Taking Skills Seriously: Toward an Integrative Model and Agenda for Social, Emotional, and Behavioral Skills

2020 ◽  
pp. 096372142097861
Author(s):  
Christopher J. Soto ◽  
Christopher M. Napolitano ◽  
Brent W. Roberts
Keyword(s):  
Social Relationships ◽  
Social Engagement ◽  
Integrative Model ◽  
Self Management ◽  
Social Emotional ◽  
Behavioral Skills ◽  
Emotional Resilience ◽  
Assessment Development ◽  
Open Questions ◽  
Future Work

Success in life is influenced by more than cognitive ability and opportunity. Success is also influenced by social, emotional, and behavioral (SEB) skills: a person’s capacities to maintain social relationships, regulate emotions, and manage goal- and learning-directed behaviors. In this article, we propose an integrative model that defines SEB skills as capacities (what someone is capable of doing) rather than personality traits (what someone tends to do) and identifies five major skill domains: social engagement, cooperation, self-management, emotional resilience, and innovation. We then argue that operational measures of SEB skills should reflect rather than obscure the distinction between skills and traits. Finally, we propose an agenda for future work by highlighting open questions and hypotheses about the assessment, development, and outcomes of SEB skills as well as interventions and public policy targeting these skills.

scholarly journals Social, Emotional, and Behavioral Skills: An Integrative Model of the Skills Associated With Success During Adolescence and Across the Life Span

2021 ◽  
Vol 6 ◽  
Author(s):  
Christopher M. Napolitano ◽  
Madison N. Sewell ◽  
Hee J. Yoon ◽  
Christopher J. Soto ◽  
Brent. W. Roberts
Keyword(s):  
Social Engagement ◽  
Integrative Model ◽  
Self Management ◽  
Management Innovation ◽  
Life Outcomes ◽  
Social Emotional ◽  
Behavioral Skills ◽  
Emotional Resilience ◽  
Social Transitions ◽  
Wide Range

Social, emotional, and behavioral (SEB) skills encompass a wide range of competencies related to how individuals build and maintain relationships, understand and manage emotions, pursue goals, and learn from experience. Despite near-consensus on the importance of SEB skills for success in life, there are numerous frameworks that simultaneously converge and diverge in how they define and measure SEB skills. In this article, we discuss our integrative model encompassing five broad skill domains: Self-Management, Innovation, Social Engagement, Cooperation, and Emotional Resilience Skills (Soto et al., 2021a). Our model defines SEB skills as skills (i.e., what someone is capable of doing) and not traits (i.e., what someone tends to do). Using this definition and model as a foundation, we argue for the importance of investigating SEB skill development during adolescence, a period where SEB skills may be both particularly amenable to change and particularly predictive of life outcomes. In particular, we highlight how SEB skills allow adolescents to take advantage of the new opportunities afforded to them as they make major cognitive and social transitions.

scholarly journals An Integrative Framework for Conceptualizing and Assessing Social, Emotional, and Behavioral Skills: The BESSI

2021 ◽  
Author(s):  
Christopher J. Soto ◽  
Christopher Napolitano ◽  
Madison Nicole Sewell ◽  
Heejun Roy Yoon ◽  
Brent Roberts
Keyword(s):  
Personality Traits ◽  
Social Relationships ◽  
Social Engagement ◽  
Well Being ◽  
Social Emotional ◽  
Behavioral Skills ◽  
Emotional Resilience ◽  
Psychological Constructs ◽  
Integrative Framework ◽  
Using Data

