roduce harm or 6enefit>! Fina$$ # a$$ encounter% with the environment are in a continua$ %tate of change! (rimar and %econdar a44rai%a$% are continua$$ changing# and feed6ac? from the environment and one@% action% con%titute new information that mu%t 6e eva$uated! &aHaru% termed thi% third 4roce%% of eva$uation rea44rai%a$! Therefore# in rea44rai%a$# the origina$ encounter i% reeva$uated in term% of the %ucce%% or fai$ure of im4$emented co4ing %trategie%! &aHaru% -1991> e$a6orated on 6oth 4rimar and %econdar a44rai%a$# 6rea?ing each down into three %u6com4onent%! (rimar a44rai%a$ inc$ude% goa$ re$evance# goa$ congruence or incongruence# and t 4e of egoGinvo$vement! +oa$ re$evance refer% to whether or not one care%

Affective Domain F a6out or ha% a 4er%ona$ %ta?e in an encounter! +oa$ congruence or incongruence refer% to the e7tent to which a tran%action foi$% or faci$itate% one@% 4er%ona$ goa$%! T 4e of egoGinvo$vement refer% to a%4ect% of one@% egoGidentit ! 'econdar a44rai%a$ inc$ude% the %u6com4onent% 6$ame or credit# co4ing 4otentia$# and future e74ectation%! "$ame and credit dea$ with the 4roce%% of determining who i% accounta6$e or re%4on%i6$e for an emotion re%u$ting from an encounter! Co4ing 4otentia$ refer% to an eva$uation of one@% a6i$it to manage the demand% of an encounter! Future e74ectanc dea$% with whether thing% are $i?e$ to change 4% cho$ogica$$ for the 6etter or wor%e -i!e!# 6ecome more or $e%% goa$ congruent>! In the ongoing %tor of each human $ife# in%ide the 6rain of ever individua$# there are com4$e7 % %tem% that are ma?ing an appraisal# moment 6 moment# 6oth uncon%ciou%$ and con%ciou%$ # of whether or not there are threat% or o44ortunitie% confronting the individua$ -Dama%io# 1999>! The in4ut% to the a44rai%a$ mechani%m are 6oth interna$ and e7terna$! Interna$ threat% and o44ortunitie% can originate from the organ% and 4h %io$og of the 6od or from 4roce%%e% occurring within the mind! E7terna$ threat% and o44ortunitie% can originate in the 4h %ica$ environment or in the rea$m of %ocia$ interaction! ,owever# the affective domain@% im4ortance doe% not end with a44rai%a$! Once a %ituation i% a44rai%ed# one mu%t ma?e a deci%ion a% to what cour%e of action %hou$d 6e ta?en to re%4ond to the %ituation! Thu%# cognitive 4roce%%ing and accom4an ing 6ehavior are %een a% em6edded with affective domain! Mechanisms of Emotion! In the a44rai%a$5via6i$it theor of human emotion%# the affective % %tem in ever 4er%on i% %imu$taneou%$ the home of the mo%t %u6$ime human e74erience% and dar?e%t im4u$%e%! To achieve the goa$ of enhancing 4er%ona$ via6i$it # the affective % %tem integrate% the highe%t and mo%t advanced region% of the human 6rain with

Affective Domain 9 ancient 4art% that evo$ved at a time when re4ti$e% ru$ed the earth! The a44rai%a$ mechani%m i% o4erating con%tant$ and uti$iHe% diver%e 4roce%%e% -&eDou7# 199=>! De4ending on the %ituation an individua$ i% facing# to ma?e the via6i$it determination# the a44rai%a$ mechani%m u%e% either ra4id %timu$u% or 4attern recognition 4roce%%ing -+o$eman# 199:; &eDou7; Niehoff# 1999> or com4$e7# 4er%ona$ and cu$tura$ ru$e% that can 6e $a6e$ed a% emotiona$ %chema% -+reen6erg # Rice ) E$$iott# 1990; Nathan%on# 199.; Ohmdah$# 199:; Ortne # C$ore ) Co$$in%# 19FF>! The%e two a%4ect% of the affective a44rai%a$ % %tem interact con%tant$ and are actua$$ identified with different 4art% of the 6rain -Carter# 199F; &eDou7>! The ra4id %timu$u% or 4attern recognition a%4ect of the a44rai%a$ mechani%m de4end% u4on the am gda$a# the h 4otha$amu%# and the 6rain %tem# 6rain %tructure% active at an e7c$u%ive$ uncon%ciou% $eve$ and the home of emotiona$ memor # the mindG6od $in?# and the fightGorGf$ight mechani%m -Carter; Dama%io# 1999; &eDou7; Ro%%i# 1990>! The 4ortion of the a44rai%a$ mechani%m 4roce%%ing emotiona$ %chema% doe% %o in the 4refronta$ corte7 of the 6rain# which i% the home of con%ciou% emotion%# rationa$ 4$anning# and deci%ionGma?ing! A threat %ituation i% often e74erienced with a concurrent and negative emotion %uch a% fear# anger# ho%ti$it # env # di%$i?ing# hatred# gui$t# %hame# %adne%%# 4ain# or %ur4ri%e! De4ending on the %ituation# the inten%it $eve$ and duration of the emotion can var -&eDou7# 199=; Ortne # C$ore and Co$$in%# 19FF; E?man and David%on# 199I>! (erce4tion% of threat% originate from either interna$ or e7terna$ %ource%! *hen the are 4erceived# either con%ciou%$ or uncon%ciou%$ # the genera$ human re%4on%e i% avoidance! The o44o%ite of threat% are o44ortunitie%! An o44ortunit %ituation i% often e74erienced with a concurrent# 4o%itive emotion %uch a% $ove# Co # $i?ing# enthu%ia%m# intere%t# affection# f$ow# 4$ea%ure# %ati%faction# confidence# or %ur4ri%e! A% with threat%# the inten%it $eve$ for

Affective Domain 1/ o44ortunitie% ma 6e ver mi$d or overwhe$ming$ %trong and the duration ma 6e $ongG$a%ting or ver 6rief! (erce4tion% of o44ortunitie% a$%o originate from either interna$ or e7terna$ %ource%! *hen the are 4erceived# either con%ciou%$ or uncon%ciou%$ # the genera$ human re%4on%e i% to a44roach! Com6ined %tate%# %uch a% fear and courage# indicate the 4u%h and 4u$$ of mu$ti4$e emotion% going on %imu$taneou%$ ! Conf$ict% 6etween 4erceived threat% and o44ortunitie% ari%e when attraction and re4u$%ion are e74erienced %imu$taneou%$ # a% in when a much $oved 4arent doe% %omething hurtfu$ to a chi$d or when achieving %ome $ongGde%ired goa$ reJuire% finding the inner courage with which to vanJui%h an overwhe$ming fear! Regard$e%% of the %ituation# in genera$# if a %ituation i% 4erceived a% enhancing via6i$it # an individua$ tend% to move toward% it# either 4h %ica$$ or 4% cho$ogica$$ ! &i?ewi%e# if a %ituation i% 4erceived a% a threat to we$$G 6eing# an individua$ tend% to move awa from it# a$$ the whi$e interna$$ e74eriencing the com4$e7 fa6ric of concurrent# matching# and %ometime% con%ciou% human emotion%! The Relationship of the Affective omain to !ther omains The affective domain 4rovide% a uniJue arena of human 6ehavior# invo$ving com4$e7 information 4roce%%ing# fundamenta$$ un$i?e# 6ut intimate$ re$ated to# a$$ the other domain% of human deve$o4ment! A% %tated a6ove# the affective domain com6ine% 6od %en%ation of fee$ing%# a 4erce4tion of 4o%itive or negative we$$G6eing# the activation of re$ated emotion%# and an arou%a$ for action# %uch that 4eo4$e tend to a44roach o44ortunitie% which the 4erceive a% he$4ing their via6i$it and to avoid danger% which undermine it -Carne and Eordan# 19<=; Dama%io# 1999>! And whi$e deve$o4ment in the affective domain ha% 6een re$ated to %uch di%4arate to4ic% a% mora$ character deve$o4ment -,offman# .///># motivation -+o$$witHer ) "argh# 199=># 4erformance a44rai%a$ -,irt# &evine# McDona$d ) Me$ton# 199<># rea%oning and 4ro6$em

Affective Domain 11 %o$ving -I%en# 1990; Murra # 'uCan# ,irt ) 'uCan# 199/; Ru%%# 1999># %e$fGregu$ation -A%4inwa$$# 199F># and %4iritua$ deve$o4ment -,a ) N e# 199F>! it i% 4ro6a6$ mo%t c$o%e$ a%%ociated with %ocia$ 6ehavior -Nathan%on# 199.; (in?ar# 199<>! The affective domain i% %een a% contri6uting to %ocia$ interaction% through a conce4t often referred to a% %ocia$Gemotiona$ $earning -'E&> %?i$$%! 'E& can 6e defined a% Bthe 4roce%% through which 4eo4$e $earn to recogniHe and manage emotion%# care a6out other%# ma?e good deci%ion%# 6ehave ethica$$ and re%4on%i6$ # deve$o4 4o%itive re$ation%hi4%# and avoid negative 6ehaviorD -Frederic?%# .//0>! Emotion% and re$ated 'E& %?i$$% are im4ortant in %ocia$ interaction% 6ecau%e emotiona$ ?now$edge and e74re%%ion function to guide %ocia$ interaction%# 6oth direct$ and indirect$ ! Denham and *ei%%6erg -.//0> re4ort that emotion ?now$edge ie$d% not on$ information a6out emotiona$ e74re%%ion% and e74erience in %e$f and other%# 6ut a$%o a6out event% in the environment! Additiona$$ # emotion can 4$a a ro$e in guiding goa$Gdirected 6ehavior# a% we$$ a% 4roviding %ocia$ information to other%# there6 affecting their 6ehavior a% we$$ -Denham# 19F=; Denham ) Couchoud# 1991; Denham# McKin$e # Couchoud# ) ,o$t# 199/; 'tra er# 19F/>! There i% accumu$ating evidence that chi$dren who under%tand and are a6$e to 6a$ance their 4o%itive and negative emotion% tend to 6e more 4ro%ocia$$ re%4on%ive to their 4eer%# are rated a% more $i?a6$e 6 their 4eer%# and are rated a% more %ocia$$ %?i$$ed 6 teacher%! Emotiona$ com4etence i% a$%o u%efu$ in determining motive% and %tate% in other%! ,uman 6eing% are a$%o 6io$ogica$$ hardwired to con%ciou%$ and uncon%ciou%$ an%wer the via6i$it Jue%tion a% it a44$ie% to other 4eo4$e# e%4ecia$$ tho%e who are c$o%e! (eo4$e notice the 4h %ica$ %ign% of di%tre%% in other%! E74re%%ive facia$ movement%# tone of voice# and 6od $anguage are a$$ o6%erved# though often uncon%ciou%$ ! Individua$% $i%ten for %ign% of anger or ha44ine%%# %adne%% or Co # in their conver%ation% with other%! Eu%t a% 4eo4$e are 4erceiving and inferring the

