58,009 research outputs found
Reducing behaviour problems in young people through social competence programmes
There is a relatively strong relationship between the concepts of behavioural problems
and social competence, in that social competence is regarded as one of the most
important protective factors in the prevention of behavioural problems. This paper
argues that the concept of social competence should include social skills, social practice
and empathic understanding. It identifies the components that form part of an effective
social competence programme, including enhancing an understanding of social
situations, increasing the generation of adequate social skills, improving the management
of provocations which may lead to uncontrolled anger, and developing empathic
understanding. The evidence also suggests that effective social competence programmes
for children and young people should be multi modal and consist of mixed groups of
pupils with and without difficulties. The paper concludes with a brief description of
Aggression Replacement Training as an example of a programme which follows the
recommended guidelines.peer-reviewe
A descriptive analysis of perceptional social competence instrument lecturer at the high school of Islamic Ibnu Sina Batam City
Perceptional social competence assessment instrument is built and developed based on theories of performance assessment of competence and on the basis of previous research within and outside the country. This research based on the theory of performance assessment of lecturers upon perceptional social competence which renders the performance of lecturers assessed competency and one of them is social competence, This assessment involves assessment of the 12 items are built. Research involving 34 people respondents a lecturer at an Islamic High school environment (STAI) Ibnu Sina Batam. A descriptive analysis of the instrument is determined by the value of the min score. Instruments Questionnaire given to 34 people. The min value of the score is found the total value average of 2.98. These values can be inferred that the consistency of answers on respondents from the total of the items in the social competence of the lecturers at the instrument category enough. Thus the performance assessment of social competence perceptional lecturer at an Islamic High school environment Avicenna Batam is enough. For upcoming research suggested revisiting the performance assessment perceptional lecturer based on competencies other than the social competence, for example, intellectual and emotional competencies
Social Competence: Why Is This Important?
Dr. Oliver investigates the importance of social competency in schools and shares strategies to consider
Inclusive education and social competence development
Students with special educational needs are exposed to the same social and cultural effects as any other child. Their social and emotional development also evolves under those influences and they, too, must adjust to the conditions of their environment. In several cases, however, an inadequate learning environment keeps these children from experiencing and learning social skills and abilities (such as self-confidence and independence). Inclusive education for children with special educational needs is not common practice in Hungary even though it is equally well suited to fostering different social skills and abilities in children with either average or non-average development. This paper endeavours to argue for the importance of having inclusive education in Hungary by discussing examples abroad, with special emphasis on research and practical implementations in Great Britain
When Intelligence is (Dys)Functional for Achieving Sales Performance
Using two different samples of salespeople, the authors investigate how a combination of general mental ability (GMA) and specific skills and capabilities (social competence and thinking styles) allows salespeople to reach their sales goals. The study finds evidence for an interaction between GMA and social competence. If combined with high social competence, high GMA leads to highest sales performance; if combined with low social competence, high GMA leads to lowest sales performance. In addition, interaction effects between GMA and a judicial thinking style were found. Salespeople high on GMA have the most potential for attaining high levels of sales performance when combined with specific skills; when lacking these skills they may become the firmĂąâŹâąs worst performers.sales;knowledge;general mental ability;knowledge based marketing;thinking styles
Social Competence Treatment after Traumatic Brain Injury: A Multicenter, Randomized, Controlled Trial of Interactive Group Treatment versus Non-Interactive Treatment
Objective
To evaluate the effectiveness of a replicable group treatment program for improving social competence after traumatic brain injury (TBI).
Design
Multicenter randomized controlled trial comparing two methods of conducting a social competency skills program, an interactive group format versus a classroom lecture.
Setting
Community and Veteran rehabilitation centers.
Participants
179 civilian, military, and veteran adults with TBI and social competence difficulties, at least 6 months post-injury.
Experimental Intervention
Thirteen weekly group interactive sessions (1.5 hours) with structured and facilitated group interactions to improve social competence.
Alternative (Control) Intervention
Thirteen traditional classroom sessions using the same curriculum with brief supplemental individual sessions but without structured group interaction.
Primary Outcome Measure
Profile of Pragmatic Impairment in Communication (PPIC), an objective behavioral rating of social communication impairments following TBI.
Secondary Outcomes
LaTrobe Communication Questionnaire (LCQ), Goal Attainment Scale (GAS), Satisfaction with Life Scale (SWLS), Post-Traumatic Stress Disorder Checklist â (PCL-C), Brief Symptom Inventory 18 (BSI-18), Scale of Perceived Social Self Efficacy (PSSE).
Results
Social competence goals (GAS) were achieved and maintained for most participants regardless of treatment method. Significant improvements in the primary outcome (PPIC) and two of the secondary outcomes (LCQ and BSI) were seen immediately post-treatment and at 3 months post-treatment in the AT arm only, however these improvements were not significantly different between the GIST and AT arms. Similar trends were observed for PSSE and PCL-C.
Conclusions
Social competence skills improved for persons with TBI in both treatment conditions. The group interactive format was not found to be a superior method of treatment delivery in this study
Developmental guidance and student acquisition of social competence.
