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Sample records for affective social competence

  1. Response: Spinning the Pinwheel, Together: More Thoughts on Affective Social Competence.

    ERIC Educational Resources Information Center

    Halberstadt, Amy G.; Dunsmore, Julie C.; Denham, Susanne A.

    2001-01-01

    Addresses the variations, reactions, and additions to the affective social competence model presented earlier. Specifically addresses the issue of whether sending, receiving, and experiencing are equal components to affective social competence; the time course of affective social competence; the cognitive representations of self and world;…

  2. Parental Control and Affect as Predictors of Children's Display Rule Use and Social Competence with Peers

    ERIC Educational Resources Information Center

    McDowell, David J.; Parke, Ross D.

    2005-01-01

    Seventy-six fourth-grade children and their parents participated in a study of the linkages among parental control and positive affect, children's display rule use, and children's social competence with peers. Using observational measures of parental behavior and children's display rule use, it was found that parental positive affect and control…

  3. The Relationship between Language and Social Competence: How Language Impairment Affects Social Growth

    ERIC Educational Resources Information Center

    McCabe, Paul C.; Meller, Paul J.

    2004-01-01

    Given the research that suggests the social use of language is the latest developing aspect of language, it was hypothesized that children with speech/language impairment (SLI) are particularly susceptible to social interaction difficulties, resulting in diminished social competence. This hypothesis was explored with SLI and non-language-impaired…

  4. Pretend and Physical Play: Links to Preschoolers' Affective Social Competence

    ERIC Educational Resources Information Center

    Lindsey, Eric W.; Colwell, Malinda J.

    2013-01-01

    This study investigated different forms of pretend and physical play as predictors of preschool children's "affective social competence" (ASC). Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) over a 2-year period. Children participated…

  5. Factors Affecting Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Irvin, Dwight W.

    2012-01-01

    Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). Research on typically developing children suggests the amount of adult talk they are exposed to can positively affect their social competence. With growth in the number of children with ASD entering the inclusive preschool classroom, there is a need to…

  6. Social Competence: A Developmental Approach.

    ERIC Educational Resources Information Center

    Jakob, Susan G.; Dickerscheid, Jean D.

    This paper presents a developmental study of social competence in preschool children which examines the relationship of motor competence, egocentrism and demographic characteristics to the development of social competence. Tests of motor skills and role taking ability were administered individually to 54 preschool children ranging in age from 3…

  7. Social Competence and Obesity in Elementary School

    PubMed Central

    Cunningham, Solveig A.

    2015-01-01

    Objectives. We examined the relationship between children’s weight and social competence. Methods. We used data from the third- and fifth-grade waves of the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (n = 8346) to examine changes in children’s weight and social competence. Results. Obesity in third grade was not associated with subsequent changes in social competence between third and fifth grade, but social competence in third grade was associated with subsequent development of obesity. Among normal-weight children, having higher social competence in third grade was associated with lower odds of becoming overweight (odds ratio [OR] = 0.80 ±0.09; P < .05) or obese (OR = 0.20 ±0.08; P < .001). In addition, obese children with higher social competence were more likely to lose weight between third and fifth grade (OR = 1.43 ±0.25; P < .05). Conclusions. Obesity and impaired social competence often occur together and have serious implications for children's well-being. More knowledge about how weight and social competence affect one another could inform interventions to promote children’s social development and reduce obesity. PMID:25393191

  8. Social Competence: A Developmental Perspective.

    ERIC Educational Resources Information Center

    Eisenberg, Nancy; Harris, Jerry D.

    1984-01-01

    Effective peer relations and the enhancement of social interactions in young children play a central role in the discussion of social competence. Developmental issues relevant to the assessment of social competence including perspective taking, conceptions of friendship, interpersonal strategies and problem solving, moral judgments, and…

  9. Instructional Interventions to Improve Social Competence. Chapter Eighteen.

    ERIC Educational Resources Information Center

    Sargent, Laurence R.

    A conceptual framework of social competence is presented to formulate actions that will enhance the social competence of learners with mental disabilities. This chapter discusses the individual's culturally determined inputs; the processes of social affects, social skills, and social thinking; and the desired social outcomes. The history of social…

  10. The Social Validity Assessment of Social Competence Intervention Behavior Goals

    ERIC Educational Resources Information Center

    Hurley, Jennifer J.; Wehby, Joseph H.; Feurer, Irene D.

    2010-01-01

    Social validation is the value judgment from society on the importance of a study. The social validity of behavior goals used in the social competence intervention literature was assessed using the Q-sort technique. The stimulus items were 80 different social competence behavior goals taken from 78 classroom-based social competence intervention…

  11. Expanding Multicultural Competence through Social Justice Leadership

    ERIC Educational Resources Information Center

    Arredondo, Patricia; Perez, Patricia

    2003-01-01

    Social justice and multicultural competence have been inextricably linked for nearly four decades, influencing the development of multicultural competency standards and guidelines and organizational change in psychology. This response provides a historical perspective on the evolution of competencies and offers clarifications regarding their…

  12. Illness Behavior and Social Competence in Adolescents.

    ERIC Educational Resources Information Center

    Walker, Lynn S.; Van Slyke, Deborah A.

    This study examined the relationship of illness behavior to perceived competence and gender in adolescents. It was hypothesized that, like adults, adolescents with lower levels of perceived social competence would report more illness behavior. A significant gender difference was expected such that girls would report more illness behavior than…

  13. Emotional Competence, Emotion Socialization, and Young Children's Peer-Related Social Competence.

    ERIC Educational Resources Information Center

    Garner, Pamela W.; Estep, Kimberly M.

    2001-01-01

    Investigated linkages between aspects of emotional competence and preschoolers' social skills with peers, as well as parental emotion socialization practices as predictors of social skill. Found that emotional competence variables were meaningfully related to the peer variables and that, for non-constructive anger reactions, maternal reports of…

  14. Longitudinal social competence and adult psychiatric symptoms at first hospitalization.

    PubMed

    Prentky, R A; Watt, N F; Fryer, J H

    1979-01-01

    Patterns of psychiatric symptoms of 141 patients at first hospital admission were correlated with social competence, as measured in childhood from school records and in adulthood by the Index of Social Competence, which is based on hospital records. Results confirmed the hypothesis that low social competence is associated with the more disintegrative symptoms of withdrawal, thought disorder, and antisocial acting out, but this conclusion held only when the measure of social competence was based upon adult premorbid behavior. A longitudinal perspective on social competence did not improve upon the symptomatic discrimination based on adult cross-sectional assessment alone, except that a cluster of schizoid symptoms (apathy, flat affect, hallucinations, resentfulness, and verbal hostility) was significantly associated with a longitudinal measure of social competence, though not with either cross-sectional measure by itself. Positive symptoms (delusions, hallucinations, and other florid processes) appeared not to be part of a longstanding, longitudinal process, but the negative symptoms included in the withdrawal cluster showed some association with childhood behavior. PMID:462143

  15. Cultural socialization as a moderator of friendships and social competence.

    PubMed

    Tran, Alisia G T T; Lee, Richard M

    2011-10-01

    This study examined the direct and moderating role of cultural socialization in relation to same-race and cross-race friendships and social competence among Asian American late-adolescents (N = 146). We hypothesized that same-race and cross-race friendships would be uniquely associated with social competence, but that these associations would be moderated by cultural socialization practices targeting enculturation and preparation for bias. Using Pearson correlations, cross-race friendships were significantly correlated with social competence, whereas same-race friendships had a marginally significant relation. In moderator analyses, only preparation for bias was a significant moderator of cross-race friendships in relation to social competence. Specifically, for late-adolescents who reported a high level of preparation for bias, there was a positive relation between cross-race friendships and social competence. There were no significant interactions between same-race friendships and any dimension of cultural socialization in relation to social competence. The findings support the relevance of cultural socialization in Asian American late-adolescent social development. PMID:21767003

  16. Two-Years-Old Social Competence.

    ERIC Educational Resources Information Center

    Adcock, Don; Segal, Marilyn

    This guide for parents discusses social competence in 2-year-old children, drawing upon anecdotal data to provide a sampling of 2-year-old children's social behavior and their parents' child rearing techniques. The data were collected from questionnaires, telephone interviews, and home visits in a 12-month study of the interactions of 86…

  17. The Construct of Social Competence--How Preschool Teachers Define Social Competence in Young Children

    ERIC Educational Resources Information Center

    Lillvist, Anne; Sandberg, Anette; Bjorck-Akesson, Eva; Granlund, Mats

    2009-01-01

    Preschool teachers share their environment with young children on a daily basis and interventions promoting social competence are generally carried out in the preschool setting. The aim was to find out if and how preschool teachers' definitions of social competence are related to factors in the preschool environment like: a) the number of children…

  18. Teaching Social and Emotional Competence.

    ERIC Educational Resources Information Center

    Richardson, Rita Coombs

    2000-01-01

    Formal schooling generally does not include education in interpersonal and intrapersonal skills, although helping children develop socially and emotionally is important in academic progress. Describes the implementation of a social skills training program for elementary and middle school students called Connecting with Others: Lessons for Teaching…

  19. Korean immigrant discipline and children's social competence and behavior problems.

    PubMed

    Kim, Eunjung; Guo, Yuqing; Koh, Chinkang; Cain, Kevin C

    2010-12-01

    The goal of this correlational study was to explore the relationship between Korean immigrant discipline (e.g., positive, appropriate, and harsh discipline) and children's social competence and behavior problems. Self-report data were collected from 58 mothers and 20 fathers of children aged from 3 to 8 years. Only paternal harsh discipline was positively correlated with children's behavior problems. Among specific discipline strategies, maternal physical affection, correcting misbehaviors, and reasoning were positively correlated with children's social competence. Paternal physical punishment (e.g., spanking, hitting, and raising arms) was positively correlated with children's behavior problems. Immigrant fathers need to learn alternative ways of managing children's misbehaviors. PMID:21035016

  20. Boosting Social and Emotional Competence

    ERIC Educational Resources Information Center

    Beland, Kathy

    2007-01-01

    Beland maintains that high school students will need a high level of skill in the social and emotional arena to be ready for competitive employment in the 21st century. In a 2006 survey, human resource professionals said five skills were most crucial to high school graduates' success: professionalism/work ethic; teamwork; oral communications;…

  1. Core competencies in social constructionist supervision?

    PubMed

    Sutherland, Olga; Fine, Marshall; Ashbourne, Lynda

    2013-07-01

    Family therapy is moving increasingly toward evidence-based practice and competency-based training. This article explores what might seem to be an unlikely link between social constructionist supervision, which is based on dialogic and fluid processes of meaning-making, and the increasing reliance on discrete core competencies in the education and training of family therapists. We propose an alternate approach to competencies for supervision with therapists in training that, among other things, invites accountability and provides evaluative props. The approach we propose is based on a set of orientations that we hope reflect the dialogic and contextual nature of social constructionist practice and supervision. These orientations consist of reflexivity and attention to power, fostering polyphony and generativity, collaborative stance, and focus on client resourcefulness. Ideas and questions for supervisors and therapists in training to address the orientations are articulated. PMID:25059303

  2. Scientific Competencies in the Social Sciences

    ERIC Educational Resources Information Center

    Dietrich, Heike; Zhang, Ying; Klopp, Eric; Brünken, Roland; Krause, Ulrike-Marie; Spinath, Frank M.; Stark, Robin; Spinath, Birgit

    2015-01-01

    The aim of the present study was to introduce a general theoretical model of scientific competencies in higher education and to adapt it to three social sciences, namely psychology, sociology, and political science, by providing evidence from expert interviews and program regulations. Within our general model, we distinguished and specified four…

  3. Social Justice Competencies and Career Development Practices

    ERIC Educational Resources Information Center

    Arthur, Nancy; Collins, Sandra; Marshall, Catherine; McMahon, Mary

    2013-01-01

    The recent focus on social justice issues in career development is primarily conceptual in nature and few resources account for the challenges or successes experienced by career development practitioners. The purpose of this article is to report the results of a research study of career practitioners in Canada regarding the competencies they use…

  4. Social Competencies Identification for Realization of Successful Engineering Practice

    ERIC Educational Resources Information Center

    Ivanova, Malinka

    2012-01-01

    Purpose: The aim of this paper is to identify the main social competencies that future engineers need to become recognized professionals. In the paper the key competencies for contemporary engineers are examined and the focus is given on the importance of social competencies for professional development. A competency research model is developed…

  5. Enhancing Social Competence in the Music Classroom

    ERIC Educational Resources Information Center

    Gooding, Lori

    2009-01-01

    Strong social skills are vital for successful functioning in life. Social skills can affect academic success, peer relationships, family relationships, employment, and extracurricular and leisure activities. Children and adolescents who display academic, social, and behavioral deficits are at risk for both short-term and long-term negative social…

  6. Differences in Communication Competence among Administrator Social Styles.

    ERIC Educational Resources Information Center

    Snavely, William B.; Walters, Ellen V.

    1983-01-01

    Assessed coworkers' perceptions of public school superintendents' behavior related to social style (assertiveness, responsiveness, versatility) and interpersonal communication competence (empathy, social anxiety, listening, self-disclosure, flexibility). Found that superintendents with highly responsive styles were perceived as more competent than…

  7. The LD Adolescent at Risk: Developmental Tasks, Social Competence, and Communication Effectiveness.

    ERIC Educational Resources Information Center

    Jackson, Moss A.

    1987-01-01

    Key developmental tasks of adolescence and the unique problems that face the learning-disabled adolescent are outlined, focusing on the role of social competency and communication effectiveness. Components of a comprehensive social competency training program include the nature of the learning disability, the affective-defensive pattern, adaptive…

  8. Appearing socially competent: the effects of a friend's presence on the socially anxious.

    PubMed

    Pontari, Beth A

    2009-03-01

    As hypothesized, while introducing themselves to another person via video, participants high in social anxiety appeared more socially competent with a friend present than when alone. We also examined three potential explanations for this effect and found that while sharing information about themselves on video, most participants high in social anxiety were verbally prompted by their friends. Furthermore, on an open ended question, participants high in social anxiety expressed less negative self-focused thoughts with a friend present than when alone, but friends' presence did not affect their self-reports of anxiety. As predicted, the presence of friends had no effect on social performance or anxiety for participants low in social anxiety. Although more research is needed to ascertain how being with a friend versus alone results in better social performance for people high in social anxiety, friends' support may be part of a repertoire of "safe" social interaction strategies. PMID:19223456

  9. Investigating Social Competence in Students with High Intelligence

    ERIC Educational Resources Information Center

    Schirvar, Wendi Margaret

    2013-01-01

    Social competence is vital for healthy development (Canto-Sperber & Dupuy, 2001; Spence, Barrett & Tuner, 2003). Beginning in childhood and heavily influenced by culture, social competence develops as we combine personal and environmental resources for positive social outcomes and includes the absence of negative behaviors alongside the…

  10. Social Competence in Children of Alcoholic Parents Over Time

    PubMed Central

    Hussong, Andrea M.; Zucker, Robert A.; Wong, Maria M.; Fitzgerald, Hiram E.; Puttler, Leon I.

    2011-01-01

    In the current study, the authors tested the hypothesis that children of alcoholic parents (COAs) show deficits in social competence that begin in early childhood and escalate through middle adolescence. Teachers, parents, and children reported on the social competence of COAs and matched controls in a community sample assessed from ages 6 to 15. Hierarchical linear growth models revealed different patterns of change in social competence across development as a function of the reporter of various indicators of competence. Moreover, female COAs showed deficits in social competence in early childhood that receded in adolescence and that varied across subtypes of parent alcoholism. Implications of these findings for understanding the development of social competence in children, and at-risk children in particular, are discussed. PMID:16173872

  11. Profiles of Peer Competence in the Preschool: Interrelations between Measures, Influence of Social Ecology, and Relation to Attachment History.

    ERIC Educational Resources Information Center

    LaFreniere, Peter J.; Sroufe, L. Alan

    1985-01-01

    Peer competence in preschool children in two classes was assessed via (a) teacher rankings of social competence, (b) peer sociometrics, and behavioral measures of (c) social participation, and others. Affective expression and social behavior were temporally stable and consistent across contexts for both classes; however, patterns of…

  12. Affective judgement about information relating to competence and warmth: an embodied perspective.

    PubMed

    Freddi, Sébastien; Tessier, Marie; Lacrampe, Rémy; Dru, Vincent

    2014-06-01

    Several studies have shown that social judgement may be defined by two dimensions, competence and warmth. From a functional perspective, embodied theories have proposed that warmth may be associated with physical distance, whereas competence may be connected to a vertical motion (UPWARD/DOWNWARD). Two main studies were conducted to examine if approach-avoidance and vertical motion could influence affective judgements about traits representing these two social dimensions. Valence judgements about warmth traits that were moving towards the subject resulted in more positive judgement than when they were moving away (approach/avoidance). Furthermore, competence traits were judged more positively when they moved in an UPWARD direction, compared with when they moved DOWNWARD. A metacognitive account of confidence is offered to explain how cognitions about warmth and competence are connected to the physical world. PMID:23577960

  13. Bidirectional Associations among Sensitive Parenting, Language Development, and Social Competence

    ERIC Educational Resources Information Center

    Barnett, Melissa A.; Gustafsson, Hanna; Deng, Min; Mills-Koonce, W. Roger; Cox, Martha

    2012-01-01

    Rapid changes in language skills and social competence, both of which are linked to sensitive parenting, characterize early childhood. The present study examines bidirectional associations among mothers' sensitive parenting and children's language skills and social competence from 24 to 36?months in a community sample of 174 families. In…

  14. Social Emotional Competence--Too Much or Too Little

    ERIC Educational Resources Information Center

    Gundersen, Knut K.

    2014-01-01

    When we measure social competence, the scores indicate that a person can become better and better just as in other school subjects such as history or geography. In general, these scores also give an actual picture of the status and/or progress of the person's social competence. However, it might be preferable to portray many of the dimensions of…

  15. Sex Differences in Teachers' Assessments of Their Students' Social Competence.

    ERIC Educational Resources Information Center

    Anderegg, David; Chess, Joan

    A study was conducted to test the hypothesis that adults' differential definitions of social competence for boys and for girls may contribute to lack of agreement between teachers' and classmates' ratings of children's social competence. Subjects were 540 children in fourth- and fifth-grade classrooms in four public schools in the greater Boston…

  16. Adolescent Social Competence: Effectiveness in a Group Setting.

    ERIC Educational Resources Information Center

    Englund, Michelle M.; Levy, Alissa K.; Hyson, Daniel M.; Sroufe, L. Alan

    2000-01-01

    Examined the validity of an observational assessment of adolescent social competence within a group interaction during a revealed differences task. Found that ratings of task enjoyment, involvement, leadership, self-confidence in task, and global social competence showed strong correlations to counselor ratings and peer sociometrics and were…

  17. Unified Model for Academic Competence, Social Adjustment, and Psychopathology.

    ERIC Educational Resources Information Center

    Schaefer, Earl S.; And Others

    A unified conceptual model is needed to integrate the extensive research on (1) social competence and adaptive behavior, (2) converging conceptualizations of social adjustment and psychopathology, and (3) emerging concepts and measures of academic competence. To develop such a model, a study was conducted in which teacher ratings were collected on…

  18. Associations between Preschoolers' Social-Emotional Competence and Preliteracy Skills

    ERIC Educational Resources Information Center

    Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A.

    2015-01-01

    Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the…

  19. SOCIAL COMPETENCE AND PSYCHOLOGICAL VULNERABILITY: THE MEDIATING ROLE OF FLOURISHING.

    PubMed

    Uysal, Recep

    2015-10-01

    This study examined whether flourishing mediated the social competence and psychological vulnerability. Participants were 259 university students (147 women, 112 men; M age = 21.3 yr., SD = 1.7) who completed the Turkish versions of the Perceived Social Competence Scale, the Flourishing Scale, and the Psychological Vulnerability Scale. Mediation models were tested using the bootstrapping method to examine indirect effects. Consistent with the hypotheses, the results indicated a positive relationship between social competence and flourishing, and a negative relationship between social competence and psychological vulnerability. Results of the bootstrapping method revealed that flourishing significantly mediated the relationship between social competence and psychological vulnerability. The significance and limitations of the results were discussed. PMID:26340049

  20. Issues in the assessment of social competence in children

    PubMed Central

    Foster, Sharon L.; Ritchey, Wendy L.

    1979-01-01

    Recent interest in children's social competence has been prompted by findings of correlational and retrospective studies that indicate a positive relationship between early social adjustment problems of children and their adjustment later in life. To date, the assessment methodology in the area has pursued two directions: (1) sociometric measures (peer nomination and peer rating scales), which have provided the major means of identifying the socially competent child, and (2) direct observation, principally employed in the specification of socially competent behaviors. The current uses and the inherent assets and limitations of both strategies are discussed along with suggestions for enhancing current data collection methods. Issues concerning the definition of social competence, generalizability of current findings, and social norms are also examined. PMID:16795619

  1. Identifying Perceived Barriers and Facilitators to Culturally Competent Practice for School Social Workers

    ERIC Educational Resources Information Center

    Teasley, Martell; Gourdine, Ruby; Canfield, James

    2010-01-01

    This study presents descriptive findings from self-reported qualitative and quantitative data on barriers and facilitators to culturally competent school social work practice. The study highlights the need for the development of evaluative methods for the purpose of examining how elements within the practice environment affect school social work…

  2. LGBT-Competence in Social Work Education: The Relationship of School Factors to Professional Competence

    ERIC Educational Resources Information Center

    McCarty-Caplan, David

    2015-01-01

    Background: In recent years, social work has become increasingly concerned with efforts to produce professionals capable of effectively supporting lesbian, gay, bisexual, and transgender (LGBT) clients. Research examining LGBT-competence in social work remains limited, however, because it often neglects to address the role social work education…

  3. Social competence in pediatric epilepsy: insights into underlying mechanisms.

    PubMed

    Caplan, Rochelle; Sagun, Jaclyn; Siddarth, Prabha; Gurbani, Suresh; Koh, Susan; Gowrinathan, R; Sankar, Raman

    2005-03-01

    This study compared parent-based Child Behavior Checklist (CBCL) social competence scores of 90 children with complex partial seizures (CPS) and 62 with absence epilepsy (CAE) of average intelligence with scores of 91 healthy children. It also examined the role of seizure-related, cognitive, behavioral, linguistic, social communication, and demographic variables on these measures. When differences in cognitive, linguistic, and demographic variables were controlled for, the CPS and CAE groups had significantly lower scores in the school, but not in the social interaction and activities domains compared with the healthy control group. Among the patients, lower Full Scale IQ externalizing behaviors, disruptive disorders, minority status, and impaired social communication, but not seizure variables, predicted lower social competence scores. These findings demonstrate the importance of controlling for cognitive, behavioral, and demographic variables in social competence studies of children with CPS and CAE and the need to assess cognition and behavior when parents report school and social problems in these children. PMID:15710308

  4. Cultural Integrity and Social and Emotional Competence Promotion: Work Notes on Moral Competence.

    ERIC Educational Resources Information Center

    Jagers, Robert J.

    2001-01-01

    Describes evolving efforts to promote African American children's social and emotional competencies, examining moral competence. Proposes a cultural psychology framework to highlight the theme of communalism and morality of care. Identifies various moral events, offering knowledge of moral emotions and moral self-efficacy as key constructs.…

  5. Examining Intercultural Competency through Social Exchange Theory

    ERIC Educational Resources Information Center

    Pillay, Soma; James, Reynold

    2015-01-01

    Intercultural competency (ICC) has been an extensively researched area within the past decade, given the broad consensus that this trait constitutes one of the key competencies of the 21st century manager. However, somewhat under-explored are aspects including the implications and effects that pedagogies such as blended learning have on the…

  6. Character Education: Lessons for Teaching Social and Emotional Competence

    ERIC Educational Resources Information Center

    Richardson, Rita Coombs; Tolson, Homer; Huang, Tse-Yang; Lee, Yi-Hsuan

    2009-01-01

    The purpose of this study was to investigate whether a social skills program, "Connecting with Other: Lessons for Teaching Social and Emotional Competence," would enable students with disabilities in inclusive classrooms to develop skills to facilitate socialization with peers with and without disabilities. Students' growth was measured only in…

  7. Language Competence and Social Focus among Preschool Children

    ERIC Educational Resources Information Center

    Naerland, Terje

    2011-01-01

    This study explores how various aspects of language competence are related to social focus among preschoolers. The study presented is based on video-recorded observation of 64 children, aged 11-61 months, during free play at their kindergarten. A measure of social focus in the preschool, regarded as an indicator of social status, was constructed…

  8. An Assessment of Social Studies Competency of Turkish Classroom Teachers

    ERIC Educational Resources Information Center

    Acar, Filiz Evran

    2008-01-01

    The aim of this study is to determine the importance of the competence and competence acquiring levels in the subject matter and subject teaching of the teachers who are graduated from the primary school teaching programmes of the educational faculties, towards the social studies. The universe population of the research are the teachers who were…

  9. Early Childhood Teachers as Socializers of Young Children's Emotional Competence

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine

    2012-01-01

    Young children's emotional competence--regulation of emotional expressiveness and experience when necessary, and knowledge of their own and other's emotions--is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are…

  10. Sex Differences in the Socialization of Competence in Preschoolers.

    ERIC Educational Resources Information Center

    Roberts, William L.

    An extension of a project that examined the associations between parental responses to children's emotional upset and children's competence in preschool, this study focuses on gender differences in the socialization of competence. Parents' warmth and responsiveness, firmness and control, and responses to their children's emotional upset were…

  11. Bidirectional Associations Among Sensitive Parenting, Language Development, and Social Competence

    PubMed Central

    Barnett, Melissa A.; Gustafsson, Hanna; Deng, Min; Mills-Koonce, W. Roger; Cox, Martha

    2014-01-01

    Rapid changes in language skills and social competence, both of which are linked to sensitive parenting, characterize early childhood. The present study examines bidirectional associations among mothers’ sensitive parenting and children’s language skills and social competence from 24 to 36 months in a community sample of 174 families. In addition, this study examines how these developmental pathways vary by child sex. Findings indicate stability across time in sensitive parenting, expressive language skills, and social competence, as well as positive main effects of sensitive parenting on expressive and receptive language skills for girls and boys. We find mixed evidence over time of reciprocal links between social competence and sensitive parenting. Further, boys’ receptive language skills at 24 months uniquely contribute to increases in mothers’ observed sensitive parenting from 24 to 36 months. These findings highlight the utility of applying transactional frameworks to the study of sex-based differences in early developmental processes. PMID:25126021

  12. Relations between social competence and academic achievement in early adolescence.

    PubMed

    Wentzel, K R

    1991-10-01

    Relations between academic performance and 3 aspects of social competence--socially responsible behavior, sociometric status, and self-regulatory processes (goal setting, interpersonal trust, and problem-solving styles)--were studied. Based on a sample of 423 12- and 13-year-old students, correlational findings indicate that each aspect of social competence is related significantly to students' grades. Results from multiple regression analyses suggest that when accounting for students' IQ, sex, ethnicity, school absence, and family structure, socially responsible behavior mediates almost entirely the relations between students' grades and the other 2 aspects of social competence. Socially responsible behavior and peer status appear to be related by way of their joint association with goals to be socially responsible, interpersonal trust, and problem-solving styles. Similarly, relations between socially responsible behavior and the background variables are explained by joint relations with the self-regulatory processes. The social nature of learning and the role of self-regulation in both interpersonal and behavioral aspects of social competence are discussed. PMID:1756656

  13. Longitudinal Stability of Social Competence Indicators in a Portuguese Sample: Q-Sort Profiles of Social Competence, Measures of Social Engagement, and Peer Sociometric Acceptance

    ERIC Educational Resources Information Center

    Santos, António J.; Vaughn, Brian E.; Peceguina, Inês; Daniel, João R.

    2014-01-01

    This study examines the temporal stability (over 3 years) of individual differences in 3 domains relevant to preschool children's social competence: social engagement/motivation, profiles of behavior and personality attributes characteristic of socially competent young children, and peer acceptance. Each domain was measured with multiple…

  14. Examining cultural competence in health care: implications for social workers.

    PubMed

    Horevitz, Elizabeth; Lawson, Jennifer; Chow, Julian C C

    2013-08-01

    This article examines and unpacks the "black box" of cultural competence in health interventions with racial and ethnic minority populations. The analysis builds on several recent reviews of evidence-based efforts to reduce health disparities, with a focus on how cultural competence is defined and operationalized. It finds that the use of multiple similar and indistinct terms related to cultural competence, as well as the lack of a mutually agreeable definition for cultural competence itself, has resulted in an imprecise concept that is often invoked but rarely defined and only marginally empirically validated as an effective health intervention. This article affirms the centrality of cultural competence as an essential values-based component of optimal social work practice, while also suggesting future directions for operationalizing, measuring, and testing cultural competence to build an evidence base on whether and how it works to reduce health disparities. PMID:24437019

  15. How To Promote Children's Social and Emotional Competence.

    ERIC Educational Resources Information Center

    Webster-Stratton, Carolyn

    This book includes practical scripts, games, activities, pictures, and circle time role plays and plans that teachers can use with children age 4-8 years to promote their social and emotional competence. Activities are based on the empirically validated Dinosaur Social Skills, Problem-solving and Anger Management Curriculum. The book features an…

  16. Individualized Intervention for Social Competence: An Initial Evaluation.

    ERIC Educational Resources Information Center

    Schneider, Barry H.

    The report describes the initial development of the Individualized Intervention for Social Competence (IISC) program, an individualized social skills training program for elementary aged emotionally disturbed children. Twenty-nine behavioral objectives cluster along the dimensions of aggression and withdrawal, and are divided into two major…

  17. Gender Differences in the Socialization of Preschoolers' Emotional Competence

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Bassett, Hideko Hamada; Wyatt, Todd M.

    2010-01-01

    Preschoolers' socialization of emotion and its contribution to emotional competence is likely to be highly gendered. In their work, the authors have found that mothers often take on the role of emotional gatekeeper in the family, and fathers act as loving playmates, but that parents' styles of socialization of emotion do not usually differ for…

  18. Children's Emotional Expressivity and Teacher Perceptions of Social Competence

    ERIC Educational Resources Information Center

    Louie, Jennifer Yu; Wang, Shu-wen; Fung, Joey; Lau, Anna

    2015-01-01

    Previous research suggests that adult perceptions of children's social competence may vary depending on the socialization goals in a given cultural context. There is also ample evidence of cultural differences in values concerning emotional display, with East Asian collectivistic contexts favoring restraint and Western individualistic contexts…

  19. Pattern of brain activation during social cognitive tasks is related to social competence in siblings discordant for schizophrenia.

    PubMed

    Villarreal, Mirta F; Drucaroff, Lucas J; Goldschmidt, Micaela G; de Achával, Delfina; Costanzo, Elsa Y; Castro, Mariana N; Ladrón-de-Guevara, M Soledad; Busatto Filho, Geraldo; Nemeroff, Charles B; Guinjoan, Salvador M

    2014-09-01

    Measures of social competence are closely related to actual community functioning in patients with schizophrenia. However, the neurobiological mechanisms underlying competence in schizophrenia are not fully understood. We hypothesized that social deficits in schizophrenia are explained, at least in part, by abnormally lateralized patterns of brain activation in response to tasks engaging social cognition, as compared to healthy individuals. We predicted such patterns would be partly heritable, and therefore affected in patients' nonpsychotic siblings as well. We used a functional magnetic resonance image paradigm to characterize brain activation induced by theory of mind tasks, and two tests of social competence, the Test of Adaptive Behavior in Schizophrenia (TABS), and the Social Skills Performance Assessment (SSPA) in siblings discordant for schizophrenia and comparable healthy controls (n = 14 per group). Healthy individuals showed the strongest correlation between social competence and activation of right hemisphere structures involved in social cognitive processing, whereas in patients, the correlation pattern was lateralized to left hemisphere areas. Unaffected siblings of patients exhibited a pattern intermediate between the other groups. These results support the hypothesis that schizophrenia may be characterized by an abnormal functioning of nondominant hemisphere structures involved in the processing of socially salient information. PMID:24927685

  20. Family correlates of adolescent self-monitoring and social competence.

    PubMed

    Schoenrock, C J; Bell, N J; Sun, S W; Avery, A W

    1999-07-01

    The purpose of this study was to investigate linkages between adolescent self-monitoring, global social competence, and parenting and family environment dimensions of support and encouragement of autonomy. The sample consisted of 233 young women and 199 young men at 2 southwestern universities. The primary measures used were the Family Environment Scale (R. H. Moos, 1981), the Parent Behavior Form (L. Worell & J. Worell, 1974), the revised Self-Monitoring Scale (M. Snyder, 1987), and the Texas Social Behavior Inventory (R. Helmreich, J. Stapp, & C. Ervin, 1974). Findings indicated that family variables are more strongly associated with social competence than with self-monitoring; family support was, overall, a more important ingredient of social competence than was autonomy. Women and men had different patterns of associations among specific variables. PMID:10412219

  1. Socialization and Instrumental Competence in Young Children

    ERIC Educational Resources Information Center

    Baumrind, Diana

    1970-01-01

    Discusses relationships between parental authority patterns by which children are influenced and the development of socially responsible and independent behavior in young children (especially girls). (NH)

  2. Child Competence and Maternal Emotion Socialization Correlates of Attachment Q-Sort Variables.

    ERIC Educational Resources Information Center

    Denham, Susanne A.