People differ in their social, emotional, and behavioral (SEB) skills: their capacities to maintain social relationships, regulate emotions, and manage goal- and learning-directed behaviors. In five studies using data from seven independent samples (N = 6,309), we address three key questions about the nature, structure, assessment, and outcomes of SEB skills. First, how can SEB skills be defined and distinguished from other kinds of psychological constructs, such as personality traits? We propose that SEB skills represent how someone is capable of thinking, feeling, and behaving when the situation calls for it, whereas traits represent how someone tends to think, feel, and behave averaged across situations. Second, how can specific SEB skills be organized within broader domains? We find that many skill facets can be organized within five major domains representing Social Engagement, Cooperation, Self-Management, Emotional Resilience, and Innovation Skills. Third, how should SEB skills be measured? We develop and validate the Behavioral, Emotional, and Social Skills Inventory (BESSI) to measure individuals’ capacity to enact specific behaviors representing 32 skill facets. We then use the BESSI to investigate the nomological network of SEB skills. We show that both skill domains and facets converge in conceptually meaningful ways with socioemotional competencies, character and developmental strengths, and personality traits, and predict consequential outcomes including academic achievement and engagement, occupational interests, social relationships, and well-being. We believe that this work provides the most comprehensive model currently available for conceptualizing SEB skills, as well as the most psychometrically robust tool available for assessing them.

scholarly journals Social Robots for the Care of Persons with Dementia

2021 ◽  
Vol 10 (4) ◽  
pp. 1-31
Author(s):  
Moojan Ghafurian ◽  
Jesse Hoey ◽  
Kerstin Dautenhahn
Keyword(s):  
Digital Library ◽  
Social Engagement ◽  
Research Literature ◽  
Limited Attention ◽  
Social Emotional ◽  
Social And Emotional ◽  
Assistive Robots ◽  
People With Dementia ◽  
Assistive Robot ◽  
Future Work

Intelligent assistive robots can enhance the quality of life of people with dementia and their caregivers. They can increase the independence of older adults, reduce tensions between a person with dementia and their caregiver, and increase social engagement. This article provides a review of assistive robots designed for and evaluated by persons with dementia. Assistive robots that only increased mobility or brain-computer interfaces were excluded. Google Scholar, IEEE Digital Library, PubMed, and ACM Digital Library were searched. A final set of 53 articles covering research in 16 different countries are reviewed. Assistive robots are categorized into five different applications and evaluated for their effectiveness, as well as the robots’ social and emotional capabilities. Our findings show that robots used in the context of therapy or for increasing engagement received the most attention in the literature, whereas the robots that assist by providing health guidance or help with an activity of daily living received relatively limited attention. PARO was the most commonly used robot in dementia care studies. The effectiveness of each assistive robot and the outcome of the studies are discussed, and particularly, the social/emotional capabilities of each assistive robot are summarized. Gaps in the research literature are identified and we provide directions for future work.

Intervention Mapping Protocol for Developing a Theory-Based Diabetes Self-Management Education Program

2015 ◽  
Vol 29 (2) ◽  
pp. 94-112 ◽  
Author(s):  
Misoon Song ◽  
Suyoung Choi ◽  
Se-an Kim ◽  
Kyoungsan Seo ◽  
Soo Jin Lee
Keyword(s):  
Intervention Mapping ◽  
Behavioral Outcomes ◽  
Management Program ◽  
Self Management ◽  
Behavioral Skills ◽  
Intervention Mapping Protocol ◽  
Behavior Outcomes ◽  
Health Promotion Programs ◽  
And Behavior ◽  
Diabetes Educators

Development of behavior theory–based health promotion programs is encouraged with the paradigm shift from contents to behavior outcomes. This article describes the development process of the diabetes self-management program for older Koreans (DSME-OK) using intervention mapping (IM) protocol. The IM protocol includes needs assessment, defining goals and objectives, identifying theory and determinants, developing a matrix to form change objectives, selecting strategies and methods, structuring the program, and planning for evaluation and pilot testing. The DSME-OK adopted seven behavior objectives developed by the American Association of Diabetes Educators as behavioral outcomes. The program applied an information-motivation-behavioral skills model, and interventions were targeted to 3 determinants to change health behaviors. Specific methods were selected to achieve each objective guided by IM protocol. As the final step, program evaluation was planned including a pilot test. The DSME-OK was structured as the 3 determinants of the IMB model were intervened to achieve behavior objectives in each session. The program has 12 weekly 90-min sessions tailored for older adults. Using the IM protocol in developing a theory-based self-management program was beneficial in terms of providing a systematic guide to developing theory-based and behavior outcome–focused health education programs.

