The development of social-emotional competence in affective education curricula is:

A. A lower level goal, once academic competence has been established.
B. Recommended primarily for settings outside of the school because of time constraints.
C. Characterized by a focus on stage theories and resolution of internal conflicts.
D. Involves teaching about feelings, attitudes, values, and interpersonal relationships.
E. Not a central component since establishing efficacy through research has proven difficult.


D

Education

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