    To validate a new approach to research on the attachment behavior of children beyond toddler age, this study investigated relations between Q-sort outcomes and preschool children's affective perspective-taking; prosocial responsiveness to emotion; social competence, as rated by their teachers; and their mothers' expression and handling of…

  3. Association for Specialists in Group Work: Multicultural and Social Justice Competence Principles for Group Workers

    ERIC Educational Resources Information Center

    Singh, Anneliese A.; Merchant, Niloufer; Skudrzyk, Bogusia; Ingene, Daphne

    2012-01-01

    The Association for Specialists in Group Work (ASGW) is committed to understanding how issues of multiculturalism and social justice affect all aspects of group work. This document reflects the updating and revision of a previous document entitled, "Principles for Diversity-Competent Group Workers," which was endorsed by ASGW in 1998 and published…

  4. Performance-based empathy mediates the influence of working memory on social competence in schizophrenia.

    PubMed

    Smith, Matthew J; Horan, William P; Cobia, Derin J; Karpouzian, Tatiana M; Fox, Jaclyn M; Reilly, James L; Breiter, Hans C

    2014-07-01

    Empathic deficits have been linked to poor functioning in schizophrenia, but this work is mostly limited to self-report data. This study examined whether performance-based empathy measures account for incremental variance in social competence and social attainment above and beyond self-reported empathy, neurocognition, and clinical symptoms. Given the importance of working memory in theoretical models of empathy and in the prediction of functioning in schizophrenia, we also examined whether empathy mediates the relationship between working memory and functioning. Sixty outpatients and 45 healthy controls were compared on performance-based measures of 3 key components of empathic responding, including facial affect perception, emotional empathy (affective responsiveness), and cognitive empathy (emotional perspective-taking). Participants also completed measures of self-reported empathy, neurocognition, clinical symptoms, and social competence and attainment. Patients demonstrated lower accuracy than controls across the 3 performance-based empathy measures. Among patients, these measures showed minimal relations to self-reported empathy but significantly correlated with working memory and other neurocognitive functions as well as symptom levels. Furthermore, cognitive empathy explained significant incremental variance in social competence (∆R (2) = .07, P < .05) and was found to mediate the relation between working memory and social competence. Performance-based measures of empathy were sensitive to functionally relevant disturbances in schizophrenia. Working memory deficits appear to have an important effect on these disruptions in empathy. Empathy is emerging as a promising new area for social cognitive research and for novel recovery-oriented treatment development. PMID:23770935

  5. Play and Theory of Mind: Associations with Social Competence in Young Children

    ERIC Educational Resources Information Center

    Newton, Emma; Jenvey, Vickii

    2011-01-01

    This study aimed to investigate whether: (1) the development of "theory of mind" (ToM) is associated with social competence; and (2) social peer play is also associated with social competence in young children. Associations between ToM task performance, frequencies of observed social and solitary free-play and parent-rated social competence were…

  6. Military Social Work as an Exemplar in Teaching Social Work Competencies

    ERIC Educational Resources Information Center

    Daley, James G.; Carlson, Joan; Evans, Pinkie

    2015-01-01

    This article is for social work educators unfamiliar with military social work and receptive to a number of exemplars to enhance teaching strategies within their courses. Because examples of military social work are directly tied to the Council on Social Work Education competencies, this article offers a number of suggested teaching strategies…

  7. Dementia, distributed interactional competence and social membership.

    PubMed

    Gjernes, Trude; Måseide, Per

    2015-12-01

    The article analyzes how a person with dementia playing a guitar collaborates with other people in a joint activity. The analysis shows that a person with dementia may gain social membership in a group of persons with and without dementia through social interaction, collaboration, scaffolding and use of material anchors. It shows that interactional skills as well as skills as guitar player are not only products of a mind-body system, but also a product of collaboration between different actors with different participant statuses in a particular situation. The guitar player's mind emerges in the social context of the joint activity and scaffolding. Scaffolding comes from interactive moves from the other participants without dementia and from the guitar. The guitar represents a material anchor. It is a tool for participation, experiences of pleasure, and coping, but it is also a challenge that requires management of face threatening events. PMID:26568220

  8. Social University Challenge: Constructing Pragmatic Graduate Competencies for Social Networking

    ERIC Educational Resources Information Center

    Benson, Vladlena; Morgan, Stephanie

    2016-01-01

    With the strong acceptance of social technologies by student users, the academic applications have swiftly followed, bringing a social dimension into every area of university life. However, there have been concerns raised about the impact of social media on students. Some Universities have started including social media skills training in the…

  9. The Relationship between Emotional Competence and Social Competence in Early Adolescence.

    ERIC Educational Resources Information Center

    Vorbach, Anne Marie; Foster, Sharon F.

    This study examined emotional and social competence in early adolescence, focusing on the relationship between the ability to identify the emotions of another, emotion regulation, friendship quality, and peer-identified prosocial and overtly aggressive behavior. Gender was examined for potential moderator status. Participating in the study were…

  10. Autism, Social Competence, and Academic Performance

    ERIC Educational Resources Information Center

    Schriber Orloff, Susan N.

    2009-01-01

    In this article, a reader is asking for advice regarding her 10-year-old daughter who is having difficulty with her reading and focusing skills and social skills. The author recommends that her daughter should have a full evaluation of her academic skills and potentials inclusive of psychology, speech, and occupational therapy. The author also…

  11. Effects of Contextual Competence on Social Initiations.

    ERIC Educational Resources Information Center

    Breen, Catherine G.; Haring, Thomas G.

    1991-01-01

    The interactions of three dyads, consisting of one student with moderate mental retardation and one nondisabled peer, were assessed while playing computer games. Results indicated that students (ages 13-14) exhibited more frequent social initiations, higher degrees of game satisfaction, and equal/higher degrees of peer satisfaction while playing…

  12. Longitudinal stability of social competence indicators in a Portuguese sample: Q-sort profiles of social competence, measures of social engagement, and peer sociometric acceptance.

    PubMed

    Santos, António J; Vaughn, Brian E; Peceguina, Inês; Daniel, João R

    2014-03-01

    This study examines the temporal stability (over 3 years) of individual differences in 3 domains relevant to preschool children's social competence: social engagement/motivation, profiles of behavior and personality attributes characteristic of socially competent young children, and peer acceptance. Each domain was measured with multiple indicators. Sociometric status categories (Asher & Dodge, 1986) and reciprocated friendships were derived from sociometric data. Composites for social competence domains were significantly associated across all time points. Within age-periods, social competence domains were associated with both sociometric and friendship status categories; however, neither sociometric status nor reciprocated friendships were stable over time. Nevertheless, analyses examining the social competence antecedents to reciprocated friendship at age-4 and age-5 suggested that more socially competent children in the prior year were more likely to have a reciprocated friendship in the current year. Popular and rejected sociometric status categories were also associated with social competence indicators in prior years, but this was most clearly seen at age-5. PMID:24015691

  13. Attachment, positive affect, and competence in the peer group: two studies in construct validation.

    PubMed

    Waters, E; Wippman, J; Sroufe, L A

    1979-09-01

    2 studies were undertaken to assess the positive affective correlates of secure attachment in infancy and to assess the relation between secure attachment in infancy and competence in the peer group at age 3 1/2 years. In study 1, smiling and smiling combined with vocalizing and/or showing toys distinguished securely from anxiously attached infants during free play at age 18 months. Rated quality of affective sharing distinguished securely from anxiously attached infants during free play at 18 months and 24 months. Thus, secure attachment involves more than the absence of negative or maladaptive behavior directed toward a caregiver. Study 2 assessed cross-age, cross-situational, and cross-behavioral consistency in quality of social adaptation. Quality of infant-mother attachment relationships at age 15 months was related to Q-sort assessments of personal and interpersonal competence in the preschool play-group at age 3 1/2 years. The results contribute to the validation of attachment as an important developmental construct. They also suggest that age appropriate assessment of developmental social competence constructs can be a useful alternative to the study of homotypic behavioral continuity. PMID:498856

  14. Social Competence and Behavior Problems in Preschool Children

    PubMed Central

    Farrokhi, Farahman; Farajian, Fathemeh

    2012-01-01

    Objective This study examines development of social competence, and behavior problems in kindergarten children during a specific period of childhood. Method A sample of 499 kindergarten children (244 girls and 255 boys) with the age range of 2 years up to 5 years and 6 months was selected using the random stratified sampling method. To collect data, California Preschool Social Competence Scale and Social Skills Rating System were completed by kindergarten teachers. Results The trend analysis shows that both the linear and quadratic trends for verbal facility were statistically significant. Similarly, both the linear and cubic trends were significant for considerateness, and the linear trend tendency was significant for subscales of extraversion, response to unfamiliar and task orientation. Pearson's correlation coefficient yielded a low-to-moderate and negative correlation patterns between social component and problem behaviors. Conclusion The study findings indicate a significant linear trend between the progression in social competence and increasing age, consequently leading to a decrease in social problems for children whose age was from 2 years up to 5 years and 6 months. PMID:23139694

  15. Social Competence of Mandarin-Speaking Immigrant Children in Childcare

    ERIC Educational Resources Information Center

    Ren, Yonggang

    2015-01-01

    This study aims to examine social competence of Chinese immigrant children and its associations with age, length of attendance in childcare, gender, generational status and proficiencies in English and Mandarin Chinese. One hundred Mandarin-speaking children aged three to five years from 15 childcare centres in Sydney were assessed by normed…

  16. Associations among Empathy, Social Competence, & Reactive/Proactive Aggression Subtypes

    ERIC Educational Resources Information Center

    Mayberry, Megan L.; Espelage, Dorothy L.

    2007-01-01

    Differences between proactive and reactive aggression subtypes on self-reported measures of empathy, social competence, and expectation for reward were examined among 433 middle school students (65.4% White, 33.9% Black). As hypothesized, males scored higher on proactive and reactive aggression scales and lower on empathy measures than females.…

  17. Building Personal and Social Competence through Cancer-Related Issues

    ERIC Educational Resources Information Center

    Donovan, Owen M.

    2009-01-01

    This article presents a teaching technique that aims to demonstrate pedagogy consistent with the characteristics of effective health education curricula that is student-centered, builds personal and social competence, and embeds assessment throughout the learning process. This teaching technique is appropriate for middle and high school students…

  18. The Role of Social Competence in Predicting Gifted Enrollment

    ERIC Educational Resources Information Center

    Curby, Timothy W.; Rudasill, Kathleen Moritz; Rimm-Kaufman, Sara E.; Konold, Timothy R.

    2008-01-01

    The purpose of this study is to examine how children's starting level and development of social competence (i.e., task orientation and peer sociability) during kindergarten and first grade predict gifted program enrollment by third grade, even after considering children's cognitive ability. A second purpose is to examine the extent to which the…

  19. Social Competence and Temperament in Children with Chronic Orthopaedic Disability

    ERIC Educational Resources Information Center

    Yagmurlu, Bilge; Yavuz, H. Melis

    2015-01-01

    The aim of the study was to investigate social competence in children with orthopaedic disability and its concurrent relations to child's temperament, health condition, and maternal warmth. Participants were 68 Turkish children (mean = 5.94 years) with chronic orthopaedic disability and their mothers coming from disadvantaged backgrounds.…

  20. Historical and Theoretical Development of Culturally Competent Social Work Practice

    ERIC Educational Resources Information Center

    Kohli, Hermeet K.; Huber, Ruth; Faul, Anna C.

    2010-01-01

    This article provides a detailed review of the historical and theoretical context in which culturally competent practice has evolved in the social work profession and enables educators and practitioners to see holistic connections between the past and present. Historical review of the inclusion of diversity content is followed by definitions of…

  1. Maternal and Child Predictors of Preschool Children's Social Competence

    ERIC Educational Resources Information Center

    Diener, Marissa L.; Kim, Do-Yeong

    2004-01-01

    The present study examined child and maternal predictors of children's social competence in preschool. One hundred ten mothers and their preschool-aged children participated. Mothers completed parent reports of child temperament and self-regulation, and self-reports of maternal separation anxiety. Mothers' interactional style was coded from…

  2. Affiliative Structures and Social Competence in Portuguese Preschool Children

    ERIC Educational Resources Information Center

    Daniel, João R.; Santos, António J.; Peceguina, Inês; Vaughn, Brian E.

    2015-01-01

    The goal of this study was to determine whether peer social competence (SC), defined as the capacity to use behavioral, cognitive, and emotional resources in the service of achieving personal goals within preschool peer groups, was related to the type of affiliative subgroups to which children belonged. Two hundred forty Portuguese preschool…

  3. The Affective Regulation of Social Interaction*

    PubMed Central

    Clore, Gerald L.; Pappas, Jesse

    2008-01-01

    The recent publication of David Heise’s Expressive Order (2007) provides an occasion for discussing some of the key ideas in Affect Control Theory. The theory proposes that a few dimensions of affective meaning provide a common basis for interrelating personal identities and social actions. It holds that during interpersonal interactions, social behavior is continually regulated to maintain an affective tone compatible with whatever social roles or identities define the situation. We outline the intellectual history of the proposed dimensions and of the idea that each social action invites an action from the other that has a particular location along these dimensions. We also relate these ideas to the Affect-as-Information hypothesis, an approach that often guides research in psychology on the role of affect in regulating judgment and thought. PMID:18461152

  4. Social support, family functioning and parenting competence in adolescent parents.

    PubMed

    Angley, Meghan; Divney, Anna; Magriples, Urania; Kershaw, Trace

    2015-01-01

    Depression is known to mediate the association between low social support and parenting competence in adult mothers, but this relationship is rarely assessed in adolescent mothers and fathers. The primary aim of this study was to identify the association between social support, family functioning and social capital on parenting competence, including self-efficacy and satisfaction in adolescent mothers and their partners. Secondary aims included identifying potential partner effects (e.g. whether a partner's social support influenced the respondent's parenting efficacy). Data was obtained from a subset of participants from a longitudinal study of pregnant adolescent females and their partners. Couples completed individual structured interviews via audio computer-assisted self-interview during pregnancy and at 6 months postpartum. To measure the influence of support on parenting outcomes, multi-level modeling was used to assess the Actor-Partner Interdependence model, which examines responses from both members of a dyad in a single analysis. Greater social support was associated with increased parenting self-efficacy (B = 0.062, p = 0.006) and parenting satisfaction (B = 0.111, p < 0.001). Higher family functioning was also associated with greater parenting satisfaction (B = 0.05, p = 0.035). Greater partner family functioning was associated with higher parenting satisfaction (B = 0.047, p = 0.026). This study found the importance of a strong support structure during pregnancy on perceived parenting competence in the early postpartum period for young mothers and fathers. Both social support and family functioning during pregnancy were associated with a greater sense of parenting competence, and these associations were mediated by parental depression. The results of this study underscore the importance of providing social support for young expectant fathers as well as mothers. PMID:24833286

  5. Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Haynes, Norris M.

    2008-01-01

    Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade…

  6. Social Phobia as a Predictor of Social Competence Perceived by Teenagers

    ERIC Educational Resources Information Center

    Ates, Bünyamin

    2016-01-01

    In this research, it was analyzed to what extent the variables of social avoidance, concern for being criticized and sense of individual worthlessness as sub-dimensions of social phobia predicted the perceived social competence levels of teenagers. The study group of this study included totally 648 students including 301 (46.5%) female and 347…

  7. Relations between Social Contingency in Mother-Child Interaction and 2-Year-Olds' Social Competence.

    ERIC Educational Resources Information Center

    Raver, C. Cybele

    1996-01-01

    Examined relationships between social contingency in mother-child interaction and the social competence of 47 two-year-olds from low-income families. Found that social contingency was related to children's use of self-regulatory strategies but not to empathic responsiveness. Child negative emotionality and gender contributed to explanations of…

  8. Assessing Social Competence and Behavior Problems in a Sample of Italian Preschoolers Using the Social Competence and Behavior Evaluation Scale

    ERIC Educational Resources Information Center

    Sette, Stefania; Baumgartner, Emma; MacKinnon, David P.

    2015-01-01

    Research Findings: The main goals of this study were to examine the factor validity of the Social Competence and Behavior Evaluation (SCBE-30) scale using exploratory factor analysis and confirmatory factor analysis and to test factor invariance across gender in a sample of Italian preschool-age children (241 boys, 252 girls). The concurrent…

  9. Competing effects of social balance and influence

    NASA Astrophysics Data System (ADS)

    Singh, P.; Sreenivasan, S.; Szymanski, B. K.; Korniss, G.

    2016-04-01

    We study a three-state (leftist, rightist, centrist) model that couples the dynamics of social balance with an external deradicalizing field. The mean-field analysis shows that there exists a critical value of the external field pc such that for a weak external field (p pc ), there is only one (stable) fixed point, which corresponds to an all-centrist consensus state (absorbing state). In the weak-field regime, the convergence time to the absorbing state is evaluated using the quasistationary distribution and is found to be in agreement with the results obtained by numerical simulations.

  10. Conduct problems and level of social competence in Head Start children: prevalence, pervasiveness, and associated risk factors.

    PubMed

    Webster-Stratton, C; Hammond, M

    1998-06-01

    The purpose of the current project was to determine the prevalence of conduct problems, low social competence, and associated risk factors in a sample of 4-year-old low-income children (N = 426) from 64 Head Start classrooms in the Seattle area. Conduct problems and social competence were assessed based on a combination of teacher reports, parent reports, and independent observations of children interacting with peers in the classroom and with parents at home. We examined the relative contribution of a variety of risk factors, including maternal history and socioeconomic background, current levels of stress and social support, mothers' emotional state, and parenting competence in relation to "pervasive" (i.e., at home and school) and "nonpervasive" conduct problems and low social competence. Findings indicated similar risk factors for conduct problems and for low social competence, with an ordered increase in the number of risk factors from normal to "nonpervasive" to "pervasive" groups. Harshness of parenting style (i.e., slapping, hitting, yelling) significantly distinguished between the three groups for low social competence and conduct problems. Positive affect, praise, and physical warmth from mothers were positively related to social competence but unrelated to conduct problems. PMID:11324301

  11. The Effect of Social Skills Training on Perceived Competence of Female Adolescents with Deafness

    PubMed Central

    Soleimanieh Naeini, Tahereh; Keshavarzi Arshadi, Farnaz; Hatamizadeh, Nikta; Bakhshi, Enayatollah

    2013-01-01

    Background Although there are considerable researches on effectiveness of social skills training, little information is available on the effects of such training on perceived competence of adolescents with deafness. Objectives This study was conducted in special school settings to determine the effects of social skills training on perceived competence of female adolescents with deafness. Patients and Methods A prepost quasi-experimental design was used to perform the study. Sixty nine female students with deafness who were enrolled in all of the four different special secondary schools in Tehran, Iran, between 2010 and 2011 participated in this research. Two of four secondary schools were randomly allocated to the intervention group (33 students), and the other two to the control group (36 students). The participants were between 11 and 21 years (Mean = 15.43; SD = 1.89), and more than three fourth of each groups ( i.e. 28 students in each groups) were affected by profound hearing impairment . The intervention group participated in twelve bi-weekly sessions. Pretest and posttest data were collected using the ‘Hearing Impaired Children Self-Image Test’. The questionnaire was filled by an interviewer. This questionnaire asks students about their feeling toward their own competence in domains of cognitive, physical, socio-emotional and communication competence and school adjustment. The data was analyzed by using SPSS software, version 16. Results The intervention led to significant improvement in total perceived competence scores of adolescents with deafness (P < 0.001) as well as in three domains of socio-emotional competence (P = 0.003), communication competence (P < 0.001), and school adjustment (P = 0.018). Conclusions It is likely that learning social skills in adolescents with deafness would improve their sense of competence, and emotional well being. PMID:24693408

  12. Factors Affecting the Communication Competence in Iranian Nursing Students: A Qualitative Study

    PubMed Central

    Jouzi, Mina; Vanaki, Zohreh; Mohammadi, Easa

    2015-01-01

    Background: Communication competence in nursing students is one of the nursing education requirements, especially during the internship period, the final stage of the bachelor nursing education in Iran. Several factors can influence this competence and identifying them could help provide safe care by nursing students in the future. Objectives: This study aimed to investigate factors that influence nursing students' communication competence. Patients and Methods: A purposeful sampling technique was used to select 18 nursing students who had completed their internship. Semi-structured interviews were conducted and data were analyzed by the conventional qualitative content analysis method. Results: After data analysis, three main categories were achieved: organizational factors, humanistic factors and socio-cultural factors. The main and latent theme that affected the students' communication competence was not being accepted as a caregiver in the clinical environment. Conclusions: With regards to students not being accepted in health care environments, it is recommended to plan special programs for empowering students to acquire better social state and acceptance by the health care team. PMID:26019902

  13. The Influence of Communicative Competence on Perceived Task, Social and Physical Attraction.

    ERIC Educational Resources Information Center

    Duran, Robert L.; Kelly, Lynne

    1988-01-01

    Examines whether communicative competence influences perceived task, social, and physical attractiveness. Results indicated that communicative competence accounted for 17 percent, 14 percent and 8 percent of the variance in perceived task, social, and physical attractiveness, respectively. (MM)

  14. The Affective Regulation of Social Interaction

    ERIC Educational Resources Information Center

    Clore, Gerald L.; Pappas, Jesse

    2007-01-01

    The recent publication of David Heise's "Expressive Order" (2007) provides an occasion for discussing some of the key ideas in Affect Control Theory. The theory proposes that a few dimensions of affective meaning provide a common basis for interrelating personal identities and social actions. It holds that during interpersonal interactions, social…

  15. African American Preschoolers' Social and Emotional Competence at School: The Influence of Teachers and Mothers

    ERIC Educational Resources Information Center

    Humphries, Marisha L.; Strickland, Jennifer; Keenan, Kate

    2014-01-01

    Children learn social and emotional competence through socialization. Research has focused on the role of parents, however teachers also play an important part. This study examined the social and emotional competence of preschool African American children and the role teachers and mothers played in supporting these competencies. Teachers who…

  16. Social Competence in Persons with Prader-Willi, Williams and Down's Syndromes

    ERIC Educational Resources Information Center

    Rosner, Beth A.; Hodapp, Robert M.; Fidler, Deborah J.; Sagun, Jaclyn N.; Dykens, Elisabeth M.

    2004-01-01

    Background: This study explores everyday social competence in the lives of persons with three genetic intellectual disability syndromes. Methods: Using parent reports on the Social and Activity Competence domains of Achenbach's Child Behavior Checklist (CBCL), socially competent behaviours were examined in 58 persons with Williams syndrome, 54…

  17. Social competence: evaluation of assertiveness in Spanish adolescents.

    PubMed

    Castedo, Antonio López; Juste, Margarita Pino; Alonso, José Domínguez

    2015-02-01

    Relations between assertiveness in adolescents' social behavior and demographic variables were assessed in 4,943 Spanish adolescents, ages 12 to 17 years, enrolled in 32 schools for Compulsory Secondary Education. Province of residence, school size, age, grade, and academic focus were statistically significant sources of variance in assertiveness scores. All effects were small. Patterns in responses indicate the items should be reviewed to improve the measure for adolescents, and as a tool for addressing teens' social competence in real life situations. PMID:25621673

  18. Factors Affecting Teachers' Competence in the Field of Information Technology

    ERIC Educational Resources Information Center

    Tambunan, Hamonangan

    2014-01-01

    The development of learning technology today, have a direct impact on improving teachers' information technology competence. This paper is presented the results of research related to teachers' information technology competence. The study was conducted with a survey of some 245 vocational high school teachers. There are two types of instrument…

  19. Social Networking Web Sites: Teaching Appropriate Social Competence to Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Morgan, Joseph J.

    2010-01-01

    The Internet has opened a variety of different avenues for people to interact with each other. As new digital environments are developed, new sets of social skills are needed to appropriately interact. Students with emotional and behavioral disorders often have deficits in social competence and require specialized training in specific social…

  20. Trajectories of Social Anxiety during Adolescence and Relations with Cognition, Social Competence, and Temperament

    ERIC Educational Resources Information Center

    Miers, A. C.; Blote, A. W.; de Rooij, M.; Bokhorst, C. L.; Westenberg, P. M.

    2013-01-01

    This cohort-sequential study examined developmental trajectories of social anxiety in a nonclinical sample (N = 331, 161 girls) aged 9 to 17 years at initial and 12 to 21 years at final assessment. We tested whether variables assessing cognition, social competence, and temperament discriminated between the trajectories. Variables were collected…

  1. The Homestay in Intensive Language Study Abroad: Social Networks, Language Socialization, and Developing Intercultural Competence

    ERIC Educational Resources Information Center

    Shiri, Sonia

    2015-01-01

    This study investigated the composition of the social network that the homestay offers learners in an intensive summer Arabic language program in diglossic and multilingual Tunisia and examined the types of language socialization as well as the overall linguistic and intercultural competence such opportunities present. The study specifically…

  2. Evaluando la competencia social en los ninos (Assessing Young Children's Social Competence). ERIC Digest.

    ERIC Educational Resources Information Center

    McClellan, Diane E.; Katz, Lilian G.

    During the past two decades, a convincing body of evidence has accumulated to indicate that unless children achieve minimal social competence by about the age of 6 years, they have a high probability of being at risk into adulthood in several ways. This digest presents a checklist of attributes of child social behavior that teachers are encouraged…

  3. Empathy development in adolescence predicts social competencies in adulthood.

    PubMed

    Allemand, Mathias; Steiger, Andrea E; Fend, Helmut A

    2015-04-01

    This 23-year study explored the predictive associations between empathy development in adolescence and self-reported social competencies and outcomes in adulthood. Participants were 1,527 adults aged 35 years (48.3% female). The predictor variable (adolescent empathy) was measured yearly at the ages of 12 to 16 years. The outcome variables (adult empathy, communication skills, social integration, relationship satisfaction, and conflicts in relationships) were measured at the age of 35 years. Five important results stand out. First, longitudinal measurement invariance was established for the measure of adolescent empathy. Second, empathy tended to increase during the adolescent years. Third, significant interindividual differences in level and change of adolescent empathy were found. Fourth, gender was related to level of adolescent empathy, favoring girls over boys. Fifth, not only level but also change in adolescent empathy predicted individual differences in social competencies in adulthood two decades later. These findings demonstrate that developmental processes that are relevant for adjustment reveal long-term social consequences beyond the adolescent years. PMID:24684661

  4. Adolescent social competence: effectiveness in a group setting.

    PubMed

    Englund, M M; Levy, A K; Hyson, D M; Sroufe, L A

    2000-01-01

    We used a longitudinal data set to evaluate an observational assessment of adolescent competence within a group context. Participants were 40 (21 males, 19 females) ethnically diverse children who had earlier been observed in summer camp (age 10) and preschool (age 4 1/2), as well as in infancy. A revealed differences task was videotaped as part of an intensive weekend camp reunion at ages 15 to 16. Raters, blind to the adolescents' developmental histories, coded each adolescent on the following behavioral rating scales: enjoyment of the task, involvement, leadership, self-confidence in the task, and global social competence. Both concurrent validity (strong correlations with independent camp reunion counselor ratings and peer sociometric measures) and clear associations with antecedent measures of peer competence in preschool and middle childhood were demonstrated. A pattern of correlations revealed considerable discriminate validity. Neither IQ nor socioeconomic status accounted for these associations. Overall, the results confirm the power of a developmentally appropriate, taxing, behaviorally based assessment of group functioning as a measure of competence in adolescence. PMID:11016565

  5. Empirically Valid Strategies to Improve Social and Emotional Competence of Preschool Children

    ERIC Educational Resources Information Center

    McCabe, Paul C.; Altamura, Michelle

    2011-01-01

    Research over the past few decades has highlighted the importance of social and emotional competence in preschool children on later academic, social, and psychological outcomes. Children who are socially and emotionally competent have increased socialization opportunities with peers, develop more friends, have better relationships with their…

  6. Differentiation of Competence and Affect Self-Perceptions in Elementary School Students: Extending Empirical Evidence

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Hasselhorn, Marcus

    2015-01-01

    This study aimed to address two underexplored research questions regarding support for the separation between competence and affect self-perceptions due to differential relations to outcome criteria. First, it is tested whether higher relations between affect self-perceptions and effort than between competence self-perceptions and effort can also…

  7. Affective and Behavioral Consequences of Social Comparison.

    ERIC Educational Resources Information Center

    Testa, Maria N.; Major, Brenda

    Considerable attention in recent years has focused on the consequences of social comparisons and has suggested that learning that one's outcomes or abilities compare unfavorably to others' is an unpleasant, if not painful experience. Indeed, upward comparisons have been shown to result in negative affect, loss of self-esteem, stress symptoms, and…

  8. Subordinate male cichlids retain reproductive competence during social suppression

    PubMed Central

    Kustan, Jacqueline M.; Maruska, Karen P.; Fernald, Russell D.

    2012-01-01

    Subordinate males, which are excluded from reproduction often save energy by reducing their investment in sperm production. However, if their position in a dominance hierarchy changes suddenly they should also rapidly attain fertilization capability. Here, we asked how social suppression and ascension to dominance influences sperm quality, spermatogenesis and reproductive competence in the cichlid Astatotilapia burtoni, where reproduction is tightly coupled to social status. Dominant territorial (T) males are reproductively active while subordinate non-territorial (NT) males are suppressed, but given the opportunity, NT males will perform dominance behaviours within minutes and attain T male testes size within days. Using the thymidine analogue 5-bromo-2-deoxyuridine (BrdU) to label germ cell proliferation, we found that the spermatogenic cycle takes approximately 11–12 days, and social status had no effect on proliferation, suggesting that spermatogenesis continues during reproductive suppression. Although sperm velocity did not differ among social states, NT males had reduced sperm motility. Remarkably, males ascending in status showed sperm motility equivalent to T males within 24 h. Males also successfully reproduced within hours of social opportunity, despite four to five weeks of suppression and reduced testis size. Our data suggest that NT males maintain reproductive potential during suppression possibly as a strategy to rapidly improve reproductive fitness upon social opportunity. PMID:21733892

  9. Affiliative structures and social competence in Portuguese preschool children.

    PubMed

    Daniel, João R; Santos, António J; Peceguina, Inês; Vaughn, Brian E

    2015-07-01

    The goal of this study was to determine whether peer social competence (SC), defined as the capacity to use behavioral, cognitive, and emotional resources in the service of achieving personal goals within preschool peer groups, was related to the type of affiliative subgroups to which children belonged. Two hundred forty Portuguese preschool children (152 seen in consecutive years of data collection) from middle-class families participated. Affiliative subgroup type was assessed from observed proximity data. Social competence was assessed using observational and sociometric measures. Children in more cohesive affiliative subgroups had higher levels of SC, whereas ungrouped children had the lowest SC scores. Follow-up analyses indicated that 2 of the measured SC domains (social engagement/motivation, profiles of behavior/personality attributes) were responsible for the overall difference in SC. Further, membership in a more cohesive subgroup in 1 year contributed to increases in scores for 2 of 3 SC domains (i.e., profiles of behavior/personality attributes and peer acceptance) in the following year. Results suggest that affiliative subgroups both reflect and support individual differences in peer SC during early childhood. PMID:26098580

  10. Korean Immigrant Discipline and Children’s Social Competence and Behavior Problems

    PubMed Central

    Kim, Eunjung; Guo, Yuqing; Koh, Chinkang; Cain, Kevin C.

    2009-01-01

    The goal of this correlational study was to explore the relationship between Korean immigrant discipline (e.g., positive, appropriate, harsh discipline) and children’s social competence and behavior problems. Self-report data were collected from 58 mothers and 20 fathers of children aged from three and eight. Only paternal harsh discipline was positively correlated with children’s behavior problems. Among specific discipline strategies, maternal physical affection, correcting misbehaviors, and reasoning were positively correlated with children’s social competence. Paternal physical punishment (e.g., spanking, hitting, raising arms) was positively correlated with children’s behavior problems. Immigrant fathers need to learn alternative ways of managing children’s misbehaviors. PMID:21035016

  11. Background for Community-Level Work on Social Competency in Adolescence: Reviewing the Literature on Contributing Factors.

    ERIC Educational Resources Information Center

    Hair, Elizabeth C.; Jager, Justin; Garrett, Sarah

    Because social competency is an important element for adolescents' healthy development, a central question is what can be done to help adolescents achieve and maintain social competency. This report details antecedents of two key aspects of social competency: quality social relationships and good social skills. For each social relationship and…

  12. Social-Cognitive Remediation in Schizophrenia: Generalization of Effects of the Training of Affect Recognition (TAR)

    PubMed Central

    Wölwer, Wolfgang; Frommann, Nicole

    2011-01-01

    In the last decade, several social cognitive remediation programs have been developed for use in schizophrenia. Though existing evidence indicates that such programs can improve social cognition, which is essential for successful social functioning, it remains unclear whether the improvements generalize to social cognitive domains not primarily addressed by the intervention and whether the improved test performance transfers into everyday social functioning. The present study investigated whether, beyond its known effects on facial affect recognition, the Training of Affect Recognition (TAR) has effects on prosodic affect recognition, theory of mind (ToM) performance, social competence in a role-play task, and more general social and occupational functioning. Thirty-eight inpatients with a diagnosis of schizophrenia or schizoaffective disorder were randomly assigned to 6 weeks of treatment with the TAR—primarily targeted at facial affect recognition—or Cognitive Remediation Training (CRT)—primarily targeted at neurocognition. Intention-to-treat analyses found significantly larger pre–post improvements with TAR than with CRT in prosodic affect recognition, ToM, and social competence and a trend effect in global social functioning. However, the effects on ToM and social competence were no longer significant in the smaller group of patients who completed treatment according to protocol. Results suggest that TAR effects generalize to other social cognitive domains not primarily addressed. TAR may also enhance social skills and social functioning, although this has to be confirmed. Results are discussed with regard to the need to improve functional outcome in schizophrenia against the background of current evidence from other social cognitive remediation approaches. PMID:21860049

  13. Assessing Adolescent Social Competence Using the Social Responsiveness Scale: Should We Ask Both Parents or Will Just One Do?

    ERIC Educational Resources Information Center

    Pearl, Amanda M.; Murray, Michael J.; Smith, Laura A.; Arnold, Mariah

    2013-01-01

    There is a paucity of instruments designed to measure social competence of adolescents with autism spectrum disorders. The Social Responsiveness Scale is one of a few that can be used. This study compared differences between mother and father reports of social competence of adolescents. Data were collected from parents of 50 adolescents with and…

  14. Teaching Standards-Based Group Work Competencies to Social Work Students: An Empirical Examination

    ERIC Educational Resources Information Center

    Macgowan, Mark J.; Vakharia, Sheila P.

    2012-01-01

    Objectives: Accreditation standards and challenges in group work education require competency-based approaches in teaching social work with groups. The Association for the Advancement of Social Work with Groups developed Standards for Social Work Practice with Groups, which serve as foundation competencies for professional practice. However, there…

  15. Positive Illusions of Social Competence in Girls with and without ADHD

    ERIC Educational Resources Information Center

    Ohan, Jeneva L.; Johnston, Charlotte

    2011-01-01

    We compared social self-competence ratings in 9-12 year old girls with (n = 42) versus without (n = 40) ADHD, relative to ratings of the girls' social competence made by mothers, teachers, and blind raters during a social laboratory task. Relative to scores from mothers, teachers, and the lab-task, girls with ADHD over-estimated their competence…

  16. Career Practitioners' Conceptions of Competency for Social Media in Career Services

    ERIC Educational Resources Information Center

    Kettunen, Jaana; Sampson, James P., Jr.; Vuorinen, Raimo

    2015-01-01

    This article reports findings from a phenomenographic investigation into career practitioners' understanding of competency for social media in career services. Sixteen Danish and Finnish practitioners with experience using social media in career services were interviewed in focus groups. Competency for social media in career services was…

  17. A Dyadic Data Analysis of Executive Functioning and Children's Socially Competent Behaviours

    ERIC Educational Resources Information Center

    Huyder, Vanessa; Nilsen, Elizabeth S.

    2012-01-01

    Behaving in a socially competent manner is a complex process that requires the coordination of a number of cognitive skills. The present study examined the unique contributions of executive functions (i.e., inhibitory control and cognitive flexibility), theory of mind, and verbal skills to socially competent behaviours during social interactions.…

  18. Teacher and Observer Ratings of Young African American Children's Social and Emotional Competence

    ERIC Educational Resources Information Center

    Humphries, Marisha L.; Keenan, Kate; Wakschlag, Lauren S.

