ABSTRACT
Affective curriculum is a topic more honored in the breach than in the observance. One might be that educators of the gifted have shied away from creating programs that are viewed as “soft,” and affective curriculum carries that label because of the difficulty associated with assessing learning. For low-income and minority students, using affective curriculum and instructional techniques are crucial to advanced development in all other areas. The areas of an affective program for gifted learners ideally would contain the following components: self-assessment, philosophy of life, bibliotherapy, a talent development plan, and an emotional intelligence curriculum emphasis. The chapter outlines aspect of the emotional intelligence framework and includes a prototypical lesson that may be used as a model for translating framework ideas into discrete classroom use. One of the most advanced skills in the reflective regulation of emotions is the ability to ameliorate negative emotions and promote pleasant ones.