Affective Domain 1. emotiona$ %tate% of other%# %o a$%o doe% each 4er%on either 6roadca%t or concea$ hi% or her own con%ciou% or uncon%ciou% affective %tate% through the %ame channe$% of communication -E?man and David%on# 199I; (in?ar# 199<>! Thu%# the via6i$it Jue%tion 6ecome% e$a6orated in the %ocia$ arena a%# L,ow we$$ are other% doing right now#L and %e$fGref$e7ive$ a% L,ow we$$ do other% thin? I@m doing right nowML Thi%# in turn# can a$%o affect how other% re%4ond in a nonGending# recur%ive manner! *hen the an%wer to the via6i$it Jue%tion i% negative# an emotiona$ %tate %uch a% re4u$%ion motivate% an individua$ to either move awa from a threat or to ma?e it move awa from them! *hen the an%wer to the via6i$it Jue%tion i% 4o%itive# an emotiona$ %tate %uch a% acce4tance motivate% an individua$ to move toward% that which i% he$4ing him to fee$ good or to find wa % to 6ring it c$o%er! In either ca%e# the i%%ue i% distance -inter4reted either 4h %ica$$ # 4% cho$ogica$$ # or %ocia$$ # de4ending on conte7t>! No dou6t human ance%tor% $ong ago $earned that via6i$it wou$d 6e increa%ed if threat% 4rom4ted an increa%e in di%tance and o44ortunitie% 4rom4ted a decrea%e! "ummary "a%ic emotion% have evo$ved to dea$ with fundamenta$ $ife ta%?%! In the continuou%# com4$e7# and moment 6 moment f$ow of dai$ e7i%tence# the affective % %tem ena6$e% human 6eing% to an%wer the mo%t fundamenta$ Jue%tion of %urviva$: L,ow we$$ am doing I right nowML In the ongoing %tor of each human $ife# in%ide the 6rain of ever individua$# there are com4$e7 % %tem% which are ma?ing an appraisal# moment 6 moment# 6oth uncon%ciou%$ and con%ciou%$ # of whether or not there are threat% or o44ortunitie% confronting the individua$ -Dama%io# 1999>! The in4ut% to the a44rai%a$ mechani%m are 6oth interna$ and e7terna$! Interna$ threat% and o44ortunitie% can originate from the organ% and 4h %io$og of the 6od or from

Affective Domain 10 4roce%%e% occurring within the mind! E7terna$ threat% and o44ortunitie% can originate in the 4h %ica$ environment or in the rea$m of %ocia$ interaction! Ta?en together# the via6i$it criterion# the a44rai%a$ mechani%m%# the dimen%ion% of affective e74re%%ion# and the a44roach5avoidance re%4on%e tendencie% are the e%%ence of the affective domain! Deve$o4menta$ I%%ue% Chi$d deve$o4ment i% t 4ica$$ viewed through an organiHationa$# 6io$ogica$ $en%! A% %uch# deve$o4ment i% %een a% going thorough %4ecific %tage%# with tran%ition% to new %tage% 6eing inf$uenced 6 # or contingent u4on accom4$i%hment% attained in ear$ier %tage%! Eu%t a% chi$dren@% $anguage or menta$ ca4a6i$itie% deve$o4 a% a re%u$t of maturation and e74erience# %o too doe% chi$dren@% affective deve$o4ment! Affective deve$o4ment i% often %een a% 4rogre%%ing in the %ame manner# and a% 6eing im4acted 6 6oth interna$ -6io$ogica$ 4redi%4o%ition%# withinGchi$d a6i$itie%> and e7terna$ -4h %ica$ and %ocia$ environment> inf$uence%! Additiona$$ # there are %ta6$e difference% among chi$dren that im4act deve$o4ment in the affective domain! For e7am4$e# a %ma$$ 4ercentage of chi$dren are high$ active whi$e another %ma$$ 4ercentage i% %$ow to warm u4 -Kagan# 199I>! Additiona$$ # ($omin -199/> 4re%ent% re%earch %ugge%ting a genetic 6a%i% for em4ath 6 %howing that identica$ twin% are more a$i?e in their em4athetic re%4on%e% than fraterna$ twin%! +reen%4an and +reen%4an -19F:> identified %i7 emotiona$ mi$e%tone% that infant% and oung chi$dren go through a% the deve$o4! The fir%t mi$e%tone i% to fee$ 4eacefu$ de%4ite the inundation on the new6orn@% %en%e% 6 %timu$ation and to reach out to that %timu$ation during the fir%t few wee?% after 6irth! In the %econd %tage# the infant ta?e% an intere%t in the human wor$d# a% we$$ a% the %ight% and %ound% that encom4a%% it! The third mi$e%tone i% met when the infant rea$iHe% that the wor$d i% cau%eGandGeffect! For e7am4$e# thi% might 6e demon%trated when a

Affective Domain 1I 6a6 @% movement 4roduce% a corre%4onding movement in a mo6i$e! The infant %how% hi% or her 4re4aredne%% for the fourth %tage 6 ta?ing the Bemotiona$ dia$ogue with the wor$d one %te4 further and $earning to connect %ma$$ unit% of fee$ing and %ocia$ 6ehavior into $arge# com4$icated# orche%trated 4attern%D -+reen%4an ) +reen%4an# 4! =>! During the fifth %tage# chi$dren are a6$e to ho$d an image -their mother# for e7am4$e> in their mind% even when that o6Cect# 4er%on# etc! i% not 4re%ent! In the %i7th and fina$ mi$e%tone# oung chi$dren are 6etter a6$e to under%tand the idea% of B4$ea%ure and de4endenc # curio%it # a%%ertivene%%# anger# %e$fGdi%ci4$ine or %etting their own $imit%# even em4ath and $oveD -+reen%4an# 4! =>! *hi$e chi$dren ma 6e a6$e to under%tand the%e conce4t% in ear$ chi$dhood# the have a narrow voca6u$ar for communicating their fee$ing% -Denham# 199F; Vernon# 1999>! During thi% %tage of $ife# chi$dren have a hard time com4rehending that it i% 4o%%i6$e to fee$ man different emotion% concurrent$ a6out a 4articu$ar event# even though the do under%tand that it i% 4o%%i6$e to have different fee$ing% at different time%! " the end of the 4re%choo$ 4eriod# chi$dren 6egin to re%4ond to other 4eo4$e@% emotion%# though the u%ua$$ concentrate on the mo%t evident characteri%tic% of an emotiona$ e74erience# %uch a% 6eing angr or ha44 ! Noung chi$dren are t 4ica$$ amateur% in uti$iHing the affective domain! In ever da interaction%# chi$dren are con%tant$ attem4ting to under%tand 6oth their own and other%@ 6ehavior! Emotion% 4$a a %ignificant ro$e in thi% under%tanding 6 conve ing crucia$ inter4er%ona$ information that can guide interaction! In %ocia$ interaction%# the chi$d u%e% information conve ed through the 6ehavior# emotion%# 4erceived intention%# and the $i?e$ effect of other%@ 6ehavior to he$4 guide their own re%4on%e or 6ehavior! A chi$d who i% a6$e to regu$ate emotion% i% more $i?e$ to 6e a6$e to uti$iHe a 4ro6$emG%o$ving 4roce%% that a$$ow% him or her to generate and focu% on ada4tive goa$% that wi$$ 6ui$d and enhance a re$ation%hi4 -e!g!# avoid

Affective Domain 1: conf$ict# not hurt other%@ fee$ing%>! Tho%e who are $e%% %?i$$ed ma focu% on more e7terna$ and %e$fG%erving goa$%# which $ead them to react in $e%% ada4tive wa % that do not 4romote %ucce%%fu$ interaction -e!g!# revenge# %4ite>! The deve$o4ment 'E& %?i$$% are thought to 6e of 4articu$ar im4ortance during the 4re%choo$ 4eriod# when chi$dren are $earning to interact with their 4eer%! Denham and *ei%%6erg -.//0> re4orted that chi$dren who enter ?indergarten with 4o%itive 'E& 4rofi$e% a$%o deve$o4 4o%itive attitude% a6ut %choo$# %ucce%%fu$$ adCu%t to the new e74erience% the encounter in the %choo$ %etting# and demon%trate good grade% and achievement! Conver%e$ # the re4orted that chi$dren with %4ecific 'E& deficit% are more $i?e$ to e74erience difficu$tie% in %ocia$ re$ation%hi4%! There i% accumu$ating evidence that 'E& com4onent% contri6ute to overa$$ %ucce%% in interacting with other%! Chi$dren who under%tand and are a6$e to 6a$ance their 4o%itive and negative emotion% tend to 6e more 4ro%ocia$$ re%4on%ive to their 4eer%# are rated a% more $i?a6$e 6 their 4eer%# and are rated a% more %ocia$$ %?i$$ed 6 teacher% -Denham# 19F=; Denham ) Couchoud# 1991; Denham# McKin$e # Couchoud# ) ,o$t# 199/; 'tra er# 19F/>! During midd$e chi$dhood# chi$dren are ca4a6$e of more com4$e7 emotiona$it -e!g!# gui$t# %hame# and 4ride># and recogniHe that it i% 4o%%i6$e to e74erience different emotion% %imu$taneou%$ ! Chi$dren of thi% age are a$%o more cogniHant of other 4eo4$e@% emotion% and can camouf$age their fee$ing% to 4revent u4%etting %omeone e$%e! Fina$$ # tho%e in midd$e chi$dhood ma 6egin to e74erience %choo$ or 4eerGre$ated an7iet ! 2More needed3 Im4acting the Affective Domain A$though it wou$d 6e e7travagant to %ugge%t that %choo$ing by itself ha% the 4ower to %o$ve a$$ the%e 4ro6$em%# it i% difficu$t to imagine an effective $ongGterm %o$ution% that e7c$ude it! *e$$Gconceived# % %tematica$$ de%igned $earning e74erience%# uti$iHing we$$Gcho%en