    2012-01-01

    Children's social and emotional competence abilities have been linked to successful social interactions and academic performance. This study examined the teacher and observer ratings of social and emotional competence for 89 young (3- to 5-year-old), African American children from economically stressed urban environments. There was a specific…

  19. Models of Emotion Skills and Social Competence in the Head Start Classroom

    ERIC Educational Resources Information Center

    Spritz, Becky L.; Sandberg, Elisabeth Hollister; Maher, Edward; Zajdel, Ruth T.

    2010-01-01

    Research Findings: Fostering the social competence of at-risk preschoolers would be facilitated by knowing which of children's emotion skills are most salient to social outcomes. We examined the emotion skills and social competence of 44 children enrolled in a Head Start program. Emotion skills were examined in terms of children's emotional…

  20. Effects of Collaborative Musical Theater on the Development of Social Competence

    ERIC Educational Resources Information Center

    Perez-Aldeguer, Santiago

    2013-01-01

    Introduction: This study analyzes the social competence of university students of the Music Education Teaching Degree through variables group climate, team cohesion and social skills. The need to develop good social competence was the basis to implement a project based on the musical theater applied according to the collaborative learning…

  1. Relations of Maternal Socialization and Toddlers' Effortful Control to Children's Adjustment and Social Competence

    ERIC Educational Resources Information Center

    Spinrad, Tracy L.; Eisenberg, Nancy; Gaertner, Bridget; Popp, Tierney; Smith, Cynthia L.; Kupfer, Anne; Greving, Karissa; Liew, Jeffrey; Hofer, Claire

    2007-01-01

    The authors examined the relations of maternal supportive parenting to effortful control and internalizing problems (i.e., separation distress, inhibition to novelty), externalizing problems, and social competence when toddlers were 18 months old (n = 256) and a year later (n = 230). Mothers completed the Coping With Toddlers' Negative Emotions…

  2. “No-o-o-o Peeking”: Preschoolers’ Executive Control, Social Competence, and Classroom Adjustment

    PubMed Central

    Denham, Susanne A.; Bassett, Hideko H.; Sirotkin, Yana S.; Brown, Chavaughn; Morris, Carol S.

    2015-01-01

    The goals of this study were to evaluate (1) how specific aspects of executive control, briefly assessed, predict social competence and classroom adjustment during preschool; and (2) differences between two aspects of executive control, according to child’s age, socioeconomic risk status, and gender. The facets of executive control were defined as cool executive control (CEC; affectively neutral, slow acting, and late developing) and hot executive control (HEC; more emotional, fast acting, and early developing). Two hundred eighty-seven 3- to 5-year-old children from private child care and Head Start centers were directly assessed during executive control tasks, and preschool teachers provided information on their school success. Aspects of executive control varied with age, socioeconomic risk, and gender. Specifically, older children performed better on CEC tasks across three age levels; for HEC tasks, change was seen only between 3-year-olds and 4-year-olds. Children of mothers with less formal education performed less well on CEC than those whose mothers had more education; girls performed better than boys on HEC tasks. Further, facets of executive control were differentially related to later social competence and classroom adjustment. HEC predicted social competence, whereas CEC uniquely predicted classroom adjustment. Implications for everyday practice and specific curricula formulation are discussed. PMID:26166925

  3. Long term impact of emotional, social and cognitive intelligence competencies and GMAT on career and life satisfaction and career success

    PubMed Central

    Amdurer, Emily; Boyatzis, Richard E.; Saatcioglu, Argun; Smith, Melvin L.; Taylor, Scott N.

    2014-01-01

    Career scholars have called for a broader definition of career success by inviting greater exploration of its antecedents. While success in various jobs has been predicted by intelligence and in other studies by competencies, especially in management, long term impact of having intelligence and using competencies has not been examined. Even in collegiate outcome studies, few have examined the longer term impact on graduates' careers or lives. This study assesses the impact of demonstrated emotional, social, and cognitive intelligence competencies assessed at graduation and g measured through GMAT at entry from an MBA program on career and life satisfaction, and career success assessed 5 to 19 years after graduation. Using behavioral measures of competencies (i.e., as assessed by others), we found that emotional intelligence competencies predict career satisfaction and success. Adaptability had a positive impact, but influence had the opposite effect on these career measures and life satisfaction. Life satisfaction was negatively affected by achievement orientation and positively affected by teamwork. Current salary, length of marriage, and being younger at time of graduation positively affect all three measures of life and career satisfaction and career success. GMAT (as a measure of g) predicted life satisfaction and career success to a slight but significant degree in the final model analyzed. Meanwhile, being female and number of children positively affected life satisfaction but cognitive intelligence competencies negatively affected it, and in particular demonstrated systems thinking was negative. PMID:25566128

  4. Long term impact of emotional, social and cognitive intelligence competencies and GMAT on career and life satisfaction and career success.

    PubMed

    Amdurer, Emily; Boyatzis, Richard E; Saatcioglu, Argun; Smith, Melvin L; Taylor, Scott N

    2014-01-01

    Career scholars have called for a broader definition of career success by inviting greater exploration of its antecedents. While success in various jobs has been predicted by intelligence and in other studies by competencies, especially in management, long term impact of having intelligence and using competencies has not been examined. Even in collegiate outcome studies, few have examined the longer term impact on graduates' careers or lives. This study assesses the impact of demonstrated emotional, social, and cognitive intelligence competencies assessed at graduation and g measured through GMAT at entry from an MBA program on career and life satisfaction, and career success assessed 5 to 19 years after graduation. Using behavioral measures of competencies (i.e., as assessed by others), we found that emotional intelligence competencies predict career satisfaction and success. Adaptability had a positive impact, but influence had the opposite effect on these career measures and life satisfaction. Life satisfaction was negatively affected by achievement orientation and positively affected by teamwork. Current salary, length of marriage, and being younger at time of graduation positively affect all three measures of life and career satisfaction and career success. GMAT (as a measure of g) predicted life satisfaction and career success to a slight but significant degree in the final model analyzed. Meanwhile, being female and number of children positively affected life satisfaction but cognitive intelligence competencies negatively affected it, and in particular demonstrated systems thinking was negative. PMID:25566128

  5. Parenting Practices and Perceived Social Support: Longitudinal Relations with the Social Competence of Mexican-origin Children

    PubMed Central

    Taylor, Zoe E.; Conger, Rand D.; Robins, Richard W.; Widaman, Keith F.

    2015-01-01

    Social bonds and supportive relationships are widely recognized as being indispensable to healthy psychological functioning and well-being. Social support is a psychological resource that is expected to also contribute positively to parenting practices. The present study longitudinally examined the relations between mothers’ (N = 674) and fathers’ (N = 430) perceived social support and parenting behaviors, and their relations with children’s social competence during early adolescence in Mexican-origin single and two-parent families. Our constructs of interest (warm parenting, monitoring, perceived social support, and children’s social competence) were significantly correlated at T1, and demonstrated significant stability across time for both parental models. Parental warmth (as reported by the child, and opposite parent) and parental monitoring (self-reported by mothers and fathers) were correlated and also showed bidirectional associations across time. Parental monitoring at T2 positively predicted change in children’s social competence at T3 (controlling for T1 social competence) for mothers. Parental warmth at T2 positively predicted change in children’s social competence at T3 (controlling for T1 social competence) for fathers. For mothers, the indirect effect of social support at T1 on children’s social competence at T3 via parental monitoring at T2 (and controlling for prior levels) was significant. Findings suggest that maternal perceived social support contributes to children’s social competence due to its positive relation to maternal monitoring. Results may also suggest that mothers’ and fathers’ parenting behaviors differentially relate to children’s social competence in Latino families, although additional work focused on comparing parenting behaviors in two-parent families is needed. PMID:26751039

  6. Assessing adolescent social competence using the Social Responsiveness Scale: should we ask both parents or will just one do?

    PubMed

    Pearl, Amanda M; Murray, Michael J; Smith, Laura A; Arnold, Mariah

    2013-11-01

    There is a paucity of instruments designed to measure social competence of adolescents with autism spectrum disorders. The Social Responsiveness Scale is one of a few that can be used. This study compared differences between mother and father reports of social competence of adolescents. Data were collected from parents of 50 adolescents with and without an autism spectrum disorder diagnosis between the ages of 12 and 17 years. The Social Responsiveness Scale demonstrated high interrater reliability between parents. These results suggest that the Social Responsiveness Scale is an efficient and valuable tool for researchers and clinicians to obtain a more comprehensive understanding of an individual's social skills deficits. Additionally, given the extremely high agreement between mothers and fathers on the ratings of their children's social competence, obtaining data from either parent is sufficient to provide an accurate reflection of social competence at home. PMID:22914777

  7. Prevention of adolescent substance abuse through the development of personal and social competence.

    PubMed

    Botvin, G J

    1983-01-01

    The initiation of substance use typically begins during adolescence and appears to be the result of the complex interplay of social, personality, cognitive, attitudinal, behavioral, and developmental factors. Traditional smoking, alcohol, and drug education programs have attempted to increase students' knowledge of the risks associated with using these substances in the hope that this would deter use. Other programs have attempted to enrich the personal and social development of students through what has been referred to as "affective" education. Unfortunately, the inescapable conclusion to be drawn from the substance abuse prevention literature is that few of these programs have demonstrated any degree of success in terms of the actual prevention of substance use/abuse. Traditional educational approaches to substance abuse prevention appear to be inadequate because they are based on faulty assumptions and are too narrow in their focus. The "affective" education approaches, on the other hand, appear to have placed too little emphasis on the acquisition of the kind of skills that are likely to increase general personal competence and enable students to cope with the various interpersonal and intrapersonal pressures to begin using tobacco, alcohol, or drugs. From the perspective of social learning theory (Bandura 1977) and problem behavior theory (Jessor and Jessor 1977), substance use is conceptualized as a socially learned, purposive, and functional behavior which is the result of the interplay of social (environmental) and personal factors. One potentially effective approach to substance abuse prevention might involve enhancing general personal competence and teaching adolescents the kind of problem-specific skills and knowledge which will increase their ability to resist the various forms of pro-substance-use social pressure. Brief reviews of the social skills training literature and the literature related to techniques for coping with anxiety not only provide

  8. Comparisons of Social Competence in Young Children With and Without Hearing Loss: A Dynamic Systems Framework

    PubMed Central

    Hoffman, Michael F.; Quittner, Alexandra L.; Cejas, Ivette

    2015-01-01

    This study compared levels of social competence and language development in 74 young children with hearing loss and 38 hearing peers aged 2.5–5.3 years. This study was the first to examine the relationship between oral language and social competence using a dynamic systems framework in children with and without hearing loss. We hypothesized that, due to deficits in oral language, children who were deaf would display lower levels of social competence than their hearing peers. Furthermore, language age would predict social competence scores. Social competence was measured with a general and deaf-specific measure. Results showed that children with hearing loss performed significantly worse than hearing peers on the general measure but better than the norms on the deaf-specific measure. Controlling for maternal education and income, regression analyses indicated that hearing status and language age predicted social competence in both groups. Among children with hearing loss, correlations were also found between age at diagnosis, age at amplification, and two of the general social competence measures. Results supported our hypothesis that deficits in language would have cascading negative effects on the development of social competence in young deaf children. Development of early intervention programs that target both language and social skills are needed for this population. PMID:25583707

  9. Comparisons of social competence in young children with and without hearing loss: a dynamic systems framework.

    PubMed

    Hoffman, Michael F; Quittner, Alexandra L; Cejas, Ivette

    2015-04-01

    This study compared levels of social competence and language development in 74 young children with hearing loss and 38 hearing peers aged 2.5-5.3 years. This study was the first to examine the relationship between oral language and social competence using a dynamic systems framework in children with and without hearing loss. We hypothesized that, due to deficits in oral language, children who were deaf would display lower levels of social competence than their hearing peers. Furthermore, language age would predict social competence scores. Social competence was measured with a general and deaf-specific measure. Results showed that children with hearing loss performed significantly worse than hearing peers on the general measure but better than the norms on the deaf-specific measure. Controlling for maternal education and income, regression analyses indicated that hearing status and language age predicted social competence in both groups. Among children with hearing loss, correlations were also found between age at diagnosis, age at amplification, and two of the general social competence measures. Results supported our hypothesis that deficits in language would have cascading negative effects on the development of social competence in young deaf children. Development of early intervention programs that target both language and social skills are needed for this population. PMID:25583707

  10. Family Group Conferences and Cultural Competence in Social Work

    PubMed Central

    Barn, Ravinder; Das, Chaitali

    2016-01-01

    Family Group Conferences (FGCs) as a method of preventive work came into being over two decades ago. The FGC approach arose from a minority cultural perspective and the rising numbers of Maori children in state care in New Zealand. Two decades after the Family Rights Group first championed FGC in the UK, it is a great concern that we know little or nothing about how such an approach is being utilised with culturally diverse families in the UK. This paper draws upon an empirical study carried out in London to ascertain the views and experiences of social and community work FGC coordinators and managers, located in statutory and non-government organisations, who employed the FGC approach with culturally diverse families. Findings from this study are discussed in the context of extant research literature into the nature and extent of involvement of black and minority ethnic (BME) families with child welfare services across the globe. Moreover, given the inherent emphasis on the foundational ‘cultural framework’ of the FGC approach, the paper makes an important contribution to the literature on cultural competence within social work through the practice of FGC. PMID:27559207

  11. Repeated Measures in Case Studies Relating Social Competence and Weight Loss in Two Obese Adolescents

    ERIC Educational Resources Information Center

    Meyer, Sonia Beatriz; Barbosa, Debora Regina

    2007-01-01

    In individual behavior therapy two clients were evaluated using behavior categories created by the therapist. Both clients were observed to improve in terms of social competence. One demonstrated a significant inverse correlation between improvement of social competence and weight loss during treatment (16 sessions) and lost weight. The other…

  12. Repeated Measures in Case Studies Relating Social Competence and Weight Loss in Two Obese Adolescents

    ERIC Educational Resources Information Center

    Meyer, Sonia Beatriz; Barbosa, Debora Regina

    2009-01-01

    In individual behavior therapy two clients were evaluated using behavior categories created by the therapist. Both clients were observed to improve in terms of social competence. One demonstrated a significant inverse correlation between improvement of social competence and weight loss during treatment (16 sessions) and lost weight. The other…

  13. Comparisons of Social Competence in Young Children with and without Hearing Loss: A Dynamic Systems Framework

    ERIC Educational Resources Information Center

    Hoffman, Michael F.; Quittner, Alexandra L.; Cejas, Ivette

    2015-01-01

    This study compared levels of social competence and language development in 74 young children with hearing loss and 38 hearing peers aged 2.5-5.3 years. This study was the first to examine the relationship between oral language and social competence using a dynamic systems framework in children with and without hearing loss. We hypothesized that,…

  14. A Case Study of Professional Change: The Impact of the National Gerontological Social Work Competencies Survey

    ERIC Educational Resources Information Center

    Curl, Angela L.; Tompkins, Catherine J.; Rosen, Anita L.; Zlotnik, Joan Levy

    2010-01-01

    Our society is aging, and this demographic change necessitates that all social workers have basic competency in gerontology. This article describes the results of a competency survey conducted in 2000, and how these results helped transform basic social work curricula and enhance gerontology-related resources. Results were used to encourage and…

  15. Sociocultural Influence on Children's Social Competence: A Close Look at Kindergarten Teachers' Beliefs

    ERIC Educational Resources Information Center

    Han, Heejeong Sophia

    2010-01-01

    This study was conducted with White American kindergarten teachers from a southeast region of the United States to examine their beliefs about culture and social competence. Overall, from a sociocultural perspective, these teachers had limited understanding of young children's social competence and showed varying degrees of cultural knowledge for…

  16. Teachers' Ratings of Social Competence of Children with High Versus Low Levels of Depressive Symptoms.

    ERIC Educational Resources Information Center

    Shah, Farhana; Morgan, Sam B.

    1996-01-01

    Examined the relationship between children's self-ratings of depressive symptoms and teachers' ratings of the children's situational social competence. Results show that teachers rated those children who reported high levels of depressive symptoms as having more problems in social competence when compared to children who reported low levels of…

  17. Social Competence and Oral Language Development for Young Children of Latino Immigrants

    ERIC Educational Resources Information Center

    Jensen, Bryant; Reese, Leslie; Hall-Kenyon, Kendra; Bennett, Courtney

    2015-01-01

    Research Findings: In this study we analyze how parent and teacher ratings of young Latino children's social competencies in rural California are associated with children's oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher…

  18. Family Factors Associated with the Peer Social Competence of Young Children with Mild Delays.

    ERIC Educational Resources Information Center

    Guralnick, Michael J.; Neville, Brian; Connor, Robert T.; Hammond, Mary A.

    2003-01-01

    A model addressing family influences on the peer-related social competence of young children with mild developmental (cognitive) delays was developed and tested. Path analytic techniques were used to evaluate the model. Results supported the importance of family influences on the peer-related social competence of young children with mild…

  19. Interactive Effect of Substance Abuse and Depression on Adolescent Social Competence

    ERIC Educational Resources Information Center

    Becker, Sara J.; Curry, John F.

    2007-01-01

    This study explored the interactive effect of substance abuse and depression on social competence among 106 adolescent inpatients (57% female, 86% Caucasian). Substance abuse and depression were conceptualized using dimensional ratings of illness severity based on adolescent interviews, whereas social competence was conceptualized using parent…

  20. Social Competence as a Mediating Factor in Reduction of Behavioral Problems

    ERIC Educational Resources Information Center

    Langeveld, Johannes H.; Gundersen, Knut K.; Svartdal, Frode

    2012-01-01

    The main purpose of the present study was to explore how social competence reduces behavioral problems. Based on previous findings, we assume that increased social competence can be regarded as a mediating factor in reducing behavior problems. All participants (children and adolescents, n = 112) received an intervention intended to increase social…

  1. Emotional and Prosocial Correlates of Teachers' Ratings of Preschool Social Competence and Behavior Problems.

    ERIC Educational Resources Information Center

    Denham, Susanne A.

    Teachers' ratings are often used as early as the preschool period to provide an overall picture of children's behavioral adjustment and social competence. The goals of this study are to (1) show the relations among general, outcome-oriented observational categories of preschoolers' social competence and (2) specify those discrete emotions and…

  2. Teacher-Child Relationships and Social Competence: A Two-Year Longitudinal Study of Chinese Preschoolers

    ERIC Educational Resources Information Center

    Zhang, Xiao; Nurmi, Jari-Erik

    2012-01-01

    Based on a two-year and three-wave longitudinal sample of 118 Chinese preschoolers, the present study examined the cross-lagged associations between teacher-child relationships and social competence, and the cross-system generalization of social competence between home and school. At each of the three waves, teachers rated the children's…

  3. Maternal and Paternal Perceptions of Social Competence in Children and Adolescents

    ERIC Educational Resources Information Center

    Renk, Kimberly; Phares, Vicky

    2007-01-01

    We examined maternal and paternal perceptions of social competence in children and adolescents. One hundred forty-seven parents rated scenarios depicting children who varied in age, gender, and social competence. Parents also completed questionnaires assessing the amount of time they spend with their own children, their gender identity, their…

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

    ERIC Educational Resources Information Center

    Holsen, Ingrid; Smith, Brian H.; Frey, Karin S.

    2008-01-01

    The aim of the present article was to investigate the outcomes of the universal social competence promotion program "Second Step" in a typical "real world" implementation in Norway. We addressed the effects of the program on social competence and externalizing and internalizing problem behaviour among 1,153 fifth and sixth grade students (11…

  5. The Social Competence of Latino Kindergartners and Growth in Mathematical Understanding

    ERIC Educational Resources Information Center

    Galindo, Claudia; Fuller, Bruce

    2010-01-01

    We know that social competence contributes to young children's adaptation to, and cognitive learning within, classroom settings. Yet initial evidence is mixed on the social competencies that Latino children bring to kindergarten and the extent to which these skills advance cognitive growth. Building from ecocultural and developmental-risk theory,…

  6. The Contribution of Inhibitory Control to Preschoolers' Social-Emotional Competence

    ERIC Educational Resources Information Center

    Rhoades, Brittany L.; Greenberg, Mark T.; Domitrovich, Celene E.

    2009-01-01

    Social-emotional competence is a key developmental task during early childhood. This study examined concurrent relationships between maternal education and employment status, children's sex, ethnicity, age, receptive vocabulary, emotional knowledge, attention skills, inhibitory control and social-emotional competence in a sample of 146 preschool,…

  7. Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

    ERIC Educational Resources Information Center

    Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

    2010-01-01

    Research Findings: The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social-emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be…

  8. The Mediator Effect of Loneliness between Perceived Social Competence and Cyber Bullying in Turkish Adolescents

    ERIC Educational Resources Information Center

    Sariçam, Hakan; Yaman, Erkan; Çelik, Ismail

    2016-01-01

    The purpose of this research was to examine whether loneliness might play a mediating role between perceived social competence and cyberbullying in Turkish adolescents. The participants were 326 high school students who completed a questionnaire package that included the Cyberbullying Scale, the Perceived Social Competence Scale, and the UCLA…

  9. Intergenerational Continuity in Parenting Quality: The Mediating Role of Social Competence

    ERIC Educational Resources Information Center

    Shaffer, Anne; Burt, Keith B.; Obradovic, Jelena; Herbers, Janette E.; Masten, Ann S.

    2009-01-01

    Prospective studies of intergenerational continuity in parenting quality remain scarce, with little attention given to the potential role of social competence as a mediator of continuity. This study examined social competence as a mediator in the pathway from 1st generation (G1) to 2nd generation (G2) parenting quality. A normative sample of…

  10. The Relationships among Language Ability, Emotion Regulation and Social Competence in Second-Grade Students

    ERIC Educational Resources Information Center

    Monopoli, W. John; Kingston, Sharon

    2012-01-01

    Relationships exist between language ability, emotion regulation, and social competence in preschool children. This study examines how these relationships function in elementary school children, and explores whether language ability partially mediates the relationship between emotion regulation and social competence. Second-grade students (N = 67)…

  11. Sustained Attention and Social Competence in Typically Developing Preschool-Aged Children

    ERIC Educational Resources Information Center

    Murphy, Laura M. Bennett; Laurie-Rose, Cynthia; Brinkman, Tara M.; McNamara, Kelly A.

    2007-01-01

    The current study examines the relationship between sustained attention and social competence in preschool children. While studies demonstrate that children with attention deficit hyperactivity disorder (ADHD) exhibit poor social competence, less is known about typically developing children. Since children with ADHD have associated behavior…

  12. The Effect of Solution-Focused Brief Group Counseling upon the Perceived Social Competences of Teenagers

    ERIC Educational Resources Information Center

    Ates, Bünyamin

    2016-01-01

    In this study, the effect of solution-focused brief group counseling upon the perceived social competences of teenagers was investigated. The study group included 24 volunteer students who took lower scores rather than the ones obtained from perceived social competence scale pre-test measurements out of 227 students studying at a high school in…

  13. Psychometric Characteristics of the California Preschool Social Competence Scale in a Spanish Population Sample

    ERIC Educational Resources Information Center

    Julvez, Jordi; Forns, Maria; Ribas-Fito, Nuria; Mazon, Carlos; Torrent, Maties; Garcia-Esteban, Raquel; Ellison-Loschmann, Lis; Sunyer, Jordi

    2008-01-01

    Research Findings: Few rating scales measure social competence in very young Spanish or Catalan children. We aimed to analyze the psychometric characteristics of the California Preschool Social Competence Scale (CPSCS) when applied to a Spanish- and Catalan-speaking population. Children were rated by their respective teachers within 6 months…

  14. The Role of Social Competence in the Psychological Well-Being of Adolescents in Secondary Education

    ERIC Educational Resources Information Center

    Holopainen, Leena; Lappalainen, Kristiina; Junttila, Niina; Savolainen, Hannu

    2012-01-01

    This study examines the relationship between social competence and psychological well-being of adolescents. The role of academic learning disabilities with social competence and psychological well-being was also studied. The sample (n = 412; 207 girls and 205 boys), one complete age group (mean age 15.5 years), was followed from last year of…

  15. Review of Multidisciplinary Measures of Cultural Competence for Use in Social Work Education

    ERIC Educational Resources Information Center

    Krentzman, Amy R.; Townsend, Aloen L.

    2008-01-01

    This study reviews extant measures of cultural competence from many disciplines and evaluates their suitability for social work education based on 8 criteria: validity, reliability, relevance to social justice, item clarity, definition of diversity, coherence, social desirability, and appropriateness for social work. Nineteen instruments met…

  16. Social Anxiety and Depression in Adolescents in Relation to Perceived Competence and Situational Appraisal.

    ERIC Educational Resources Information Center

    Smari, Jakob; Petursdottir, Guolaug; Porsteindottir, Vin

    2001-01-01

    Questionnaires, as well as an inventory of cost and likelihood appraisal of negative social and non-social events, were filled in by 184 adolescents. It was expected, and supported by the results, that social anxiety would be related to low perceived social competence and threat appraisal, whereas depression would be related to more general…

  17. Which Social Emotional Competencies Are Enhanced at a Social Emotional Learning Camp?

    ERIC Educational Resources Information Center

    Ee, Jessie; Ong, Chew Wei

    2014-01-01

    Research studies have shown that educational programmes such as camps and field trips can develop affective and social relationships through personal exposure to outdoor experiences among students. This study will illustrate the outcome of a social emotional learning camp organized for 93 Secondary Two students (mean age 14.1) in Singapore. Both…

  18. Evolution of Opinions on Social Networks in the Presence of Competing Committed Groups

    PubMed Central

    Xie, Jierui; Emenheiser, Jeffrey; Kirby, Matthew; Sreenivasan, Sameet; Szymanski, Boleslaw K.; Korniss, Gyorgy

    2012-01-01

    Public opinion is often affected by the presence of committed groups of individuals dedicated to competing points of view. Using a model of pairwise social influence, we study how the presence of such groups within social networks affects the outcome and the speed of evolution of the overall opinion on the network. Earlier work indicated that a single committed group within a dense social network can cause the entire network to quickly adopt the group's opinion (in times scaling logarithmically with the network size), so long as the committed group constitutes more than about of the population (with the findings being qualitatively similar for sparse networks as well). Here we study the more general case of opinion evolution when two groups committed to distinct, competing opinions and , and constituting fractions and of the total population respectively, are present in the network. We show for stylized social networks (including Erdös-Rényi random graphs and Barabási-Albert scale-free networks) that the phase diagram of this system in parameter space consists of two regions, one where two stable steady-states coexist, and the remaining where only a single stable steady-state exists. These two regions are separated by two fold-bifurcation (spinodal) lines which meet tangentially and terminate at a cusp (critical point). We provide further insights to the phase diagram and to the nature of the underlying phase transitions by investigating the model on infinite (mean-field limit), finite complete graphs and finite sparse networks. For the latter case, we also derive the scaling exponent associated with the exponential growth of switching times as a function of the distance from the critical point. PMID:22448238

  19. Child social skills training in developmental crime prevention: effects on antisocial behavior and social competence.

    PubMed

    Beelmann, Andreas; Lösel, Friedrich

    2006-08-01

    Social skills training for children is becoming increasingly popular as a measure for developmental crime prevention. Although previous reviews of such programs have shown positive effects, they have also revealed problems of research design, outcome measures, and long-term follow up. Accordingly, this article reports on a recent meta-analysis of randomized evaluations of the effect of social skills training in preventing antisocial behavior and promoting social competence. Of 841 retrievable references, 84 research reports with a total of 136 treatment-control comparisons fulfilled the eligibility criteria. Results showed a small but significant overall positive effect of d = .39 at post-intervention and d = .28 at follow-up (3 months and later). Effect sizes were somewhat greater for outcome measures of social competence than for measures of antisocial behavior, particularly when delinquency was assessed. Cognitive-behavioral programs revealed the best results in terms of generalization over time and on outcome criteria. In addition, prevention measures indicated for children and adolescents who already manifested some behavioral problems had higher effect sizes than universal approaches. Because most studies dealt with small sample sizes, non-official outcome data, and measurements after less than one year, the results should be interpreted with caution. Further high-quality studies with long-term empirical outcome criteria are needed, particularly outside the United States. PMID:17296094

  20. Friendship quality, social preference, proximity prestige, and self-perceived social competence: interactive influences on children's loneliness.

    PubMed

    Zhang, Fengjuan; You, Zhiqi; Fan, Cuiying; Gao, Chuang; Cohen, Robert; Hsueh, Yeh; Zhou, Zongkui

    2014-10-01

    The purpose of this study was to test an integrative model in which peer relations at different levels of social complexity (friendship quality, social preference, and proximity prestige) are associated with children's loneliness, with children's self-perceived social competence acting as a mediator of these associations. A middle childhood sample of 509 Chinese children (233 girls and 276 boys; 3rd to 6th grade) completed a battery of sociometric and self-report questionnaires. Bootstrap analysis showed that self-perceived social competence mediated the relations between each peer variable and loneliness. In the integrative model tested with SEM, the mediating effect of self-perceived social competence in the relation between friendship quality and loneliness and between social preference and loneliness remained significant. However, self-perceived social competence no longer mediated the association between proximity prestige and loneliness, when considering the simultaneous influences of the three peer variables (friendship quality, social preference, and proximity prestige). The whole model accounted for 56% of the variance in loneliness. These findings suggest that self-perceived social competence played an important role in children's loneliness, that the quality and the quantity of direct peer relations (friendship quality, social preference, and part of proximity prestige) were associated with loneliness, and that indirect friends had a relatively lower but significant influence on children's loneliness. The results are discussed in terms of their implications for preventing children's loneliness. PMID:25267172

  1. The Effect Social Information Processing in Six-Year-Old Children Has on Their Social Competence and Peer Relationships

    ERIC Educational Resources Information Center

    Ogelman, Hulya Gulay; Seven, Serdal

    2012-01-01

    The purpose of this study was to investigate the effect social information processing levels has on the social competence (entering a peer group, response towards provocation, response to failure, response to success, social expectations, teacher expectations, reactive aggression, proactive aggression) and peer relationship (prosocial behaviour,…

  2. Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children

    ERIC Educational Resources Information Center

    McKown, Clark; Gumbiner, Laura M.; Russo, Nicole M.; Lipton, Meryl

    2009-01-01

    Social-emotional learning (SEL) skill includes the ability to encode, interpret, and reason about social and emotional information. In two related studies, we examined the relationship between children's SEL skill, their ability to regulate their own behavior, and the competence of their social interactions. Study 1 included 158 typically…

  3. The Role of Affective and Cognitive Individual Differences in Social Perception.

    PubMed

    Aquino, Antonio; Haddock, Geoffrey; Maio, Gregory R; Wolf, Lukas J; Alparone, Francesca R

    2016-06-01

    Three studies explored the connection between social perception processes and individual differences in the use of affective and cognitive information in relation to attitudes. Study 1 revealed that individuals high in need for affect (NFA) accentuated differences in evaluations of warm and cold traits, whereas individuals high in need for cognition (NFC) accentuated differences in evaluations of competent and incompetent traits. Study 2 revealed that individual differences in NFA predicted liking of warm or cold targets, whereas individual differences in NFC predicted perceptions of competent or incompetent targets. Furthermore, the effects of NFA and NFC were independent of structural bases and meta-bases of attitudes. Study 3 revealed that differences in the evaluation of warm and cold traits mediated the effects of NFA and NFC on liking of targets. The implications for social perception processes and for individual differences in affect-cognition are discussed. PMID:27460272

  4. Korean American maternal acceptance-rejection, acculturation, and children's social competence.

    PubMed

    Kim, Eunjung; Han, Geunhye; McCubbin, Marilyn A

    2007-01-01

    The goal of this study was to examine the relationship between maternal acceptance-rejection and children's social competence and the role that maternal acculturation (ie, American orientation, Korean orientation) played in this relationship in a sample of 53 Korean American mothers. Self-report data were analyzed using Pearson correlations and multiple hierarchical regressions. Low maternal acceptance-rejection was positively related to children's low social competence. Mothers' American orientation had a moderating effect on the relationship between maternal acceptance-rejection and children's social competence. Findings indicate the importance of providing parenting guidelines to mothers who are low on both acceptance-rejection and American orientation. PMID:17413815

  5. The development of stereotype content: The use of warmth and competence in assessing social groups.

    PubMed

    Roussos, Gina; Dunham, Yarrow

    2016-01-01

    Past research suggests that warmth and competence are primary dimensions of social perception used by adults to understand social groups. The current study investigated whether children use these two dimensions to structure their representations of familiar groups. Results indicated that adult warmth and competence judgments were independent from one another and placed groups in warmth by competence space in ways consistent with past work. However, children showed some sensitivity to both dimensions but did not treat them as independent. Children's judgments of competence were closely aligned with adult judgments, but their judgments of warmth were influenced by factors that solely influenced adult judgments of competence. These data suggest that children develop an understanding of competence as an independent dimension prior to developing an understanding of warmth as an independent dimension and that their judgments of warmth may reflect a more general summing of all available evaluative information. Implications for children's developing understanding of the broader intergroup landscape are discussed. PMID:26407824

  6. Relationship between social competence and neurocognitive performance in children with epilepsy.

    PubMed

    Raud, Triin; Kaldoja, Mari-Liis; Kolk, Anneli

    2015-11-01

    Epilepsy may affect a child's social skills and social cognition. The purpose of the study was to examine associations between sociocognitive skills and neurocognitive performance in children with epilepsy. Thirty-five children with epilepsy between the ages of 7 and 12 years (25 with partial and 10 with generalized epilepsy) and 30 controls participated. Theory of Mind (ToM) tasks, Social Cognition Questionnaire proposed by Saltzman-Benaiah and Lalonde (2007), and Social Skills Rating System were used to assess social competence and sociocognitive skills. Neurocognitive performance was assessed using the NEPSY battery. Children with epilepsy demonstrated more difficulties in understanding false belief (p<.001) and intentional lying (p<.05) and exhibited more behavioral problems (p<.05). Notably, their social skills were at the same level as typically developing peers. Children with epilepsy performed significantly worse in attention, executive, verbal, and fine motor tasks (p<.05). We found positive correlations between the understanding of false belief and in executive (r=.6, p<.05), verbal (r=.45-.49, p<.05), and visuospatial skills (r=.34-.48, p<0.01). Children with generalized epilepsy had more problems in memory tasks (p<.05) and understanding of sarcasm (p<.05) compared with children with partial epilepsy. An age of onset over 9.1 years was positively associated with ToM skills (r=.42, p<.05). In conclusion, better ToM in children with better executive functions, and language and visuospatial skills was revealed. The type of epilepsy and age of onset significantly affected ToM skills. PMID:26409136

  7. Identifying Developmental Cascades among Differentiated Dimensions of Social Competence and Emotion Regulation

    ERIC Educational Resources Information Center

    Blair, Bethany L.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Keane, Susan P.; Shanahan, Lilly

    2015-01-01

    This study used data from 356 children, their mothers, teachers, and peers to examine the longitudinal and dynamic associations among 3 dimensions of social competence derived from Hinde's (1987) framework of social complexity: social skills, peer group acceptance, and friendship quality. Direct and indirect associations among each discrete…

  8. Can Socially Adept Friends Protect Peer-Victimized Early Adolescents against Lower Academic Competence?

    ERIC Educational Resources Information Center

    Tu, Kelly M.; Erath, Stephen A.; Flanagan, Kelly S.

