Developments in Social Competence and Social Skills: Opportunities for School Psychology

1984 ◽  
Vol 13 (3) ◽  
pp. 339-341
Author(s):  
James L. Carroll
Keyword(s):  
Social Skills ◽  
School Psychology ◽  
Social Competence

Social dominance and prosocial and coercive strategies of resource control in preschoolers

2002 ◽  
Vol 26 (2) ◽  
pp. 167-176 ◽  
Author(s):  
Patricia H. Hawley
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Social Dominance ◽  
Control Strategies ◽  
Block Design ◽  
Openness To Experience ◽  
Resource Control ◽  
Prosocial Behaviour ◽  
Evolutionary Perspective ◽  
Control Behaviour

This study was designed to investigate the predictors of social dominance, the strategies children use to control resources (prosocial and coercive), and the associations between these strategies and measures of personality, social skills, and peer regard. A total of 30 preschoolers (ages 3–6) were rated by their teachers on social dominance. Based on these ratings, dominant children were paired with multiple subordinate children (i.e., block design; Kenny, 1990) and observed in a play situation designed to elicit resource control behaviour. As hypothesised, age and the surgency facet of extraversion predicted social dominance (but openness to experience did not). Furthermore, also as expected, both prosocial behaviour and coercive behaviour were related to resource control in the play situation. Last, both resource control strategies were associated with parent-rated social competence, but only coercive control was associated with positive peer regard (i.e., Likeability). Factors of personality (e.g. agreeableness, hostility) were not associated with either of the strategies. The utility of an evolutionary perspective to resource control and social competence is discussed.

scholarly journals A Prospective Study of Social Competence in Survivors of Pediatric Brain Tumors

2021 ◽  
Author(s):  
May Albee ◽  
Santiago Allende ◽  
Victoria Cosgrove ◽  
Matthew Hocking
Keyword(s):  
Social Skills ◽  
Theory Of Mind ◽  
Social Competence ◽  
Brain Tumors ◽  
Peer Relationships ◽  
Pediatric Brain Tumors ◽  
Inverse Association ◽  
Increased Risk ◽  
Pediatric Brain ◽  
Over Time

BACKGROUND/OBJECTIVES: Survivors of pediatric brain tumors (BT) are at increased risk for difficulties with social competence, including poor social information processing (SIP) and peer relationships. Due to improved survival rates among BT, there is a need to better understand these challenges and if they are specific to BT versus other survivors of childhood cancer. METHODS: 51 BT and 34 survivors of pediatric solid tumors (ST) completed evaluations of SIP and peer relationship quality within 6 months of completing treatment and at one year follow-up. Caregivers also completed a measure of social skills. Linear mixed models evaluated (1) differences between BT and ST on SIP and social skills and (2) how indices of SIP were associated with peer relationships over time for ST and BT. RESULTS: BT did not differ from ST on indices of SIP or social skills over time. There was a three-way interaction between measures of SIP, group, and time to predict peer relationships. ST showed a positive association between baseline social skills and theory of mind and peer relationships over time, whereas BT showed an inverse association between baseline social skills and theory of mind and peer relationships over time. CONCLUSION: Baseline SIP and social skills affected the trajectory of BT peer relationships. BT social functioning should be monitored regularly after the completion of treatment to determine if and when intervention services would be beneficial.

Social competence and social skills

2018 ◽  
pp. 125-152
Author(s):  
Terje Ogden ◽  
Kristine Amlund Hagen
Keyword(s):  
Social Skills ◽  
Social Competence

Measuring Children's Social Functioning

2001 ◽  
Vol 6 (4) ◽  
pp. 181-188 ◽  
Author(s):  
Karen John
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Social Functioning ◽  
Emotional Problems ◽  
Current Measurement ◽  
Next Generation ◽  
Behavioural And Emotional Problems

Despite agreement that children's social functioning may be the best indicator of current and future behavioural and emotional problems, its measurement is under-developed. Measures of social functioning and psychopathology remain entangled, although this may be less critical clinically than in research. Confusion in terminology and definition is highlighted and clarified by tracing diverse but converging areas of research. Current measurement needs and approaches are presented along with six measures—each suited to different assessment needs. It is suggested that the next generation of instrument developers make use of findings from studies of social competence and motivation, focusing not only on social skills and deficits but also on beliefs and goals that lead to adaptive and maladaptive functioning.

Social Competence as a Multifaceted Construct: How do Students with Learning Disabilities Fare?

1994 ◽  
Vol 17 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Sharon Vaughn ◽  
Diane Haager
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Social Competence ◽  
Behavior Problems ◽  
Peer Acceptance ◽  
Students With Learning Disabilities ◽  
Prospective Longitudinal Study ◽  
The Social ◽  
Students With Ld ◽  
Prospective Longitudinal

This article summarizes and extends the findings from a prospective, longitudinal study that examined the social competence of students with learning disabilities (LD) from kindergarten through fifth grade. Four components that represent a model of social competence were measured: peer relations, social cognition, behavior problems, and social skills. Findings revealed that over time youngsters with LD demonstrated the same trends on all aspects of social competence as nonLD students. Students with LD did not differ significantly from low-achieving (LA) nonLD students on any of the measures of social competence; however, they were significantly different from average/high-achieving (AHA) nonLD students on social skills and behavior problems, but not peer acceptance or self-concept. The discussion addresses the social competence of students with LD from a developmental perspective as well as how they contrast with other achievement groups (LA and AHA). Issues and suggestions for future directions for research on the social-emotional development of youngsters with LD are presented.

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