Affective Domain 1= techniJue%# techno$og # and media# can $ead to %ignificant gain% in re%o$ving im4ortant %ocia$ and 4er%ona$ i%%ue%! Additiona$$ # re%earch %how% that chi$d do 6etter academica$$ when %choo$% attend to emotiona$ and %ocia$ deve$o4ment -+ewertH# .//0>! 1nfortunate$ # de%4ite the 4otentia$# educationa$ effort% aimed at the%e 4ro6$em% have not a$wa % 6een %ucce%%fu$ -Ki$4atric?# 199.; 'onnier# 19F9>! In fact# %ome attem4t% to uti$iHe the affective domain# %uch a% the %oGca$$ed Baffective education#D B%e$fGe%teemD and Bva$ue% c$arificationD a44roache%# have actua$$ cau%ed harm# $eading to increa%e% in the incidence of i$$icit drug u%age# a$coho$i%m# teen 4regnanc # and %e7ua$$ tran%mitted di%ea%e% among outh% e74o%ed to the%e a44roache% -Ki$4atric?>! Thi% fai$ure of %choo$ing to effective$ addre%% the affective domain i% in %har4 contra%t to the %ucce%%e% achieved in other arena%! For e7am4$e# the cognitiveG6ehaviora$# the 4er%onG centered# and other %choo$% of 4% chothera4 have devi%ed increa%ing$ effective wa % to he$4 4eo4$e recover from %4ecific emotiona$ 4ro6$em% -Core # 199=; Martin# 1999; McMu$$in# 19F=>! &i?ewi%e# mar?eter% have 6ui$t a mu$ti6i$$ion do$$ar g$o6a$ adverti%ing indu%tr 6 $earning how to % %tematica$$ and effective$ evo?e tho%e human emotion% that 4rom4t con%umer% to 6u their 4roduct% -Rei% and Trout# 1990; 'choe$$ and +ui$tman# 199.>! *herea% %4ecia$i%t% in the%e di%ci4$ine% have articu$ated conce4t% of the affective domain %uited to the 4ur4o%e% of their %4ecific di%ci4$ine%# tho%e in %choo$ing have mo%t$ avoided it -Krathwoh$# "$oom# and Ma%ia# 19=I; Martin and "rigg%# 19F:>! Difficu$t in the fie$d of %choo$ing with the affective domain ma 6e a re%u$t of %evera$ inf$uence%! Fir%t# one mu%t con%ider the cognitiveG%tructura$i%t and deonto$ogica$ theorie% that under$ie much of the %choo$ing % %tem! In the%e theorie%# mora$ education and emotion% are t 4ica$$ %een a% conf$icting conce4t%! (ro4onent% of the%e theorie% %ugge%t that the centra$ aim

Affective Domain 1< of mora$ education i% a de%ira6$e %tate of mind -Roe66en# 199:># an autonomou% and freeG thin?ing 4er%on -'me er%# 199.>! Mora$ $earning i% con%idered to 6e a matter of deve$o4ing innate inte$$ectua$ ca4acitie%# and not one of %u44$ ing mi%%ing emotion% and motive% -'4iec?er# 19FF# 4! II>! The invo$vement of emotion i% often con%idered detrimenta$ to the attainment of the%e Jua$itie%! It i% 6e$ieved that ever emotion ha% a %4ecific 4aradigmatic %cenario# which# once $earned# i% a44$ied to %ituation% which are re$evant$ %imi$ar to the 4aradigm %cenario in which it originated -Roe66en>! In thi% view# emotion% can act a% a 6arrier# which di%tur6% the ongoing 4roce%% of mora$ rea%oning# and wor?% again%t critica$ thin?ing# $eading to a 4otentia$$ 6ia%ed or f$awed view of one@% environment! One the other hand# ,offman -.///> 4ro4o%e% that em4ath i% foundationa$ to mora$ deve$o4ment! ,i% re%earch %how% that em4ath # the connecting of one@% fee$ing% and emotion% to another@%# can 6e di%cerned in infant% and deve$o4% in readi$ identifia6$e %tage%! ,e 4ro4o%e% that Cu%tice# a core va$ue in Koh$6erg@% -19FI> theor of mora$ deve$o4ment# ha% two com4onent%# care and eJuit # and that em4ath 4rovide% a foundation for 6oth! ,offman# therefore# advocate% that adu$t% encourage chi$dren to %hare the fee$ing% of tho%e he or %he ha% mi%treated a% e%%entia$ for mora$ deve$o4ment! (ie$ -.///> goe% even further# %ugge%ting that emotion% are an individua$@% mora$ com4a%%# evo$utionari$ deve$o4ed to guide one@% %e$fG regu$ating and ada4tive 6ehavior! A %econd 4otentia$ inf$uence in the dearth of emotiona$$ Gfocu%ed %choo$ 4rogram% ma $ie in the fact that# to date# re%earcher% have deve$o4ed no com4rehen%ive conce4tion of u%efu$ne%% of emotion for 4ur4o%e% of academic $earning and in%truction -+o$eman# 199:; (rice# 199F; 'a$ov ) '$u ter# 199<; 'onnier# 19F9>! In 4a%t affective education a44roache%# oung 4eo4$e were taught to treat a$$ %ocia$ va$ue% a% eJua$$ acce4ta6$e; the were $ed to 6e$ieve that

Affective Domain 1F there are no right an%wer% in ethica$ %ituation%; the were encouraged to invent their own va$ue % %tem% without reference to acce4ted %tandard% or the need% of %ociet at $arge; the were encouraged to get inGtouch with their fee$ing% regard$e%% of what tho%e fee$ing% might 6e; and the were convinced to c$aim %e$fGe%teem through %e$fGta$? even whi$e te%t %core% and other mea%ure% of academic achievement were fa$$ing -Ki$4atric?# 199.>! Net# educator% cou$d not continue in thi% direction once $ongitudina$ %tudie% 6ecame avai$a6$e which indicated an increa%e of outh vio$ence# teen 4regnanc # a$coho$i%m# and drug a6u%e among %tudent% e74o%ed to the%e affective education a44roache%! Thi% 6ring% %choo$ing into the horn% of a di$emma! An a44roach to $earning in the affective domain that %mac?% of indoctrination# that i% too touch Gfee$ # or that 4romote% %e$fG e%teem at the e74en%e of accom4$i%hment ha% 6een reCected and wi$$ continue to 6e reCected 6 4arent% and educator%! "ut the 4ro6$em% that are tearing at the fa6ric of %ociet and %hattering individua$ $ive% are a$mo%t certain$ un%o$va6$e without recour%e to education and training invo$ving the affective domain! 'omehow# new %te4% mu%t 6e ta?en toward% a revi%ed view of the affective domain a% it a44$ie% to the fie$d of education! #ostering Emotional #unctioning Denham -199F> %ugge%t% three categorie% of emotiona$ functioning: emotiona$ under%tanding# emotiona$ e74re%%ion# and emotiona$ regu$ation and management! In term% of emotiona$ under%tanding# %he %ugge%t% that %tudent% need to 6e a6$e to di%cern one@% own emotiona$ %tate% a% we$$ a% tho%e of other% and 4ro4er$ u%e emotiona$ voca6u$ar ! In term% of emotiona$ e74re%%ion# Denham -199F> inc$ude% the u%e of ge%ture% to di%4$a emotiona$ me%%age% nonver6a$$ # demon%trating em4ath 6 connecting one@% emotion% to tho%e

Affective Domain 19 of other%# di%4$a ing 6oth %e$fGcon%ciou% a% we$$ a% com4$e7 %ocia$ emotion%# and rea$iHing there are difference% 6etween e74eriencing an emotion and how one act%! The categor of emotiona$ regu$ation and management inc$ude% co4ing with 6oth 4$ea%ura6$e and aver%ive5di%tre%%ing emotion% a% we$$ a% the regu$ation of tho%e %ituation% that e$icit them! Thi% categor a$%o inc$ude% the a6i$it to u%e thi% e74erience to %trategica$$ organiHe the e74erience in term% of %etting goa$% and $earning to motivate one%e$f and other%! A% in the other domain%# 4arent% 4$a a crucia$ ro$e in a chi$d@% deve$o4ment 6efore he or %he 6egin% %choo$! One of the mo%t im4ortant wa % to get chi$dren off to a good %tart in thi% domain i% through a %ecure attachment re$ation%hi4 with caring adu$t% -Denham and *ei%%6erg# .//0>! Con%i%tent and %en%itive caregiving# 4articu$ar$ during the fir%t ear% of $ife# can fo%ter %uch attachment! Ear$ e74erience% and interaction% with caregiver% form the 6a%i% from which chi$dren deve$o4 their view of the wor$d! (o%itive and meaningfu$ interaction% can $ead chi$dren to deve$o4 a 4o%itive wor$d view -i!e!# The wor$d i% a %afe 4$ace; Other% are 4redicta6$e and reada6$e; I am im4ortant and worth of care!>! Re%earch ha% %hown that %ecure re$ation%hi4% with caregiver% 4redict not on$ concurrent emotiona$ deve$o4ment# 6ut a$%o $ater a6i$it to re$ate to 4eer% -,owe%# 199<>! In contra%t# emotiona$ in%ecurit can cau%e a chi$d to 6e re%i%tant to $earning a6out emotion% and more a4t to e74erience aver%ive emotion%! Mode$ing of a44ro4riate 6ehaivor i% a$%o an im4ortant inf$uence in chi$dren@% $earning! Re%earch on the im4act of vicariou% $earning ha% $ed u% to acce4t the im4$ication% of the o$d %a ing BDo a% I %a # not a% I doD! Chi$dren con%tant$ o6%erve the 6ehavior of other% and often incor4orate thi% $earning into their own 6ehavior! Chi$dren u%e %uch information to determine what i% and i% not acce4ta6$e or a44ro4riate# and in which conte7t%! Thu%# through their emotiona$ di%4$a %# adu$t% are %ending a 4owerfu$ me%%age! Therefore# adu$t% who mode$