    2012-01-01

    The present study examined indices of friends' social adjustment (prosocial skills and social anxiety) that may protect against or exacerbate vulnerability to lower academic competence in the context of peer victimization during middle school (N=320). Peer victimization was assessed with peer nominations, social anxiety was measured with self…

  9. Social Adjustment and Academic Achievement: A Predictive Model for Students with Diverse Academic and Behavior Competencies

    ERIC Educational Resources Information Center

    Ray, Corey E.; Elliott, Stephen N.

    2006-01-01

    This study examined the hypothesized relationship between social adjustment, as measured by perceived social support, self-concept, and social skills, and performance on academic achievement tests. Participants included 27 teachers and 77 fourth- and eighth-grade students with diverse academic and behavior competencies. Teachers were asked to…

  10. Social competence and conduct problems in young children: issues in assessment.

    PubMed

    Webster-Stratton, C; Lindsay, D W

    1999-03-01

    Examined the differences in various facets of social competence in 2 groups of young children (ages 4-7 years)--a clinic-referred group of aggressive children (N = 60) diagnosed with oppositional defiant disorder or conduct problems and a matched comparison group of typically developing children (N = 60). Four aspects of social competence were assessed: social information processing, actual observations of conflict management skills and social play interactions during peer interactions, positive social interactions with mothers and fathers at home, and teacher reports of social competence. The social information processing assessed included problem-solving skills (hypothetical skills as demonstrated on a social problem-solving test), self-perceptions (child's awareness of his or her own social self and feelings of loneliness), perceptions of others (attributions), and perceptions of others' attitudes toward oneself. To determine the construct validity of various means of assessing child social competence, we correlated children's social information processing measures with parent and teacher reports of social adjustment and with actual observations of interactions during peer play and at home with parents. Results comparing the 2 groups suggest that young children with conduct problems have deficits in their social information processing awareness or interpretation of social cues--they overestimate their own social competence and misattribute hostile intent to others. Tests of cognitive problem solving and observations of peer play interactions indicated that the children with conduct problems had significantly fewer positive problem-solving strategies and positive social skills, more negative conflict management strategies, and delayed play skills with peers than the comparison children. Correlation analyses indicated significant correlations between children's negative attributions and the ratio of positive to negative problem-solving strategies with observations

  11. Multicultural and Social Justice Counseling Competencies: Guidelines for the Counseling Profession

    ERIC Educational Resources Information Center

    Ratts, Manivong J.; Singh, Anneliese A.; Nassar-McMillan, Sylvia; Butler, S. Kent; McCullough, Julian Rafferty

    2016-01-01

    In 2014, the Association for Multicultural Counseling and Development (AMCD) appointed a committee to revise the Multicultural Counseling Competencies developed by Sue, Arredondo, and McDavis in 1992 and operationalized by Arredondo et al. in 1996. This article reflects the updated competencies, titled the Multicultural and Social Justice…

  12. Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade

    ERIC Educational Resources Information Center

    Russell, Beth S.; Lee, Jungeun Olivia; Spieker, Susan; Oxford, Monica L.

    2016-01-01

    The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis…

  13. Toward a Cultural Competence Measure for Social Work with Specific Populations.

    ERIC Educational Resources Information Center

    Boyle, David P.; Springer, Alyson

    2001-01-01

    Four measures of cultural competency in the social work profession are analyzed and found to measure global constructs that may not be applicable to specific cultures. The development of culture-specific instruments is proposed, from which a general cultural competence instrument can be distilled. (Contains 32 references.) (TD)

  14. Childhood Social Competence in Functionally Disordered Psychiatric Patients and in Normals.

    ERIC Educational Resources Information Center

    Lewine, Richard R. J.; And Others

    1980-01-01

    Childhood social competence in 59 schizophrenics, 40 personality disordered patients, 14 psychotic depressives, 28 neurotics, and normal adults was assessed. The results indicated that children eventually hospitalized for schizophrenia are characterized by their poor interpersonal skills long before symptom onset; academic competence failed to…

  15. The ACA Advocacy Competencies: A Social Justice Advocacy Framework for Professional School Counselors

    ERIC Educational Resources Information Center

    Ratts, Manivong J.; DeKruyf, Lorraine; Chen-Hayes, Stuart F.

    2007-01-01

    The recent endorsement of the advocacy competencies by the American Counseling Association signals their relevance to the school counseling profession. This article outlines the importance of being a social change agent, the value of advocacy in K-12 schools, and how school counselors can use the advocacy competencies as a framework for promoting…

  16. Cultural Competence and Social Work Education: Moving toward Assessment of Practice Behaviors

    ERIC Educational Resources Information Center

    Jani, Jayshree S.; Osteen, Philip; Shipe, Stacy

    2016-01-01

    Social work educators are responsible for ensuring that future practitioners are culturally competent and have the ability to work effectively with people from different backgrounds. The purpose of this article is to address the current limitations in measuring cultural competence and to report the results of a qualitative study examining…

  17. Toddlers as Both More and Less Competent Social Actors in Finnish Day Care Centres

    ERIC Educational Resources Information Center

    Kalliala, Marjatta

    2014-01-01

    In recent decades, the notion of the competent child has, in the field of Early Childhood Education, become a powerful discourse. In this paradigm, inspired by the sociology of childhood, the child is seen as a competent social actor having agency in his or her life. However, critical comments have been made at both the micro-and macro-level about…

  18. Critical Race Theory and the Cultural Competence Dilemma in Social Work Education

    ERIC Educational Resources Information Center

    Abrams, Laura S.; Moio, Jene A.

    2009-01-01

    Cultural competence is a fundamental tenet of social work education. Although cultural competence with diverse populations historically referred to individuals and groups from non-White racial origins, the term has evolved to encompass differences pertaining to sexuality, religion, ability, and others. Critics charge that the cultural competence…

  19. Oxytocin and Social Cognition in Affective and Psychotic Disorders

    PubMed Central

    Perez-Rodriguez, M. Mercedes; Mahon, Katie; Russo, Manuela; Ungar, Allison K.; Burdick, Katherine E.

    2014-01-01

    Impairments in social cognition are now recognized as core illness features in psychotic and affective disorders. Despite the significant disability caused by social cognitive abnormalities, treatments for this symptom dimension are lacking. Here, we describe the evidence demonstrating abnormalities in social cognition in schizophrenia, major depressive disorder, and bipolar disorder, as well as the neurobiology of social cognition including the role of oxytocin. We then review clinical trials of oxytocin administration in psychotic and affective disorders and the impact of this agent on social cognition. To date, several studies have demonstrated that oxytocin may improve social cognition in schizophrenia; too few studies have been conducted in affective disorders to determine the effect of oxytocin on social cognition in these disorders. Future work is needed to clarify which aspects of social cognition may be improved with oxytocin treatment in psychotic and affective disorders. PMID:25153535

  20. Opinions of Primary School Science and Technology Teachers about Developing Students' Affective Competence

    ERIC Educational Resources Information Center

    Eristi, Bahadir; Tunca, Nihal

    2012-01-01

    The present study aimed to determine the primary school secondary level science and technology teachers' opinions about developing students' affective competence. It was designed as a case study with qualitative research method. The participants of the study consisted of 19 science and technology teachers with at least five years of experience,…

  1. Modification of the Affective Work Competencies Inventory for Use with Vocational Students.

    ERIC Educational Resources Information Center

    Beach, David P.

    A project was conducted to determine whether a vocational student's version of the Affective Work Competencies Inventory could be prepared to measure the psychological constructs of values, habits, and attitudes. A revised inventory was developed and administered to 194 students in eight selected programs at Toledo vocational high schools (data…

  2. Non-Native Student's Communication Is Affected Due to the Lack of Pragmatic Competence

    ERIC Educational Resources Information Center

    Latha, V. G.; Rajan, Premalatha

    2012-01-01

    This paper aims at focusing how the lack of pragmatic competence affects student's communication in L2 (Second language) at tertiary level. The city based Indian students learn English which is their second language from 3 years onwards whereas the rural based students learn English only from 6 years onwards. This exposure of the L2 shows the…

  3. Study of Core Competency Elements and Factors Affecting Performance Efficiency of Government Teachers in Northeastern Thailand

    ERIC Educational Resources Information Center

    Chansirisira, Pacharawit

    2012-01-01

    The research aimed to investigate the core competency elements and the factors affecting the performance efficiency of the civil service teachers in the northeastern region, Thailand. The research procedure consisted of two steps. In the first step, the data were collected using a questionnaire with the reliability (Cronbach's Alpha) of 0.90. The…

  4. A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children.

    PubMed

    Oades-Sese, Geraldine V; Esquivel, Giselle B; Kaliski, Pamela K; Maniatis, Lisette

    2011-05-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered analysis of 207 Hispanic American preschoolers (ages 4 and 5 years) yielded 6 distinct profiles, 2 of which were socially competent and 1 of which was vulnerable. Findings revealed profile differences in social competence and a significant relationship between bilingualism and social-emotional development. In Study 2, the authors determined which profiles were associated with later academic achievement and growth of English proficiency. Findings indicated a significant relationship of early social-emotional development to later academic success and English acquisition, highlighting the role of bilingualism. PMID:21219064

  5. Identifying developmental cascades among differentiated dimensions of social competence and emotion regulation.

    PubMed

    Blair, Bethany L; Perry, Nicole B; O'Brien, Marion; Calkins, Susan D; Keane, Susan P; Shanahan, Lilly

    2015-08-01

    This study used data from 356 children, their mothers, teachers, and peers to examine the longitudinal and dynamic associations among 3 dimensions of social competence derived from Hinde's (1987) framework of social complexity: social skills, peer group acceptance, and friendship quality. Direct and indirect associations among each discrete dimension of social competence and emotion regulation were also examined. The results suggest that there are important distinctions among the dimensions of social competence as they relate to one another and to emotion regulation. Model comparisons provided evidence of cascading and reciprocal effects among the variables, demonstrating complex associations that are ongoing across middle childhood. Specifically, there were cascading effects from emotion regulation abilities at age 5 years to social skills at age 7, which was then associated with age 10 outcomes of more positive friendship quality, greater peer acceptance, and greater emotion regulation. PMID:26147773

  6. Identifying Developmental Cascades among Differentiated Dimensions of Social Competence and Emotion Regulation

    PubMed Central

    Blair, Bethany L.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Keane, Susan P.; Shanahan, Lilly

    2015-01-01

    This study utilized data from 356 children, their mothers, teachers, and peers, to examine the longitudinal and dynamic associations among three dimensions of social competence derived from Hinde's (1987) framework of social complexity: social skills, peer group acceptance, and friendship quality. Direct and indirect associations among each discrete dimension of social competence and emotion regulation were also examined. Results suggest that there are important distinctions among the dimensions of social competence as they relate to one another and to emotion regulation. Model comparisons provided evidence of cascade and reciprocal effects among the variables, demonstrating complex associations that are ongoing across middle childhood. Specifically, there were cascading effects from emotion regulation abilities at age 5 to social skills at age 7, which was then associated with age 10 outcomes of more positive friendship quality, greater peer acceptance, and greater emotion regulation. PMID:26147773

  7. Maternal Behavior and Family Consellation as Predictors of Social Competency in Learning Disabled Children.

    ERIC Educational Resources Information Center

    Freund, Judith Horen; Elardo, Richard

    1978-01-01

    The role of maternal behavior and family constellation factors as predictors of social competence was investigated with 17 learning disabled children (mean age 10 years) and their mothers. Journal availability: see EC 112 927. (DLS)

  8. Predicting Emotional and Social Competence during Early Childhood from Toddler Risk and Maternal Behavior

    PubMed Central

    Blandon, Alysia Y.; Calkins, Susan D.; Keane, Susan P.

    2010-01-01

    The longitudinal associations between maternal parenting behavior and toddler risk with children’s emotional and social competence were examined during the transition to kindergarten, in a sample of 253 children. Toddler risk was characterized by early externalizing behavior and poor emotion regulation skills. Given that we were interested in the multiple pathways that may result in emotional and social competence, we examined the interactions among maternal parenting behavior and toddler risk. There were some significant interactions; although the pattern of results was not consistent across all competence outcomes. Maternal parenting behavior was not directly associated with children’s emotional and social competence. In some instances, maternal control has differential implications for children’s emotional and social competence dependent upon the child’s level of early risk and maternal positive parenting. Specifically, maternal control tended to be more detrimental for children’s emotional competence during the transition to kindergarten, when children exhibit higher levels of risk. Overall, it appears that there are multiple developmental pathways, depending on child and maternal characteristics that lead to early emotional and social competence. PMID:20102651

  9. The Role of Students' Personality Characteristics, Self-Perceived Competence and Learning Conceptions in the Acquisition and Development of Social Communicative Competence: A Longitudinal Study

    ERIC Educational Resources Information Center

    Bakx, A. W. E. A.; Van der Sanden, J. M. M.; Sijtsma, K.; Croon, M. A.; Vermetten, Y. J. M.

    2006-01-01

    An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies. The purpose of this study was to investigate the role students' personality characteristics, self-perceived communicative competence and learning conceptions play in the acquisition and development of…

  10. Exploring the Social Competence of Students with Autism Spectrum Conditions in a Collaborative Virtual Learning Environment--The Pilot Study

    ERIC Educational Resources Information Center

    Cheng, Yufang; Ye, Jun

    2010-01-01

    Social reciprocity deficits are a core feature of the autism spectrum conditions (ASCs). Many individual with ASCs have difficulty with social interaction due to a frequent lack of social competence. This study focuses on using a virtual learning environment to help the deficiencies of social competence for people with ASCs, and to increase their…

  11. Conditions Affecting Social Space in Drosophila melanogaster.

    PubMed

    McNeil, Alison R; Jolley, Sam N; Akinleye, Adesanya A; Nurilov, Marat; Rouzyi, Zulekha; Milunovich, Austin J; Chambers, Moria C; Simon, Anne F

    2015-01-01

    The social space assay described here can be used to quantify social interactions of Drosophila melanogaster - or other small insects - in a straightforward manner. As we previously demonstrated (1), in a two-dimensional chamber, we first force the flies to form a tight group, subsequently allowing them to take their preferred distance from each other. After the flies have settled, we measure the distance to the closest neighbor (or social space), processing a static picture with free online software (ImageJ). The analysis of the distance to the closest neighbor allows researchers to determine the effects of genetic and environmental factors on social interaction, while controlling for potential confounding factors. Diverse factors such as climbing ability, time of day, sex, and number of flies, can modify social spacing of flies. We thus propose a series of experimental controls to mitigate these confounding effects. This assay can be used for at least two purposes. First, researchers can determine how their favorite environmental shift (such as isolation, temperature, stress or toxins) will impact social spacing (1,2). Second, researchers can dissect the genetic and neural underpinnings of this basic form of social behavior (1,3). Specifically, we used it as a diagnostic tool to study the role of orthologous genes thought to be involved in social behavior in other organisms, such as candidate genes for autism in humans (4). PMID:26575105

  12. Consensus and stratification in the affective meaning of human sociality

    PubMed Central

    Ambrasat, Jens; von Scheve, Christian; Conrad, Markus; Schauenburg, Gesche; Schröder, Tobias

    2014-01-01

    We investigate intrasocietal consensus and variation in affective meanings of concepts related to authority and community, two elementary forms of human sociality. Survey participants (n = 2,849) from different socioeconomic status (SES) groups in German society provided ratings of 909 social concepts along three basic dimensions of affective meaning. Results show widespread consensus on these meanings within society and demonstrate that a meaningful structure of socially shared knowledge emerges from organizing concepts according to their affective similarity. The consensus finding is further qualified by evidence for subtle systematic variation along SES differences. In relation to affectively neutral words, high-status individuals evaluate intimacy-related and socially desirable concepts as less positive and powerful than middle- or low-status individuals, while perceiving antisocial concepts as relatively more threatening. This systematic variation across SES groups suggests that the affective meaning of sociality is to some degree a function of social stratification. PMID:24843121

  13. Emotions, affects and the production of social life.

    PubMed

    Fox, Nick J

    2015-06-01

    While many aspects of social life possess an emotional component, sociology needs to explore explicitly the part emotions play in producing the social world and human history. This paper turns away from individualistic and anthropocentric emphases upon the experience of feelings and emotions, attending instead to an exploration of flows of 'affect' (meaning simply a capacity to affect or be affected) between bodies, things, social institutions and abstractions. It establishes a materialist sociology of affects that acknowledges emotions as a part, but only a part, of a more generalized affective flow that produces bodies and the social world. From this perspective, emotions are not a peculiarly remarkable outcome of the confluence of biology and culture, but part of a continuum of affectivity that links human bodies to their physical and social environment. This enhances sociological understanding of the part emotions play in shaping actions and capacities in many settings of sociological concern. PMID:25788237

  14. Self-Perceptions of Social Competence and Self-Worth in Chinese Children: Relations with Social and School Performance

    ERIC Educational Resources Information Center

    Chen, Xinyin; He, Yunfeng; Li, Dan

    2004-01-01

    The purpose of the study was to examine relations between self-perceptions of social competence and general self-worth and social and school performance in Chinese children. A sample of children, initially aged 12 years, in the People's Republic of China, participated in this longitudinal study. Data on self-perceptions were collected from…

  15. Social Information-Processing Skills Training to Promote Social Competence and Prevent Aggressive Behavior in the Third Grades

    ERIC Educational Resources Information Center

    Fraser, Mark W.; Galinsky, Maeda J.; Smokowski, Paul R.; Day, Steven H.; Terzian, Mary A.; Rose, Roderick A.; Guo, Shenyang

    2005-01-01

    This article describes a school-based study designed to promote social competence and reduce aggressive behavior by strengthening children's skills in processing social information and regulating emotions. Three successive cohorts of 3rd graders (N = 548) from 2 schools participated. In 2000-2001, children received a routine health curriculum; in…

  16. New Directions in Evaluating Social Problem Solving in Childhood: Early Precursors and Links to Adolescent Social Competence

    ERIC Educational Resources Information Center

    Landry, Susan H.; Smith, Karen E.; Swank, Paul R.

    2009-01-01

    A major objective of this chapter is to present a novel, ecologically sensitive social problem-solving task for school-aged children that captures the complexity of social and cognitive demands placed on children in naturalistic situations. Competence on this task correlates with a range of skills including executive functions, verbal reasoning,…

  17. Facial Affect Recognition and Social Anxiety in Preschool Children

    ERIC Educational Resources Information Center

    Ale, Chelsea M.; Chorney, Daniel B.; Brice, Chad S.; Morris, Tracy L.

    2010-01-01

    Research relating anxiety and facial affect recognition has focused mostly on school-aged children and adults and has yielded mixed results. The current study sought to demonstrate an association among behavioural inhibition and parent-reported social anxiety, shyness, social withdrawal and facial affect recognition performance in 30 children,…

  18. Measuring stress resilience and coping in vulnerable youth: the Social Competence Interview.

    PubMed

    Ewart, Craig K; Jorgensen, Randall S; Suchday, Sonia; Chen, Edith; Matthews, Karen A

    2002-09-01

    A brief interview to measure stress coping capabilities was developed and tested in 4 samples of African American and White adolescents in low-income neighborhoods of 2 large U.S. cities. The Social Competence Interview (SCI) is a 10-min social stressor that assesses physiological and social-emotional responses to a recurring real-life problem. A new behavioral coding system using audiotapes permits reliable and valid assessment of components of social competence, including Interpersonal Skills (expressiveness, empathy), Goal-Oriented Strivings in coping (self defense, social acceptance, competitiveness, stimulation-pleasure, approval, self improvement), and Social Impact (high vs. low affiliation/control). High SCI expressiveness and self-defensive striving create a critical-aggressive social impact, which is correlated with increased hostility and anger. PMID:12214440

  19. Separation of Competency and Affect Components of Multiple Dimensions of Academic Self-Concept: A Developmental Perspective.

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Craven, Rhonda; Debus, Raymond

    1999-01-01

    Examined how separation of competency and affect components of self-concept domains varied in 7- to 13-year-olds. Found that Self-Description Questionnaire factor loadings were invariant over age comparisons. Correlations among reading, math, and school self-concepts decreased with age. Correlations between competency and affect within domains…

  20. Developing effective leadership competencies in military social workers.

    PubMed

    Humphries, Jennifer L; Howard, Reginald W

    2014-01-01

    Military social workers are facing transformative times in that demand for military social work has increased and become more complex, challenging, and diverse due to the last 13 years of combat experiences. Developing military social work leaders must be deliberate, continuous, and progressive in order to impact and improve organizational performance in the healthcare delivery system. The transformational leadership model has been proven to be effective in both the military and social service organizations. The strength of this leadership model coincides well with the values of the social work profession. Incorporating leadership development in a clinical Master of Social Work program has the potential to improve service provision and offer strategies for military social workers to effectively manage the ongoing challenges in the field of social work. PMID:25830792

  1. Teaching Social and Emotional Competence in Early Childhood

    ERIC Educational Resources Information Center

    Richardson, Rita Coombs; Myran, Steve P.; Tonelson, Steve

    2009-01-01

    This study evaluated the impact of a social skills curriculum on the social behaviors of students in two pre-kindergarten classrooms. Participating were 30 students in a program based at a university child study center. The average age of the participants was four years ten months. The income levels of the families varied from low social economic…

  2. Perceived Levels of Cultural Competence for School Social Workers: A Follow-up Study

    ERIC Educational Resources Information Center

    Teasley, Martell L.; Archuleta, Adrian; Miller, Christina

    2014-01-01

    The purpose of this article is to report on findings from a follow-up study that examined the relationship among social work education programs, postgraduate professional development, and school social workers' perceived levels of cultural competence in practice with urban minority youth. The initial study demonstrated that African Americans…

  3. Promoting Social Competence and Peer Relationships for Adolescents with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Carter, Erik W.; Common, Eric A.; Sreckovic, Melissa A.; Huber, Heartley B.; Bottema-Beutel, Kristen; Gustafson, Jenny Redding; Dykstra, Jessica; Hume, Kara

    2014-01-01

    This article addresses some of the key considerations and complexities associated with intervening to address social competence and peer relationships of adolescents with autism spectrum disorder (ASD) in middle and high school settings. First, we provide a brief overview of the social context during adolescence for all students. Next, we…

  4. Relationship between Social Competence and Sensory Processing in Children with High Functioning Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Hilton, Claudia; Graver, Kathleen; LaVesser, Patricia

    2007-01-01

    Purpose: This study examines the relationship between social competence and sensory processing in children with high functioning autism spectrum disorders. Methodology: Children, ages 6-10 (N = 36), with high functioning autism spectrum disorders were assessed using the Social Responsiveness Scale (SRS) and the Sensory Profile (SP). A bivariate…

  5. Perceived Social Competence and Loneliness among Young Children with ASD: Child, Parent and Teacher Reports

    ERIC Educational Resources Information Center

    Zeedyk, Sasha M.; Cohen, Shana R.; Eisenhower, Abbey; Blacher, Jan

    2016-01-01

    Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4-7 years old, through child self-report. Using an abbreviated version of the "Loneliness and Social Dissatisfaction Questionnaire" (LSDQ; Cassidy and Asher in Child Dev 63:250-365, 1992), the majority of children reported friendships,…

  6. An Investigation of Preschool Classroom Behavioral Adjustment Problems and Social-Emotional School Readiness Competencies

    ERIC Educational Resources Information Center

    Fantuzzo, John W.; Bulotsky-Shearer, Rebecca; Fusco, Rachel A.; McWayne, Christine

    2005-01-01

    The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social-emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social-emotional outcomes attributed to age, gender, and…

  7. Perceived Social Competence and Loneliness among Young Children with ASD: Child, Parent and Teacher Reports

    ERIC Educational Resources Information Center

    Zeedyk, Sasha M.; Cohen, Shana R.; Eisenhower, Abbey; Blacher, Jan

    2016-01-01

    Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4-7 years old, through child self-report. Using an abbreviated version of the "Loneliness and Social Dissatisfaction Questionnaire" (LSDQ; Cassidy and Asher in "Child Dev" 63:250-365, 1992), the majority of children reported…

  8. Frontal Activation Asymmetry and Social Competence at Four Years of Age.

    ERIC Educational Resources Information Center

    Fox, Nathan A.; And Others

    1995-01-01

    Observed 4-year-olds during interaction tasks, and 2-weeks later recorded brain wave functions while subject attended to a visual stimulus. Found that children who displayed social competence exhibited greater relative left frontal activation than children displaying social withdrawal during the play session, who exhibited greater relative right…

  9. EFL Teachers' Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

    ERIC Educational Resources Information Center

    Ortaçtepe, Deniz

    2015-01-01

    Adapting Norton's (2000) notion of investment as an analytical lens along with thematic analysis, this longitudinal/narrative inquiry explores how 2 EFL teachers' language socialization in the United States resulted in an identity (re)construction as teachers of intercultural competence. Baris and Serkan's language socialization in the United…

  10. Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism

    ERIC Educational Resources Information Center

    Stichter, Janine P.; O'Connor, Karen V.; Herzog, Melissa J.; Lierheimer, Kristin; McGhee, Stephanie D.

    2012-01-01

    Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS…

  11. Profiles of Social Communicative Competence in Middle School Children with Asperger Syndrome: Two Case Studies

    ERIC Educational Resources Information Center

    Bellon-Harn, Monica L.; Harn, William E.

    2006-01-01

    Among characteristics of children diagnosed with Asperger syndrome (AS) are difficulties in social communication. This study describes the social communicative competence of two middle school children with AS participating in conversations in three different situational contexts. The conversations were transcribed and submitted to three kinds of…

  12. Exploring the Role of Executive Functioning Measures for Social Competence Research

    ERIC Educational Resources Information Center

    Stichter, Janine P.; Christ, Shawn E.; Herzog, Melissa J.; O'Donnell, Rose M.; O'Connor, Karen V.

    2016-01-01

    Numerous research groups have consistently called for increased rigor within the evaluation of social programming to better understand pivotal factors to treatment outcomes. The underwhelming data on the essential features of social competence programs for students with behavior challenges may, in part, be attributed to the manner by which…

  13. Pathways of Influence: Chinese Parents' Expectations, Parenting Styles, and Child Social Competence

    ERIC Educational Resources Information Center

    Ren, Lixin; Edwards, Carolyn Pope

    2015-01-01

    This study examines relations among Chinese parents' expectations for children's development of social-emotional skills, parenting styles, and child social competence. A total of 154 parents with preschool-aged children from mainland China completed questionnaires measuring their timing of expectations for children's mastery of…

  14. Respect, Liking, and Peer Social Competence in China and the United States

    ERIC Educational Resources Information Center

    Cohen, Robert; Hsueh, Yeh; Zhou, Zongkui; Hancock, Miriam H.; Floyd, Randy

    2006-01-01

    Children's peer relations are critical for social adjustment and respect plays an important role in peer relations. Furthermore, children's understanding and expression of respect is related to culture. This chapter discusses the interplay of culture, peer social competence, and respect. (Contains 1 table.)

  15. Enhancing Academic Performance and Social and Emotional Competence with the RULER Feeling Words Curriculum

    ERIC Educational Resources Information Center

    Brackett, Marc A.; Rivers, Susan E.; Reyes, Maria R.; Salovey, Peter

    2012-01-01

    A pre- and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools.…

  16. An Examination of the Relationship between Self-Perceived Physical Attractiveness and Social Competence.

    ERIC Educational Resources Information Center

    Steward, Robbie J.; Sobczak, Joan

    This study investigated the relationship between self-perceived physical attractiveness and self-perceived social competence. Subjects were 157 male and 215 female college students who completed a consent form, demographic questionnaire, the Texas Social Behavior Inventory, and the Body Parts/Physical Attractiveness Scale. Significant correlations…

  17. Peer-Related Social Competence of Young Children with Down Syndrome

    ERIC Educational Resources Information Center

    Guralnick, Michael J.; Connor, Robert T.; Johnson, L. Clark

    2011-01-01

    The peer-related social competence of children with Down syndrome was examined in an observational study. Dyadic interactions with peers of children with Down syndrome were compared with the dyadic interactions of matched groups of typically developing children and with playmates differing in both familiarity and social skills. Results suggested…

  18. Cognitive Socialization and Competence: The Academic Development of Chicanos. Chapter 7.

    ERIC Educational Resources Information Center

    Laosa, Luis M.; Henderson, Ronald W.

    This chapter focuses on the innermost level of Bronfenbrenner's four-level conception of the human environmental ecology, namely the microsystem, and more specifically, the child's socialization in the family. Following discussion of concepts related to socialization, competence, and environmental ecology, selected research studies are reviewed to…

  19. A Framework for Professional Development Focused on Social and Emotional Competencies

    ERIC Educational Resources Information Center

    Quesenberry, Amanda; Doubet, Sharon

    2006-01-01

    This article presents a framework for planning professional development opportunities to increase teachers' confidence and competence in supporting young children's social-emotional development and addressing challenging behaviors. The framework makes use of a comprehensive collection of training materials developed by the Center on the Social and…

  20. A Longitudinal Study of the Social and Academic Competence of Economically Disadvantaged Bilingual Preschool Children

    ERIC Educational Resources Information Center

    Oades-Sese, Geraldine V.; Esquivel, Giselle B.; Kaliski, Pamela K.; Maniatis, Lisette

    2011-01-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered…

  1. Parent-Child and Triadic Antecedents of Children's Social Competence: Cultural Specificity, Shared Process

    ERIC Educational Resources Information Center

    Feldman, Ruth; Masalha, Shafiq

    2010-01-01

    Guided by theories of cultural participation, the authors examined mother-child, father-child, and triadic interactive behaviors in 141 Israeli and Palestinian couples and their firstborn child at 5 and 33 months as antecedents of children's social competence. Four parent-child measures (parent sensitivity, child social engagement, parental…

  2. Factors Related to Social Competence in Elementary School among Children of Adolescent Mothers.

    ERIC Educational Resources Information Center

    Bates, Laura; Luster, Tom; Vandenbelt, Marcia

    2003-01-01

    This study examined factors related to social competence in first-grade children of low-income, adolescent mothers. Findings indicated that higher social skills and lower levels of problem behaviors related to higher quality parenting, higher academic skills, and residence in neighborhoods with lower poverty rates. Children with higher social…

  3. Convergent and Discriminant Validity of the Iowa Social Competency Scale for Preschool Children.

    ERIC Educational Resources Information Center

    Wirth, Sharon; Pease, Damaris

    1983-01-01

    Convergent and discriminant validity of the Iowa Social Competency Scale-Preschool form was investigated using the Campbell and Fiske validity model. The methods involved were observer, mother, father and teacher ratings whereas the traits were three test factors of social activator, reassurance, and hypersensitivity. Subjects were 92 pre-school…

  4. A Standards-Based Inventory of Foundation Competencies in Social Work with Groups

    ERIC Educational Resources Information Center

    Macgowan, Mark J.

    2012-01-01

    Objective: This article describes the development of a measure of foundation competencies in group work derived from the Standards for Social Work Practice with Groups. Developed by the Association for the Advancement of Social Work with Groups, the Standards have not been widely used. An instrument based on the Standards can help advance…

  5. The Peer-Related Social Competence of Young Children with Down Syndrome

    PubMed Central

    Guralnick, Michael J.; Connor, Robert T.; Johnson, L. Clark

    2014-01-01

    The peer-related social competence of children with Down syndrome was examined in an observational study. Dyadic interactions with peers of children with Down syndrome were compared to the dyadic interactions of matched groups of typically developing children and with playmates differing in both familiarity and social skills. Results suggested that both risk and protective factors influenced the peer interactions of children with Down syndrome. Recommendations were made for applying contemporary models of peer-related social competence to etiologic subgroups to better understand the mechanisms involved and to provide direction for the design of intervention programs. PMID:21291310

  6. Social Obstacles to Intercultural Competence in America's Language Classrooms

    ERIC Educational Resources Information Center

    Fonseca-Greber, Bonnie

    2010-01-01

    In contrast with debates over language pedagogy or aptitude, this paper examines seven societal obstacles which impact the success of classroom language learning and the development of intercultural competence in American language classrooms. These include expectations for teacher preparation, language proficiency and target language use;…

  7. Characteristics of Art Higher Education Institution Students' Social Competence

    ERIC Educational Resources Information Center

    Butova, Yelena Valeryevna; Khan, Natalya Nikolaevna; Illarionova, Ludmila Petrovna; Moldazhanova, Asemqul

    2015-01-01

    This paper represents a profound research of Kazakh and foreign scientific literature and tries to define the structure, the essence and meaningful characteristics of the art higher education institution students' competence as a set of professionally significant qualities of personality, which is determined by the nature and specifics of the…

  8. The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence Through Age 32 Years

    PubMed Central

    Raby, K. Lee; Roisman, Glenn I.; Fraley, R. Chris; Simpson, Jeffry A.

    2014-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first three years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through mid-adolescence in a manner consistent with an Enduring Effects model of development and extended these findings using heterotypic indicators of social (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes PMID:25521785

  9. Boundaryless career and career success: the impact of emotional and social competencies

    PubMed Central

    Gerli, Fabrizio; Bonesso, Sara; Pizzi, Claudio

    2015-01-01

    Even though, over the last two decades, the boundaryless career concept has stimulated a wide theoretical debate, scholars have recently claimed that research on the competencies that are necessary for managing a cross-boundary career is still incomplete. Similarly, the literature on emotional and social competencies has demonstrated how they predict work performance across industries and jobs but has neglected their influence in explaining the individual's mobility across boundaries and their impact on career success. This study aims to fill these gaps by examining the effects of emotional and social competencies on boundaryless career and on objective career success. By analyzing a sample of 142 managers over a period of 8 years, we found evidence that emotional competencies positively influence the propensity of an individual to undertake physical career mobility and that career advancements are related to the possession of social competencies and depend on the adoption of boundaryless career paths. This study also provides a contribution in terms of the evaluation of the emotional and social competencies demonstrated by an individual and of the operationalization of the measurement of boundaryless career paths, considering three facets of the physical mobility construct (organizational, industrial, and geographical boundaries). PMID:26388809

  10. Social competition affects electric signal plasticity and steroid levels in the gymnotiform fish Brachyhypopomus gauderio

    PubMed Central

    Salazar, Vielka L.; Stoddard, Philip K.

