Affective Development

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Definition

Description

Competencies

Resources

Definition

Exceptional Children's Educational Act (ECEA) Rules defines "Affective Development" as:

Social and emotional programming intended to:

assist gifted students in understanding themselves as gifted learners, and the implications of their abilities, talents, and potential for accomplishment (intrapersonal skills); and
assist gifted students in developing and/or refining interpersonal skills. 12.01(3)(a-b)

Description

Affective development pertains to the social-emotional needs of gifted children.

ECEA Rules state AUs shall develop programming options to support the affective needs of students, provide affective and guidance support systems, develop an Advanced Learning Plan (ALP) goal for affective development, and monitor and measure affective growth.

Affective ALP goals are strength-based, measurable statements that reflect development of personal, social, communication, leadership and cultural competencies.

As secondary students develop their Individual Career and Academic Plan (ICAP), one of the quality indicators listed below may take the place of an ALP affective goal.

Affective Competencies & Indicators

Personal Competence

Self-efficacy, awareness, advocacy
Confidence
Motivation
Resilience
Independence
Curiosity
Openness to risk-taking
Dealing with perfectionism
Stress management
Connection of effort to success
Reversing underachievement

Social Competence

Positive social interactions with peers
Appropriate peer relationships
Positive social skills with adults
Effective ways of requesting solitude
Effective ways of working in groups

Leadership Competence

Leadership in strength area
Flexibility
Listening skills
Presentation/speaking skills
Commitment
Self-efficacy and confidence
Goal-setting skills
Group communication skills
Social responsibility
Decision making skills

Cultural Competence

Positive regard for own language and heritage
Appreciation and sensitivity toward diverse backgrounds and languages of others
Collaborative skills in diverse groups
Effective communication with diverse peers
Positive social skills to address stereotyping
Positive social skills for confronting discriminatory behavior by others

Communication Competence

Effective use of interpersonal communication
Effective use of technical communication in area of strength
Effective use of creative expression in talent area
Understanding of different oral, written, and artistic communication strategies
Advanced development and maintenance of first and second language
Use of advanced communication tools, including assistive technologies to express higher-level thinking and creative productivity

Secondary ICAP Quality Indicator

Self-awareness
Career Awareness
Postsecondary Aspirations
Postsecondary Options
Environmental Expectations
Academic Planning
Employability Skills
Personal Financial Literacy

Indicators for Measuring Affective Goals

Monitoring and measuring affective growth is a key requirement within ECEA Rules.

The term “affective growth” is often used in education as a broad term that encompasses observed growth in social and emotional behaviors and attitudes of students.

Affective goals are typically measured in two ways:

Student Self-evaluation:

Document a behavior (graph, chart, calendar, journal reflection);
Develop a portfolio (experiences, visits, action steps completed);
Complete a survey (rank or rate an experience, behavior or ability); or
Evaluate a performance (rubric, checklist, journal reflection).

Teacher, parent or expert evaluation:

Interview about goal attainment;
Observation of practice and/or mastery of goal; or
Review/rating of documents, portfolios and performances.

Resources for Affective Goals

Note: If you are not able to access the resources or need additional support, please contact the Office of Gifted Education Program Administrator.

Note: If you are not able to access the resources or need additional support, please contact the Office of Gifted Education Program Administrator