Affective Domain ./ ada4tive and a44ro4riate emotiona$ re%4on%e% can he$4 guide their chi$d@% $earning of emotiona$ regu$ation! (o%itive guidance 6 4arent% and ear$ caregiver% i% a third wa to fo%ter effective and a44ro4riate emotiona$ and re$ated %ocia$ %?i$$%! From a ver oung age# chi$dren are $earning

what it mean% to 6e 4art of a grou4! Chi$dren need a%%i%tance in $earning a44ro4riate ru$e% for 6ehavior in grou4 and %ocia$ %etting%! Noung chi$dren $earn 6e%t when the have c$ear ru$e% and $imit% %et for them# and when the receive 6oth direct and indirect guidance -Denham and *ei%%6erg# .//0>! Direct guidance refer% to conci%e ru$e% a% to a44ro4riate 6ehavior! Indirect guidance refer% to 4roviding an environment that i% conducive to 4o%itive emotion and 6ehavior! In 4roviding 4o%itive guidance# there are three %4ecific %ocia$iHation techniJue% con%idered a% crucia$: teaching a6out emotion% and 6ehavior%# mode$ing 4o%itive emotiona$ e74re%%ion and 6ehavior%# and demon%trating acce4ting and he$4fu$ reaction% to chi$dren@% emotion% and 6ehavior%! (o%itive guidance a$%o inc$ude% reaction to chi$dren%@ emotion%! Contingent reaction% to chi$d 6ehavior 6 adu$t% %hou$d 6e $in?ed to the chi$d@% emotiona$ deve$o4ment -Denham ) *ei%%6erg# .//0>! Thi% inc$ude% 6ehaviora$ and5or emotiona$ reinforcement or di%couragement of %4ecific 6ehavior% and emotiona$ re%4on%e% -Tom?in%# 1991>! The di%mi%%ing or ignoring of emotion% ma 6e 4erceived 6 chi$dren a% 4uni%hment for %howing emotion# which can cau%e confu%ion and interfere with the deve$o4ment of ada4tive and effective 'E& %?i$$%! ,owever# 4o%itive reaction% 6 adu$t% -to$erance# comfort# va$idation# em4ath > can conve the me%%age that emotion% are not on$ managea6$e# 6ut a$%o even u%efu$ -+ottman# KatH# ) ,ooven 199<>! Coaching a6out emotion% can 6e done through di%cu%%ing chi$dren@% fee$ing%# thought%# and 6ehavior%! Centra$ to thi% i% 4roviding rea%on% or e74$anation% for event%# inc$uding

Affective Domain .1 correction of ina44ro4riate 6ehavior! For e7am4$e# a$erting chi$dren to 4otentia$ con%eJuence% of 6ehavior% can 6e effective -i!e!# Eohnn ma not want to 4$a with ou an more if ou do not %hare!>! Additiona$$ # he$4ing chi$dren to con%ider the view4oint of other% i% a$%o im4ortant -i!e!# That hurt Eohnn @% fee$ing%! &oo? at how %ad he $oo?%!>! Adu$t% who demon%trate an awarene%% of emotion% and di%cu%% them with their chi$dren can a%%i%t in deve$o4ment of %e$fGmanagement %?i$$%# and he$4 in formu$ating otherGawarene%% -for deve$o4ing em4ath >! Thu%# the four main com4onent% for contri6uting to the deve$o4ment in the affective domain for oung chi$dren are %ecure attachment# mode$ing# 4o%itive guidance and coaching! There are %4ecific techniJue% that 4arent% and ear$ caregiver% can u%e for faci$itating $earning in thi% domain! The%e techniJue% inc$ude: di%tracting the chi$d and a%%i%ting him5her in choo%ing a more a44ro4riate %u6%titute 6ehavior# ignoring ina44ro4riate 6ehavior -when there i% not threat of harm to %e$f or other%># te$$ing the chi$d what to do -a% o44o%ed to what not to do># and %tating e74ectation% c$ear$ and in a manner %uita6$e to the chi$d@% cognitive $eve$! 'uch techniJue% can he$4 guide chi$dren toward a44ro4riate emotiona$ and 6ehaviora$ re%4on%e%! *hi$e it i% ?nown that individua$% rai%ed in a $oving# caring environment have 6een found to have a %u6%tantia$$ $ower incidence of maCor i$$ne%% and di%ea%e in midGadu$thood -Ru%%e? and 'chwartH# 199<># educator% can a$%o have a %ignificant im4act on affective deve$o4ment! The %ame a44roache% $aid out for 4arent% and ear$ caregiver% can 6e a44$ied 6 teacher%: attachment# mode$ing# guidance# and coaching! A% mentioned 4reviou%$ # deve$o4ment of a 4o%itive# con%i%tent# and emotiona$$ %u44ortive re$ation%hi4 with im4ortant adu$t% i% crucia$ to deve$o4ment in the affective domain! A% %uch# chi$dren who have not e74erienced %ecure attachment% with other caregiver% ma %ee? %uch attachment with teacher%! Therefore# teacher% can a$%o uti$iHe techniJue% to fo%ter a %ecure attachment re$ation%hi4 with %tudent%!

Affective Domain .. Teacher% can a$%o 4rovide 4o%itive 6ehavior management and guidance to %tudent%! For e7am4$e# "ergin and "ergin -1999> advocate the u%e of 4er%i%tent 4er%ua%ion to increa%e com4$iance and he$4 in%truct and guide %tudent% toward a44ro4riate 6ehavior and emotiona$ di%4$a %! Teacher% can a$%o uti$iHe inductive guidance techniJue% that focu% on the con%eJuence% of the chi$d@% 6ehavior% on other%# inc$uding the fee$ing% of other%! Fina$$ # teacher% can he$4 chi$dren deve$o4 6etter ?now$edge and under%tanding of their own and other%@ emotion% 6 uti$iHing emotion $anguage! Chi$dren# e%4ecia$$ oung chi$dren#

ma not have much e74erience in u%ing $anguage to e74re%% their fee$ing%! "eing a6$e to attach a $a6e$ to emotion% and fee$ing% can 6ring them to con%ciou%ne%%# which# in turn# a%%i%t% in emotiona$ regu$ation -Denham and *ei%%6erg# .//0>! A%%e%%ment and Mea%urement There are three 4rimar area% of deve$o4ment in the affective domain that need to 6e addre%%ed: emotiona$ under%tanding -inc$uding di%cernment of emotion% in 6oth %e$f and other%># emotiona$ 6ehavior -inc$uding demon%trating em4ath ># and emotiona$ %e$fGregu$ation and management -inc$uding warming one%e$f u4 or coo$ing one%e$f down>! Emotional $nderstanding According to 'aarni -1999># for emotiona$ di%cernment in %e$f to occur# the chi$d mu%t 6e cogniHant that he or %he i% the one fee$ing %omething! It ha% a$%o 6een 4ro4o%ed that for one to 6e emotiona$$ %e$fGaware# he or %he mu%t 6e a6$e to recogniHe that emotiona$$ Gre$ated fe$t 6odi$ %en%ation% are inherent$ different than other 6odi$ %en%ation% that ma occur %uch a% fee$ing hungr ! Re%earch %ugge%t% that chi$dren at a re$ative$ oung age are a6$e to di%cern the emotion%

of other% -'aarni# 1999>! According to 'aarni -1999# 4! 1/9># the fo$$owing characteri%tic% mu%t

Affective Domain .0 6e 4re%ent in chi$dren to encom4a%% %o4hi%ticated in%ight into other%@ emotion%: Bthe need to 6e a6$e to decode the u%ua$ meaning% of emotiona$ facia$ e74re%%ion%; the need to under%tand common %ituationa$ e$icitor% of emotion; the need to rea$iHe that other% have mind%# intention%# 6e$ief%# or what ha% otherwi%e 6een referred to a% Oinner %tate%;@ the need to ta?e into account uniJue information a6out the other that might Jua$if or ma?e com4rehen%i6$e a non%tereot 4ica$ emotiona$ re%4on%e or a re%4on%e that differ% from how one%e$f wou$d fee$ in the %ame %ituation; and the need to 6e a6$e to a44$ emotion $a6e$% to emotiona$ e74erience %o that the can ver6a$$ communicate with other% a6out their fee$ing%!D (arent% can he$4 their chi$dren di%cern emotion% 6 4roviding $a6e$% for different fee$ing% that their chi$dren might have -+ottman# 199<>! *hen a chi$d ?now% the uncomforta6$e fee$ing the are having ha% a name# it %eem% more managea6$e and more $i?e a 4art of ever da $ife -+ottman# 199<>! Thi% 4roce%% of $a6e$ing emotion% for chi$dren can a$%o he$4 in the chi$d@% deve$o4ment of em4ath -+ottman# 199<>! For e7am4$e# if ou notice a chi$d i% fee$ing down and ou %a # BNou@re fee$ing %ad# aren@t ou#D the chi$d now fee$% 6oth under%tood 6 the em4athic %tatement and comforted 6 ?nowing that there i% a word to de%cri6e how he5%he i% fee$ing -+ottman# 199<>! Emotional E%pression Denham -199F> di%cu%%e% item% from the ,awaii Ear$ &earning (rofi$e -,E&(; (ar?%# 199.># which inc$ude% $i%t% of 6ehavior% con%idered a44ro4riate deve$o4ment of chi$dren from 6irth to three ear% of age! Denham -199F# 4! .1/> %4ecifica$$ $i%t% item% from %evera$ different %u6%ca$e% of the ,E&( 4ertaining to the e74re%%ion of emotion% and fee$ing% that are deve$o4menta$$ a44ro4riate for chi$dren aged 1F to 0= month%# inc$uding -(ar?%# 199.# 44! .F/G 0.1>:

Affective Domain .I E74re%%e% affection 'how% Cea$ou% at attention given to other%# e%4ecia$$ other fami$ mem6er% 'how% a wide variet of emotion% -e!g!# fear# anger# % m4ath # mode%t # gui$t# Co > Fee$% ea%i$ fru%trated Attem4t% to comfort other% in di%tre%% Tantrum% 4ea? DramatiHe% fee$ing% u%ing a do$$ Fatigue% ea%i$ Ma deve$o4 %udden fear%# e%4ecia$$ of $arge anima$% Demon%trate% e7treme emotiona$ %hift% and 4arado7ica$ re%4on%e%

(arent% and educator% can a$%o u%e the aforementioned deve$o4menta$$ a44ro4riate 6ehavior% to a44rai%e where their chi$dren are com4ared to what i% con%idered average a6i$it for that 4articu$ar age grou4! Emotional Regulation *hi$e %choo$ 4% cho$ogi%t% ma conduct mo%t a%%e%%ment% on chi$dren with %4ecia$ need%# 4arent% and ear$ chi$dhood educator% can conduct their own informa$ a%%e%%ment% on chi$dren to %ee where the are deve$o4menta$$ ! There are forma$ te%t% u%ed 6 4% cho$ogi%t% that Cudge emotiona$ di%cernment 6 %howing chi$dren 4icture% of face% with different e74re%%ion% then a%?ing the chi$d what emotion that 4articu$ar face i% di%4$a ing! (arent% and teacher% can ea%i$ re4$icate thi%# 6ut mu%t remem6er that oung chi$dren wi$$ mo%t $i?e$ not an%wer correct$ a$$ the time# 4articu$ar$ when %hown more com4$e7 emotion%# %uch a% gui$t and %hame!