Lessons Learnt from the Socio-Technical Design of Social TV Services with Elderly

2014 ◽  
Vol 6 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Malek Alaoui ◽  
Myriam Lewkowicz
Keyword(s):  
Elderly People ◽  
Social Engagement ◽  
The Elderly ◽  
Technical Design ◽  
Communication Services ◽  
Open Questions ◽  
Living Lab ◽  
Social Tv ◽  
The Social ◽  
At Home

Encouraging elderly people to stay at home as long as possible is associated with a higher risk of social isolation. Nowadays, aging well at home cannot be reduced to the management of physical and cognitive frailties and technologies should also tackle the quality of life of the elderly by fostering their social interactions. However, designing appropriate services and ensuring their adoption remain open questions, to which we try to provide answers at the methodological and instrumental levels. The authors present here a Living Lab approach to design communication services for elderly people at home. They illustrate this approach by describing their participation in a European project aiming at developing and evaluating Social TV services and they conclude with recommendations for the successful socio-technical design of services that foster the social engagement of elderly people.

scholarly journals O associativismo no município de Riacho de Santana - BA: desafios e perspectivas para o crescimento

2021 ◽  
pp. 1-27
Author(s):  
Antonio Domingos Moreira ◽  
Arlete Ramos dos Santos ◽  
Emerson Antônio Rocha Melo de Lucena
Keyword(s):  
Social Groups ◽  
Self Management ◽  
Family Farming ◽  
Public Programs ◽  
School Feeding ◽  
National School ◽  
Open Questions ◽  
The Social ◽  
Feeding Program ◽  
School Feeding Program

This article presents an outline research that had as its main objective to discuss the collective organization of family production on associations in the municipality of Riacho de Santana - BA. To this end, we seek to highlight public programs and policies, such as the Food Acquisition Program (PAA) and the National School Feeding Program (PNAE), aimed at self-management of family farming within associations. The data were collected through questionnaires of open questions with presidents/representatives of the associations, whose analysis was based on the assumptions of Historical Dialectic Materialism - MHD. Upon analyzing the collected material, we concluded that the Riacho de Santana - BA associations were created to contribute to the permanence of workers in the field, the struggle for land and access to different public policies, and that these associations have been struggling to overcome the existing fragmentation in the social groups that make up family production in the researched context.

scholarly journals The Effect of Internal Locus of Control and Social-Emotional Learning on Life and Relationship Satisfaction

2020 ◽  
Vol 6 (2) ◽  
pp. 31-49
Author(s):  
Sibylle Georgianna ◽  
◽  
Jennifer Jagerson ◽  
Keyword(s):  
Locus Of Control ◽  
Self Efficacy ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Self Management ◽  
Subjective Well Being ◽  
Social Emotional ◽  
Internal Locus ◽  
Internal Locus Of Control

Objective The current study examined the impact of a non-governmental organization’s academic tutoring and mentoring program on the social-emotional learning (SEL) and subjective well-being of 240 marginalized young women. Participants One-hundred-fifty-nine currently enrolled 7-12th grade students with a mean age of 16.39, SD=1.55; 40 students who were enrolled in college with a mean age of 20.25, SD=1.57, and 25 who had graduated from college with a mean age of 22.48, SD=2.16 and their leaders participated. Methods All participants completed in a survey that assessed the degree of participants’ locus of control, expectations of success (self-efficacy), current goals and career-related aspirations and their satisfaction with their relationships and life in general. Twenty-one of the participants and all leaders also were interviewed. Results Regression analyses revealed that both the participants’ self-management and the leader’s locus of control were significant predictors of the participants’ internal locus of control. Congruent with interview findings, latent structural equation analysis revealed that three manifest variables of social-emotional learning, “self-management”, “social awareness”, and “self-efficacy” had direct positive effects on participants’ subjective well-being (i.e., their satisfaction with life and relationships). Conclusion Culturally sensitive approaches to mentoring and training are needed and helpful. Future research should be carried out to mitigate design limitations and further the current study’s addition to the body of research on social-emotional learning and well-being.

scholarly journals Nurturing Grandchildren With Down Syndrome: A Qualitative Study on Grandparents’ Needs Using Digital Tools†

