Page 256 - Nutrition Counseling and Education Skills: A Guide for Professionals

employee displays a behavior consistent with the value. When something is valued, motivation is not based on
external authorities or the desire to obey, but on an internal commitment. The learner will then demonstrate
acceptance of a value, preference for a value, or commitment and convictio

EXAMPLE Is able to select a nutritious meal from the cafeteria line.

Organization
At the level of organization, the learner discovers situations in which more than one value is appropriate.
Individual values are incorporated into a total network of values, and at the level of conceptualization, a person
relates new values to those he or she already holds. New values must be organized into an ordered relationship
with the current value system. Perhaps a client has previously valued eating whatever he or she wants. Now
the client has to learn a new value (different foods) and change an old one (some of the current eating
choices).

EXAMPLE Is able to discuss plans for making different, healthful food choices.

Characterization
The highest level, characterization, indicates that the learner has internalized the values for a sufficient time to
control behavior and acts consistently over time. A generalized set is a predisposition to act or perceive events
in a certain way. At the highest level of internalization, beliefs or ideas are integrated with internal
consistency.

EXAMPLE Is able to select only those foods permitted on the diet at almost all times.

Behavioral change in the affective domain takes place gradually over a period of time, whereas cognitive
change may occur more rapidly. Affective change may take days, weeks, months, or years at the higher levels.

SELF-ASSESSMENT 3

Plan a performance objective for each level in the affective domain on a similar topic.

Psychomotor Domain

The psychomotor domain involves the development of physical abilities and skills. Knowledge and attitudes
are interrelated and may be necessary to perform these skills. For example, a person cannot drive a car or
operate a meat slicer (tasks requiring manual skills) without some basic knowledge of the equipment. Table
11-4 suggests verbs describing performance at the various levels of the psychomotor domain. The performance
of physical ability proceeds to increasingly complex steps. Following are Simpson’s seven levels and selected
subcategories; there are other similar psychomotor domain category systems25,26:

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