Affective Domain .: It i% t 4ica$$ the %choo$ 4% cho$ogi%t who ha% 6een a%%igned the re%4on%i6i$it of a%%e%%ing emotiona$ regu$ation in %choo$Gaged chi$dren! ,i%torica$$ # the a44roach e7em4$ified in federa$ guide$ine%# and thu% mo%t common$ u%ed in a%%e%%ment# ha% 6een a deficitGfocu%ed a44roach -"uc?$e # 'orino# and 'aarni# .//0>! ,owever# the tide% do %eem to 6e turning# and %trengthG6a%ed a%%e%%ment i% 6eginning to receive more attention in $iterature! Net there remain% a great need for additiona$ 4% chometric attention in the area of emotiona$ a%%e%%ment! In the fo$$owing %ection# we wi$$ out$ine %evera$ e7i%ting mea%ure% that can 6e u%ed in a%%e%%ing %ome of the %?i$$% a%%ociated with emotiona$ com4etence! ,owever# it i% im4ortant to note that the%e mea%ure% were not de%igned to mea%ure emotiona$ com4etence# and thu% have not 6een va$idated for thi% 4ur4o%e! ,owever# 6 attending to a%4ect% of the mea%ure that addre%% %4ecific emotiona$ com4etence %?i$$%# re%u$t% of %uch a%%e%%ment in%trument% can 6e u%efu$ in overa$$ a%%e%%ment! Emotion Regulation &hec'list (ER&) "hields and &icchetti* +,,-). The ERC i% a %urve mea%uring affective 6ehavior% in %choo$Gaged chi$dren! It contain% two %u6%ca$e% con%idered a% u%efu$ in a%%e%%ment of emotiona$ com4etence: &a6i$it 5Negativit and Emotion Regu$ation! The &a6i$it 5Negativit %u6%ca$e e7amine% mood %wing%# angr reactivit # affective inten%it # and d %regu$ated 4o%itive emotion%! The Emotion Regu$ation %u6%ca$e ca4ture% emotiona$ under%tanding# em4ath # and eJuanimit ! Interna$ con%i%tenc for the%e two %u6%ca$e% wa% !9= for &a6i$it 5Negativit and !F0 for Emotion Regu$ation -"uc?$e # et a$!# .//0>! Emotion Regulation ./"ort ("hields and &icchetti* +,,-). The AG'ort i% re$ated to the ERC# 6oth of which are direct$ a44$ica6$e to the mea%urement of emotiona$ regu$ation! The AG 'ort mea%ure% reactivit # em4ath # and %ocia$$ a44ro4riate e74re%%ion%! Though admini%tration

Affective Domain .= i% %omewhat cum6er%ome# it i% %uita6$e for a wide age range# and i% u%efu$ for $ongitudina$ re%earch! The 0ehavior Emotion Rating "cale (0ER") Epstein and "harma* +,,1). The "ER' i% a %urve mea%uring 6ehaviora$ and emotiona$ %trength% of chi$dren age% five to 1F! It 4rovide% an overa$$ %trength Juotient# and addre%%e% five dimen%ion%! The dimen%ion% mo%t re$evant to emotiona$ com4etence are the inter4er%ona$# intra4er%ona$# and affective %trength domain%! The "ER' ha% %trong content va$idit # moderate to high re$ia6i$it # con%i%tenc among rater%# %ta6i$it overtime# and adeJuate convergent va$idit with %evera$ mea%ure% -E4%tein# ,arni%%# (ear%on# and R %er# 1999>! The Multifactor Emotional Intelligence "cale / "hort Version (MEI") Mayer* "alovey* and &aruso* +,,-). The MEI' wa% u%ed to mea%ure emotiona$ inte$$igence 4rior to im4$ementation and again after the conc$u%ion of the Connecting 4rogram! The MEI' con%i%t% of eight ta%?% that are divided into com4onent% re4re%enting three $eve$% of emotiona$ rea%oning a6i$it : 4erceiving# under%tanding# and regu$ating emotion%! The %ca$e ie$d% four %core%: and overa$$ %core ref$ecting genera$ emotiona$ inte$$igence and a %core for each of the three emotiona$ rea%oning a6i$itie%! The %hort ver%ion of the MEI' con%i%t% of .:F item%# and i% %cored 6 an e74ert %coring method# in which each re%4on%e i% com4ared with an e74ert an%wer# or one that MEI' e74ert% 6e$ieve i% the mo%t accurate a%%e%%ment of a 4articu$ar a6i$it -&am# and Kir6 # .//.>! Mayer/"alovey/&aruso Emotional Intelligence Test (M"&EI) Mayer* "alovey* and &aruso* +,,-). The M'CEIT i% an e7ten%ion of the MEI'! Thi% te%t a$%o an a6i$it te%t de%igned to mea%ure a%4ect% of emotiona$ inte$$igence! ,owever# it wa% de%igned for u%e with individua$%

Affective Domain .< 1< ear% o$d an u4! The M'CEIT mea%ure% the fo$$owing four 6ranche% of emotiona$ inte$$igence: 1! Identifying emotions G the a6i$it to recogniHe how ou and tho%e around ou are fee$ing! The e7aminee i% 4re%ented with face% and %ituation%# and are a%?ed to 4ic? out the e7tent to which certain fee$ing% are 4re%ent! .! $sing emotions G the a6i$it to generate an emotion# and then rea%on with thi% emotion! E7aminee% are a%?ed to imagine %4ecific event% that trigger 4articu$ar fee$ing% G whi$e fee$ing each fee$ing# the e7aminee i% a%?ed to indicate the e7tent to which the fee$ing i% for in%tance $ight or dar?# warm or co$d! 0! $nderstanding emotions G the a6i$it to under%tand com4$e7 emotion% and emotiona$ Pchain%P# how emotion% tran%ition from one %tage to another! E7aminee% are a%%e%%ed through definition% of emotion% and a$%o through %4ecific %ituation% which the are 4re%ented with! I! Managing emotions G the a6i$it which a$$ow% ou to manage emotion% in our%e$f and other%! E7aminee% are 4re%ented with a range of %cenario% and are a%?ed to determine the effectivene%% of ta?ing 4articu$ar action%! The "ocial "'ills Rating "cale (""R") 2resham and Elliott* +,,3). The ''R' ha% two form%# one for u%e with chi$dren grade% three through %i7# and another for u%e with chi$dren grade% %even through 1.! The mea%ure ie$d% %core% on three %ca$e%# 'ocia$ '?i$$%# (ro6$em "ehavior%# and Academic Com4etence! ,owever# it i% Jue%tion% within the 'ocia$ '?i$$% %ca$e that a44ear to ca4ture %evera$ emotiona$ com4etencie%# %uch a% ca4acit for em4athetic re%4on%e%# affective e74re%%ion# and emotiona$ regu$ation and co4ing -"uc?$e # et a$!# .//0>!

Affective Domain .F E7i%ting re%earch ha% indicated the im4ortance of emotiona$ com4etence in mu$ti4$e area% of functioning# inc$uding academic%! Furthermore# re%earch continue% to 4rovide %u44ort for the ro$e of % %temic# ongoing %ocia$Gemotiona$ education in o4tima$ cognitive and 6ehaviora$ deve$o4ment -"uc?$e # et a$!# .//0>! Thu%# it i% certain$ argua6$e that additiona$ re%earch attention to the area of emotion and emotiona$ com4etence i% warranted! Neverthe$e%%# em4irica$ %tudie% inve%tigating emotiona$ com4etenc 4rogram% are rather $imited! Furthermore# intervention 4rogram% t 4ica$$ em4ha%iHe 6road %ocia$ com4etencie% rather than emotiona$ com4etencie% -"uc?$e # et a$!# .//0>! 'ummar and Conc$u%ion% The 4romotion of emotiona$ and re$ated %ocia$ com4etence i% e%%entia$ for the deve$o4ment of informed# re%4on%i6$e# and caring individua$% -Richard%on# .///>! Com4etence in recogniHing and managing fee$ing% and %ocia$ re$ation%hi4% are crucia$ for %ucce%% acro%% %etting%# inc$uding home# %choo$# and the wor?4$ace! Furthermore# emotiona$ com4etence i% con%idered a centra$ 4redictor of $ater menta$ hea$th and we$$G6eing -Denham# "$air# DeMu$der# &evita%# 'aw er# Auer6achGMaCor# and Aueenan# .//0>! Noung 4eo4$e who $ac? %ocia$ and emotiona$ com4etence tend to have more di%ci4$ine 4ro6$em% and are freJuent$ un%ucce%%fu$ in their academic 4ur%uit% -Richard%on# .///>! 'imi$ar$ # 4oor$ managed emotion% and emotiona$ reaction% can $ead to 6ehavior 4ro6$em% a% we$$ a% create 4h %io$ogica$ condition% that inhi6it cognitive 4roce%%e% invo$ved $earning and 4otentia$$ increa%e the ri%? of certain di%ea%e% $ater in $ife -McCrat # At?in%on# Toma%ino# +oe$itH# and Ma rovitH# 1999>! +o$eman@% -199:> theor of emotiona$ inte$$igence re%t% on the notion that %e$fGawarene%% and the a6i$it to contro$ how we re%4ond to our own mood% or fee$ing% are ?e % to achieving %ucce%%! " gaining ?now$edge of one@% own emotiona$ %tate and a%%ociated $a6e$%# an individua$

