A Study on the Social Competence of Infants according to the Cluster Type of Fathers’ Parenting Attitude, Parenting Participation, Parenting Efficacy

2021 ◽  
Vol 30 (5) ◽  
pp. 771-781
Author(s):  
Hyerim Han
Keyword(s):  
Social Competence ◽  
Parenting Efficacy ◽  
The Social ◽  
Cluster Type ◽  
Parenting Attitude

THE CONTENT OF THE PROCESS FRAMEWORK FOR THE SOCIAL COMPETENCE FORMATION IN SENIOR SCHOOL STUDENTS

2020 ◽  
Vol 4 (97) ◽  
pp. 202-210
Author(s):  
Natalia V. Bushnaya
Keyword(s):  
Social Competence ◽  
Social Problems ◽  
Educational Environment ◽  
School Students ◽  
The Social ◽  
Process Framework ◽  
Senior Students

Social competence of senior school students serves as their integrative characteristic and acts as the result of education. The formation of social competence in senior students is realized in the school educational environment by means of solving social problems of personal, public and life-futurological content. School educational environment incorporates definite zones which act as incentives to motivate and involve students into the activity of formulating and solving social problems.

Reliability and Validity of the Parent form of the Social Competence Scale in Chinese Preschoolers

2012 ◽  
Vol 111 (1) ◽  
pp. 266-268 ◽  
Author(s):  
Xiao Zhang ◽  
Xue Ke ◽  
Xiaoyan Wang
Keyword(s):  
Preschool Children ◽  
Social Competence ◽  
Internal Consistency ◽  
Student Teacher ◽  
Reliability And Validity ◽  
Single Dimension ◽  
Student Teacher Relationship ◽  
The Social ◽  
Competence Scale ◽  
High Internal Consistency

The Parent Form of the Social Competence Scale (SCS–PF) was translated into Chinese and validated in a sample of Chinese preschool children ( N = 443). Results confirmed a single dimension and high internal consistency in the SCS–PF. Mothers' ratings on the SCS–PF correlated moderately with teachers' ratings on the Teacher Form of the Social Competence Scale and weakly with teachers' ratings on the Student–Teacher Relationship Scale.

Increasing adolescent girls’ social competence through cognitive counseling by social workers

2021 ◽  
pp. 146801732110102
Author(s):  
Chau-kiu Cheung
Keyword(s):  
Social Competence ◽  
Social Workers ◽  
Adolescent Girls ◽  
Cognitive Theory ◽  
Daily Life ◽  
Young Female ◽  
Common Basis ◽  
The Social ◽  
The Common ◽  
Lower Education

Summary Despite the common basis of cognitive theory for cognitive counseling and social competence development, no research has charted the effectiveness of the counseling in raising social competence in young female residents of the residential service. To examine the effectiveness, this study analyzed data gleaned from monthly surveys of young female residents and their social workers regarding the latter’s daily life cognitive counseling. The data consisted of 391 cases pairing the female residents and social workers in Hong Kong over 33 months. Findings The cases afforded a cross-lagged analysis showing the raising of the girl’s social competence by the worker’s cognitive counseling earlier in the previous month. In substantiating this raising, the analysis also indicated that earlier social competence did not affect the counseling. Applications The findings imply the worth of promoting the social worker’s daily life cognitive counseling to advance girl residents’ social competence. Such counseling is particularly helpful to girls with lower education, who are lower in social competence.

Social competence, theory of mind, and executive function in institution-reared Turkish children

2014 ◽  
Vol 39 (6) ◽  
pp. 519-529 ◽  
Author(s):  
Evren Etel ◽  
Bilge Yagmurlu
Keyword(s):  
Executive Function ◽  
Theory Of Mind ◽  
Social Competence ◽  
Mental State ◽  
Cultural Context ◽  
Receptive Language ◽  
Scaling Analysis ◽  
Turkish Children ◽  
The Social ◽  
Behavioral Assessments

This study had two aims. The first aim was to measure mental state understanding in institution-reared children by using a theory of mind (ToM) scale, and to examine the role of cultural context in sequencing of ToM acquisition. The other aim was to investigate ToM in relation to social competence and executive function (EF). Due to its pronounced role in mental state understanding and social interactions, we assessed receptive language as well. The participants were 107 institution-reared children aged 3 to 5 years in Turkey. Two visits were held within 2 days for behavioral assessments. In the first visit, the ToM scale was administered; in the second visit, the child was given the language test and the EF tasks. The social competence scales were completed by the child’s primary care provider in the institution. Guttman scaling analysis revealed that an understanding of diverse beliefs developed earlier than knowledge access, favoring the “individualistic pattern.” The regression analysis showed that EF was a significant predictor of ToM, but neither of them was associated with social competence when age was controlled. Receptive language predicted social competence and EF directly, and ToM indirectly through EF, pointing to the importance of this ability for early development.

Outcomes of the Social Competence Program Second Step in Norwegian Elementary Schools

2008 ◽  
Vol 29 (1) ◽  
pp. 71-88 ◽  
Author(s):  
Ingrid Holsen ◽  
Brian H. Smith ◽  
Karin S. Frey
Keyword(s):  
Elementary Schools ◽  
Social Competence ◽  
Second Step ◽  
The Social

scholarly journals An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Carla Schmidt ◽  
Janine P. Stichter ◽  
Kristin Lierheimer ◽  
Stephanie McGhee ◽  
Karen V. O'Connor
Keyword(s):  
Social Competence ◽  
High Functioning Autism ◽  
School Setting ◽  
Future Research ◽  
Expression Recognition ◽  
High Functioning ◽  
School Based ◽  
The Social ◽  
Future Research Directions ◽  
The Impact

This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed.

The Social Competence Intervention Project: Developing Educational Procedures for Teaching Social Interaction Skills to Handicapped Children

1983 ◽  
Vol 8 (2) ◽  
pp. 120-127 ◽  
Author(s):  
Robert M. Day ◽  
James J. Fox ◽  
Richard E. Shores ◽  
David P. Lindeman ◽  
Joseph J. Stowitschek
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Social Withdrawal ◽  
Experimental Studies ◽  
Critical Aspect ◽  
Handicapped Children ◽  
Social Initiations ◽  
Training Materials ◽  
The Social ◽  
Social Interaction Skills

Social interaction with other children is a critical aspect of a child's development. Many handicapped children display pronounced deficits in this area of development. The Social Competence Intervention Project (SCIP) addressed the problem of social withdrawal of handicapped children by meeting four goals. These were (a) identify social behaviors that are likely to set the occasion for a positive social encounter, (b) evaluate the effectiveness of critical social initiations when used by handicapped children, (c) develop empirically valid teaching procedures, and (d) translate the results of the experimental studies of the first three goals into teacher training materials.

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