In a changing world, it is increasingly important to articulate what are the social emotional competencies that students leaving secondary schools need to acquire in order to be effective learners and citizens and how schools can facilitate the acquisition of such competencies. There is an emerging consensus that CASEL [1] has identified five of those core competencies. They are a) self-awareness, b) self-management, c) social awareness, d) relationship skills and e) responsible decision-making. There is not, however, a consensus as to how schools can facilitate the acquisition of these competencies. This paper will argue that each community needs to articulate the competencies they expect from their children and ensure that their schools implement a program of developmental guidance that helps them acquire these competencies. Developmental guidance is a combination of curriculum that teaches these competencies, experiences through which students can put them into practice, a systematic approach to developing and implementing a post-secondary plan for each student, and a way to assess the success of such an approach. In the same way that competence in literacy and numeracy is developed over a childâs career in school through a series of increasingly complex coursework, we need to implement systematic developmental guidance in all schools so that we more effectively prepare our children to take their place in a world that is changing as a result of technological and social developments. There are several barriers to implementing effective developmental guidance programs. One is the lack of consensus as to the role of schools in providing such training. Another is the lack of consensus as to what are those desired competencies. A third is the lack of resources made available to support such implementation.Accepted manuscrip
Mental Health Comorbidities in Adolescents with ASD: Indirect Effects of Family Functioning through Youth Social Competence
Mental Health Comorbidities in Adolescents with ASD: Indirect Effects of Family Functioning through Youth Social Competence
Marie Johnson, Depts. of Psychology and Product Innovation, and Jessica Greenlee and Cathryn Richmond, Dept. of Psychology Graduate Students, with Dr. Marcia Winter, Dept. of Psychology
Recent research has established the high comorbidities of mental health problems in adolescents with Autism Spectrum Disorder (ASD; see Strang, et al., 2012), prompting researchers to examine factors that may contribute to elevated anxiety and depression. Given the centrality during adolescence of both the family and peer contexts (Greenlee, Winter, & Diehl, 2018) as well as the stage salience of peer relationships (Masten et al., 1995), this study focused on family functioning, social competence, and mental health in verbally-fluent adolescents with ASD. Some have suggested that adolescents with ASD who have no cognitive impairment are more interested in social interaction but also more aware of their social differences (Mazurek & Kanne, 2010). Combined with the social demands of adolescence, increased social awareness may put youth at risk for disengaging from peers; poor peer relationships, feelings of isolation, and loneliness have been associated with internalizing problems in youth with ASD (Bauminger & Kasari, 2000; Vickerstaff et al., 2007; Whitehouse et al., 2009). We reasoned that adolescents learn social skills in part from family experiences, even in the context of ASD, and that the family environment plays a role in adolescentâs social competence. Thus, while social-communication deficits are an inherent part of an ASD diagnosis, families still play a role in adolescentsâ social competencies and influence their social development. Therefore, we tested part of the larger theoretical model by examining the indirect relationship between family functioning and adolescent anxiety and depression symptomatology via adolescent social competence for adolescents with ASD.
This study uses data from the Teens and Parents (TAP) Study (see Greenlee, 2019). Participants were adolescents aged 13-17 (N = 178; Mage= 14.92, SD = 1.31; 73% male) diagnosed with ASD, and their primary caregivers (PCs) who all identified as biological or adoptive mothers. PCs reported demographics and completed (1) the Self-Report of Family Inventory (SFI; Beavers & Hampston, 2000) to assess global family functioning via the Health and Competence subscale, and (2) the Social Responsiveness Scale (SRS; Constantino & Gruber, 2012) to assess deficits in adolescent social competencies. Adolescents reported their own depression and anxiety symptoms via the Revised Childrenâs Anxiety and Depression Scale-Short Version (RCADS; Ebesutani et al., 2012).
As shown in Figures 1 and 2, the indirect pathway from family functioning to social competence deficits and in turn to internalizing symptoms was statistically significant for adolescent anxiety (B= -1.015, SE = 0.394, 95% CI = [-1.893, -0.353]) and depression symptoms (B= -0.513, SE = 0.192, 95% CI = [-0.938, -0.189]) over and above the effects of family SES and adolescent age, sex, and restrictive and repetitive behavior. It was proposed that family functioning would play a role in adolescent mental health symptomatology via the mediating effect of social competence. Results support this hypothesis, indicating the importance of family functioning in youth social competence, and the subsequent effects on adolescent mental health. These results contribute to the understanding of mental health comorbidities in adolescents with ASD and could be used to inform future interventions.https://scholarscompass.vcu.edu/uresposters/1315/thumbnail.jp
Preschoolersâ free play : connections with emotional and social functioning
Play has an important role in various aspects of childrenâs development. However, time
for free play has declined substantially over the last decades. To date, few studies have
focused on the relationship between opportunities for free play and childrenâs social
functioning. The aims of this study are to examine whether childrenÂŽs free play is related
to their social functioning and whether this relationship is mediated by childrenÂŽs
emotional functioning. Seventy-eight children (age, 55- 77 months) were tested on their
theory of mind and emotion understanding. Parents reported on their childrenâs time for
free play, empathic abilities, social competence and externalizing behaviors. The main
findings showed that free play and childrenâs theory of mind are negatively related to
externalizing behaviors. Empathy was strongly related to childrenâs social competence,
but free play and social competence were not associated. Less time for free play is
related to more disruptive behaviors in preschool children, however certain emotional
functioning skills influence these behaviors independently of the time children have for
free play. These outcomes suggest that free play might help to prevent the development
of disruptive behaviors, but future studies should further examine the causality of this
relationship.peer-reviewe
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