2021 ◽  
Vol 12 ◽  
Author(s):  
María C. Sánchez Gómez ◽  
Rocío Martín-Sevillano ◽  
María V. Martín-Cilleros ◽  
J. J. Mena Marcos ◽  
Francisco J. García-Peñalvo
Keyword(s):  
Down Syndrome ◽  
General Purpose ◽  
Future Research ◽  
Personal Perspective ◽  
Social Emotional ◽  
Individual Interviews ◽  
Open Questions ◽  
Future Research Directions ◽  
Qualitative Phenomenological ◽  
Negative Feelings

Grandparents who have grandchildren with disabilities are an underrepresented group in existing research related to the field. This qualitative phenomenological study’s general purpose is to analyze, from a personal perspective, the situations and needs of grandparents who have grandchildren with Down syndrome. The participants’ ages range from 65 to 85, and the ages of their grandchildren with Down syndrome range from 3 to 21 years. All participants had one grandchild with a disability, except for two, who each had two. A sociodemographic questionnaire was administered, and individual interviews were conducted, using open questions, through phone and/or video calls. An analysis of the participants’ speech was carried out, which implied the development of a system of meta-categories and categories. This analysis was developed manually, given the COVID-19 environment. The results indicate a substantial change from negative feelings caused by the knowledge of the diagnosis to feelings related to positive experiences expressed currently. The participants see themselves as a fundamental source of support (informal, instrumental, practical, social, emotional, and economic) for their families and, mainly, for their grandchildren with Down syndrome. A need for information and training was observed when the grandparents talked about first being informed of the diagnosis and their concerns about the future of these grandchildren and their siblings. They made social demands, such as greater government involvement or more significant opportunities to access resources and rights for their grandchildren. The results are discussed, as are possible future research directions.

scholarly journals Social network members who engage in activities with older adults: do they bring more social benefits than other members?

2018 ◽  
Vol 39 (5) ◽  
pp. 1050-1069 ◽  
Author(s):  
SATO ASHIDA ◽  
DANIEL K. SEWELL ◽  
ELLEN J. SCHAFER ◽  
AUDREY SCHROER ◽  
JULIA FRIBERG
Keyword(s):  
Social Support ◽  
Older Adults ◽  
Social Network ◽  
Social Influence ◽  
Social Relationships ◽  
Social Engagement ◽  
The United States ◽  
Social Benefits ◽  
Social Activities ◽  
Generalised Linear Mixed Model

ABSTRACTActive participation in social activities is important for the wellbeing of older adults. This study explored benefits of active social engagement by evaluating whether relationships that comprise active involvement (e.g. co-engagement in activities) bring more social benefits (i.e. social support, companionship, positive social influence) than other relationships that do not involve co-engagement. A total of 133 adults ages 60 years and older living in a rural Midwestern city in the United States of America were interviewed once and provided information on 1,740 social network members. Among 1,506 social relationships in which interactions occurred at least once a month, 52 per cent involved engagement in social activities together and 35 per cent involved eating together regularly. Results of the generalised linear mixed model showed that relationships involving co-engagement were significantly more likely to also convey social support (i.e. emotional, instrumental, informational), companionship and social influence (encouragement for healthy behaviours) than relationships that do not involve co-engagement. Having more network members who provide companionship was associated with higher sense of environmental mastery, positive relations with others and satisfaction with social network. Interventions may focus on maintaining and developing such social relationships and ensuring the presence of social settings in which co-engagement can occur. Future research may explore whether increasing co-engagement leads to an enhanced sense of companionship and psychological wellbeing.

Mindful Social Emotional Academic Development and Emotional Resilience

2021 ◽  
pp. 1-19
Author(s):  
Deborah Oliver ◽  
Molly Dahl
Keyword(s):  
Academic Development ◽  
Social Emotional ◽  
Learning Space ◽  
Current Time ◽  
Emotional Resilience

This chapter will provide an overview of the history and the basics of SEL/SEAD, SEAD in current time, mindfulness as the foundation of SEL and SEAD, and emotional resilience as the key to successful SEAD implementation and application in all areas of education, from the legislative offices to the PK learning space. The hope is to increase the understanding that SEAD is not a passing fad, not a trend, not “one more thing” that teachers will feel overwhelmed by, and not something to be feared or dreaded.

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