Affective Domain .9 gain% the a6i$it to hand$e hi% or her re%4on%e% in a 4roductive manner# which# in turn# a$$ow% the 4er%on to motivate one%e$f# to %o$ve 4ro6$em%# to ma?e mora$ deci%ion%# and to interact %ucce%%fu$$ with other%! Thu%# through the acJui%ition of thi% ?now$edge and a6i$it # other %?i$$% can 6e further deve$o4ed! +o$eman argue% that the a6i$it to de$a gratification i% a %?i$$ re4re%entative of %e$fGawarene%%# which he refer% to a% metamood# and that e7hi6iting %uch awarene%% i% a %ign of emotiona$ inte$$igence and 4otentia$ %ucce%% -Ka%chu6# .//.>! If thi% 6rief de%cri4tion of the affective domain i% va$id# what doe% it mean to %4ea? of educating the emotion%M I% the affective domain unteacha6$e# a% %ome have a$$eged# or i% the affective domain within the 4otentia$ %co4e of education# a% other% have a%%ertedM A% recent finding% in 4% cho$og # neuro%cience# and other di%ci4$ine% are 6eginning to demon%trate# the an%wer to both of the%e Jue%tion% i% B e%D -+o$eman# 199:; Ke$$er# 19F<; Krathwoh$# "$oom and Ma%ia# 19=I; Martin and "rigg%# 19F=; (rice# 199F; 'a$ov and '$u ter# 199<>! ,uman% a44ear to 6e 6io$ogica$$ 4redi%4o%ed to ra4id$ react to certain thing%# %uch a% $arge $ooming anima$% with 6ig teeth# %$ithering creature% on the ground# %har4 o6Cect% f$ ing through the air# e7treme$ %our ta%te%# fou$ odor%# and %udden 6ooming %ound% -(in?ar# 199<>! No dou6t the via6i$it of humanit P% di%tant ance%tor% wa% great$ enhanced 6 o6e ing %uch in6orn in%truction%! &itt$e or no thought wa% invo$ved# training wa% not needed# and 4reci%ion wa% not reJuired -+o$eman# 199:>! The creature moving on the gra%% might not 6e a 4oi%onou% %na?e# 6ut there i% no co%t in avoiding it! Error% made on the %ide of caution genera$$ 4roduced 4o%itive via6i$it re%u$t%! (attern recognition invo$ve% ma?ing a44ro7imate and ra4id Cudgment%# which are freJuent$ uncon%ciou%# and which are a6$e to generate %udden fee$ing%# which are then in%tant$ 4roce%%ed in term% of emotiona$ memorie% of 4a%t e74erience%! In genera$# the%e re%4on%e% are

Affective Domain 0/ engaged ra4id$ # the memorie% formed are $i?e$ to 6ecome 4ermanent# and the re%4on%e tendencie% are not ea%i$ modified 6 new $earning -&eDou7# 199=>! On the other hand# ru$e% of cu$ture -DeAndrade# 199:># emotiona$ %chema% -+reen6erg # Rice# and E$$iott# 1990; Nathan%on# 199.; Ortne # C$ore and Co$$in%# 19FF># and environmenta$ %ituation% are high$ varia6$e! No genetic 4attern cou$d code for them ra4id$ enough to 6e 4a%%ed on to %u6%eJuent generation%! Even if the cou$d# %uch genetic in%truction% wou$d not add to via6i$it 6ecau%e condition% wi$$ 4ro6a6$ 6e changed 6 the time the ne7t generation i% 6orn! The human 6eing i% ?nown for the remar?a6$e 4$a%ticit of the 6rain -that i%# it% 4ower to $earn new re%4on%e% from $ife e74erience%> -"ruer# 199<; Dri%co$$# .///> and a re$ative$ $ong chi$dhood 4eriod -(in?ar# 199<>! Together# the%e 4rovide a conte7t in which a growing human 6eing can $earn the a44ro4riate a44roach5avoidance re%4on%e% to $ife@% infinite$ diver%e %ituation%! Thu%# a$though the %mi$e re%4on%e it%e$f a44ear% to 6e univer%a$ -E?man and Ro%en6erg# 199<; Darwin# 1FF95199F># the oung chi$d $earn% gradua$$ who%e %mi$e% are to 6e tru%ted and who%e are not -+reen%4an# 199<>! Chi$dren $earn to 6e %h or outgoing de4ending u4on whether the %mi$e i% coming from an adu$t never %een 6efore or from a 4arent# %i6$ing# or other c$o%e re$ative! (erha4% never e74$ained in e7act word%# 6ut uncea%ing$ coded a% emotiona$ memorie% -+reen%4an; &eDou7# 199=># a% he mature%# the chi$d unfai$ing$ $earn% through direct e74erience and 4arenta$ training what %ituation% 6ring 6enefit% and which one% 6ring harm! 'ome emotiona$ $earning i% a%tounding$ fa%t# 4ermanent# and 4reci%e! For in%tance# an one who ha% accidenta$$ received a %hoc? whi$e wor?ing with an e$ectrica$ a44$iance or 6een the victim of a mugging never ha% to re4eat the e74erience! Once i% enough! The 6rain ta?e% care of that G right down to the ce$$u$ar $eve$! An emotiona$ memor i% created in%tant$ # com4$ete with conte7t# arou%a$# thought%# and fee$ing%! The entire e74erience i% dee4$ encoded due to a

Affective Domain 01 6rain 4roce%% at the ce$$u$ar $eve$ ?nown a% $ong term 4otentiation -&T(> -Carter# 199F; &eDou7# 199=>! Thu%# %ome emotiona$ $earning come% a6out through ra4id %timu$u% and re%4on%e conditioning and once $earned cannot 6e ea%i$ e7tingui%hed! Other emotiona$ $earning i% %$ow# accumu$ative# and i$$G%tructured in nature! A% noted# %ince there are man variation% a$ong the friend5%tranger continuum# the human mind mu%t form over man e74erience% a genera$ image of whom to a44roach and whom to avoid! 'imi$ar$ # va$ue%# %uch a% citiHen%hi4# mora$it # goodGcharacter# motivation to $earn# and %e$fGe%teem mu%t 6e em6edded in a near infinite diver%it of %ituation% and e7am4$e% 6efore a com4$ete 4icture emerge%! In thi% arena# con%ciou% thought 6ecome% the a$$ of emotiona$ memorie% -+reen%4an# 199<; &eDou7# 199=>! (er%ona$ emotiona$ %chema% are 6ui$t u4 over time and com6ined with %ociet @% ru$e% which are a$%o gradua$$ acJuired! A% the 6ecome 6$ended together in each individua$# one@% uniJue attitude%# 6e$ief% and 4er%ona$it ta?e %ha4e! The uncon%ciou%# ra4id emotiona$ % %tem% and the con%ciou%# %$ower one% interact con%tant$ # genera$$ in a manner %imi$ar to a car@% acce$erator and 6ra?e! For in%tance# an individua$ wa$?ing on a cit %treet hear% a $oud crac?ing %ound at night and duc?% down in%tantaneou%$ # without an con%ciou% 4$anning! Then# the mind of the individua$# finding it%e$f %udden$ hugging the 4avement and o6%erving a car with a %mo?ing tai$ 4i4e %4eeding awa # Juic?$ ana$ He% the %ituation and rea$iHe% that the $oud %ound wa% not gunfire# 6ut rather an engine 6ac?firing! The individua$ 6reathe% a %igh of re$ief 6ecau%e a 4erceived danger ha% 6een avoided! &i?ewi%e# when a friend %a % word% that are hurtfu$# the fir%t in%tinct i% to fee$ anger# 6ut in a few %econd% mo%t 4eo4$e are a6$e to rea$iHe it wa% Cu%t an unfortunate choice of word% and are a6$e to mute their anger!

Affective Domain 0. In 6oth of the%e e7am4$e%# the ra4id emotiona$ % %tem% are engaged in%tant$ whi$e the con%ciou% mind ru%he% to catch u4 -&eDou7# 199=; QaConc# 19FI>! The con%ciou% mind ma?e% a more 4reci%e Cudgment of whether or not the %udden reaction i% Cu%tified! If not# it act% u4on the 6od and mind $i?e a 6ra?e# Juieting the interna$ a$arm and contro$$ing im4u$%e% to react -+o$eman# 199:>! On the other hand# the con%ciou% facu$tie% ma identif the danger a% rea$ and thu% further 4rime the automatic fightGorGf$ight % %tem% to ?ee4 going# $i?e an acce$erator -&eDou7# 199=>! The 4oint i% that# a$though the affective % %tem i% 6ia%ed toward% 4re%erving %afet with it% ra4id %timu$u% or 4attern recognition and a44ro7imate reaction%# 6oth the con%ciou% and the uncon%ciou% % %tem% wor? together# interacting $itera$$ on a %econdG6 G %econd 6a%i% to modu$ate the a44rai%a$ and adCu%t the individua$P% re%4on%e% 6a%ed on the via6i$it criterion! In %um# then# affective e74erience i% $arge$ uncon%ciou% and 4art$ con%ciou%! 'ome emotiona$ $earning i% e7treme$ ra4id and 6a%ed on %ing$e e74erience%# occurring 4rimari$ through 4riming or %timu$u%Gre%4on%e conditioning! 'ome of it i% %$ower and cumu$ative# re%u$ting from the gradua$ acJui%ition of emotiona$ memorie% and the e$a6oration of com4$e7 emotiona$ %chema%# interacting with other cognitive %chema% a% we$$! 'ome of the $earning i% Juite 4reci%e# a% in LDon@t 4ut our finger in the e$ectric out$etL 'ome of it i% i$$G%tructured# a% in $earning whom to a44roach a% a friend and whom to avoid a% a %tranger! A$$ a%4ect% of the affective domain are organiHed around the 4rinci4$e of maintaining via6i$it and we$$G6eing# generating an arou%a$ to a44roach that which i% 4erceived a% 4o%itive to 4er%ona$ we$$G6eing and to avoid that which i% 4erceived a% negative to we$$G6eing! It i% c$ear that there i% much of the affective domain that ma 6e %u%ce4ti6$e to training# 4articu$ar$ invo$ving $earning outcome% which aim to enhance the effectivene%% of the a44rai%a$

Affective Domain 00 mechani%m% or which 4romote 4o%itive interaction 6etween inte$$igent thought 4roce%%ing and affective reaction%! 'ome o6viou% e7am4$e% inc$ude: a> &earning to di%cern the emotiona$ %tate% of other% a% e74re%%ed in their word%# their tone of voice# their 6od $anguage# and in the deed% the do; 6> &earning wa % of e74re%%ing emotion% that im4rove the amount and Jua$it of mutua$ under%tanding 6etween one%e$f and other%; and c> &earning to coherent$ a44$ one@% affective e74erience# inte$$ectua$ a6i$itie% and co4ing mechani%m% in order to enhance via6i$it # to re%o$ve a44roach5avoidance conf$ict%# to generate mora$ 6ehavior%# and to %o$ve 4ro6$em% in the %ocia$ or 4er%ona$ conte7t! Each of the%e $earning outcome%# and man other%# when under%tood in term% of the via6i$it framewor? de%cri6ed herein# can 6e %u%ce4ti6$e to a teaching and $earning 4roce%%! Not on$ can %4ecific com4onent %?i$$% 6e identified in the ca%e of each $earning outcome# 6ut# within the via6i$it framewor?# the goa$ and 4ur4o%e of the teaching and $earning e74erience can 6e more ea%i$ articu$ated and under%tood! Thi% %et% the %tage for con%tructive ana$ %i% of %4ecific $earning outcome% and the initiation of in%tructiona$ de%ign activitie% within the affective domain! Em4ath i% a core %?i$$ that 6enefit% virtua$$ a$$ human re$ation%# whether 4rofe%%iona$ or 4er%ona$! Thin? a6out an %ignificant re$ation%hi4 8 4arenting# teaching# coun%e$ing# friend%hi4%# 6u%ine%% re$ation% and %o on 8 and one find% em4ath at the foundation! '4ea?ing of the em4ath that coun%e$or% mu%t deve$o4# Martin -1999> define% em4ath a% fo$$ow%: Em4ath i% Lcommunicated under%tanding of the other 4er%onP% intended me%%age# e%4ecia$$ the e74erientia$ 4art!L RIt i% not enough to under%tand what the 4er%on %aid; ou mu%t hear what he or %he meant to %a # the intended me%%age! It i% not enough to under%tand# even dee4$ ; ou mu%t communicate that under%tanding %omehow! It i% a6%o$ute$ e%%entia$ that the other 4er%on fee$ under%tood8that the under%tanding 6e