    2009-01-01

    Sexually-selected communication signals can be used by competing males to settle contests without incurring the costs of fighting. Steroid regulation of these signals can render them as reliable indicators of a male's physiological state. We investigated how plasticity in electrocommunication signals is driven by social competition for mates, mediated by steroid hormones, and subject to the effects of past social experience. We measured the electric waveform's amplitude and duration and steroid hormone levels of male gymnotiform electric fish (Brachyhypopomus gauderio) following week-long periods of social isolation, and low or high social competition. To quantify the effect of social history on the modulation of the electric signal, six groups of six males experienced all the above three social conditions but in different order. We found that males differentially modulate their electric signals depending on the order they experienced these conditions. Thus, past social interactions affect both present and future social electric signals. Cortisol levels and the amplitude of the electric signal appeared to track the intensity of competition, while androgen levels and the duration of the electric signal only responded to the presence (low and high competition) or absence (isolation) of a social environment (low and high androgens respectively). In addition, cortisol levels were related to the body size of the males at high social competition. Taken together, these findings suggest that the capacity of males to modulate their signals in response to social competition is regulated by steroids. PMID:19647742

  11. Mothering and anxiety: Social support and competence as mitigating factors for first-time mothers.

    PubMed

    Chavis, Llena

    2016-07-01

    This study investigated anxiety as a phenomenon distinct from depression and evaluated several variables that influence anxiety in first-time mothers. This explored the relationship between maternal sense of competence (both of mothering and efficacy) and perceived social support (from family, friends, and significant others) and first-time mothers' postpartum anxiety, when depression, socioeconomic status (SES), and marital status were controlled for. The population studied were 86 first-time mothers made up of women with children 24 months or younger in two populations of Kentucky and Michigan. The constructs of maternal sense of competence and perceived social support were found to be significant in explaining first-time mothers' anxiety. The study concluded that a combined association of perceived social support and maternal sense of competence were associated with a 34% (change in R-squared = .339) decrease of a first-time mothers' anxiety. However, not all types of social support, or maternal competence appeared to be equally important with regards to maternal anxiety: social support from friends and family and maternal sense of competence in regard to productivity appeared to be most significant. Lastly, some recommendations for health practitioners who work with mothers are provided. PMID:27266719

  12. Improving Social Competence in Children with Autism Spectrum Disorders through a Combined-Strategy Group Intervention: A Pilot Study

    ERIC Educational Resources Information Center

    Sotelo, Marlene

    2009-01-01

    This applied dissertation investigated whether a combined-strategy group intervention improved social competence among children with autism spectrum disorders. Individuals with autism spectrum disorders exhibit deficits in social behaviors that may negatively impact all aspects of their lives. Social competence for individuals with autism spectrum…

  13. The Multicultural Counseling Inventory: A Measure for Evaluating Social Work Student and Practitioner Self-Perceptions of Their Multicultural Competencies

    ERIC Educational Resources Information Center

    Green, Robert G.; Kiernan-Stern, Mary; Bailey, Karen; Chambers, Katrina; Claridge, Rebecca; Jones, Garrett; Kitson, Gwen; Leek, Stephanie; Leisey, Monica; Vadas, Kristina; Walker, Kerri

    2005-01-01

    The standards of the National Association of Social Workers (2001) for culturally competent practice and the Council on Social Work Education's (2001) accreditation standards require monitoring and evaluation of the multicultural competencies of students and professional social workers. The absence of assessment instruments impedes feedback about…

  14. Social deprivation affects cooperative predator inspection in a cichlid fish

    PubMed Central

    Hesse, Saskia; Anaya-Rojas, Jaime M.; Frommen, Joachim G.; Thünken, Timo

    2015-01-01

    The social environment individuals are exposed to during ontogeny shapes social skills and social competence in group-living animals. Consequently, social deprivation has serious effects on behaviour and development in animals but little is known about its impact on cooperation. In this study, we examined the effect of social environment on cooperative predator inspection. Predator inspection behaviour is a complex behaviour, which is present in a variety of shoaling fish species. Often, two fish leave the safety of the group and inspect a potentially dangerous predator in order to gather information about the current predation risk. As predator inspection is highly risky, it is prone to conflicts and cheating. However, cooperation among individuals may reduce the individual predation risk. We investigated this complex social behaviour in juveniles of the cichlid fish Pelvicachromis taeniatus that were reared in two different social environments throughout development. Fish reared in a group inspected more often than isolation-reared fish and were more likely to cooperate, i.e. they conducted conjoint inspection of a predator. By contrast, isolation-reared fish were more likely to perform a single inspection without a companion. These results suggest an impairment of cooperative behaviour in isolation-reared fish most probably due to lack of social experience and resulting in lowered social skills needed in coordinated behaviour. PMID:26064616

  15. Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

    PubMed Central

    Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

    2014-01-01

    Research Findings The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social–emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be supported by education in an integrated, holistic manner. Practice or Policy The article reviews major public policies and national initiatives that have implications for the education of young children (e.g., Head Start, No Child Left Behind, IDEA) and highlights opportunities within these policies to promote programs that can support SEA competencies, as well as the limitations of these policies. The article also includes a review of the limitations of existing resources available to educators to identify evidence-based programs that support SEA competencies and concludes with recommendations for better alignment between research and policy to support SEA competencies. PMID:25632216

  16. Recent social conditions affect boldness repeatability in individual sticklebacks

    PubMed Central

    Jolles, Jolle Wolter; Aaron Taylor, Benjamin; Manica, Andrea

    2016-01-01

    Animal personalities are ubiquitous across the animal kingdom and have been shown both to influence individual behaviour in the social context and to be affected by it. However, little attention has been paid to possible carryover effects of social conditions on personality expression, especially when individuals are alone. Here we investigated how the recent social context affected the boldness and repeatability of three-spined sticklebacks, Gasterosteus aculeatus, during individual assays. We housed fish either solitarily, solitarily part of the time or socially in groups of four, and subjected them twice to a risk-taking task. The social conditions had a large effect on boldness repeatability, with fish housed solitarily before the trials showing much higher behavioural repeatability than fish housed socially, for which repeatability was not significant. Social conditions also had a temporal effect on the boldness of the fish, with only fish housed solitarily taking more risks during the first than the second trial. These results show that recent social conditions can thus affect the short-term repeatability of behaviour and obfuscate the expression of personality even in later contexts when individuals are alone. This finding highlights the need to consider social housing conditions when designing personality studies and emphasizes the important link between animal personality and the social context by showing the potential role of social carryover effects. PMID:26949265

  17. Social Competence in Young Children: A Developmental Perspective.

    ERIC Educational Resources Information Center

    Brooks-Gunn, Jeanne

    Aspects of a child's social environment, in this case those connected with networks and dyadic interaction, are influenced by different maternal and child characteristics. The young child's social network is influenced by at-risk status but not by chronological age. Not only do families with handicapped infants receive more support from formal…

  18. Science and Social Issues. Competency Based Curriculum Guide.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Office of Instruction.

    The Social Issues course is designed to help students make rational and constructive decisions regarding various social and environmental problems. It is intended to be used with 10, 11, or 12th grade students. This course contains units on decision-making, urban planning, food and nutrition, environmental pollution, nuclear energy, and resource…

  19. Social Networking: Developing Intercultural Competence and Fostering Autonomous Learning

    ERIC Educational Resources Information Center

    Vurdien, Ruby

    2014-01-01

    With the emergence of Web 2.0, the incorporation of internet-based social networking tools is becoming increasingly popular in the foreign language classes of today. This form of social interaction provides students with the opportunity to express and share their views with their peers, and to create profiles as well as online communities of…

  20. Memory for Pro-Social Intentions: When Competing Motives Collide

    ERIC Educational Resources Information Center

    Brandimonte, Maria A.; Ferrante, Donatella; Bianco, Carmela; Villani, Maria Grazia

    2010-01-01

    Memory for future actions, or "prospective memory" (PM), often involves remembering to do things "for others". The present article explores the motivational mechanisms underlying memory for pro-social intentions through the manipulation of the social relevance of goals and presence of material rewards during an activity-based PM task. Results…

  1. Causation model of autism: Audiovisual brain specialization in infancy competes with social brain networks.

    PubMed

    Heffler, Karen Frankel; Oestreicher, Leonard M

    2016-06-01

    Earliest identifiable findings in autism indicate that the autistic brain develops differently from the typical brain in the first year of life, after a period of typical development. Twin studies suggest that autism has an environmental component contributing to causation. Increased availability of audiovisual (AV) materials and viewing practices of infants parallel the time frame of the rise in prevalence of autism spectrum disorder (ASD). Studies have shown an association between ASD and increased TV/cable screen exposure in infancy, suggesting AV exposure in infancy as a possible contributing cause of ASD. Infants are attracted to the saliency of AV materials, yet do not have the experience to recognize these stimuli as socially relevant. The authors present a developmental model of autism in which exposure to screen-based AV input in genetically susceptible infants stimulates specialization of non-social sensory processing in the brain. Through a process of neuroplasticity, the autistic infant develops the skills that are driven by the AV viewing. The AV developed neuronal pathways compete with preference for social processing, negatively affecting development of social brain pathways and causing global developmental delay. This model explains atypical face and speech processing, as well as preference for AV synchrony over biological motion in ASD. Neural hyper-connectivity, enlarged brain size and special abilities in visual, auditory and motion processing in ASD are also explained by the model. Positive effects of early intervention are predicted by the model. Researchers studying causation of autism have largely overlooked AV exposure in infancy as a potential contributing factor. The authors call for increased public awareness of the association between early screen viewing and ASD, and a concerted research effort to determine the extent of causal relationship. PMID:26146132

  2. A First Look at the Head Start CARES Demonstration: Large-Scale Implementation of Programs to Improve Children's Social-Emotional Competence. OPRE Report 2013-47

    ERIC Educational Resources Information Center

    Mattera, Shira Kolnik; Lloyd, Chrishana M.; Fishman, Mike; Bangser, Michael

    2013-01-01

    Low-income preschool children face many risks to their social-emotional development that can affect their school experience and social outcomes for years to come. Although there are some promising approaches to improving young children's social-emotional competence, the evidence base is limited, particularly on the effectiveness of these…

  3. Using the Affective Domain to Enhance Teaching of the ACGME Competencies in Anesthesiology Training.

    PubMed

    Yanofsky, Samuel D; Nyquist, Julie G

    2010-01-01

    Teaching and assessing the advanced competencies will continue to be a challenge. Incorporating new and nontraditional skills into an already complex and challenging clinical curriculum and practice is not easy. This makes development of methods for curricular design, teaching and assessment of anesthesiology resident and fellow performance essential. The Domains of learning, particularly the Affective Domain can serve as an organizing structure for developing objectives and selecting teaching and assessment techniques. Using the Affective Domain to select targeted teaching techniques might help foster development of key beliefs and values that underlie the advanced competencies (and sub-competencies). Targeted teaching, outside of the patient care arena, when combined with traditional clinical teaching practices, may help to ensure continued performance of desired behaviors. These include acting in a consultative role for other health professionals (ICS), providing culturally responsive care (Professionalism), using evidence to enhance the care of patients (PBLI), and advocating for quality of care and working to enhance patient safety (SBP). As educators, our aim is not only to impact knowledge, attitudes and skills, but to impact the daily behavior of our graduates. PMID:27175387

  4. Using the Affective Domain to Enhance Teaching of the ACGME Competencies in Anesthesiology Training

    PubMed Central

    2010-01-01

    Teaching and assessing the advanced competencies will continue to be a challenge. Incorporating new and nontraditional skills into an already complex and challenging clinical curriculum and practice is not easy. This makes development of methods for curricular design, teaching and assessment of anesthesiology resident and fellow performance essential. The Domains of learning, particularly the Affective Domain can serve as an organizing structure for developing objectives and selecting teaching and assessment techniques. Using the Affective Domain to select targeted teaching techniques might help foster development of key beliefs and values that underlie the advanced competencies (and sub-competencies). Targeted teaching, outside of the patient care arena, when combined with traditional clinical teaching practices, may help to ensure continued performance of desired behaviors. These include acting in a consultative role for other health professionals (ICS), providing culturally responsive care (Professionalism), using evidence to enhance the care of patients (PBLI), and advocating for quality of care and working to enhance patient safety (SBP). As educators, our aim is not only to impact knowledge, attitudes and skills, but to impact the daily behavior of our graduates. PMID:27175387

  5. Developing Social Competence in Children and Youth with Challenging Behaviors. From the Second CCBD Mini-Library Series: Successful Interventions for the 21st Century.

    ERIC Educational Resources Information Center

    Melloy, Kristine J.; Davis, Carol A.; Wehby, Joseph H.; Murry, Francie R.; Leiber, Jennifer

    This monograph provides information on identifying children and youth who could benefit from social skills instruction, highlights strategies for teaching social skills, and presents ideas for reinforcing social competence. After a chapter that introduces the issues, Chapter 2, "Social Competence," defines social competence and discusses elements…

  6. Effect of television viewing on social-emotional competence of young Thai children.

    PubMed

    Intusoma, Utcharee; Mo-Suwan, Ladda; Ruangdaraganon, Nichara; Panyayong, Benjaporn; Chongsuvivatwong, Virasakdi

    2013-12-01

    Exposure time, program content and cultural context may affect the impact of television (TV) on the social-emotional competence (SEC) of children. This study examined the effects of TV viewing on the SEC of Thai infants. The study was based on a Thai birth cohort study from which duration and content of TV viewing and data from the Modified Infant-Toddler Social and Emotional Assessment instrument at 1 and 3 years of age were available. Generalized estimating equations were used to examine whether scores below the 10th national percentile were associated with TV viewing duration. The relationship between viewing duration and SEC risk was quadratic rather than linear. Viewing duration of 30-120 min/day was associated with a decreased risk of low overall SEC compared to non-viewers after adjustments for confounding factors. However, the beneficial effect diminished when the duration exceeded 120 min/day. Viewing educational programs was associated with a risk reduction of having low overall SEC compared to non-educational programs. These results suggest that a short period of TV viewing may be beneficial for the SEC of Thai infants, especially if the programs are educational. PMID:23948636

  7. Genetic influences can protect against unresponsive parenting in the prediction of child social competence.

    PubMed

    Van Ryzin, Mark J; Leve, Leslie D; Neiderhiser, Jenae M; Shaw, Daniel S; Natsuaki, Misaki N; Reiss, David

    2015-01-01

    Although social competence in children has been linked to the quality of parenting, prior research has typically not accounted for genetic similarities between parents and children, or for interactions between environmental (i.e., parental) and genetic influences. In this article, the possibility of a Gene x Environment (G × E) interaction in the prediction of social competence in school-age children is evaluated. Using a longitudinal, multimethod data set from a sample of children adopted at birth (N = 361), a significant interaction was found between birth parent sociability and sensitive, responsive adoptive parenting when predicting child social competence at school entry (age 6), even when controlling for potential confounds. An analysis of the interaction revealed that genetic strengths can buffer the effects of unresponsive parenting. PMID:25581124

  8. Longitudinal associations of childhood parenting and adolescent health: the mediating influence of social competence.

    PubMed

    Boyer, Brittany P; Nelson, Jackie A

    2015-01-01

    The current study examined a process through which parenting during the primary school transition contributes to cardiovascular health in adolescence, a foundational period for adult health trajectories. Using path analyses, social competence was tested as a mediator between parental sensitivity and adolescent health among 884 families. Results indicated that mothers' and fathers' sensitivity was associated with increasing social competence from first grade (age 7) to sixth grade (age 12), which was associated with higher awakening cortisol in ninth grade (age 15) and decreasing blood pressure from sixth to ninth grade. Results suggest that social competence mediates associations between childhood parenting and adolescent cardiovascular risk, and may be protective to children's health over time. PMID:25639280

  9. Longitudinal Associations of Childhood Parenting and Adolescent Health: The Mediating Influence of Social Competence

    PubMed Central

    Boyer, Brittany P.; Nelson, Jackie A.

    2014-01-01

    The current study examined a process through which parenting during the primary school transition contributes to cardiovascular health in adolescence, a foundational period for adult health trajectories. Using path analyses, social competence was tested as a mediator between parental sensitivity and adolescent health among 884 families. Results indicated that mothers’ and fathers’ sensitivity was associated with increasing social competence from first grade (age 7) to sixth grade (age 12), which was associated with higher awakening cortisol in ninth grade (age 15) and decreasing blood pressure from sixth to ninth grade. Results suggest that social competence mediates associations between childhood parenting and adolescent cardiovascular risk, and may be protective to children’s health over time. PMID:25639280

  10. Parental Disciplinary Patterns and Social Competence in Children

    ERIC Educational Resources Information Center

    Baumrind, Diana

    1978-01-01

    A number of philosophical points of view that have guided parents' attempts to socialize their children are presented. Research findings and conclusions that explore the impact on children of parental disciplinary practices are discussed. (Author/AM)

  11. Implications of Affective and Social Neuroscience for Educational Theory

    ERIC Educational Resources Information Center

    Immordino-Yang, Mary Helen

    2011-01-01

    The past decade has seen major advances in cognitive, affective and social neuroscience that have the potential to revolutionize educational theories about learning. The importance of emotion and social learning has long been recognized in education, but due to technological limitations in neuroscience research techniques, treatment of these…

  12. Learning What Matters: Exploring the Factors Affecting Learning Transfers in Child Welfare Competencies and Career Interest in Child Welfare

    ERIC Educational Resources Information Center

    Liao, Aries Meng-Wei

    2012-01-01

    The understanding of the factors impacting MSW students' interests and motivation to learn child welfare competencies, and how they affect learning transfer of the subject is important for the development of a knowledgeable, competent, and committed workforce that serves children and families in the United States. Practitioners need to attain…

  13. What School Boards Can Do to Improve Teacher Competency.

    ERIC Educational Resources Information Center

    Karagan, Nicholas J.

    The school board's role in improving teacher competency involves avoiding incompetent teachers, improving competent ones, and maintaining highly competent ones. Because teacher competence is a complex social phenomenon, affected by many different variables, boards should keep in mind that actions to improve competency may not be preferred by…

  14. Development and Assessment of Social and Emotional Competence Through Simulated Patient Consultations

    PubMed Central

    Carr-Lopez, Sian; Seal, Craig R.; Scott, Amy N.; Lopez, Chris

    2012-01-01

    Objective. To determine whether a quantitative tool could be used to measure social emotional competence and whether the development of social emotional competence through a pharmacy practicum course is possible. Design. First-year pharmacy students completed the Social Emotional Development Inventory (SED-I) online and then participated in a series of mock patient consultations on smoking cessation and nonprescription medication. Assessment. The 212 students enrolled in the course completed the SED-I. Evaluation of students’ performance in the clinical cases using a patient counseling assessment form showed that students’ social emotional competencies significantly improved. Observer ratings for “influence” and “connection” on the assessment form predicted student performance in the clinical cases. Conclusions. Role-play exercises in which students engage in patient consultations can be used to develop social emotional competence in pharmacy students, and the SED-I and a patient counseling assessment form can be used to assess learning and improvement in this area. PMID:23049104

  15. Relations between Behavior Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and Kindergarten

    ERIC Educational Resources Information Center

    Bulotsky-Shearer, Rebecca J.; Dominguez, Ximena; Bell, Elizabeth R.; Rouse, Heather L.; Fantuzzo, John W.

    2010-01-01

    The relations between early emotional and behavioral problems in classroom situations and peer social competence were examined for a representative sample of urban Head Start children. Behavior problems were assessed within the context of routine peer, teacher, and structured learning classroom situations early in the preschool year. Two path…

  16. Integrated language education - a means of enhancing engineers' social competences

    NASA Astrophysics Data System (ADS)

    Lappalainen, P.

    2010-08-01

    The changes facing industries are necessitating a concomitant change in university curriculum. Before instigating a reform, however, education providers need to acquire an understanding of the most pertinent development needs essential for filling industrial competence gaps. The Language Centre at the Helsinki University of Technology in Finland set out to respond to the emerging competence demands by examining industrial requirements through previous research and stakeholder analyses. Surveys conducted among employers and students corroborated a need to shift focus towards oral communication abilities. More specifically, university education needs to address interaction skills essential in meetings and managerial tasks. As a result, a so-called integrated language course was designed and piloted to train students into multi-disciplinary, culturally and ethically aware communicators who possess leveraged self-leadership and managerial abilities. 'Organisational Communications' integrates substance matters such as finance, strategy, leadership and ethics into a language course, while harnessing the English language as a tool. Course methodology is based on project- and problem-based learning and situational learning, rooting the students in real working life by imitating authentic corporate cases and industrial contexts. The course aims to provide the students with preparedness, ability and mindset to deal with working life challenges and ways of working while applying their specialist discourse, that is, the appropriate industrial jargon and linguistic practices. The learning outcomes and student feedback from this course indicate that the pedagogy in use in this experiment, drawing from exercises emulating authentic, industrial problems, offers an effective method of preparing students for working life requirements.

  17. Developing Cognitive-Social-Emotional Competencies to Enhance Academic Learning

    ERIC Educational Resources Information Center

    Linares, L. Oriana; Rosbruch, Nicole; Stern, Marcia B.; Edwards, Martha E.; Walker, Gillian; Abikoff, Howard B.; Alvir, Jose Ma. J.

    2005-01-01

    This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher-led program designed to promote cognitive-social-emotional (CSE) skills, including student self-efficacy, problem solving,…

  18. Perceptions of Intercultural Social Challenges: Towards Culturally Competent Counselling Practice

    ERIC Educational Resources Information Center

    Mak, Anita S.; Shaw, Tamara L.

    2015-01-01

    Increasing ethnic and cultural diversity worldwide and especially in Australia requires that psychologists and counsellors cultivate the know-how to interact and work effectively with clients and stakeholders in cross-cultural contexts. This study aimed to identify and compare themes regarding challenging intercultural social scenarios experienced…

  19. Executive Function and the Promotion of Social-Emotional Competence

    ERIC Educational Resources Information Center

    Riggs, Nathaniel R.; Jahromi, Laudan B.; Razza, Rachel P.; Dillworth-Bart, Janean E.; Mueller, Ulrich

    2006-01-01

    Executive function is understood as an umbrella term encompassing a number of interrelated sub-skills necessary for purposeful, goal-directed activity. Research suggests a vital role for executive function in children's social-emotional development. However, executive function is rarely considered in models of intervention programs that attempt to…

  20. Associations between Attachment Security and Social Competence in Preschool Children

    ERIC Educational Resources Information Center

    Veríssimo, Manuela; Santos, António J.; Fernandes, Carla; Vaughn, Brian E.

    2014-01-01

    Attachment theorists suggest that attachment security with parents supports the quality of social adaptation in peer groups during early childhood, and numerous studies supporting this conjecture have been published. Most of these studies used enacted representations rather than mental representations of attachment security, and most studies…

  1. Social and Emotional Competencies Evaluation Questionnaire-Teacher's Version: Validation of a Short Form.

    PubMed

    Coelho, Vitor A; Sousa, Vanda; Marchante, Marta

    2016-08-01

    The Social and Emotional Competencies Evaluation Questionnaire-Teacher's version, Short Form (QACSE-P-SF) allows teachers to assess their students' social and emotional competencies, having been designed for program evaluation. Thirty-nine teachers completed the QACSE-P-SF, regarding 657 students (fourth to ninth grades). Factor analyses supported a six-factor structure with acceptable internal consistency. Sex differences were found with teachers reporting girls as having higher scores on Self-Control, Social Awareness, Relationship Skills, and Responsible Decision Making. Developmental differences were also found with fourth-grade students presenting higher levels of Social Awareness and Relationship Skills than older students. The final version of the QACSE-P-SF is composed by 30 items, organized into six scales and less time consuming than the previous version for teachers who need to assess full classes. PMID:27356548

  2. Schizotypy as An Organizing Framework for Social and Affective Sciences

    PubMed Central

    Cohen, Alex S.; Mohr, Christine; Ettinger, Ulrich; Chan, Raymond C. K.; Park, Sohee

    2015-01-01

    Schizotypy, defined in terms of commonly occurring personality traits related to the schizophrenia spectrum, has been an important construct for understanding the neurodevelopment and stress-diathesis of schizophrenia. However, as schizotypy nears its sixth decade of application, it is important to acknowledge its impressively rich literature accumulating outside of schizophrenia research. In this article, we make the case that schizotypy has considerable potential as a conceptual framework for understanding individual differences in affective and social functions beyond those directly involved in schizophrenia spectrum pathology. This case is predicated on (a) a burgeoning literature noting anomalies in a wide range of social functioning, affiliative, positive and negative emotional, expressive, and social cognitive systems, (b) practical and methodological features associated with schizotypy research that help facilitate empirical investigation, and (c) close ties to theoretical constructs of central importance to affective and social science (eg, stress diathesis, neural compensation). We highlight recent schizotypy research, ie providing insight into the nature of affective and social systems more generally. This includes current efforts to clarify the neurodevelopmental, neurobiological, and psychological underpinnings of affiliative drives, hedonic capacity, social cognition, and stress responsivity systems. Additionally, we discuss neural compensatory and resilience factors that may mitigate the expression of stress-diathesis and functional outcome, and highlight schizotypy’s potential role for understanding cultural determinants of social and affective functions. PMID:25810057

  3. Schizotypy as an organizing framework for social and affective sciences.

    PubMed

    Cohen, Alex S; Mohr, Christine; Ettinger, Ulrich; Chan, Raymond C K; Park, Sohee

    2015-03-01

    Schizotypy, defined in terms of commonly occurring personality traits related to the schizophrenia spectrum, has been an important construct for understanding the neurodevelopment and stress-diathesis of schizophrenia. However, as schizotypy nears its sixth decade of application, it is important to acknowledge its impressively rich literature accumulating outside of schizophrenia research. In this article, we make the case that schizotypy has considerable potential as a conceptual framework for understanding individual differences in affective and social functions beyond those directly involved in schizophrenia spectrum pathology. This case is predicated on (a) a burgeoning literature noting anomalies in a wide range of social functioning, affiliative, positive and negative emotional, expressive, and social cognitive systems, (b) practical and methodological features associated with schizotypy research that help facilitate empirical investigation, and (c) close ties to theoretical constructs of central importance to affective and social science (eg, stress diathesis, neural compensation). We highlight recent schizotypy research, ie providing insight into the nature of affective and social systems more generally. This includes current efforts to clarify the neurodevelopmental, neurobiological, and psychological underpinnings of affiliative drives, hedonic capacity, social cognition, and stress responsivity systems. Additionally, we discuss neural compensatory and resilience factors that may mitigate the expression of stress-diathesis and functional outcome, and highlight schizotypy's potential role for understanding cultural determinants of social and affective functions. PMID:25810057

  4. Emotion, rationality, and decision-making: how to link affective and social neuroscience with social theory

    PubMed Central

    Verweij, Marco; Senior, Timothy J.; Domínguez D., Juan F.; Turner, Robert

    2015-01-01

    In this paper, we argue for a stronger engagement between concepts in affective and social neuroscience on the one hand, and theories from the fields of anthropology, economics, political science, and sociology on the other. Affective and social neuroscience could provide an additional assessment of social theories. We argue that some of the most influential social theories of the last four decades—rational choice theory, behavioral economics, and post-structuralism—contain assumptions that are inconsistent with key findings in affective and social neuroscience. We also show that another approach from the social sciences—plural rationality theory—shows greater compatibility with these findings. We further claim that, in their turn, social theories can strengthen affective and social neuroscience. The former can provide more precise formulations of the social phenomena that neuroscientific models have targeted, can help neuroscientists who build these models become more aware of their social and cultural biases, and can even improve the models themselves. To illustrate, we show how plural rationality theory can be used to further specify and test the somatic marker hypothesis. Thus, we aim to accelerate the much-needed merger of social theories with affective and social neuroscience. PMID:26441506

  5. A Pleiotropic Regulator, Frp, Affects Exopolysaccharide Synthesis, Biofilm Formation, and Competence Development in Streptococcus mutans

    PubMed Central

    Wang, Bing; Kuramitsu, Howard K.

    2006-01-01

    Exopolysaccharide synthesis, biofilm formation, and competence are important physiologic functions and virulence factors for Streptococcus mutans. In this study, we report the role of Frp, a transcriptional regulator, on the regulation of these traits crucial to pathogenesis. An Frp-deficient mutant showed decreased transcription of several genes important in virulence, including those encoding fructosyltransferase (Ftf), glucosyltransferase B (GtfB), and GtfC, by reverse transcription and quantitative real-time PCR. Expression of Ftf was decreased in the frp mutant, as assessed by Western blotting as well as by the activity assays. Frp deficiency also inhibited the production of GtfB in the presence of glucose and sucrose as well as the production of GtfC in the presence of glucose. As a consequence of the effects on GtfB and -C, sucrose-induced biofilm formation was decreased in the frp mutant. The expression of competence mediated by the competence-signaling peptide (CSP) system, as assessed by comC gene transcription, was attenuated in the frp mutant. As a result, the transformation efficiency was decreased in the frp mutant but was partially restored by adding synthetic CSP. Transcription of the frp gene was significantly increased in the frp mutant under all conditions tested, indicating that frp transcription is autoregulated. Furthermore, complementation of the frp gene in the frp mutant restored transcription of the affected genes to levels similar to those in the wild-type strain. These results suggest that Frp is a novel pleiotropic effector of multiple cellular functions and is involved in the modulation of exopolysaccharide synthesis, sucrose-dependent biofilm formation, and competence development. PMID:16861645

  6. Social responsiveness and competence in Prader-Willi syndrome: direct comparison to autism spectrum disorder.

    PubMed

    Dimitropoulos, Anastasia; Ho, Alan; Feldman, Benjamin

    2013-01-01

    Prader-Willi syndrome (PWS), a neurodevelopmental disorder primarily characterized by hyperphagia and food preoccupations, is caused by the absence of expression of the paternally active genes in the proximal arm of chromosome 15. Although maladaptive behavior and the cognitive profile in PWS have been well characterized, social functioning has only more recently been systematically examined. Findings to date indicate the social impairment exhibited may reflect specific difficulty interpreting and using social information effectively. In addition, evidence suggests that there is an increased risk of social deficits in people with the maternally-derived uniparental disomy (mUPD) subtype of PWS in comparison to those with 15q11-13 paternal deletion (DEL). Using the Social Responsiveness Scale (SRS) and the Social Competence Inventory, our goal was to compare social functioning in PWS to individuals with autism spectrum disorder (ASD). Participants with mUPD scored similarly to the ASD group across most SRS domains. All groups had difficulty with social competence, although the DEL group scored highest on prosocial behavior. Findings suggest further characterization of social behavior in PWS is necessary to aid in advancing the understanding of the contributions of genes in the 15q11-13 critical region to ASD susceptibility, particularly with respect to the overexpression of maternally expressed genes in this region, as well as aiding in awareness and development/implementation of interventions. PMID:22576167

  7. Social competence intervention for elementary students with Aspergers syndrome and high functioning autism.

    PubMed

    Stichter, Janine P; O'Connor, Karen V; Herzog, Melissa J; Lierheimer, Kristin; McGhee, Stephanie D

    2012-03-01

    Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067-1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings. PMID:21503797

  8. The Competence of Junior High School Economic-Social Studies Teachers in Research

    ERIC Educational Resources Information Center

    Sukidjo

    2015-01-01

    The objective of this study was to determine how different is the competence of between Junior High School Economic-Social Studies teachers in Indonesia, especially Java and outside of Java. The subjects of this study were teachers who participated in Curriculum 2013 dissemination activities carried out by the Directorate of Elementary and…

  9. The Correlates of Turkish Preschool Preservice Teachers' Social Competence, Empathy and Communication Skills

    ERIC Educational Resources Information Center

    Ahmetoglu, Emine; Acar, Ibrahim H.

    2016-01-01

    The purpose of the current study was to examine the associations between Turkish preschool pre-service teacher's personal and educational characteristics, and their social competence, empathy, and communication skills. A total of 385 state university Turkish pre-service teachers (age range 18 to 32 years) from the early childhood education field…

  10. Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children's Social Competence

    ERIC Educational Resources Information Center

    Fox, Lise; Hemmeter, Mary; Snyder, Patricia; Binder, Denise Perez; Clarke, Shelley

    2011-01-01

    Growing evidence suggests the importance of practitioners implementing promotion, prevention, and intervention practices to foster children's social-emotional competence and address challenging behavior within schools. Limited research exists, however, on how to support teachers of school-age children to implement with fidelity comprehensive…

  11. Social Competence, Cultural Orientations and Gender Differences: A Study of Mandarin-English Bilingual Preschoolers

    ERIC Educational Resources Information Center

    Ren, Yonggang; Wyver, Shirley

    2016-01-01

    This study investigated whether host and heritage cultural orientations were associated with Chinese preschoolers' social competence and whether such associations varied across gender in Western contexts. Ninety-six Chinese-Australian children aged 36-69 months from 15 childcare centres in Sydney participated in the study. The General Ethnicity…

  12. Jordanian Social Studies Teachers' Perceptions of Competency Needed for Implementing Technology in the Classroom

    ERIC Educational Resources Information Center

    Al Bataineh, Mohammad; Anderson, Sharon

    2015-01-01

    This study used a cross-sectional, ten-point Likert-type scale survey design, to examine the perception of Jordanian seventh to twelfth-grade social studies teachers of the competency needed for technology implementation in their classrooms. The instrument for this study was a modified version of a survey developed by Kelly (2003) called the…

  13. Developing Social Competence and Other Generic Skills in Teacher Education: Applying the Model of Integrative Pedagogy

    ERIC Educational Resources Information Center

    Tynjälä, Päivi; Virtanen, Anne; Klemola, Ulla; Kostiainen, Emma; Rasku-Puttonen, Helena

    2016-01-01

    The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and…

  14. Social Competence of Students with Learning Disabilities Using a Risk-Resilience Model

    ERIC Educational Resources Information Center

    Benowitz, Alison Joy

    2010-01-01

    Children with learning disabilities (LD) makeup 50.5% of all children identified for special services in the schools. Research has found that children with LD have difficulties in areas of functioning related to social competence. This study is based on a risk and resilience model to explore external protective factors (friendships and social…

  15. What Gene-Environment Interactions Can Tell Us about Social Competence in Typical and Atypical Populations

    ERIC Educational Resources Information Center

    Iarocci, Grace; Yager, Jodi; Elfers, Theo

    2007-01-01

    Social competence is a complex human behaviour that is likely to involve a system of genes that interacts with a myriad of environmental risk and protective factors. The search for its genetic and environmental origins and influences is equally complex and will require a multidimensional conceptualization and multiple methods and levels of…

  16. Parent-Child Predictors of Social Competence with Peers in Children with and without Autism

    ERIC Educational Resources Information Center

    Meek, Shantel E.; Robinson, Lauren T.; Jahromi, Laudan B.

    2012-01-01

    The current study investigated the relations among parent-child joint engagement, dyadic interactive behaviors, and children's subsequent social competence with peers. Participants were 40 children (20 children with autism, and 20 developmentally-matched typical children) between the ages of 2.75 and 6.5 years. Observational coding was conducted…

  17. African American and Puerto Rican American Parenting Styles, Paternal Involvement, and Head Start Children's Social Competence.

