This is a resource that you can use online or in class. It is a great way to start a conversation with a student on the importance of just living for today.
This course introduces the methodology for group counseling and includes strategies for group development and for effective group leader facilitation. This course emphasizes the skills required to be an effective group counselor. Students will gain basic knowledge of what forms a group, and then learn how to run groups that foster positive interactions. Students will learn the different types of groups but practice specializing in the facilitation of psychoeducational and process groups.
Attention-Deficit/Hyperactivity Disorder (ADHD) is a psychiatric disorder that is most often diagnosed in school-aged children. Many children with ADHD find it difficult to focus on tasks and follow instructions, and these characteristics can lead to problems in school and at home. How children with ADHD are diagnosed and treated is a topic of controversy, and many people, including scientists and nonscientists alike, hold strong beliefs about what ADHD is and how people with the disorder should be treated. This module will familiarize the reader with the scientific literature on ADHD. First, we will review how ADHD is diagnosed in children, with a focus on how mental health professionals distinguish between ADHD and normal behavior problems in childhood. Second, we will describe what is known about the causes of ADHD. Third, we will describe the treatments that are used to help children with ADHD and their families. The module will conclude with a brief discussion of how we expect that the diagnosis and treatment of ADHD will change over the coming decades.
Affective evaluation is a type of student assessment that focuses on traits such as motivation, attitude toward learning, and emotions of self-efficacy.
Affective-based authentic assessment is an approach to evaluating student learning that focuses on assessing the affective domain, which includes attitudes, beliefs, values, emotions, and motivation. It aims to measure and understand the emotional and behavioral aspects of student learning, rather than solely focusing on cognitive skills and knowledge acquisition
Affective assessment is a valuable approach that focuses on evaluating and measuring the emotional, social, and attitudinal aspects of learning and development. It goes beyond traditional assessments that primarily assess cognitive abilities and knowledge. Affective assessment recognizes the importance of emotions, attitudes, and social skills in shaping the overall learning experience and outcomes.
According to Krathwohl, Bloom, and Masia (1973), the affective domain refers to how we interact with objects emotionally, such as feelings, values, admiration, excitement, motivations, and attitudes. Starting with the most basic behavior, the five main categories are listed. Assessing the affective domain is important because it provides insights into individual emotional and social development as well as their motivation, attitudes, and values. It helps educators in understanding how students feel about a subject, their degree of interest, and their readiness to interact and take part in learning activities.
The author of this work focuses on affective domain assessment, which involves evaluating individuals' attitudes, values, beliefs, and emotions. They have expertise in designing assessment tools and strategies to measure affective outcomes such as motivation, empathy, self-awareness, and social responsibility. This author provides insights on assessing and nurturing individuals' affective domain development, highlighting the importance of emotional intelligence and character development in educational and organizational settings. They offer practical guidance on incorporating affective domain assessment to promote holistic learning and personal growth.AFFECTIVE_DOMAIN_ASSESSMENT.docx
Affective domain assessment focuses on evaluating the attitudes, values, beliefs, and emotions of students. It assesses the affective aspects of learning, such as motivation, engagement, interpersonal skills, empathy, and ethical awareness. This type of assessment aims to measure the development of students' attitudes and values, and their ability to apply them in various contexts. It often involves self-assessment, peer evaluation, and observations to gauge students' emotional and social growth. Affective domain assessment recognizes the importance of nurturing well-rounded individuals by assessing their emotional intelligence and their ability to interact effectively with others.AFFECTIVE_DOMAIN_ASSESSMENT.docx
The author examines affective domain assessment, which focuses on evaluating individuals' attitudes, values, beliefs, and emotions related to a particular subject or domain. This type of assessment aims to measure the affective aspects of learning, such as motivation, engagement, and empathy. The author may discuss methods for assessing the affective domain, such as surveys, interviews, or self-assessments, and highlight the importance of considering learners' emotions and attitudes in the educational process.AFFECTIVE-ASSESSMENT.docx
While cognitive development is vital, assessing learners' affective domain offers valuable insights into their attitudes, values, and emotions. Affective Domain Assessment measures learners' self-awareness, motivation, empathy, and interpersonal skills. By focusing on emotions, values, and interpersonal relationships, educators can cultivate empathy, social responsibility, and emotional intelligence in learners.
The author of this work focuses on affective domain assessment, which involves evaluating individuals' attitudes, values, beliefs, and emotions. They have expertise in designing assessment tools and strategies to measure affective outcomes such as motivation, empathy, self-awareness, and social responsibility. This author provides insights on assessing and nurturing individuals' affective domain development, highlighting the importance of emotional intelligence and character development in educational and organizational settings. They offer practical guidance on incorporating affective domain assessment to promote holistic learning and personal growth.AFFECTIVE_DOMAIN_ASSESSMENT.docx
Affective domain assessment aims to evaluate a student's attitudes, values, beliefs, and emotional responses in relation to learning and the subject matter. It focuses on assessing the affective aspects of learning, such as motivation, interest, engagement, and self-regulation. This type of assessment recognizes that emotions and attitudes can significantly impact learning outcomes. Assessments in the affective domain may include self-assessments, surveys, interviews, and observations to gauge students' emotional and behavioral responses, as well as their level of commitment and enthusiasm towards learning. The assessment results can help educators understand and support students' emotional well-being and motivation, leading to more effective learning experiences.AFFECTIVE_DOMAIN_ASSESSMENT.docx
Affective domain assessment focuses on evaluating an individual's attitudes, values, beliefs, and emotions. It aims to measure the emotional and motivational aspects of learning, such as a person's level of interest, enthusiasm, empathy, or personal investment in a subject or task. Affective assessments often use self-reporting tools, surveys, interviews, or observations to gather information about an individual's affective responses, behavior, and personal growth in relation to a particular context or learning experience.AFFECTIVE_DOMAIN_ASSESSMENT.docx
This assignment is about exploring alternative ways of sharing goods and services and understanding the benefits, drawbacks, and implications of these methods. Students are asked to choose one of seven non-market distribution methods, such as majority rule, contests, force, first-come/first-served, sharing equally, lottery, and personal characteristics, and observe how it is implemented in real-life scenarios. They need to explain the distribution method, who benefits from it, who is excluded, and the advantages and disadvantages of using it. Students also have to find a real-life example of the chosen non-market distribution method, describe how it is used, and assess its fairness and efficiency. Lastly, they are required to include a citation and ensure their submission is no less than 180 words and comprises a list of cited works. The goal of the assignment is to better understand how goods and services are distributed and how these methods affect different groups of people.
A strong foundation in science (including this social science) has always been an essential element of post-secondary education. The current White House administration demonstrates that people are much more impressionable when they don't have the critical tools to question so-called experts. Critical analysis of research has always been integral to the sciences, but with so much misinformation coming out of those in power, it is more important than ever to have a strong background in science and research.
The video and corresponding PowerPoint slides provide an overview of the various sections that make-up an APA Style report.
This text is being developed for Abnormal Psychology lower division undergraduate courses. It is published now to allow students access to the course materials as it develops.
This is an Abnormal Psychology course at a community college. The syllabus outlines how the course is broken down by modules and possible discussion questions that could be used each week as students work through the material.
Short Description:
This course is designed to provide an engaging and personally relevant overview of the discipline of Abnormal Psychology. You will examine the cognitive and behavioral patterns which impair personal effectiveness and adjustment. Students will provide much of the substantive content and teaching presence in this course. Additional content has been curated from "The Noba Project (http://nobaproject.com/)" and "Abnormal Psychology: An e-text! (http://abnormalpsych.wikispaces.com/).
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(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)