While many colleges emphasize both cognitive and affective goals in their teacher preparation, the implementation of these goals is quite another story in that affective goals are ignored and virtually no efforts are made in appraising growth in this domain. A major problem has been the absence of suitable criteria for assessing affective behavior. This study was concerned with the efficacy of the Taxonomy of Educational Objectives: Affective Domain (TEOAD) as a device for evaluating educational outcomes in the affective area. Nineteen subjects were assigned to three counseling groups and their affective behaviors were rated by three judges using criteria from the TEOAD. Findings suggest that although the criteria are quite useful, they seem to involve a number of dimensions beyond emotion and do not discriminate clearly among them.
Six secondary school counselors worked as a summer counseling team with disadvantaged junior high school students. Most of the students who received counseling were making a transition from a familiar to an unfamiliar school situation, i.e., they were entering or leaving junior high school.Counseling sessions were conducted in homes as well as in the schools. Extensive use was made of staff sessions and referral agencies. The services of the counseling team were favorably accepted by students and parents and were evaluated by the counselors and principals as worthwhile. Some problemsand recommendations are described.
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