    ERIC Educational Resources Information Center

    Fagan, Jay

    2000-01-01

    Examined similarities and differences in parenting styles and paternal involvement within and between African American and Puerto Rican American parent groups and the relationship between parenting styles, child care involvement, and Head Start children's social competence. Found a significant relationship between high levels of parental…

  18. Parental Efficacy and the Development of Social Competence in Young Children.

    ERIC Educational Resources Information Center

    Swick, Kevin J.; Hassell, Tammy

    This study examined the relation of two aspects of parental efficacy (locus of control and interpersonal support) to the social competence of 62 children aged 2 to 5 years in a preschool setting. The following assessment instruments were used: Schaefer's (1979) Locus of Control Inventory to measure parental locus of control; Paul's Home Support…

  19. Effectiveness of a Competence Training Programme for Parents of Socially Disruptive Children

    ERIC Educational Resources Information Center

    Lauth, Gerhard W.; Otte, T. Alian; Heubeck, Bernd G.

    2009-01-01

    Modern evaluations of parent training programmes seek evidence not only of efficacy in optimal, often university clinic settings, but also of effectiveness under normal field conditions. The Kompetenztraining fur Eltern sozial auffalliger Kinder (KES) is a cognitive-behavioural competence training for parents of socially disruptive children. This…

  20. Is Cultural Competence Enough? Deepening Social Justice Pedagogy in Art Therapy

    ERIC Educational Resources Information Center

    Gipson, Leah R.

    2015-01-01

    This viewpoint examines the limitations of cultural competency in art therapy education through personal reflection, calling for an immersive engagement with social justice practices of naming difference, asserting counter narratives, and following the leadership of people impacted by systemic violence. The author discusses the impact of…

  1. Assessment of Social Competence, Adaptive Behaviors, and Approaches to Learning with Young Children. Working Paper Series.

    ERIC Educational Resources Information Center

    Meisels, Samuel J.; Atkins-Burnett, Sally; Nicholson, Julie

    Prepared in support of the Early Childhood Longitudinal Study (ECLS), which will examine children's early school experiences beginning with kindergarten, this working paper focuses on research regarding the measurement of young children's social competence, adaptive behavior, and approaches to learning. The paper reviews the key variables and…

  2. Working Alliance, Attachment Memories, and Social Competencies of Women in Brief Therapy.

    ERIC Educational Resources Information Center

    Mallinckrodt, Brent; And Others

    1995-01-01

    Female clients (n=76) at 4 university and community agencies completed surveys containing questionnaires concerning parental bonding, self-efficacy, adult attachment, and working alliance. Results indicated that parental bonds, especially with fathers, were significantly associated with social competencies, although working alliance was negatively…

  3. Fostering Social Work Gerontological Competencies: Qualitative Analysis of an Intergenerational Service-Learning Course

    ERIC Educational Resources Information Center

    Faria, Debra Fromm; Dauenhauer, Jason A.; Steitz, David W.

    2010-01-01

    This article describes the development and qualitative student outcomes of an intergenerational service-learning course designed to promote social work gerontological competencies. Efforts focused on creating a learning environment to actively promote learning opportunities for students and older adults. The course was hosted at a local, private,…

  4. Fieldwork Using the Professional Development Schools Model: Developing a Social Justice Orientation and Multicultural Competency

    ERIC Educational Resources Information Center

    Cook, Amy L.; Krell, Megan M.; Hayden, Laura A.; Gracia, Robert; Denitzio, Kari

    2016-01-01

    Practicum fieldwork was conducted in an urban high school setting using a Professional Development Schools (PDS) model, with a focus on multicultural and social justice counseling competencies (MSJCC). Interpretative phenomenological analysis was used to analyze the journal responses of 16 counseling students to ascertain MSJCC development during…

  5. Moral Development in Business Education--Social Conditions Influencing Moral Judgement Competence

    ERIC Educational Resources Information Center

    Bienengräber, Thomas

    2014-01-01

    Workplace relations like any social relation first and foremost have a moral dimension. Thus, if vocational education sees one of its major goals in helping apprentices to deal with moral issues, one of the core objectives in vocational education is the support of the apprentice's development of moral judgement competence. Since Lawrence…

  6. Peer Mediation and Its Effects on Elementary Student Perceptions of Self-Esteem and Social Competence

    ERIC Educational Resources Information Center

    Cardoza, Deanna Janine

    2013-01-01

    The purpose of this research study was to examine the effectiveness of training students in peer mediation (Mediator Mentors Curriculum), and how peer mediation-training influences third- through fifth-grade student perceptions of self-esteem, resiliency, and social competence. The research was a mixed-methods design with both quantitative and…

  7. Relation between Perceived Scholastic Competence and Social Comparison Mechanisms among Elementary School Children

    ERIC Educational Resources Information Center

    Boissicat, Natacha; Pansu, Pascal; Bouffard, Therese; Cottin, Fanny

    2012-01-01

    According to the literature, among social comparison mechanisms, identification with an upward target would be the most frequent mechanism that students report to use. However, it remains unclear how the identification and the contrast mechanisms contribute to the construction of pupils' scholastic perceived competence. The aim of this study was…

  8. School Climate Support for Behavioral and Psychological Adjustment: Testing the Mediating Effect of Social Competence

    ERIC Educational Resources Information Center

    Wang, Ming-Te

    2009-01-01

    The present study used an ecological framework to examine the relationships among adolescents' perceptions of school climate, social competence, and behavioral and psychological adjustment in the middle school years. This study improved upon prior studies by using "structural equation modeling" to investigate the hypothesized mediating effect of…

  9. Training Emotional and Social Competences in Higher Education: The Seminar Methodology

    ERIC Educational Resources Information Center

    Oberst, Ursula; Gallifa, Josep; Farriols, Nuria; Vilaregut, Anna

    2009-01-01

    This article discusses the importance of emotional and social competences in higher education and presents a training model. In 1991, Ramon Llull University of Barcelona (Spain) created the Seminar methodology to tackle these challenges. A general model derived from the Emotional Intelligence concept and the general principles of this methodology…

  10. English Proficiency and Competency Background of Social Science and Humanities Students

    ERIC Educational Resources Information Center

    Pelayo, Jose Maria G., III; Kutschera, P. C.; Capili, Claire Ann P.

    2014-01-01

    The study focuses on the background of Social Science and Humanities students (specifically in the course General Psychology) on their English education and competence. This research aims to identify the common factors of these students in terms of their English Proficiency. The students will answer survey questions that will give us information…

  11. Cognitive Functioning and Social Competence as Predictors of Maladjustment in Sexually Abused Girls.

    ERIC Educational Resources Information Center

    Shapiro, Jeremy P.; And Others

    1992-01-01

    To explain sexually abused children's various degrees of maladjustment, assessed behavior problems, social competence, and cognitive functioning in 53 black girls (5 to 16 years old). Internalizing dysfunction was positively related to three cognition-related variables: intellectual functioning, academic achievement, and age. Anxiety over the…

  12. Culturally Competent Social Work Research: Methodological Considerations for Research with Language Minorities

    ERIC Educational Resources Information Center

    Casado, Banghwa Lee; Negi, Nalini Junko; Hong, Michin

    2012-01-01

    Despite the growing number of language minorities, foreign-born individuals with limited English proficiency, this population has been largely left out of social work research, often due to methodological challenges involved in conducting research with this population. Whereas the professional standard calls for cultural competence, a discussion…

  13. Effects of Communication Competence and Social Network Centralities on Learner Performance

    ERIC Educational Resources Information Center

    Jo, Il-Hyun; Kang, Stephanie; Yoon, Meehyun

    2014-01-01

    Collaborative learning has become a dominant learning apparatus for higher level learning objectives. Much of the psychological and social mechanisms operating under this complex group activity, however, is not yet well understood. The purpose of this study was to investigate the effects of college students' communication competence and…

  14. Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly?

    ERIC Educational Resources Information Center

    Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

    2015-01-01

    Background: Approaches to learning (ATL) is a key domain of school readiness with important implications for children's academic trajectories. Interestingly, however, the impact of early ATL on children's social competence has not been examined. Objective: This study examines associations between children's ATL at age 5 and academic achievement…

  15. Peer Preference: A Way of Evaluating Social Competence and Behavioural Well-Being in Early Childhood

    ERIC Educational Resources Information Center

    Öneren Sendil, Çagla; Tantekin Erden, Feyza

    2014-01-01

    This study investigated the differences in peer preference, gender and temperamental characteristics of children aged five to six in relation to their social competence (SC) and behavioural adaptation. The data were collected through the use of "Picture Sociometry Scale", "SC and Behaviour Evaluation Scale" and "Short…

  16. Contribution of Self-Compassion to Competence and Mental Health in Social Work Students

    ERIC Educational Resources Information Center

    Ying, Yu-Wen

    2009-01-01

    This study examined the potential contribution of self-compassion to perceived competence and mental health in master's of social work students (N=65). It was hypothesized that the components of self-compassion (i.e., mindfulness, common humanity, self-kindness, overidentification, isolation, and self-judgment) would impact perceived competence…

  17. Understanding Aggression through Attachment and Social Emotional Competence in Korean Middle School Students

    ERIC Educational Resources Information Center

    You, Sukkyung; Kim, Ann Y.

    2016-01-01

    In recent years, increase in adolescent crime in the Republic of Korea has put adolescent aggression in the spotlight. This study examines whether the quality of attachment to parents and peers influences aggressive behaviors and whether social emotional competencies serve as significant mediators for middle school students. These relationships…

  18. Cultural Competency and Achieving Styles in Clinical Social Work: A Conceptual and Empirical Exploration.

    ERIC Educational Resources Information Center

    Lu, Yuhwa Eva; Lum, Doman; Chen, Sheying

    2001-01-01

    A study explored the relationship between linguistic/cultural differences and individual achieving styles among 900 clinical social workers, including Asian Americans, Latinos, American Indians, African Americans, Jewish Americans, and Whites. Findings are related to a model of cultural competency in which cross-cultural counselor-client…

  19. Accentuation of Individual Differences in Social Competence during the Transition to Adolescence

    ERIC Educational Resources Information Center

    Monahan, Kathryn C.; Steinberg, Laurence

    2011-01-01

    Using a sample of individuals (277 males, 315 females) studied since birth in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, the present study investigated how early pubertal maturation and school transition alter youth trajectories of social competence during the transition to…

  20. School Television for Social Studies: A Competency-Based Matrix, Grade 5.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    This matrix keys school films to the social studies competency-based curriculum cbjectives for grade 5. Three television series are included. Emphasis is placed on geography, people, and the economy, but the themes are also related to history and government. The first series, "Across Cultures," focuses on the people of North America, South…

  1. Language Competence and Social Behavior of Students with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Rinaldi, Claudia

    2003-01-01

    This study was designed to explore a model of communicative competence (Abbeduto & Nuccio, 1989) and identify whether its components could (a) predict pragmatic language difficulties for children with emotional or behavioral disorders (E/BD) and (b) describe the semantic, syntactic, and pragmatic language ability as well as the social skills of…

  2. An Examination of Social Entrepreneurial Competencies in the Roles of Live-in Housing Professionals

    ERIC Educational Resources Information Center

    Vela, Alicia L.

    2012-01-01

    With budgets on the decline, university officials are seeking alternative methods to maintain and increase the type of services provided to students. By incorporating social entrepreneurial competencies in the daily actions of university staff members, staff members will be able to perform their work more effectively and help students acquire…

  3. Promoting the Social and Cognitive Competence of Children with Autism: Interventions at School

    ERIC Educational Resources Information Center

    Skokut, Mary; Robinson, Suzanne; Openden, Daniel; Jimerson, Shane R.

    2008-01-01

    Addressing the needs of children with autism in the school context is an essential component of facilitating the success of these students. This article provides an overview of scientifically based and promising interventions that may be used to promote the social and cognitive competence of children with autism, focusing on the research base of…

  4. Behavior Individuality and the Development of Social Competence among Preschool Children.

    ERIC Educational Resources Information Center

    Nelson, Jo Ann N.; Simmerer, Norma J.

    This report summarizes three related studies of 3- to 5-year-old children's temperament and its relationship to their social competence, ability to solve interpersonal problems, locus of control, parent behavior and teacher/child interactions. Fifty-eight children, predominantly middle class participants in a laboratory preschool, and their…

  5. Perceived Personal and Social Competence: Development of Valid and Reliable Measures

    ERIC Educational Resources Information Center

    Fetro, Joyce V.; Rhodes, Darson L.; Hey, David W.

    2010-01-01

    During the last 20 years, youth programming has shifted from risk reduction to youth development. While numerous instruments exist to measure selected individual characteristics/competencies among youth, a comprehensive instrument to measure four constructs of personal and social skills could not be identified. The purpose of this study was to…

  6. Systematic Monitoring of Young Children's Social-Emotional Competence and Challenging Behaviors

    ERIC Educational Resources Information Center

    Classen, Audra; Cheatham, Gregory A.

    2015-01-01

    Many children in preschool need support developing appropriate social-emotional competencies. Supportive early educators build confidence in young children to express and regulate emotions, develop solutions to problems, interact with peers, and persist when faced with challenges (Denham, 2006; Webster-Stratton & Reid, 2004). This article…

  7. Display Rule Application in a Disappointing Situation and Children's Emotional Reactivity: Relations with Social Competence.

    ERIC Educational Resources Information Center

    McDowell, David J.; O'Neil, Robin; Parke, Ross D.

    2000-01-01

    Examined associations among emotion display rule use, negative emotional reactivity, and fourth-graders' social competence. Found negative relation between self-reported negative emotional coping strategies and observed measures of display rule use. Found children who reported using more effective coping strategies for managing negative emotions…

  8. Improving Social Competence through Emotion Knowledge in 2-Year-Old Children: A Pilot Study

    ERIC Educational Resources Information Center

    Giménez-Dasí, Marta; Fernández-Sánchez, Marta; Quintanilla, Laura

    2015-01-01

    Research Findings: The goal of this study was to determine the efficacy of an educational intervention program to improve emotion knowledge, emotion regulation, and social competence in 2-year-old Spanish children. This study makes two original contributions because there are no validated education programs for such young children and because it…

  9. Emotional Competence and Emotion Socialization in Preschoolers: The Viewpoint of Preschool Teachers

    ERIC Educational Resources Information Center

    Kiliç, Sükran

    2015-01-01

    The aim of this research is to thoroughly investigate preschool teachers' opinions about emotional competence and emotion socialization. The study group was comprised of 20 preschool teachers working in preschools in the city-center of Aksaray. A semi-structured interview form prepared by the researcher was used as the data collection tool. Data…

  10. The Relationships between Service-Learning, Social Justice, Multicultural Competence, and Civic Engagement

    ERIC Educational Resources Information Center

    Einfeld, Aaron; Collins, Denise

    2008-01-01

    This study qualitatively examined how participants in a long-term service-learning program described their understanding of and commitment to social justice, multicultural competence, and civic engagement. Interviews with members of a university-sponsored AmeriCorps service-learning program explored participants' perceptions of the effects of…

  11. "No-o-o-o Peeking": Preschoolers' Executive Control, Social Competence, and Classroom Adjustment

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Bassett, Hideko H.; Sirotkin, Yana S.; Brown, Chavaughn; Morris, Carol S.

    2015-01-01

    The goals of this study were to evaluate (1) how specific aspects of executive control, briefly assessed, predict social competence and classroom adjustment during preschool and (2) differences between two aspects of executive control, according to child's age, socioeconomic risk status, and gender. The facets of executive control were defined as…

  12. Dispositional Flow in Physical Education: Relationships with Motivational Climate, Social Goals, and Perceived Competence

    ERIC Educational Resources Information Center

    Gonzalez-Cutre, David; Sicilia, Alvaro; Moreno, Juan Antonio; Fernandez-Balboa, Juan Miguel

    2009-01-01

    The purpose of this study was to analyze the mediating effects of social goals and perceived competence on students' perceptions of motivational climates and dispositional flow in physical education. At the beginning of the physical education unit, 779 students, 12 to 16 years old, were asked to complete four questionnaires: Perceived Motivational…

  13. Experiences in Developing a Competency-Based Teacher Education Program for Social Studies.

    ERIC Educational Resources Information Center

    Mahood, Wayne

    The experiences gained in developing a competency based teacher education program (CBTE) for secondary social studies are related in this speech. The program originated from the following needs: to revamp the traditional education program; to develop an experiential base reflecting the realities of public schools; to examine various models of…

  14. Infusing Multicultural and Social Justice Competencies within Counseling Practice: A Guide for Trainers

    ERIC Educational Resources Information Center

    Sheely-Moore, Angela I.; Kooyman, Leslie

    2011-01-01

    In light of the rapidly changing demographics of the United States, it is imperative for counselor educators and trainers of mental health professionals to infuse instructional strategies that promote multicultural and social justice (MSJ) competencies for trainees. The purpose of this article is to translate MSJ-based teaching strategies within…

  15. Social Competence in Preschool Children: Replication of Results and Clarification of a Hierarchical Measurement Model

    ERIC Educational Resources Information Center

    Santos, Antonio J.; Peceguina, Ines; Daniel, Joao R.; Shin, Nana; Vaughn, Brian E.

    2013-01-01

    This study tested assumptions and conclusions reached in an earlier confirmatory factor analysis (CFA) study of the social competence (SC) construct for preschool children. Two samples (total N = 408; a new Portuguese sample and one from US samples that had participated in the original study) contributed data. Seven SC indicators were tested for…

  16. Bidirectional Longitudinal Relations between Father-Child Relationships and Chinese Children's Social Competence during Early Childhood

    ERIC Educational Resources Information Center

    Zhang, Xiao

    2013-01-01

    Using a two-year and three-wave cross-lagged design with a sample of 118 Chinese preschoolers, the present study examined bidirectional longitudinal relations between father-child relationships and children's social competence. The results of structural equation modeling showed bidirectional effects between father-child conflict and social…

  17. Predicting First Graders' Social Competence from Their Preschool Classroom Interpersonal Context

    ERIC Educational Resources Information Center

    Spivak, Asha Leah; Farran, Dale C.

    2016-01-01

    Research Findings: This study investigates contributions of the preschool classroom interpersonal environment to students' social competence in 1st grade. Participants were 862 ethnically/racially diverse children who attended public preschool classrooms serving low-income families. Systematic observations of 60 classrooms occurred across the…

  18. Children's Representations of Relationships with Mothers, Teachers, and Friends, and Associations with Social Competence

    ERIC Educational Resources Information Center

    Vu, Jennifer A.

    2015-01-01

    This study describes the use of story stems in order to determine children's representations of relationships with mothers, teachers, and friends, and how these representations are related to mother- and teacher-rated social competence. Thirty preschool-aged children were administered the story stem tasks featuring three different interactional…

  19. Hierarchical Models of Social Competence in Preschool Children: A Multisite, Multinational Study

    ERIC Educational Resources Information Center

    Vaughn, Brian E.; Shin, Nana; Kim, Mina; Coppola, Gabrielle; Krzysik, Lisa; Santos, Antonio J.; Peceguina, Ines; Daniel, Joao R.; Verissimo, Manuela; DeVries, Anthon; Elphick, Eric; Ballentina, Xiomara; Bost, Kelly K.; Newell, Wanda Y.; Miller, Ellaine B.; Snider, J. Blake; Korth, Byran

    2009-01-01

    The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5-group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first-order factors across samples also fit…

  20. Social Learning Preferences of Adult Women Learners in a Competency-Based Online Learning Environment

    ERIC Educational Resources Information Center

    Lyman, Emily

    2013-01-01

    In this study a post-assessment survey was analyzed to seek for social learning preferences among women in a competency-based online learning environment. The survey asked what learning resources students used to prepare for the assessment. Each learning resource was given a relative sociability rating. This rating acts as the weighting for a…

  1. Social Competence and Antisocial Behavior: Continuity and Distinctiveness across Early Adolescence

    ERIC Educational Resources Information Center

    Sorlie, Mari-Anne; Hagen, Kristine Amlund; Ogden, Terje

    2008-01-01

    The degree of continuity and distinctiveness in social competence and antisocial behavior was examined in a longitudinal structural equation model. Participants were 391 typically developing Norwegian middle school students (51% boys), their parents, and teachers and were assessed when they were approximately 13 years of age (a school cohort in…

  2. Competing Meanings of Childhood and the Social Construction of Child Sexual Abuse in the Caribbean

    ERIC Educational Resources Information Center

    Pasura, Dominic; Jones, Adele D.; Hafner, James A. H.; Maharaj, Priya E.; Nathaniel-DeCaires, Karene; Johnson, Emmanuel Janagan

    2013-01-01

    This article examines the dynamic interplay between competing meanings of childhood and the social construction of sexual abuse in the Caribbean. Drawing on qualitative data from a study undertaken in six Caribbean countries, the article suggests that Caribbean childhoods are neither wholly global nor local but hybrid creations of the region's…

  3. Self-Representations of Social and Academic Competence: Contextual Correlates in Middle Childhood

    ERIC Educational Resources Information Center

    Isabella, Russell A.; Diener, Marissa L.

    2010-01-01

    Self-representations of 1st-, 3rd-, and 5th-graders' social and academic competence were examined in relation to children's personal (grade/age); family (attachment to parents, marital conflict, anxiety related to conflict); and school (teacher appraisals) contexts. Children who reported higher levels of security of attachment to parents and lower…

  4. "Accept Me, or Else...": Disputed Overestimation of Social Competence Predicts Increases in Proactive Aggression

    ERIC Educational Resources Information Center

    de Castro, Bram Orobio; Brendgen, Mara; Van Boxtel, Herman; Vitaro, Frank; Schaepers, Linda

    2007-01-01

    It has been proposed that aggressive behavior may result from unrealistically positive self-evaluations that are disputed by others (Baumeister, Smart, & Boden, 1996). The present three studies tested this proposition concurrently and longitudinally for the domain of self-perceived social competence (SPSC) in 3-6th grade children on two…

  5. The Longitudinal Interplay of Psychopathology and Social Competence during Chinese Children's Transition to Preschool

    ERIC Educational Resources Information Center

    Zhang, Xiao

    2013-01-01

    The present study examined the longitudinal relations between psychopathology and social competence in a sample of 115 Chinese children during the transition to preschool initiated in their third year of life. Social competence was assessed by maternal reports at three months after preschool entry (T1) and at the end of the first (T2) and second…

  6. Development and Social Competence after Two Years for Students Enrolled in Inclusive and Self-Contained Educational Programs.

    ERIC Educational Resources Information Center

    Fisher, Mary; Meyer, Luanna H.

    2002-01-01

    Forty students with severe disabilities were evaluated across two years of either inclusive or self-contained educational programming. Comparison of child development and social competence found the inclusive group made statistically significant gains on the developmental measure and realized higher social competence scores in comparison to the…

  7. Intersubjectivity as a Measure of Social Competence among Children Attending Head Start: Assessing the Measure's Validity and Relation to Context

    ERIC Educational Resources Information Center

    Garte, Rebecca R.

    2015-01-01

    The present paper reported on a new method and procedure for assessing preschooler's social competence. This method utilized an observational measure of intersubjectivity to assess the social competence that develops in real time during interaction between two or more children. The measure of intersubjectivity reflected a conceptualization of the…

  8. Promotion of Social and Emotional Competence: Experiences from a Mental Health Intervention Applying a Whole School Approach

    ERIC Educational Resources Information Center

    Nielsen, Line; Meilstrup, Charlotte; Nelausen, Malene Kubstrup; Koushede, Vibeke; Holstein, Bjørn Evald

    2015-01-01

    Purpose: Within the framework of Health Promoting Schools "Up" is an intervention using a whole school approach aimed at promoting mental health by strengthening social and emotional competence among schoolchildren. Social and emotional competence is an integral part of many school-based mental health interventions but only a minority of…

  9. Emotion Knowledge and Self-Regulation as Predictors of Preschoolers' Cognitive Ability, Classroom Behavior, and Social Competence

    ERIC Educational Resources Information Center

    Garner, Pamela W.; Waajid, Badiyyah

    2012-01-01

    The development of children's cognitive and social skills is a topic of considerable importance and interest in education and educational psychology. The current study examines whether emotion knowledge and self-regulation predict cognitive competence, social competence, and classroom behavior problems among a sample of 74 preschoolers (40 boys).…

  10. Social Competence and Language Skills in Mandarin-English Bilingual Preschoolers: The Moderation Effect of Emotion Regulation

    ERIC Educational Resources Information Center

    Ren, Yonggang; Wyver, Shirley; Xu Rattanasone, Nan; Demuth, Katherine

    2016-01-01

    Research Findings: The main aim of this study was to examine whether language skills and emotion regulation are associated with social competence and whether the relationship between English skills and social competence is moderated by emotion regulation in Mandarin-English bilingual preschoolers. The language skills of 96 children ages…

  11. Supporting Early Childhood Teachers to Promote Children's Social Competence: Components for Best Professional Development Practices

    ERIC Educational Resources Information Center

    Han, Heejeong Sophia

    2014-01-01

    There is a growing recognition that young children's social competence is critical because it is positively associated with their school readiness and academic success. However, professional development (PD) opportunities for early childhood teachers to enhance their roles in promoting young children's social competence are limited. In…

  12. The Differential Relations of Maternal and Paternal Support and Control to Adolescent Social Competence, Self-Worth, and Sympathy

    ERIC Educational Resources Information Center

    Laible, Deborah J.; Carlo, Gustavo

    2004-01-01

    The goal of this study was to examine how the parenting dimensions of both mothers and fathers independently and together predict adolescent outcomes in three domains: sympathy, self-worth, and social competence. One-hundred eight adolescents completed self-report measures on their perceived relationship with parents, sympathy, social competence,…

  13. Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Irvin, Dwight W.; Boyd, Brian A.; Odom, Samuel L.

    2015-01-01

    Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos's Teacher Talk classification was used to code videos of 73 children…

  14. Peer Acceptance and Social Behavior during Childhood and Adolescence: How Important Are Appearance, Athleticism, and Academic Competence?

    ERIC Educational Resources Information Center

    Vannatta, Kathryn; Gartstein, Maria A.; Zeller, Meg; Noll, Robert B.

    2009-01-01

    Efforts to identify factors associated with peer acceptance have historically focused on behavioral and social cognitive processes, whereas less empirical attention has focused on the impact of children's other personal attributes and competencies that are not inherently a component of social competence. The current study examined the association…

  15. EU-Level Competence Development Projects in Agri-Food-Environment: The Involvement of Sectoral Social Partners

    ERIC Educational Resources Information Center

    Mulder, Martin

    2006-01-01

    Purpose: The European Commission and social partner organisations at EU level encourage the lifelong development of qualifications and competence. This is reflected in many policy reports and reviews. This paper seeks to show the involvement of social partner organisations at the level of EU-funded competence development projects.…

  16. Social anxiety and the accuracy of predicted affect.

    PubMed

    Martin, Shannon M; Quirk, Stuart W

    2015-01-01

    Social anxiety is theorised to arise from sustained over-activation of a mammalian evolved system for detecting and responding to social threat with corresponding diminished opportunities for attaining the pleasure of safe attachments. Emotional forecasting data from two holidays were used to test the hypothesis that greater social anxiety would be associated with decreased expectations of positive affect (PA) and greater anticipated negative affect (NA) on a holiday marked by group celebration (St. Patrick's Day) while being associated with greater predicted PA for daters on a romantic holiday (Valentine's Day). Participants completed symptom reports, made affective forecasts and provided multiple affect reports throughout each holiday. Higher levels of social anxiety were associated with greater anticipated PA for Valentine's Day daters, but lower experienced PA on the holiday; this was not found for trait anxiety and depression. Alternatively, trait anxiety, depression and social anxiety were associated with less predicted PA for St. Patrick's Day, greater anticipated NA and diminished experienced PA/greater NA during the holiday. Results are discussed in light of perceived hope for rewarding safe emotional contact for those daters in contrast to the greater possibility for social threat associated with group celebration typical of St. Patrick's Day. PMID:24611591

  17. Losing one’s Cool: Social Competence as a Novel Inverse Predictor of Provocation-Related Aggression

    PubMed Central

    Fetterman, Adam K.; Hopkins, Kay; Krishnakumar, Sukumarakurup

    2013-01-01

    Provocations and frustrating events can trigger an urge to act aggressively. Such behaviors can be controlled, but perhaps more so for people who can better distinguish effective from ineffective courses of action. The present three studies (total N = 285) introduce a scenario-based measure of this form of social competence. In Study 1, higher levels of social competence predicted lower levels of trait anger. Study 2 presented provocation scenarios and asked people whether they would engage in direct, indirect, and symbolic forms of aggression when provoked. Social competence was inversely predictive of all forms of aggressive responding. Study 3 focused on reactions to frustrating events in daily life. Such events were predictive of hostile behavior and cognitive failures particularly at low levels of social competence. The research establishes that social competence can be assessed in an objective manner and that variations in it are systematically predictive of reactive aggression. PMID:23754040

  18. Competing for Attention in Social Media under Information Overload Conditions.

    PubMed

    Feng, Ling; Hu, Yanqing; Li, Baowen; Stanley, H Eugene; Havlin, Shlomo; Braunstein, Lidia A

    2015-01-01

    Modern social media are becoming overloaded with information because of the rapidly-expanding number of information feeds. We analyze the user-generated content in Sina Weibo, and find evidence that the spread of popular messages often follow a mechanism that differs from the spread of disease, in contrast to common belief. In this mechanism, an individual with more friends needs more repeated exposures to spread further the information. Moreover, our data suggest that for certain messages the chance of an individual to share the message is proportional to the fraction of its neighbours who shared it with him/her, which is a result of competition for attention. We model this process using a fractional susceptible infected recovered (FSIR) model, where the infection probability of a node is proportional to its fraction of infected neighbors. Our findings have dramatic implications for information contagion. For example, using the FSIR model we find that real-world social networks have a finite epidemic threshold in contrast to the zero threshold in disease epidemic models. This means that when individuals are overloaded with excess information feeds, the information either reaches out the population if it is above the critical epidemic threshold, or it would never be well received. PMID:26161956

  19. Competing for Attention in Social Media under Information Overload Conditions

    PubMed Central

    Feng, Ling; Hu, Yanqing; Li, Baowen; Stanley, H. Eugene; Havlin, Shlomo; Braunstein, Lidia A.

    2015-01-01

    Modern social media are becoming overloaded with information because of the rapidly-expanding number of information feeds. We analyze the user-generated content in Sina Weibo, and find evidence that the spread of popular messages often follow a mechanism that differs from the spread of disease, in contrast to common belief. In this mechanism, an individual with more friends needs more repeated exposures to spread further the information. Moreover, our data suggest that for certain messages the chance of an individual to share the message is proportional to the fraction of its neighbours who shared it with him/her, which is a result of competition for attention. We model this process using a fractional susceptible infected recovered (FSIR) model, where the infection probability of a node is proportional to its fraction of infected neighbors. Our findings have dramatic implications for information contagion. For example, using the FSIR model we find that real-world social networks have a finite epidemic threshold in contrast to the zero threshold in disease epidemic models. This means that when individuals are overloaded with excess information feeds, the information either reaches out the population if it is above the critical epidemic threshold, or it would never be well received. PMID:26161956

  20. iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism

    ERIC Educational Resources Information Center

    Stichter, Janine P.; Laffey, James; Galyen, Krista; Herzog, Melissa

    2014-01-01

    One consistent area of need for students with autism spectrum disorders is in the area of social competence. However, the increasing need to provide qualified teachers to deliver evidence-based practices in areas like social competence leave schools, such as those found in rural areas, in need of support. Distance education and in particular, 3D…

  1. Parenting and social competence in school: The role of preadolescents' personality traits.

    PubMed

    Lianos, Panayiotis G

    2015-06-01

    In a study of 230 preadolescent students (mean age 11.3 years) from the wider area of Athens, Greece, the role of Big Five personality traits (i.e. Neuroticism, Conscientiousness, Openness to Experience, Agreeableness and Extraversion) in the relation between parenting dimensions (overprotection, emotional warmth, rejection, anxious rearing) and social competence in school was examined. Multiple sets of regression analyses were performed. Main effects of Conscientiousness and Openness to Experience were identified. Limited evidence for moderation and some support of gender-specific parenting was found. Agreeableness and Extraversion interacted with paternal overprotection, whereas Neuroticism interacted with maternal and paternal rejection in predicting social competence. Mean differences in gender and educational grade were reported. The relationship between environmental effects (such as parenting during early adolescence) and social adjustment in school is discussed in terms of the plasticity and malleability of the preadolescents' personality characteristics. PMID:25840002

  2. Adaptability of Physicians Offering Primary Care to the Poor: Social Competency Revisited

    PubMed Central

    Loignon, Christine; Boudreault-Fournier,, Alexandrine

    2013-01-01

    This paper attempts to go deeper into the topic of social competency of physicians who provide primary care to populations living in poverty in Montreal. Adaptability as well as the ability to tailor practices according to patient expectations, needs and capabilities were found to be important in the development of the concept of social competency. The case of paternalism is used to demonstrate how a historically and socially contested medical approach is readapted by players in certain contexts in order to better meet patient expectations. This paper presents data collected in a qualitative study comprising 25 semi-supervised interviews with physicians recognized by their peers as having developed exemplary practices in Montreal's impoverished neighbourhoods. PMID:24289940

  3. Parent-specific reciprocity from infancy to adolescence shapes children's social competence and dialogical skills.

    PubMed

    Feldman, Ruth; Bamberger, Esther; Kanat-Maymon, Yaniv

    2013-01-01

    Reciprocity - the capacity to engage in social exchange that integrates inputs from multiple partners into a unified social event - is a cornerstone of adaptive social life that is learned within dyad-specific attachments during an early period of neuroplasticity. Yet, very little research traced the expression of children's reciprocity with their mother and father in relation to long-term outcomes. Guided by evolutionary models, we followed mothers, fathers, and their firstborn child longitudinally and observed mother-child and father-child reciprocity in infancy, preschool, and adolescence. In preschool, children's social competence, aggression, and prosocial behavior were observed at kindergarten. In adolescence, children's dialogical skills were assessed during positive and conflict interactions with same-sex best friends. Father-child and mother-child reciprocity were individually stable, inter-related at each stage, and consisted of distinct behavioral components. Structural equation modeling indicated that early maternal and paternal reciprocity were each uniquely predictive of social competence and lower aggression in preschool, which, in turn, shaped dialogical skills in adolescence. Father-adolescent reciprocity contributed to the dialogical negotiation of conflict, whereas mother-adolescent reciprocity predicted adolescents' dialogical skills during positive exchanges. Results highlight the role of parent-child reciprocity in shaping children's social collaboration and intimate relationships with non-kin members of their social world. PMID:23544455

  4. Social isolation during puberty affects female sexual behavior in mice

    PubMed Central

    Kercmar, Jasmina; Tobet, Stuart A.; Majdic, Gregor

    2014-01-01

    Exposure to stress during puberty can lead to long-term behavioral alterations in adult rodents coincident with sex steroid hormone-dependent brain remodeling and reorganization. Social isolation is a stress for social animals like mice, but little is known about the effects of such stress during adolescence on later reproductive behaviors. The present study examined sexual behavior of ovariectomized, estradiol and progesterone primed female mice that were individually housed from 25 days of age until testing at approximately 95 days, or individually housed from day 25 until day 60 (during puberty), followed by housing in social groups. Mice in these isolated groups were compared to females that were group housed throughout the experiment. Receptive sexual behaviors of females and behaviors of stimulus males were recorded. Females housed in social groups displayed greater levels of receptive behaviors in comparison to both socially isolated groups. Namely, social females had higher lordosis quotients (LQs) and more often displayed stronger lordosis postures in comparison to isolated females. No differences between female groups were observed in stimulus male sexual behavior suggesting that female “attractiveness” was not affected by their social isolation. Females housed in social groups had fewer cells containing immunoreactive estrogen receptor (ER) α in the anteroventral periventricular nucleus (AVPV) and in the ventromedial nucleus of the hypothalamus (VMH) than both isolated groups. These results suggest that isolation during adolescence affects female sexual behavior and re-socialization for 1 month in adulthood is insufficient to rescue lordosis behavior from the effects of social isolation during the pubertal period. PMID:25324747

  5. Social performance reveals unexpected vocal competency in young songbirds

    PubMed Central

    Kojima, Satoshi; Doupe, Allison J.