Affective Domain 0I 4erceivedR The 4art of the intended me%%age that wi$$ 6e critica$ i% the emotiona$ or e74erientia$ 4art of the me%%ageR Nou wi$$ 6e $i%tening for what our c$ient i% tr ing to %a # and one wa me%%age! -4! 11> According to +o$eman -199:># tho%e who $ac? em4ath have a %eriou% %hortfa$$ in emotiona$ inte$$igence! ,e %tate% that thi% $ac? of em4ath can 6e found in Bcrimina$ 4% cho4ath%# ra4i%t%# and chi$d mo$e%ter%D -4! 9=> and 4oint% out that 4eo4$e rare$ e74re%% to other% in word% what the are fee$ing! Rather# we mu%t read and under%tand nonver6a$ cue% to under%tand another@% emotion%! (% cho$ogi%t% have found that 6a6ie% on$ a few month% o$d wi$$ %tart cr ing when the o6%erve another chi$d cr ing! Furthermore# oung chi$dren@% em4athic ca4a6i$itie% a44ear to 6e inf$uenced 6 their o6%ervation of 4eo4$e react to the di%tre%% of other%! Crucia$ to em4ath i% that it invo$ve% under%tanding and communication Ba% ifD from the other 4er%on@% 4oint of view# ta?ing the other 4er%on@% 4er%4ective# whi$e at the %ame time not $o%ing %ight of the fact that the fee$ing% and thought% in fact 6e$ong to the other 4er%on! Em4ath i% mu$tidimen%iona$ in the %en%e that the under%tanding of the other 4er%on ma 6e either cognitive or affective or 6oth! Em4ath ma go 6e ond under%tanding of the other 4er%on to inc$ude emotiona$ re%4on%ivene%% or re%onance %uch that an individua$ come% to e74erience the %ame or com4ati6$e emotion% of the other 4er%on! Thu%# a$ong with under%tanding the %ituation a% if from the other 4er%onP% 4er%4ective# an a%4ect of em4ath ma inc$ude fee$ing di%tre%% when confronted with the di%tre%% of other%# or it ma inc$ude 4it in re%4on%e to anotherP% %orrow and $o%%! Em4ath i% thu% a com4$e7 4roce%% that invo$ve% 6oth cognitive and affective a6i$itie% %uch a% $i%tening to ?e idea% and di%cerning core emotion% in emotion %torie%; 6eing a6$e to recogniHe the facia$ di%4$a of emotion; identif ing emotion in ver6a$ %tatement%# tone of voice and 6od ou wi$$ 6e doing thi% i% to hear the fee$ing% im4$icit in hi% or her

Affective Domain 0: $anguage; carefu$$ %e$ecting a44ro4riate emotion word% when 4re4aring a re%4on%e; emitting a44ro4riate emotiona$ re%4on%e%; interna$$ Lre%onatingL with com4ati6$e fee$ing; offering %en%itive ref$ection %tatement%; and genera$iHing emotiona$ content to new or com4ara6$e %ituation% -Martin# 1999; +o$d%tein and Michae$%# 19F:>!

Affective Domain 0= Reference% A%4inwa$$# &! -199F>! Rethin?ing the ro$e of 4o%itive affect in %e$fGregu$ation! Motivation and Emotion# 44* 180.! "ergin# C!# ) "ergin# D! A! -1999>! C$a%%room di%ci4$ine that 4romote% %e$fGcontro$! 5ournal of Applied evelopmental Psychology* 43* 1F9G./=! "ruer# E! -199<# Nov!>! Education and the 6rain! Educational Researcher# .= -F># IG1=! "uc?$e # M!# 'torino# M!# ) 'aarni# C! -.//0>! (romoting emotiona$ com4etence in chi$dren and ado$e%cent%: Im4$ication% for %choo$ 4% cho$ogi%t%! "chool Psychology .uarterly* +1* 1<<G191! Cam4o%# E!# Mumme# D!# Kermoian# R! ) Cam4o%# R! -199I>! A functiona$i%t 4er%4ective on the nature of emotion! Monographs of the society for research in child development* 6,# .FIG 0/0! Carne # M! ) Eordan# D! -19<=>! Affective competence. Amher%t# MA: Ani%a (u6$ication%! Carter# R! -199F>! Mapping the mind. "er?e$e # CA: 1niver%it Of Ca$ifornia (re%%! Core # +! -199=>! Theory and practice of counseling and psychotherapy -:th ed!>! (acific +rove# CA: "roo?%5Co$e (u6$i%hing! Dama%io# A! -1999>! The feeling of 7hat happens8 0ody and emotion in the ma'ing of consciousness. New Nor?: ,arcourt "race ) Com4an ! Darwin# C! -199F>! The e%pression of the emotions in man and animals -0rd ed!>! O7ford: O7ford 1niver%it (re%%! 2Origina$$ 4u6$i%hed in 1F<.3! DPAndrade# R! -199:>! The development of cognitive anthropology. Cam6ridge: Cam6ridge 1niver%it (re%%!

Affective Domain 0< Denham# '! -19F=>! 'ocia$ cognition# %ocia$ 6ehavior# and emotion in 4re%choo$er%: Conte7tua$ va$idation! &hild evelopment* 6-* 19IG./1! Denham# '! -199F>! Emotional development in young children! New Nor?: +ui$ford (re%%! Denham# '!# "$air# K!# DeMu$der# E!# &evita%# E!# 'aw er# K!# Auer6achGMaCor# '!# ) Aueenan# (! -.//0>! (re%choo$ emotiona$ com4etence: (athwa to %ocia$ com4etenceM &hild evelopment* -9* .0FG.:=! Denham# '!# ) Couchoud# E! -1991>! 'ocia$Gemotiona$ contri6utor% to 4re%choo$er%@ re%4on%e% to an adu$t@% negative emotion%! 5ournal of &hild Psychology and Psychiatry* :4* :9:G=/F! Denham# '!# McKin$e # M!# Couchoud# E!# ) ,o$d# R! -199/>! Emotiona$ and 6ehaviora$ 4redictor% of 4eer %tatu% in oung 4re%choo$er%! &hild evelopment* ;+* 11I:G11:.! Denham# '!# ) *ei%%6erg# R! -.//0> In M! "$oom and T! +u$$otta -Ed%!># A blueprint for the promotion of prosocial behavior in early childhood. New Nor?: K$uwer5Academic (u6$i%her%! Dri%co$$# M! -.///>! Psychology of learning for instruction -.nd Ed!>! Needham ,eight%# MA: A$$ n and "acon! E?man# (!# ) David%on# R! -Ed%!>! -199I>! The nature of emotion8 #undamental <uestions. New Nor?: O7ford 1niver%it (re%%! E?man# (!# ) Ro%en6erg# E! -Ed%!> -199<>! =hat the face reveals. New Nor?: O7ford 1niver%it (re%%! E4%tein# M! ,!# ,arni%%# M! K!# (ear%on# N!# ) R %er# +! -1999>! The 6ehaviora$ and emotiona$ rating %ca$e: Te%tGrete%t and interGrater re$ia6i$it ! 5ournal of &hild and #amily "tudies* 1* 019G0.<!

Affective Domain 0F E4%tein# M!# ) 'harma# E! -199F>! 0ehavioral and emotional rating scale8 A strength/based approach to assessment. Au%tin# TS: (ROGED! Frederic?%# &! -.//0>! 'ocia$ and emotiona$ $earning# %erviceG$earning# and educationa$ $eader%hi4! &ollaborative for Academic* "ocial* and Emotional >earning (&A"E>)* 1G1I! Retrieved Octo6er =# .//0 from htt4:55www!CA'E&!org! Foge$# A!# Nwo?ah# E!# ) Dedo# E! -199.> 'ocia$ 4roce%% theor of emotion: A d namic % %tem% a44roach! "ocial evelopment* +* 1..G1I.! Freud# '! -19=/>! The psychopathology of everyday life! -A! T %on# tran%!>! New Nor?: Norton! -Origina$$ 4u6$i%hed in 19/1>! +ardner# ,! -199:>! Crac?ing o4en the IA 6o7! In '! Fra%er -Ed!># The bell curve 7ars -.0G0:>! New Nor?: "a%ic "oo?%! +ewertH# C! -.//0# 'e4tem6er 0>! ,and in hand! Education =ee'* 4:-1># 0FGI.! +o$d%tein# A!# ) Michae$%# +! -19F:>! Empathy8 development* training* and conse<uences. ,i$$%da$e# NE: &awrence Ear$6aum A%%ociate%! +o$eman# D! -199:>! Emotional intelligence. New Nor?: "antam "oo?%! +o$$witHer (!# ) "argh# E! -Ed%!> -199=>! The psychology of action8 >in'ing cognitions and motivation to behavior. New Nor?: +ui$ford (re%%! +ottman# E! -199<>! Raising an emotionally intelligent child. New Nor?: 'imon ) 'chu%ter! +ottman# E!# KatH# &!# ) ,ooven# C! -199<>! Meta/emotion8 ?o7 families communicate emotionally. Mahwah# NE: &awrence E$6aum! +reen6erg# &!# Rice# &!# ) E$$iot# R! -1990>! #acilitating emotional change8 The moment/by/ moment process. New Nor?: The +ui$ford (re%%!