    2011-01-01

    Vocal ontogeny in songbirds provides a good model for understanding how complex motor behavior, including speech, is learned. For birdsong, as for other motor learning, it has generally been assumed that a subject's motor output at any point during learning represents what the subject has learned to produce by that time. Here, we show, however, that juvenile zebra finches partway through song learning, singing immature song, are capable of producing song with much more mature properties, depending on the behavioral context. In these birds, we were able to elicit courtship (female-directed) song, which young birds normally sing infrequently, and to compare it with the alone or “undirected” song (Undir) predominantly produced during learning as well as with the same bird's subsequent adult song. We found that the juvenile courtship song was much less variable than the immature Undir and as stereotyped as the adult song produced after a further month of practice. More strikingly, the juvenile courtship song was also acoustically much more similar than Undir to the adult song. This finding demonstrates that the Undir that juvenile birds usually produce underestimates the extent of learning and that song structure is learned faster than previously thought. Moreover, the rapid improvement in song quality in response to external social cues supports the idea that courtship singing is a state of motor “performance,” in which the bird selects the best variants of the song learned during singing alone, and suggests that such performance states can reveal unappreciated progression of learning. PMID:21220335

  6. Testing a developmental cascade model of emotional and social competence and early peer acceptance

    PubMed Central

    Blandon, Alysia Y.; Calkins, Susan D.; Grimm, Kevin J.; Keane, Susan P.; O’Brien, Marion

    2011-01-01

    A developmental cascade model of early emotional and social competence predicting later peer acceptance was examined in a community sample of 440 children across the ages of 2 to 7. Children’s externalizing behavior, emotion regulation, social skills within the classroom and peer acceptance were examined utilizing a multitrait-multimethod approach. A series of longitudinal cross-lag models that controlled for shared rater variance were fit using structural equation modeling. Results indicated there was considerable stability in children’s externalizing behavior problems and classroom social skills over time. Contrary to expectations, there were no reciprocal influences between externalizing behavior problems and emotion regulation, though higher levels of emotion regulation were associated with decreases in subsequent levels of externalizing behaviors. Finally, children’s early social skills also predicted later peer acceptance. Results underscore the complex associations among emotional and social functioning across early childhood. PMID:20883578

  7. Social competence intervention for youth with Asperger Syndrome and high-functioning autism: an initial investigation.

    PubMed

    Stichter, Janine P; Herzog, Melissa J; Visovsky, Karen; Schmidt, Carla; Randolph, Jena; Schultz, Tia; Gage, Nicholas

    2010-09-01

    Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup's social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11-14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted. PMID:20162344

  8. Social Capital and Educational Aspiration of Students: Does Family Social Capital Affect More Compared to School Social Capital?

    ERIC Educational Resources Information Center

    Shahidul, S. M.; Karim, A. H. M. Zehadul; Mustari, S.

    2015-01-01

    Resources from multiple social contexts influence students' educational aspiration. In the field of social capital a neglected issue is how students obtain social capital from varying contexts and which contexts benefit them more to shape their future educational plan which consequently affects their level of aspiration. In this study, we aim to…

  9. Social functioning and age across affective and non-affective psychoses

    PubMed Central

    Martin, Elizabeth A.; Öngür, Dost; Cohen, Bruce M.; Lewandowski, Kathryn E.

    2014-01-01

    Both non-affective and affective psychoses are associated with deficits in social functioning across the course of the illness. However, it is not clear how social functioning varies among diagnostic groups as a function of age. The current study examined the relationship between social functioning and age in schizophrenia (SZ), schizoaffective disorder (SZA), and psychotic bipolar disorder (PBD). We found that individuals with PBD had the highest functioning while individuals with SZ had the poorest. The functioning of individuals with SZA fell in between the other groups. We also found that older ages were associated with poorer functioning. Although there was not a significant diagnostic group by age interaction, visual inspection of our data suggests a subtly steeper trajectory of decline in PBD. These results indicate that a decline in social functioning with may be an important area of unmet need in treatment across psychotic disorders. PMID:25503785

  10. Professional competencies and training needs of professional social workers in integrated behavioral health in primary care.

    PubMed

    Horevitz, Elizabeth; Manoleas, Peter

    2013-01-01

    The Affordable Care Act has led to a widespread movement to integrate behavioral health services into primary care settings. Integrated behavioral health (IBH) holds promise for treating mild to moderate psychiatric disorders in a manner that more fully addresses the biopsychosocial spectrum of needs of individuals and families in primary care, and for reducing disparities in accessing behavioral health care. For behavioral health practitioners, IBH requires a shift to a brief, outcome-driven, and team-based model of care. Despite the fact that social workers comprise the majority of behavioral health providers in IBH settings, little research has been done to assess the extent to which social workers are prepared for effective practice in fast-paced primary care. We conducted a survey of social workers (N = 84) in IBH settings to assess the following: (1) Key competency areas for social work practice in IBH settings and (2) Self-rated preparedness for effective practice in IBH settings. Online snowball sampling methods were used over a period of 1 month. Results indicate that social workers feel prepared for general practice in IBH settings, but would benefit from additional training in IBH-specific competency areas identified in the survey. Findings can help guide social work training to improve workforce preparedness for practice in IBH settings in the wake of health care reform. PMID:24028739

  11. Affect-Congruent Social-Cognitive Evaluations and Behaviors

    ERIC Educational Resources Information Center

    Peets, Katlin; Hodges, Ernest V. E.; Salmivalli, Christina

    2008-01-01

    This study examined whether the affect children feel toward peers would influence children's social-cognitive evaluations and behaviors. The sample consisted of 209 fifth-grade children (11- to 12-year-olds; 119 boys and 90 girls). For each child, 3 target peers (liked, disliked, and neutral) were identified via a sociometric nomination procedure.…

  12. Multimodal Indices to Japanese and French Prosodically Expressed Social Affects

    ERIC Educational Resources Information Center

    Rilliard, Albert; Shochi, Takaaki; Martin, Jean-Claude; Erickson, Donna; Auberge, Veronique

    2009-01-01

    Whereas several studies have explored the expression of emotions, little is known on how the visual and audio channels are combined during production of what we call the more controlled social affects, for example, "attitudinal" expressions. This article presents a perception study of the audovisual expression of 12 Japanese and 6 French attitudes…

  13. Aspects of Ethics As They Affect Social Science Curriculums.

    ERIC Educational Resources Information Center

    Gildea, Ray Y.

    This paper discusses the current interest in values and moral education and briefly comments on how they affect college level social science curricula. Many contemporary educators and scholars hope that a renewed emphasis on moral education will achieve the following goals: (1) introduce normative inquiry into higher learning, in order to…

  14. Contingency, Imitation, and Affect Sharing: Foundations of Infants' Social Awareness

    ERIC Educational Resources Information Center

    Markova, Gabriela; Legerstee, Maria

    2006-01-01

    Predictions about the role of contingency, imitation, and affect sharing in the development of social awareness were tested in infants during natural, imitative, and yoked conditions with their mothers at 5 and 13 weeks of age. Results showed that at both ages, infants of highly attuned mothers gazed, smiled, and vocalized positively more during…

  15. Social, Emotional, and Affective Skills for College and Career Success

    ERIC Educational Resources Information Center

    Savitz-Romer, Mandy; Rowan-Kenyon, Heather T.; Fancsali, Cheri

    2015-01-01

    Students enrolled in the My Wildcat Track program at the University of Arizona are receiving a novel type of support to help them get and stay off academic probation: social and affective skill building. These students, who are referred to the program by their advisors, have one-on-one meetings with professional learning specialists and attend…

  16. Gender Differences in the Social Cost of Affective Deviance.

    PubMed

    Brown, Christina M; Olkhov, Yevgeniy M; Bailey, Veronika S; Daniels, Emily R

    2015-01-01

    The current study tested whether men and women receive different degrees of social punishment for violating norms of emotional expression. Participants watched videos of male and female targets (whose reactions were pre-tested to be equivalent in expressivity and valence) viewing either a positive or negative slideshow, with their emotional reaction to the slideshow manipulated to be affectively congruent, affectively incongruent, or flat. Participants then rated the target on a number of social evaluation measures. Displaying an incongruent emotional expression, relative to a congruent one, harmed judgments of women more than men. Women are expected to be more emotionally expressive than men, making an incongruent expression more deviant for women. These results highlight the importance of social norms in construing another person's emotion displays, which can subsequently determine acceptance or rejection of that person. PMID:25695659

  17. Socially triggered negative affect impairs performance in simple cognitive tasks.

    PubMed

    Böttcher, Svenja; Dreisbach, Gesine

    2014-03-01

    The aim of this research was to investigate the influence of a social-evaluative context on simple cognitive tasks. While another person present in the room evaluated photographs of beautiful women or landscapes by beauty/attractiveness, female participants had to perform a combination of digit-categorization and spatial-compatibility task. There, before every trial, one of the women or landscape pictures was presented. Results showed selective performance impairments: the numerical distance effects increased on trials that followed women pictures but only, if another person concurrently evaluated these women pictures. In a second experiment, using the affective priming paradigm, the authors show that female pictures have a more negative connotation when they are concurrently evaluated by another person (social-evaluative context) than when they are not evaluated (neutral context). Together, these results suggest that the social-evaluative context triggers mild negative affective reactions to women pictures which then impair performance in an unrelated task. PMID:23423348

  18. The social competence and behavioral problem substrate of new- and recent-onset childhood epilepsy

    PubMed Central

    Almane, Dace; Jones, Jana E.; Jackson, Daren C.; Seidenberg, Michael; Hermann, Bruce P.

    2014-01-01

    This study examined patterns of syndrome-specific problems in behavior and competence in children with new-or recent-onset epilepsy compared with healthy controls. Research participants consisted of 205 children aged 8–18, including youth with recent-onset epilepsy (n = 125, 64 localization-related epilepsy [LRE] and 61 idiopathic generalized epilepsy [IGE]) and healthy first-degree cousin controls (n = 80). Parents completed the Child Behavior Checklist for children aged 6–18 (CBCL/6–18) from the Achenbach System of Empirically Based Assessment (ASEBA). Dependent variables included Total Competence, Total Problems, Total Internalizing, Total Externalizing, and Other Problems scales. Comparisons of children with LRE and IGE with healthy controls were examined followed by comparisons of healthy controls with those having specific epilepsy syndromes of LRE (BECTS, Frontal/Temporal Lobe, and Focal NOS) and IGE (Absence, Juvenile Myoclonic, and IGE NOS). Children with LRE and/or IGE differed significantly (p < 0.05) from healthy controls, but did not differ from each other, across measures of behavior (Total Problems, Total Internalizing, Total Externalizing, and Other Problems including Thought and Attention Problems) or competence (Total Competence including School and Social). Similarly, children with specific syndromes of LRE and IGE differed significantly (p < 0.05) from controls across measures of behavior (Total Problems, Total Internalizing, and Other Problems including Attention Problems) and competence (Total Competence including School). Only on the Thought Problems scale were there syndrome differences. In conclusion, children with recent-onset epilepsy present with significant behavioral problems and lower competence compared with controls, with little syndrome specificity whether defined broadly (LRE and IGE) or narrowly (specific syndromes of LRE and IGE). PMID:24374977

  19. Effects of stress, health competence, and social support on depressive symptoms after cardiac hospitalization.

    PubMed

    León-Pérez, Gabriela; Wallston, Kenneth A; Goggins, Kathryn M; Poppendeck, Heidi M; Kripalani, Sunil

    2016-06-01

    Little is known about the role of stress on the psychological well-being of patients after cardiac hospitalization or about factors that protect against or exacerbate the effects of stress. We use prospective data from 1542 patients to investigate the relationship between post-discharge stress and changes in depressive symptoms, and whether the level of prior depressive symptoms, health competence, and perceived social support moderate this relationship. Net of depressive symptoms in the 2 weeks prior to hospitalization, higher levels of post-discharge stress significantly increase depressive symptoms 30 days after discharge. The level of prior depressive symptoms moderates the effect of stress. On the other hand, perceived health competence and social support buffer the negative effects of post-discharge stress. Knowing which patients are particularly vulnerable to experiencing stress and a subsequent increase in depressive symptoms can help trigger interventions prior to discharge and possibly ameliorate the prevalence of depression. PMID:26660867

  20. Social Competence as a Positive Youth Development Construct: A Conceptual Review

    PubMed Central

    Ma, Hing Keung

    2012-01-01

    Social competence is defined in terms of interpersonal relationships, self and group identities, and development of citizenship. While the focus of the author's previous research is on relationship and identity, the main focus of this paper is on the development of citizenship. A 4-stage developmental model of citizenship is proposed. A brief discussion of the educational implication of each of the stages is presented. The issues concerning the assessment of social competence are clearly delineated, and the discussion serves as a basis for future studies. Finally, five current issues concerning the launch of the “Moral and National Education (MNE) Subject” in Hong Kong primary and secondary schools are discussed. PMID:22645418

  1. Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-Analytic Review

    PubMed Central

    Trentacosta, Christopher J.; Fine, Sarah E.

    2010-01-01

    The present meta-analytic review examined the magnitude of the relation between discrete emotion knowledge and three of its most commonly studied correlates in childhood and adolescence: social competence, internalizing problems, and externalizing problems. Emotion knowledge demonstrated small to medium-sized relations with each correlate. Moderators of effect size were also examined and included multiple sample and methodological characteristics. Using random effects models, significant moderators of effect size for relations between emotion knowledge and externalizing problems included sample recruitment, sample age, and the source of externalizing problems ratings. Moderators of effect size were not found for emotion knowledge and social competence, and the effect sizes across samples for emotion knowledge and internalizing problems were homogeneous. Results highlight the relatively consistent yet modest relations between emotion knowledge and its correlates. Implications for applied research and new directions for research on emotion knowledge using innovative methods are discussed. PMID:21072259

  2. Early social enrichment affects responsiveness to different social cues in female mice.

    PubMed

    Gracceva, Giulia; Venerosi, Aldina; Santucci, Daniela; Calamandrei, Gemma; Ricceri, Laura

    2009-01-23

    Communal nesting (CN), an early social enrichment procedure in which multiple females rear the offspring in a single nest, increases maternal care levels received by offspring and interaction with peers. It has been shown that male mice reared under CN conditions show increased social competence and propensity to social interactions at adulthood. In the present study we investigated long-term behavioural effects of CN on female offspring. Mouse pups were reared under two different experimental conditions: standard nesting (SN, where single mother rears her pups) and CN (three females rearing their pups in a single nest). At adulthood CN and SN virgin females underwent three different behavioural tests: (i) maternal induction following presentation of foster pups; (ii) social recognition test in which ultrasound vocalizations (USVs) and social investigation behaviour emitted by a resident female in the presence of a female partner were recorded; (iii) zero-maze to analyze anxiety profiles. CN females showed (i) decreased licking response in the maternal induction test accompanied by an increased sniffing response; (ii) decreased of social interest towards a novel partner (during the Retest Different phase), and decreased USV emission rate in the social recognition test; CN and SN females did not differ in the emotional responses measured in the zero-maze apparatus. As a whole these data suggest that CN rearing render female mice less reactive to social novelty. PMID:18940203

  3. Social Competence, Theory of Mind, and Executive Function in Institution-Reared Turkish Children

    ERIC Educational Resources Information Center

    Etel, Evren; Yagmurlu, Bilge

    2015-01-01

    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…

  4. Rearing-group size determines social competence and brain structure in a cooperatively breeding cichlid.

    PubMed

    Fischer, Stefan; Bessert-Nettelbeck, Mathilde; Kotrschal, Alexander; Taborsky, Barbara

    2015-07-01

    Social animals can greatly benefit from well-developed social skills. Because the frequency and diversity of social interactions often increase with the size of social groups, the benefits of advanced social skills can be expected to increase with group size. Variation in social skills often arises during ontogeny, depending on early social experience. Whether variation of social-group sizes affects development of social skills and related changes in brain structures remains unexplored. We investigated whether, in a cooperatively breeding cichlid, early group size (1) shapes social behavior and social skills and (2) induces lasting plastic changes in gross brain structures and (3) whether the development of social skills is confined to a sensitive ontogenetic period. Rearing-group size and the time juveniles spent in these groups interactively influenced the development of social skills and the relative sizes of four main brain regions. We did not detect a sensitive developmental period for the shaping of social behavior within the 2-month experience phase. Instead, our results suggest continuous plastic behavioral changes over time. We discuss how developmental effects on social behavior and brain architecture may adaptively tune phenotypes to their current or future environments. PMID:26098344

  5. Tracking the dynamics of the social brain: ERP approaches for social cognitive and affective neuroscience

    PubMed Central

    Amodio, David M.; Ito, Tiffany A.

    2014-01-01

    Event-related potential (ERP) approaches to social cognitive and affective neuroscience (SCAN) are not as widely used as other neuroimaging techniques, yet they offer several unique advantages. In particular, the high temporal resolution of ERP measures of neural activity make them ideally suited for studying the dynamic interplay of rapidly unfolding cognitive and affective processes. In this article, we highlight the utility of ERP methods for scientists investigating questions of SCAN. We begin with a brief description of the physiological basis of ERPs and discussion of methodological practices. We then discuss how ERPs may be used to address a range of questions concerning social perception, social cognition, attitudes, affect and self-regulation, with examples of research that has used the ERP approach to contribute important theoretical advances in these areas. Whether used alone or in combination with other techniques, the ERP is an indispensable part of the social and affective neuroscientist’s methodological toolkit. PMID:24319116

  6. The specificity and the development of social-emotional competence in a multi-ethnic-classroom

    PubMed Central

    Petrowski, Katja; Herold, Ulf; Joraschky, Peter; von Wyl, Agnes; Cierpka, Manfred

    2009-01-01

    Background Ethnic diversity in schools increases due to globalization. Thus, the children's social-emotional competence development must be considered in the context of a multi-ethnic classroom. Methods In this study, the social-emotional competence of 65 Asian-American and Latin-American children was observed at the beginning and the end of their kindergarten year. Results Initially, significant differences existed among these ethnic groups in respect to moral reasoning. Furthermore, the male children showed more dysregulated aggression but the female children implemented more moral reasoning than their male counterparts. These ethnic specificities did not disappear over the course of the year. In addition, a significant change in avoidance strategies as well as expressed emotions in the narrative took place over the course of one year. Conclusion Ethnic specificity in social-emotional competence does exist independent of gender at the beginning as well as at the end of the kindergarten year in a multi-ethnic kindergarten classroom. PMID:19476622

  7. Contextual risk and parenting as predictors of effortful control and social competence in preschool children

    PubMed Central

    Lengua, Liliana J.; Honorado, Elizabeth; Bush, Nicole R.

    2011-01-01

    Using a short-term longitudinal design (6 months), this study examined cumulative contextual risk as a predictor of effortful control (EC) and social competence in a community sample of children (N = 80, ages 33–40 months at time 1). Maternal parenting was examined as a mediator of contextual risk. EC was assessed using laboratory tasks, and parenting was assessed using observational ratings. Time 1 contextual risk was negatively related to time 2 EC after controlling for time 1 EC. Mothers’ limit setting and scaffolding predicted higher time 2 EC and accounted for the effect of contextual risk. Time 1 EC, contextual risk, and parenting predicted time 2 social competence, and contextual risk had an indirect effect on social competence through parenting. Results suggest that contextual risk predicts smaller relative increases in EC and that parenting accounts for this effect. Knowledge of the factors that divert or promote effortful control can provide targets for intervention to enhance effortful control abilities and better adjustment. PMID:21687825

  8. Contextual risk and parenting as predictors of effortful control and social competence in preschool children.

    PubMed

    Lengua, Liliana J; Honorado, Elizabeth; Bush, Nicole R

    2007-01-01

    Using a short-term longitudinal design (6 months), this study examined cumulative contextual risk as a predictor of effortful control (EC) and social competence in a community sample of children (N = 80, ages 33-40 months at time 1). Maternal parenting was examined as a mediator of contextual risk. EC was assessed using laboratory tasks, and parenting was assessed using observational ratings. Time 1 contextual risk was negatively related to time 2 EC after controlling for time 1 EC. Mothers' limit setting and scaffolding predicted higher time 2 EC and accounted for the effect of contextual risk. Time 1 EC, contextual risk, and parenting predicted time 2 social competence, and contextual risk had an indirect effect on social competence through parenting. Results suggest that contextual risk predicts smaller relative increases in EC and that parenting accounts for this effect. Knowledge of the factors that divert or promote effortful control can provide targets for intervention to enhance effortful control abilities and better adjustment. PMID:21687825

  9. Gender Difference among Social Studies Teachers' Competences in the Use of the Inquiry Method in South-South Nigeria

    ERIC Educational Resources Information Center

    Clifford, Ogheneakoke Edore

    2015-01-01

    The study assessed social studies teachers' competences in the use of the inquiry method in secondary schools. The target population for the study consisted of 1,110 social studies teachers from all the public secondary schools in Edo, Delta and Bayelsa states of Nigeria. The sample size was 600 social studies teachers drawn from 300 junior…

  10. Social Competence with an Unfamiliar Peer in Children and Adolescents with High Functioning Autism: Measurement and Individual Differences

    PubMed Central

    Usher, Lauren V.; Burrows, Catherine A.; Schwartz, Caley B.; Henderson, Heather A.

    2015-01-01

    Children and adolescents with high functioning autism (HFA) display heterogeneity in social competence, which may be particularly evident during interactions with unfamiliar peers. The goal of this study was to examine predictors of social competence variability during an unfamiliar peer interaction. Thirty-nine participants with HFA and 39 age-, gender- and IQ-matched comparison participants were observed during dyadic laboratory interactions and detailed behavioral coding revealed three social competence dimensions: social initiative, social reciprocity, and social self-monitoring. Participants with HFA displayed higher social initiative but lower reciprocity than comparison participants. For participants with HFA, theory of mind was positively associated with observed initiative. For COM participants, social anxiety was negatively associated with reciprocity. However, for HFA participants, there was a quadratic relation between parent-reported social anxiety and observed reciprocity, demonstrating that low and high levels of anxiety were associated with low reciprocity. Results demonstrated the utility of our behavioral coding scheme as a valid assessment of social competence for children and adolescents with and without HFA. The curvilinear association between social anxiety and reciprocity highlights the importance of examining nonlinear relations in individuals with HFA, and emphasizes that discrete profiles of social anxiety in individuals with HFA may necessitate different treatment options. PMID:26161136

  11. Gifted Population and Adjustment: A Literature Review of Giftedness on Conduct, Family Adjustment, Emotional Functioning, Social Functioning and Perceived Competence.

    ERIC Educational Resources Information Center

    Lum, Mark Stephen

    This review of research studies on the psychological adjustment of gifted persons focused on five dimensions: social/behavioral conduct, family adjustment, emotional functioning (personality characteristics, anxiety, depression), social functioning (interpersonal relationships, social skills), and perceived competence (self-concept, self-esteem,…

  12. Relationships between middle school students' science concept structure interrelatedness competence and selected cognitive and affective tendencies

    NASA Astrophysics Data System (ADS)

    Harty, Harold; Hamrick, Linda; Samuel, K. V.

    An investigation was conducted to determine the relationships between Concept Structure Interrelatedness Competence (ConSIC) and 10 predictor variables of which 6 comprised a cognitive cluster and 4 made up an affective set. Data were collected from 105 middle school students and treated by way of stepwise multiple regression, linear multiple regression, and product-moment correlation techniques. The findings revealed that previous experience with concept structure interrelatedness and verbal scholastic aptitude accounted for the greatest amount of variance in predicting ConSIC. Significant positive correlations were also found between ConSIC and science achievement-course grades, scholastic aptitude-verbal, scholastic aptitude-quantitative, previous experience with concept structure interrelatedness, and self-concept of science ability. Positive significant correlations also surfaced among all of the affective variables (attitudes toward science, interest in science, science curiosity, and self-concept of science ability). Implications have been discussed in terms of classroom science teaching, science content analysis, curriculum design, and content selection.

  13. Social Cognitive Skills, Social Adjustment and Perceived Competence in Maltreated Preschoolers.

    ERIC Educational Resources Information Center

    Stoddart, Rebecca M.

    This study investigated the social cognitive abilities, social adjustment, and self-esteem of maltreated preschoolers and those at risk for abuse. Subjects were 12 maltreated children, 22 children at risk for abuse, and 22 control children. Children completed the Social Problem Solving Test--Revised, a test of Attributed Intentions and Aggressive…

  14. Biased self-perceived social competence and engagement in subtypes of aggression: Examination of peer rejection, social dominance goals, and sex of the child as moderators.

    PubMed

    McQuade, Julia D; Breaux, Rosanna P; Gómez, Angelina F; Zakarian, Rebecca J; Weatherly, Julia

    2016-09-01

    This study expands on prior research suggesting that children who either over- or under-estimate their social competence relative to others' reports are more likely to be aggressive. Linear and curvilinear associations between biased social self-perceptions and forms (physical vs. relational) and functions (proactive vs. reactive) of aggression were tested along with three moderators (peer rejection, social dominance goals, and child sex). Children in the fifth through eight grade (N = 167) completed self-reports of perceived social competence and social dominance goals. Teachers completed ratings of children's social competence, peer rejection, and reactive and proactive physical and relational aggression. Bias in self-perceived social competence was quantified as the residual difference between child and teacher ratings of the child's social competence. There was a significant interaction between quadratic bias and peer rejection predicting reactive physical aggression; rejected children with a positive bias or a negative bias were highest in reactive physical aggression. The interaction between linear bias, social dominance goals, and the sex of the child was also significant when predicting proactive physical aggression. Among girls who highly valued social dominance, a positive bias predicted greater proactive physical aggression. Results are discussed in terms of implications for aggression theory and intervention. Aggr. Behav. 42:498-509, 2016. © 2016 Wiley Periodicals, Inc. PMID:26831648

  15. Effect of affect on social cost bias in social anxiety disorder.

    PubMed

    Bitran, Stella; Hofmann, Stefan G

    2010-05-01

    The cognitive model of social anxiety disorder (SAD) assumes that cognitive biases are important maintaining factors of the disorder. Research and theory have highlighted the impact of cognitive self-regulatory processes on affect, but have not sufficiently focused on the influence of affect on self-regulatory cognitions. The present study examined the influence of affect on cognitive self-regulatory mechanisms in SAD by focusing on one critical cognitive bias, estimated social cost. Individuals with SAD (N=48) and non-anxious controls (N=48) were randomly assigned to one of three experimental, affect induction conditions (negative, positive, or neutral) before giving a 10-minute impromptu, videotaped speech. As expected, the affect manipulation resulted in changes in estimated social cost. However, this effect was not specific to individuals with SAD. Participants in the positive affect condition in both groups had the highest social cost estimates post-speech challenge. These results suggest that social cost bias is dependent on the affective state in both individuals with SAD and controls. PMID:20146115

  16. Social competence and collaborative guided inquiry science activities: Experiences of students with learning disabilities

    NASA Astrophysics Data System (ADS)

    Taylor, Jennifer Anne

    This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students' written work. The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities? The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second, creating an inclusive community where students feel accepted and valued may enhance the academic and social success of students with LD. Third, careful selection of partners for students with LD is important for a positive learning experience. Students with LD should be partnered with academically successful, socially competent peers; also, this study suggested that students with LD experience more success working collaboratively in pairs rather than in small groups. Fourth, a variety of strategies are needed to promote active participation and positive social interactions for students with and without LD during collaborative, guided inquiry learning. Fifth, adopting a general approach to teaching

  17. Generic Competences in Higher Education: Studying Their Development in Undergraduate Social Science Studies by Means of a Specific Methodology

    ERIC Educational Resources Information Center

    Gallifa, Josep; Garriga, Jordi

    2010-01-01

    Research into the acquisition of generic competences was carried out with the undergraduate social science programmes offered by the Ramon Llull University, Barcelona (Spain). For these programmes an innovative methodology called "cross-course seminars" has been developed. Its focus is, amongst others, on developing generic competences. In the…

  18. Factor Structure of the Pictorial Scale of Perceived Competence and Social Acceptance With Two Pre-Elementary Samples

    ERIC Educational Resources Information Center

    Mantzicopoulos, Panayota; French, Brian F.; Maller, Susan J.

    2004-01-01

    Competing models of the factorial structure of the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) were tested for fit using multisample confirmatory factor analysis. The best fitting model was tested for invariance (a) across samples of middle-class (n251) and economically disadvantaged (Head Start, n=117) kindergarten…

  19. Sport Motor Competencies and the Experience of Social Recognition among Peers in Physical Education--A Video-Based Study

    ERIC Educational Resources Information Center

    Grimminger, Elke

    2013-01-01

    Background: Being recognized as a competent and accepted member in the peer group is one of the most important basic human needs for children and youth. However, it is the peer group itself that decides which competencies are estimated and which are not, and through this process, a social order as well as peer power constellations is created.…

  20. The enduring predictive significance of early maternal sensitivity: social and academic competence through age 32 years.

    PubMed

    Raby, K Lee; Roisman, Glenn I; Fraley, R Chris; Simpson, Jeffry A

    2015-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through midadolescence in a manner consistent with an enduring effects model of development and extended these findings using heterotypic indicators of social competence (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes. PMID:25521785

  1. "Le Contrat Social"--and a New Curricular Approach to Inclusive Education. Occupational Opportunities and Social Competence. Reprints and Miniprints, No. 859.

    ERIC Educational Resources Information Center

    Magne, Olof

    This Swedish paper discusses the design of an inclusive curriculum for students with disabilities based on Rousseau's concept of a social contract. The importance of a curricular philosophy in which social competence and ecological conditions are crucial provisions in shaping the curriculum is discussed. The social contract philosophy is used to…

  2. Mothers' Early Depressive Symptoms Predict Children's Low Social Competence in First Grade: Mediation by Children's Social Cognition

    ERIC Educational Resources Information Center

    Wang, Yiji; Dix, Theodore

    2015-01-01

    Background: This study examined whether social-cognitive processes in children mediate relations between mothers' depressive symptoms across the first 3 years and children's first-grade social competence. Three maladaptive cognitions were examined: self-perceived social inadequacy, hostile attribution, and aggressive response generation.…

  3. Social Cognition Dysfunction in Adolescents with 22q11.2 Deletion Syndrome (Velo-Cardio-Facial Syndrome): Relationship with Executive Functioning and Social Competence/Functioning

    ERIC Educational Resources Information Center

    Campbell, L. E.; McCabe, K. L.; Melville, J. L.; Strutt, P. A.; Schall, U.

    2015-01-01

    Background: Social difficulties are often noted among people with intellectual disabilities. Children and adults with 22q.11.2 deletion syndrome (22q11DS) often have poorer social competence as well as poorer performance on measures of executive and social-cognitive skills compared with typically developing young people. However, the relationship…

  4. PERSONAL COMPETENCIES, SOCIAL RESOURCES, AND PSYCHOSOCIAL ADJUSTMENT OF PRIMIPAROUS WOMEN OF ADVANCED MATERNAL AGE AND THEIR PARTNERS.