Affective Domain 09 +reen%4an# '! -199<>! The gro7th of the mind8 And the endangered origins of intelligence. Reading# MA: Addi%onG*e%$e (u6$i%hing! +reen%4an# '!# ) +reen%4an# N! T! -19F:>! #irst feelings! (enguin "oo?%: New Nor?! +re%ham# F!# ) E$$iott# '! -199/>! "ocial s'ills rating system manual! Circ$e (ine%# MN: American +uidance 'ervice%! ,a # D!# with N e# R! -199F>! The spirit of the child! &ondon: Fount! ,irt# E! R!# &evine# +! M!# McDona$d# ,! E!# ) Me$ton# R! E! -199<>! The ro$e of mood in Juantitative and Jua$itative a%4ect% of 4erformance: 'ing$e or mu$ti4$e mechani%m%M 5ournal of E%perimental "ocial Psychology# ::* =/.8=.9! ,offman# M! -.///>! Empathy and moral development8 The implications for caring and @ustice! Cam6ridge# 1K: Cam6ridge 1niver%it (re%%! ,owe%# C! -19F<>! 'ocia$ com4etence with 4eer% in oung chi$dren: Deve$o4menta$ %eJuence%! evelopmental Revie7* --0># .:.G.<.! I%en# A! M! -1990>! (o%itive affect and deci%ion ma?ing! In M! &ewi% ) E!M! ,avi$and -Ed%!># ?andboo' of emotions -44! .=18.<<>! New Nor?: +ui$ford (re%%! Eame%# *! -1FFI>! *hat i% an emotionM Mind* ,# 1FFG./:! Een?in%# E! M!# Oat$e # K# ) 'tein# N! &! -199F>! ,i%tor and cu$ture! In E! M! Een?in%# K! Oate$ # ) N! &! 'tein -Ed%!># ?uman emotions8 A reader 2<G1.3! Ma%%achu%ett%: "$ac?we$$ (u6$i%her%! Kagan# E! -199I>! 2alenAs prophecy8 Temperament in human nature! New Nor?: "a%ic "oo?%! Ka%chu6# M! -.//.>! Defining emotiona$ inte$$igence in mu%ic education! Arts Education Policy Revie7* +3:-:!>

Affective Domain I/ Ke$$er# E!M! -19F<# NovGDec>! The % %tematic 4roce%% of motivationa$ de%ign! Performance And Instruction 5ournal*1GF! Koh$6erg# &! -19FI>! Essays on moral development8 The psychology of moral development! Vo$! .! 'an Franci%co: ,ar4er ) Row! Ki$4atric?# *! -199.>! =hy 5ohnny canBt tell right from 7rong. New Nor?: Touch%tone "oo?%! Krathwoh$# D!R! "$oom# "!'!# ) Ma%ia# "!"! -19=I>! Ta%onomy of educational ob@ectives* the classification of educational goals* handboo' II8 Affective domain. New Nor?: David McKa Co!# Inc! &aHaru%# R! -1991>! Emotion and adaptation! New Nor?: O7ford 1 (re%%! &eDou7# E! -199=>! The emotional brain8 The mysterious underpinnings of emotional life. New Nor?: 'imon and 'chu%ter! Martin# D!+! -1999>! &ounseling and therapy s'ills 2.nd Ed!3! (ro%4ect ,eight%# I&: *ave$and (re%%! Martin# "! &!# ) "rigg%# &! E! -19F=>! The affective and cognitive domains8 Integration for instruction and research. Eng$ewood C$iff%# NE: Educationa$ Techno$og (u6$ication%! McCrat # R!# At?in%on# M!# Toma%ino# D!# +oe$itH# E!# ) Ma rovitH# ,! ,# -1999>! The im4act of an emotiona$ %e$fGmanagement %?i$$% cour%e on 4% cho%ocia$ functioning and autonomic recover to %tre%% in midd$e %choo$ chi$dren! Integrative Physiological and 0ehavioral "cience* :9* .I=G.=9! McMu$$in# R!E! -19F=>! ?andboo' of cognitive therapy techni<ues. New Nor?: *!*! Norton and Com4an !

Affective Domain I1 Ma%co$o# M! F!# ) +riffin# '! -199F>! =hat develops in emotional developmentC New Nor?# NN: ($enum (re%%! Murra # N!# 'uCan# ,!# ,irt# E! R!# ) 'uCan# M! -199/>! The inf$uence of mood on categoriHation: A cognitive f$e7i6i$it inter4retation! 5ournal of Personality and "ocial Psychology# 6,* I118I.:! Nathan%on# D! -199.>! "hame and pride8 Affect* se%* and the birth of the self. New Nor?: *!*! Norton ) Com4an ! Niehoff# D! -1999>! The biology of violence8 ?o7 understanding the brain* behavior* and the environment can brea' the vicious circle of aggression! New Nor?: The Free (re%%! Omdah$# "! -199:>! &ognitive appraisal* emotion and empathy. Mahwah# NE: &awrence Er$6aum A%%ociate%! Orni%h# D! -199F>! >ove and survival8 The scientific basis for the healing po7er of intimacy. New Nor?: ,ar4erCo$$in% (u6$i%her%! Ortne # A!# C$ore# +! &!# ) Co$$in%# A! -19FF>! The cognitive structure of emotions! Cam6ridge# Eng$and: Cam6ridge 1niver%it (re%%! Oat$e K!# ) Eohn%onG&aird (! N! -199:>! The Communicative Theor of emotion: Em4irica$ te%t%# menta$ mode$%# and im4$ication% for %ocia$ interaction! In &! &! Martin and A! Te%%er -Ed%!># 2oals and affect# Er$6aum# ,i$$%da$e# NE! (ar?in%on# "!# ) Man%tead# A! '! R! -199.>! A44rai%a$ a% a cau%e of emotion! In C$ar?# M! '! -199.>! Emotion 21.:G1.=3! New6ur (ar?# CA: 'age (u6$ication%# Inc! (ar?%# '! -199.>! Inside ?E>P/?a7aii Early >earning Profile administration and reference manual! (a$o A$to# CA: VORT!

Affective Domain I. (ei$# K! -.///>! Mastering emotional intelligence! 'eatt$e# *A: EF' Internationa$! (in?er# '! -199<>! ?o7 the mind 7or's! New Nor?: *!*! Norton and Com4an ! ($omin# R! -199/>! Dature and nurture8 An introduction to human behavioral genetics! New Nor?: *ad%worth (u6$i%hing! ($utchi?# R! -.//1>! The nature of emotion%! American "cientist* 1,* 0IG0:/! (rice# E! -199F# NovGDec>! In%tructiona$ % %tem% de%ign and the affective domain! Educational Technology* :1-=># 1<G.F! Rie%# A!# ) Trout# E! -1990>! The 44 immutable la7s of mar'eting8 Violate them at your o7n ris'. New Nor?: ,ar4erCo$$in% (u6$i%her%! Re%nic?# M!# "earman# (!# "$um# R!# "auman# K!# ,arri%# K!# Eone%# E!# "euhring# T!# 'eiving# R!# 'hew# M!# Ire$and# M!# "earinger# &!# ) 1dr # E! -199<>! (rotecting ado$e%cent% from harm! Finding% from the Nationa$ &ongitudina$ 'tud on Ado$e%cent ,ea$th! 5ournal of the American Medical Association* 4-1* F.0GF0.! Richard%on# R! .///>! Teaching %ocia$ and emotiona$ com4etence! &hildren and "chools* 44* .I=G.:1! Roe66en# "! -199:>! Catching a g$im4%e of the 4a$ace of rea%on: The education of mora$ emotion%! 5ournal of Moral Education* 49* 1F:G19F! Ru%%# '! -1999>! -Ed!># Affect* creative e%perience* and psychological ad@ustment! (hi$ade$4hia: "runner5MaHe$! Ru%%e?# &!# ) 'chwartH# +! -199<>! (erce4tion% of 4arenta$ caring 4redict hea$th %tatu% in mid$ife: A 0:G ear fo$$owGu4 of the ,arvard Ma%ter of 'tre%% 'tud ! Psychosomatic Medicine* 6,* 1IIG1I9!

Affective Domain I0 Ro%%i# E!&! -1990>! The Psychobiology !f Mind/0ody ?ealing8 De7 &oncepts !f Therapeutic ?ypnosis 2Rev! Ed!3! New Nor?: *!*! Norton and Com4an ! 'aarni# C! -1999>! The deve$o4ment of emotiona$ com4etence! The +ui$ford (re%%: New Nor?! 'a$ov # (!# ) '$u ter# D! -Ed%!>! -199<>! Emotional development and emotional intelligence / educational implications! New Nor?: "a%ic "oo?%! 'choe$$# *!# ) +ui$tman# E! -199.>! Mar'eting8 &ontemporary concepts and practices! "o%ton# MA: A$$ n and "acon! 'e$igman# M! -199:>! The optimistic child. New Nor?: ,oughton Miff$in Com4an ! 'hie$d%# A!# ) Cicchetti# D! -199<>! Emotion regu$ation in %choo$Gaged chi$dren: The deve$o4ment of a new criterion AG%ort %ca$e! evelopmental Psychology* ::* 9/=G91=! 'me er%# (! -199.>! The nece%%it for 4articu$arit in education and chi$dGrearing! 2'4ecia$ I%%ue: The mora$ i%%ue3! 5ournal of Philosophy of Education* 4;* =0G<0! 'onnier# I!&! -ed!> -19F9>! Affective education8 Methods and techni<ues! Eng$ewood C$iff%# NE: Educationa$ Techno$og (u6$ication%! '4eic?er# "! -19FF>! Education and the mora$ emotion%! In "! '4eic?er ) R! 'traughan -Ed%># Philosophical issues in moral education and development 2I0G=03! Maidenhead# 1K: O4en 1niver%it (re%%! 'tern6erg# R!# *agner# T!# *i$$iam%# *!# ) ,orvath# E! -199:>! Te%ting common %en%e! American Psychologist* 63-11># 91.G9.<! 'tra er# E! -19F/>! A natura$i%tic %tud of em4athic 6ehavior% and their re$ation to affective %tate% and 4er%4ectiveGta?ing %?i$$% in 4re%choo$ chi$dren! &hild evelopment* 6+* F1:GF..! Tom?in%# '! -1991>! Affect* imagery* consciousness8 The negative affects8 Anger and fear! &ondon: +aunt# Inc!

Affective Domain II Vernon# A! -1999>! &ounseling children and adolescents -.nd ed!>! Denver: &ove (u6$i%hing Com4an ! QaConc# R! -19FI>! On the 4rimac of affect! American Psychologist# 09# -.># 11<G1.0!