    PubMed

    Guedes, Maryse; Canavarro, Maria Cristina

    2015-01-01

    The present study aimed to (a) characterize the personal competencies, the social resources, and the psychosocial adjustment (psychological distress, quality of life, and parenting self-perceptions) during the early postpartum period of primiparous women of advanced age (≥35 years at the time of delivery) and their partners (older parents) compared with that of younger first-time mothers (20-34 years) and their partners (younger parents); and (b) explore the role of personal competencies and social resources in couples' psychosocial adjustment, depending on the age group. Older (n = 74) and younger parents (n = 71) completed self-report measures to assess personal competencies and social resources (third trimester of pregnancy), psychological distress, and quality of life (third trimester of pregnancy and 1-month' postpartum) and parenting self-perceptions (1-month' postpartum). Older parents were more similar than different from younger parents regarding personal competencies, social resources, and psychosocial adjustment during the first postnatal month. Regardless of the age group, higher personal competencies and social resources predicted lower anxiety and more positive parenting self-perceptions in women. Beyond higher personal competencies, older maternal age also predicted higher quality of life. In men, higher personal competencies were protective against anxiety, but only at older maternal age. PMID:26331727

  5. Neurofunctional correlates of expressed vocal affect in social phobia.

    PubMed

    Laukka, Petri; Ahs, Fredrik; Furmark, Tomas; Fredrikson, Mats

    2011-09-01

    We investigated the neural correlates of expressed vocal affect in patients with social phobia. A group of 36 patients performed an anxiogenic public-speaking task while regional cerebral blood flow (rCBF) was assessed using oxygen-15 positron emission tomography. The patients' speech was recorded and content masked using low-pass filtering (which obscures linguistic content but preserves nonverbal affective cues). The content-masked speech samples were then evaluated with regard to their level of vocally expressed nervousness. We hypothesized that activity in prefrontal and subcortical brain areas previously implicated in emotion regulation would be associated with the degree of expressed vocal affect. Regression analyses accordingly revealed significant negative correlations between expressed vocal affect and rCBF in inferior frontal gyrus, putamen, and hippocampus. Further, functional connectivity was revealed between inferior frontal gyrus and (a) anterior cingulate cortex and (b) amygdala and basal ganglia. We suggest that brain areas important for emotion regulation may also form part of a network associated with the modulation of affective prosody in social phobia. PMID:21509493

  6. Preparing Social Work Students for Rural Child Welfare Practice: Emerging Curriculum Competencies

    ERIC Educational Resources Information Center

    Riebschleger, Joanne; Norris, Debra; Pierce, Barbara; Pond, Debora L.; Cummings, Cristy

    2015-01-01

    Multiple issues that are unique to child welfare social work practice in rural areas markedly affect workforce recruitment and retention, yet little attention is given to the proficiencies needed to equip emerging social workers for this growing area of the field. Curriculum content is needed that provides students with the opportunity to master…

  7. Behavioural phenotype affects social interactions in an animal network

    PubMed Central

    Pike, Thomas W; Samanta, Madhumita; Lindström, Jan; Royle, Nick J

    2008-01-01

    Animal social networks can be extremely complex and are characterized by highly non-random interactions between group members. However, very little is known about the underlying factors affecting interaction preferences, and hence network structure. One possibility is that behavioural differences between individuals, such as how bold or shy they are, can affect the frequency and distribution of their interactions within a network. We tested this using individually marked three-spined sticklebacks (Gasterosteus aculeatus), and found that bold individuals had fewer overall interactions than shy fish, but tended to distribute their interactions more evenly across all group members. Shy fish, on the other hand, tended to associate preferentially with a small number of other group members, leading to a highly skewed distribution of interactions. This was mediated by the reduced tendency of shy fish to move to a new location within the tank when they were interacting with another individual; bold fish showed no such tendency and were equally likely to move irrespective of whether they were interacting or not. The results show that animal social network structure can be affected by the behavioural composition of group members and have important implications for understanding the spread of information and disease in social groups. PMID:18647713

  8. Interdependent Utilities: How Social Ranking Affects Choice Behavior

    PubMed Central

    Bault, Nadège; Coricelli, Giorgio; Rustichini, Aldo

    2008-01-01

    Organization in hierarchical dominance structures is prevalent in animal societies, so a strong preference for higher positions in social ranking is likely to be an important motivation of human social and economic behavior. This preference is also likely to influence the way in which we evaluate our outcome and the outcome of others, and finally the way we choose. In our experiment participants choose among lotteries with different levels of risk, and can observe the choice that others have made. Results show that the relative weight of gains and losses is the opposite in the private and social domain. For private outcomes, experience and anticipation of losses loom larger than gains, whereas in the social domain, gains loom larger than losses, as indexed by subjective emotional evaluations and physiological responses. We propose a theoretical model (interdependent utilities), predicting the implication of this effect for choice behavior. The relatively larger weight assigned to social gains strongly affects choices, inducing complementary behavior: faced with a weaker competitor, participants adopt a more risky and dominant behavior. PMID:18941538

  9. Language Learner Strategies and Linguistic Competence as Factors Affecting Achievement Test Scores in English for Specific Purposes

    ERIC Educational Resources Information Center

    Jurkovic, Violeta

    2010-01-01

    The article examines the effect of two factors on achievement test scores in English as a foreign language for specific purposes in higher education: preexisting linguistic competence and frequency of use of language learner strategies. The rationale for the analysis of language learner strategies as a factor affecting achievement test outcomes is…

  10. The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation between Competence and Affect Components

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Hasselhorn, Marcus

    2011-01-01

    Academic self-concept is consistently proven to be multidimensional rather than unidimensional as it is domain specific in nature. However, each specific self-concept domain may be further separated into competence and affect components. This study examines the twofold multidimensionality of academic self-concept (i.e., its domain specificity and…

  11. Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Child Care

    PubMed Central

    2007-01-01

    The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large-scale NICHD Study of Early Child Care. In a sample of 1364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in child care between 24 and 54 months and the number of hours spent in child-care peer groups of different sizes (alone; dyad; small; medium; large), predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer group acceptance. Children who had more positive experiences with peers in child care had better social and communicative skills with peers in third grade, were more sociable and cooperative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in child care were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small-sized peer groups in child care (4 or fewer children at 24 months of age, up to 7 or fewer at 54 months), they were more sociable and cooperative in third grade, but their teachers rated them as more aggressive suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium-sized groups received higher ratings for peer aggression by their third grade teachers. Children who spent more time with one other child in child care or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self report. There were no significant associations between the amount of time children spent in large child-care based peer groups and third grade peer social competence. PMID:18716666

  12. Mothers' social coaching, mother-child relationship style, and children's peer competence: is the medium the message?

    PubMed

    Mize, J; Pettit, G S

    1997-04-01

    Contributions of mothers' social coaching and responsive style to preschoolers' peer competence were evaluated in 2 studies. In Study 1, 43 mother-child dyads participated in 3 laboratory tasks; videotapes were coded for responsive interaction style in play, advice regarding videotaped peer dilemmas (coaching), and nonsocial teaching in a puzzle task. Coaching and style were largely independent and were correlated with measures of social competence. In Study 2 (n = 62), coaching and style uniquely predicted teacher ratings, but only style predicted peer acceptance. To investigate whether coaching mediated the effects of style and/or whether style moderated the effects of coaching, the samples were combined. No evidence was found for mediation, but coaching was a more powerful predictor of lower levels of boys' aggression when the mother-child relationship was less responsive. Discussion focuses on models of socialization that stress the interplay of general style and specific socialization practices in promoting social competence. PMID:9180004

  13. Assessing Self-Efficacy of Cultural Competence with Lesbian, Gay, and Bisexual Clients: A Comparison of Training Methods with Graduate Social Work Students

    ERIC Educational Resources Information Center

    Johnson, Steven D.

    2013-01-01

    Graduate social work students are mandated to be cultural competent to work with lesbian, gay, and bisexual (LGB) clients. This exploratory study examined how best to teach graduate social work students to be culturally competent in working with LGB clients by assessing their perceived competence of attitudes, knowledge and skills as well as their…

  14. The Significance of Attachment Security for Children’s Social Competence with Peers: A Meta-Analytic Study

    PubMed Central

    Groh, Ashley M.; Fearon, R. Pasco; Bakermans-Kranenburg, Marian J.; van IJzendoorn, Marinus H.; Steele, Ryan D.; Roisman, Glenn I.

    2014-01-01

    This meta-analytic review examines the association between attachment during the early life course and social competence with peers during childhood, and compares the strength of this association with those for externalizing and internalizing symptomatology. Based on eighty independent samples (N = 4,441), the association between security and peer competence was significant (d = 0.39, CI 0.32; 0.47) and not moderated by the age at which peer competence was assessed. Avoidance (d = 0.17, CI 0.05; 0.30), resistance (d = 0.29, CI 0.09; 0.48), and disorganization (d = 0.25, CI 0.10; 0.40) were significantly associated with lower peer competence. Attachment security was significantly more strongly associated with peer competence than internalizing (but not externalizing) symptomatology. Discussion focuses on the significance of early attachment for the development of peer competence versus externalizing and internalizing psychopathology. PMID:24547936

  15. Think fast! The relationship between goal prediction speed and social competence in infants

    PubMed Central

    Krogh-Jespersen, Sheila; Liberman, Zoe; Woodward, Amanda L.

    2015-01-01

    Skilled social interactions require knowledge about others’ intentions and the ability to implement this knowledge in real-time to generate appropriate responses to one’s partner. Young infants demonstrate an understanding of other people’s intentions (e.g. Woodward, Sommerville, Gerson, Henderson & Buresh, 2009), yet it is not until the second year that infants seem to master the real-time implementation of their knowledge during social interactions (e.g. Warneken & Tomasello, 2007). The current study investigates the possibility that developments in social competence during the second year are related to increases in the speed with which infants can employ their understanding of others’ intentions. Twenty- to 22-month-old infants (N = 23) viewed videos of goal-directed actions on a Tobii eye-tracker and then engaged in an interactive perspective-taking task. Infants who quickly and accurately anticipated another person’s future behavior in the eye-tracking task were more successful at taking their partner’s perspective in the social interaction. Success on the perspective-taking task was specifically related to the ability to correctly predict another person’s intentions. These findings highlight the importance of not only being a ‘smart’ social partner but also a ‘fast’ social thinker. PMID:25659980

  16. Relations among Teachers’ Emotion Socialization Beliefs and Practices, and Preschoolers’ Emotional Competence

    PubMed Central

    Morris, Carol A.S.; Denham, Susanne A.; Bassett, Hideko H.; Curby, Timothy W.

    2013-01-01

    Research Findings Utilizing a three-part model of emotion socialization that includes Modeling, Contingent Responding, and Teaching, this study examined the associations between 44 teachers’ self-reported and observed emotion socialization practices and 326 preschoolers’ emotion knowledge and observed emotional behavior. Multi-level analyses revealed that the majority of the variance in the children’s emotion knowledge scores and observed emotional behavior was predicted by factors within, rather than between, classrooms. Teachers’ use of all three emotion socialization techniques did contribute to the prediction of the children’s scores; however, the nature of these associations differed by children’s age and gender. Practice or Policy The development of children’s emotional competence is a complex, multi-faceted process in which many interaction partners play a role; early childhood teachers act as emotion socialization agents for the children in their care by modeling emotions, responding either supportively or punitively to children’s expressions of emotions, and engaging in direct instruction regarding emotional experience. This research may provide a basis for potential future interventions designed to assist teachers in developing their own emotion socialization skills so that they can be more effective emotion socialization agents for the children in their care. PMID:24159256

  17. Think fast! The relationship between goal prediction speed and social competence in infants.

    PubMed

    Krogh-Jespersen, Sheila; Liberman, Zoe; Woodward, Amanda L

    2015-09-01

    Skilled social interactions require knowledge about others' intentions and the ability to implement this knowledge in real-time to generate appropriate responses to one's partner. Young infants demonstrate an understanding of other people's intentions (e.g. Woodward, Sommerville, Gerson, Henderson & Buresh, 2009), yet it is not until the second year that infants seem to master the real-time implementation of their knowledge during social interactions (e.g. Warneken & Tomasello, 2007). The current study investigates the possibility that developments in social competence during the second year are related to increases in the speed with which infants can employ their understanding of others' intentions. Twenty- to 22-month-old infants (N = 23) viewed videos of goal-directed actions on a Tobii eye-tracker and then engaged in an interactive perspective-taking task. Infants who quickly and accurately anticipated another person's future behavior in the eye-tracking task were more successful at taking their partner's perspective in the social interaction. Success on the perspective-taking task was specifically related to the ability to correctly predict another person's intentions. These findings highlight the importance of not only being a 'smart' social partner but also a 'fast' social thinker. PMID:25659980

  18. Sensitivity of the Autonomic Nervous System to Visual and Auditory Affect Across Social and Non-Social Domains in Williams Syndrome

    PubMed Central

    Järvinen, Anna; Dering, Benjamin; Neumann, Dirk; Ng, Rowena; Crivelli, Davide; Grichanik, Mark; Korenberg, Julie R.; Bellugi, Ursula

    2012-01-01

    Although individuals with Williams syndrome (WS) typically demonstrate an increased appetitive social drive, their social profile is characterized by dissociations, including socially fearless behavior coupled with anxiousness, and distinct patterns of “peaks and valleys” of ability. The aim of this study was to compare the processing of social and non-social visually and aurally presented affective stimuli, at the levels of behavior and autonomic nervous system (ANS) responsivity, in individuals with WS contrasted with a typically developing (TD) group, with the view of elucidating the highly sociable and emotionally sensitive predisposition noted in WS. Behavioral findings supported previous studies of enhanced competence in processing social over non-social stimuli by individuals with WS; however, the patterns of ANS functioning underlying the behavioral performance revealed a surprising profile previously undocumented in WS. Specifically, increased heart rate (HR) reactivity, and a failure for electrodermal activity to habituate were found in individuals with WS contrasted with the TD group, predominantly in response to visual social affective stimuli. Within the auditory domain, greater arousal linked to variation in heart beat period was observed in relation to music stimuli in individuals with WS. Taken together, the findings suggest that the pattern of ANS response in WS is more complex than previously noted, with increased arousal to face and music stimuli potentially underpinning the heightened behavioral emotionality to such stimuli. The lack of habituation may underlie the increased affiliation and attraction to faces characterizing individuals with WS. Future research directions are suggested. PMID:23049519

  19. Designing and Testing an Inventory for Measuring Social Media Competency of Certified Health Education Specialists

    PubMed Central

    Bernhardt, Jay M; Stellefson, Michael; Weiler, Robert M; Anderson-Lewis, Charkarra; Miller, M David; MacInnes, Jann

    2015-01-01

    Background Social media can promote healthy behaviors by facilitating engagement and collaboration among health professionals and the public. Thus, social media is quickly becoming a vital tool for health promotion. While guidelines and trainings exist for public health professionals, there are currently no standardized measures to assess individual social media competency among Certified Health Education Specialists (CHES) and Master Certified Health Education Specialists (MCHES). Objective The aim of this study was to design, develop, and test the Social Media Competency Inventory (SMCI) for CHES and MCHES. Methods The SMCI was designed in three sequential phases: (1) Conceptualization and Domain Specifications, (2) Item Development, and (3) Inventory Testing and Finalization. Phase 1 consisted of a literature review, concept operationalization, and expert reviews. Phase 2 involved an expert panel (n=4) review, think-aloud sessions with a small representative sample of CHES/MCHES (n=10), a pilot test (n=36), and classical test theory analyses to develop the initial version of the SMCI. Phase 3 included a field test of the SMCI with a random sample of CHES and MCHES (n=353), factor and Rasch analyses, and development of SMCI administration and interpretation guidelines. Results Six constructs adapted from the unified theory of acceptance and use of technology and the integrated behavioral model were identified for assessing social media competency: (1) Social Media Self-Efficacy, (2) Social Media Experience, (3) Effort Expectancy, (4) Performance Expectancy, (5) Facilitating Conditions, and (6) Social Influence. The initial item pool included 148 items. After the pilot test, 16 items were removed or revised because of low item discrimination (r<.30), high interitem correlations (Ρ>.90), or based on feedback received from pilot participants. During the psychometric analysis of the field test data, 52 items were removed due to low discrimination, evidence of

  20. Do competence skills moderate the impact of social influences to drink and perceived social benefits of drinking on alcohol use among inner-city adolescents?

    PubMed

    Epstein, Jennifer A; Zhou, Xi Kathy; Bang, Heejung; Botvin, Gilbert J

    2007-03-01

    Only a few studies have found competence skills to be a protective factor against adolescent alcohol use; others did not find a direct effect on alcohol. A possible reason for this is that competence skills may moderate the effects of risk factors for alcohol use and that aspect has not been examined often or in a longitudinal design. This study tested whether several competence skills served either as direct protective factors against alcohol use or moderators of the impact of social risk factors on alcohol use. Participants (N = 1318) completed questionnaires that included measures of decision-making skills, refusal skill techniques, resisting media influences, friends' drinking and perceived social benefits of drinking, as well as current drinking amount and future drinking at baseline, one-year follow-up and two-year follow-up. Data analyses were conducted using multi-level mixed effects generalized linear models with random intercept. All the competence skills and the risk factors predicted current and future drinking. Several significant interactions were found between (1) perceived social benefits of drinking and decision-making skills, (2) perceived social benefits of drinking and refusal skill techniques and (3) friends' drinking and refusal skill techniques. Competence skills served as protective factors, as well as moderators. One possible reason that competence enhancement approaches to alcohol prevention are effective may be due to the inclusion of the competence skills component. PMID:17106653

  1. A model parent group for enhancing aggressive children's social competence in Taiwan.

    PubMed

    Li, Ming-Hui

    2009-07-01

    This paper presents a semi-structured psychoeducational model of group work for parents of aggressive children based on concepts of co-parenting and bidirectionality. The group was developed for enhancing five Taiwanese aggressive children's social competence by promoting positive interactions within family. Topics covered in the group included identifying parenting styles, forming parental alliances, fostering parent-child mutual initiations/mutual compliances, establishing parent-child co-regulation, and responding to aggressive children's negative emotions. Pre- and post-group comparisons suggested the effectiveness of the group model. PMID:19548787

  2. Virtuous Subjects: A Critical Analysis of the Affective Substance of Social Studies Education

    ERIC Educational Resources Information Center

    Helmsing, Mark

    2014-01-01

    This essay invites social studies educators to consider critical theoretical insights related to affect, emotions, and feelings from what has been termed "the affective turn" in social sciences and humanities scholarship. Developments in theorizing affect and recent research in social studies education are related to affective elements…

  3. Affect-congruent social-cognitive evaluations and behaviors.

    PubMed

    Peets, Kätlin; Hodges, Ernest V E; Salmivalli, Christina

    2008-01-01

    This study examined whether the affect children feel toward peers would influence children's social-cognitive evaluations and behaviors. The sample consisted of 209 fifth-grade children (11- to 12-year-olds; 119 boys and 90 girls). For each child, 3 target peers (liked, disliked, and neutral) were identified via a sociometric nomination procedure. The names of the targets were then inserted into hypothetical vignettes in which the target peer's behavior had a negative consequence for the child. After each vignette, questions about intent, outcome expectations, and self-efficacy beliefs were asked. In addition, self-reports regarding relationship-specific proactive and reactive aggression and regarding victimization were collected. The results demonstrate that children social-cognitively differentiate between the relationship types and that relationship-specific evaluations are associated with relationship-specific behaviors. PMID:18269516

  4. Social Competency Training Goes to School: Pupil Involvement in the Classroom through Problem-Solving with People.

    ERIC Educational Resources Information Center

    Hallarman, Prudence R.; And Others

    The need for a "systems" approach to school-based social competency training has been highlighted by a national commission and the U.S. Department of Education. The Pupil Involvement/Problem-Solving with People (PI/PSP) curriculum has adapted numerous, well-researched social compentency training models targeted for elementary classroom use.…

  5. Language Impairment and Early Social Competence in Preschoolers with Autism Spectrum Disorders: A Comparison of DSM-5 Profiles

    ERIC Educational Resources Information Center

    Bennett, T. A.; Szatmari, P.; Georgiades, K.; Hanna, S.; Janus, M.; Georgiades, S.; Duku, E.; Bryson, S.; Fombonne, E.; Smith, I. M.; Mirenda, P.; Volden, J.; Waddell, C.; Roberts, W.; Vaillancourt, T.; Zwaigenbaum, L.; Elsabbagh, M.; Thompson, A.

    2014-01-01

    Children with autism spectrum disorder (ASD) and structural language impairment (LI) may be at risk of more adverse social-developmental outcomes. We examined trajectories of early social competence (using the Vineland-II) in 330 children aged 2-4 years recently diagnosed with ASD, and compared 3 subgroups classified by: language impairment…

  6. Language and Social Competence in Typically Developing Children and Late Talkers between 18 and 35 Months of Age

    ERIC Educational Resources Information Center

    Longobardi, Emiddia; Spataro, Pietro; Frigerio, Alessandra; Rescorla, Leslie

    2016-01-01

    The present study examined the relation between language and social ability in a sample of 268 preschoolers aged 18-35 months. Expressive language was assessed with the Italian adaptation of the Language Development Survey (LDS), and Social Competence was assessed with the Questionnaire on Peer Interactions in the Kindergarten (QPI). Results…

  7. Self-Perceptions of Competence in Brazilian, Canadian, Chinese and Italian Children: Relations with Social and School Adjustment

    ERIC Educational Resources Information Center

    Chen, Xinyin; Zappulla, Carla; Coco, Alida Lo; Schneider, Barry; Kaspar, Violet; De Oliveira, Ana Maria; He, Yunfeng; Li, Dan; Li, Boshu; Bergeron, Natasha; Tse, Hennis Chi-Hang; DeSouza, Amanda

    2004-01-01

    The purpose of the present study was to examine relations between self-perceptions of competence and social, behavioural, and school adjustment in Brazilian, Canadian, Chinese, and Italian children. Self-perception data were collected through children's self-reports. Information about social behaviours, peer acceptance, and school achievement was…

  8. Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers

    ERIC Educational Resources Information Center

    Dennis, Lindsay R.; Stockall, Nancy

    2015-01-01

    Social competence and social communication development can be concurrently supported through intentional thought and planning on the part of the early childhood special educator. In this article, we present suggestions for how teachers can effectively plan for and implement interventions to support these two areas, all within the context of play.…

  9. Gender-Specific Effects of Social Influences and Competence on Lifetime Poly-Drug Use among Inner-City Adolescents

    ERIC Educational Resources Information Center

    Epstein, Jennifer A.; Botvin, Gilbert J.; Doyle, Margaret

    2009-01-01

    This study examined the relationship of social influences to use drugs and competence variables with lifetime poly-drug use for adolescents residing in inner-city regions. The same model was tested separately for boys and girls. Sixth- and seventh-graders (N = 2400) in inner-city schools self-reported substance use, social influences to use drugs…

  10. Modifying Defining Issues Test (DIT) as a Tool for Assessing Secondary Students' Social-Emotional Competencies

    ERIC Educational Resources Information Center

    Ee, Jessie

    2014-01-01

    This paper discusses the use of an alternative instrument to assess the social-emotional competence (SEC) of secondary school students in Singapore. The instrument was used in a larger study to explore an approach to infuse social-emotional learning in the curriculum for children in school. The design of this research instrument is based on the…

  11. A Good Beginning: Sending America's Children to School with the Social and Emotional Competence They Need To Succeed.

    ERIC Educational Resources Information Center

    Peth-Pierce, Robin

    Recognizing that what, how, and how much children learn in school depends in large part on the social and emotional competence they developed as preschoolers, this monograph examines the current state of research regarding the social and emotional risk and protective factors that predict early school problems or success. The first part of the…

  12. The Development of Social-Emotional Competence in Preschool-Aged Children: An Introduction to the Fun FRIENDS Program

    ERIC Educational Resources Information Center

    Pahl, Kristine M.; Barrett, Paula M.

    2007-01-01

    The development of social-emotional competence is of key importance during early childhood, particularly during the preschool years. We too often believe that early childhood education should focus on the promotion of academic skills to increase intelligence and, therefore, neglect the importance of social and emotional learning. Children who are…

  13. Promoting Social Competence in an Era of School Reform: A Commentary on Gifford-Smith and Brownell.

    ERIC Educational Resources Information Center

    Gettinger, Maribeth

    2003-01-01

    Presents a response to Gifford-Smith and Brownell's "Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks" (this issue). A focus on enhancing social competence within the context of classrooms designed to accommodate the needs of all students is presented as an integrated framework for applying research concerning…

  14. Links between Local Language Competence and Peer Relations among Swiss and Immigrant Children: The Mediating Role of Social Behavior

    ERIC Educational Resources Information Center

    von Grunigen, Renate; Kochenderfer-Ladd, Becky; Perren, Sonja; Alsaker, Francoise D.

    2012-01-01

    The primary aim of this investigation was to evaluate a model in which children's social behaviors, including prosocial behavior, setting limits, and social withdrawal, were hypothesized to mediate the links between local language competence (LLC) and peer acceptance and victimization. Longitudinal data were collected via teacher and peer reports…

  15. Social-Emotional Competence in Young Children with Developmental Delays: Our Reflection and Vision for the Future

    ERIC Educational Resources Information Center

    Brown, William H.; Conroy, Maureen A.

    2011-01-01

    The authors provide a brief historical reflection on social-emotional competence intervention research along with their vision for future directions of intervention investigations for young children with developmental delays and difficulties. Specifically, they summarize "what we 'know'" and "what we "need to know"" in the area of social-emotional…

  16. The effect of a music therapy social skills training program on improving social competence in children and adolescents with social skills deficits.

    PubMed

    Gooding, Lori F

    2011-01-01

    Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and self-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during, and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning. PMID:22506299

  17. Social class affects Mu-suppression during action observation.

    PubMed

    Varnum, Michael E W; Blais, Chris; Brewer, Gene A

    2016-08-01

    Socioeconomic status (SES) has been linked to differences in the degree to which people are attuned to others. Those who are lower in SES also tend to be more interpersonally attuned. However, to date, this work has not been demonstrated using neural measures. In the present electroencephalogram study, we found evidence that lower SES was linked to stronger Mu-suppression during action observation. This finding adds to the growing literature on factors that affect Mu-suppression and suggests that the mirror neuron system may be influenced by one's social class. PMID:26458132

  18. Testing the Causal Mediation Component of Dodge's Social Information Processing Model of Social Competence and Depression

    ERIC Educational Resources Information Center

    Possel, Patrick; Seemann, Simone; Ahrens, Stefanie; Hautzinger, Martin

    2006-01-01

    In Dodge's model of "social information processing" depression is the result of a linear sequence of five stages of information processing ("Annu Rev Psychol" 44: 559-584, 1993). These stages follow a person's reaction to situational stimuli, such that each stage of information processing mediates the relationship between earlier and later stages.…

  19. The Social Competence Curriculum Project: A Guide to Instructional Programming for Social and Communicative Interactions.

    ERIC Educational Resources Information Center

    Peck, Charles A.; And Others

    The curriculum guide consists of a set of assessment tools, curriculum decision guidelines, instructional recommendations, and sample activities focused on teaching basic social and communication skills to children with autism and severe developmental handicaps. Section One provides an introductory discussion of issues related to effective…

  20. Beyond Grade Retention and Social Promotion: Promoting the Social and Academic Competence of Students

    ERIC Educational Resources Information Center

    Jimerson, Shane R.; Pletcher, Sarah M. W.; Graydon, Kelly; Schnurr, Britton L.; Nickerson, Amanda B.; Kundert, Deborah K.

    2006-01-01

    During the past decade, amidst the current context emphasizing educational standards and accountability, the practice of grade retention has increased. The call for an end to social promotion has generated a variety of recommendations and legislation regarding promotion policies. This context has served as a catalyst for numerous debates regarding…

  1. Assessment of Social Competence in High-Risk Preschoolers: Evaluation of the Adaptive Social Behavior Inventory (ASBI) across Home and School Settings

    ERIC Educational Resources Information Center

    Greenfield, Daryl B.; Iruka, Iheoma U.; Munis, Pelin

    2004-01-01

    This study evaluates the Adaptive Social Behavior Inventory (ASBI) for assessing pre-school children's social competence across home and school settings. Data were collected on a multi-ethnic sample of 191 3- to 5-year-old children attending Head Start centers. Parents, teachers, and teacher aides rated children similarly on the three ASBI…

  2. Promoting social-emotional competence: An evaluation of the elementary version of Second Step®.

    PubMed

    Low, Sabina; Cook, Clayton R; Smolkowski, Keith; Buntain-Ricklefs, Jodie

    2015-12-01

    Research has consistently linked social-emotional skills to important educational and life outcomes. Many children begin their school careers, however, without the requisite social and emotional skills that facilitate learning, which has prompted schools nationwide to adopt specific curricula to teach students the social-emotional skills that enable them to maintain optimal engagement in the learning process. Second Step® is one of the most widely disseminated social-emotional learning (SEL) programs; however, its newly revised version has never been empirically evaluated. The purpose of this study was to conduct a randomized controlled trial investigating the impact of the 4th Edition Second Step® on social-behavioral outcomes over a 1-year period when combined with a brief training on proactive classroom management. Participants were kindergarten to 2nd grade students in 61 schools (321 teachers, 7300 students) across six school districts. Hierarchical models (time×condition) suggest that the program had few main effects from teacher-reported social and behavioral indices, with small effect sizes. The majority of significant findings were moderated effects, with 8 out of 11 outcome variables indicating the intervention-produced significant improvements in social-emotional competence and behavior for children who started the school year with skill deficits relative to their peers. All the significant findings were based on teacher-report data highlighting a need for replication using other informants and sources of data. Findings provide program validation and have implications for understanding the reach of SEL programs. PMID:26563599

  3. Social and school competencies in children with short stature: longitudinal patterns.

    PubMed

    Holmes, C S; Karlsson, J A; Thompson, R G

    1985-10-01

    Longitudinal evaluation of 47 children with short stature secondary to growth hormone deficiency (GHD), constitutional delay (CD), and Turner's syndrome (TS) was undertaken approximately 3 years after initial assessment. Parent ratings of social and school competence indicated a developmental trend of poorer adjustment during early adolescence (ages 12 and 14), which was preceded (age 9) and followed (age 17) by age-appropriate functioning. Evaluation of social competence scores suggested that large organized group activities were avoided, although children had close friends with whom they interacted regularly. Children with short stature obtained age-expected scores for their involvement in solitary activities (i.e., hobbies and household chores) and tended to participate in individual sports (i.e., fishing, swimming), consistent with a pattern of withdrawal from large groups. Younger children with CD evidenced academic functioning at least 1 SD higher than children from all other groups, and this age-related effect may explain performance inconsistencies reported previously with other groups of CD children. Of the children studied, girls with TS experienced the greatest academic difficulty. PMID:4066961

  4. The relation of dialogic, control, and racial socialization practices to early academic and social competence: effects of gender, ethnicity, and family socioeconomic status.

    PubMed

    Barbarin, Oscar; Jean-Baptiste, Esther

    2013-01-01

    This research tests the relations of parental practices to child competence and assertions that practices differ by gender of the child. Home-based interviews and structured observations of parent-child interactions were conducted with an ethnically and socioeconomically diverse sample of families (N = 501) whose 4-year-old children were served in public prekindergarten. Study data confirmed the importance of parental practices for children's academic and social competence but did not support claims that use of any of the practices was related to the child's gender. Significant differences were found for economic status on dialogic practices and for ethnicity on control and ethnic socialization. Poor parents employed dialogic practices less than nonpoor parents' and African American parents employed dialogic practices less often and control and ethnic socialization more often than European Americans. Dialogic practices were related to competence, but parental control and ethnic socialization were not. PMID:23889013

  5. Subjective Social Status Affects Smoking Abstinence During Acute Withdrawal Through Affective Mediators

    PubMed Central

    Reitzel, Lorraine R.; Mazas, Carlos A.; Cofta-Woerpel, Ludmila; Li, Yisheng; Cao, Yumei; Businelle, Michael S.; Cinciripini, Paul M.; Wetter, David W.

    2010-01-01

    Objectives Direct and mediated associations between subjective social status (SSS), a subjective measure of socioeconomic status, and smoking abstinence were examined during the period of acute withdrawal among a diverse sample of 421 smokers (33% Caucasian, 34% African-American, 33% Latino) undergoing a quit attempt. Methods Logistic regressions examined relations between SSS and abstinence, controlling for sociodemographic variables. Depression, stress, positive affect, and negative affect on the quit day were examined as potential affective mediators of the SSS-abstinence association, with and without adjusting for pre-quit mediator scores. Results SSS predicted abstinence through 2 weeks post-quit. Abstinence rates were approximately 2.5 times higher in the highest versus the lowest SSS quartile. Depression and positive affect mediated the SSS-abstinence relationships, but only depression maintained significance when adjusting for the baseline mediator score. Conclusions Among a diverse sample of quitting smokers, low SSS predicted relapse during acute withdrawal after controlling for numerous covariates, an effect partially accounted for by quit day affective symptomatology. Smokers endorsing lower SSS face significant hurdles in achieving cessation, highlighting the need for targeted interventions encompassing attention to quit day mood reactivity. PMID:20219054

  6. Positive parenting, family cohesion, and child social competence among immigrant Latino families.

    PubMed

    Leidy, Melinda S; Guerra, Nancy G; Toro, Rosa I

    2010-06-01

    The relation between positive parenting, family cohesion, and child social competence was examined among Latino families (predominantly from Mexico) who were recent immigrants to the United States. A mixed method study was conducted, including both pre- and post-test self-reported surveys (9-month interval) and qualitative data from focus groups. A total of 282 parents and 282 children (ages 9-12) participated in the survey study. Results at post-test follow-up indicated that family cohesion predicted improvements in child social problem-solving skills and social self-efficacy, and positive parenting predicted improvements in child social self-efficacy. A total of 12 mothers participated in the focus group study that was designed to explore barriers to positive parenting and family cohesion in this population. Results from focus groups revealed four major themes impacting parenting and family cohesion: (a) acculturation differences between parents and children and the resulting power imbalance; (b) difficulty getting involved in their child's education; (c) loss of extended family; and (d) discrimination against immigrants and legal status. The implications for family support programs for immigrant Latino families and their children are discussed. PMID:20545398

  7. Factors affecting the mating competence in the unicellular green alga Chlamydomonas eugametos (Volvocales).

    PubMed

    Zachleder, V; Hendrychová, J; Bisová, K; Kubín, S

    2002-01-01

    Routinely prepared gametes (by flooding 3 week-old agar cultures) showed about 80% mating competence if the opposite sexual partners were mixed together. The mating competence exhibited a strict dependence on the composition of the solution in which the cells were suspended before mixing; it decreased progressively with increasing concentration of nitrates. In contrast, no inhibiting effect was found if urea was used as the source of nitrogen. Other ions present in nutrient media did not show any effect. Mating activity varied according to the spectral composition of light, being higher with a blue light than with a red one. Blue light caused accumulation of vis-à-vis pairs, which were blocked to form zygotes. Freshly released daughter cells in vegetatively grown synchronous cultures had a dual nature--vegetative and sexual one. In these daughter cells, similar rules were found for governing of mating competence to those valid for standard gametes obtained from flooded agar cultures. High mating competence was found in daughter cells released the during dark period in distilled water, nitrate-free media, in the presence of Mg2+ or Ca2+ ions, or in media containing urea. The conditions during which daughter cells are released and the conditions under which they mate can be considered crucial for expression of gametic nature as a mating competence. PMID:11980273

  8. Improving adolescent social competence and behavior: a randomized trial of an 11-week equine facilitated learning prevention program.

    PubMed

    Pendry, Patricia; Carr, Alexa M; Smith, Annelise N; Roeter, Stephanie M

    2014-08-01

    There is growing evidence that promoting social competence in youth is an effective strategy to prevent mental, emotional, and behavioral disorders in adulthood. Research suggests that programs delivered in collaboration with schools are particularly effective when they target social and emotional skill building, utilize an interactive instructional style, provide opportunities for youth participation and self-direction, and include explicit attempts to enhance youth social competence. A relatively new but popular approach that incorporates these characteristics is human animal interaction, which can be implemented in educational settings. We report the results from a randomized clinical trial examining the effects of an 11-week equine facilitated learning (EFL) program on the social competence and behavior of 5th-8th grade children. Children (N = 131) were recruited through referral by school counselors and school-based recruitment and then screened for low social competence. Researchers randomly assigned children to an experimental (n = 53) or waitlisted control group (n = 60). Children in the experimental group participated in an 11-week EFL program consisting of once-weekly, 90-min sessions of individual and team-focused activities, whereas children in the control group served as a wait-listed control and participated 16 weeks later. Parents of children in both groups rated child social competence at pretest and posttest. Three independent raters observed and reported children's positive and negative behavior using a validated checklist during each weekly session. Results indicated that program participation had a moderate treatment effect (d = .55) on social competence (p = .02) that was independent of pretest levels, age, gender, and referral status. Results showed that higher levels of program attendance predicted children's trajectories of observed positive (β = .500; p = .003) and negative behavior (β = -.062; p < .001) over the 11-week program. PMID

  9. Do pharmacological and behavioral interventions differentially affect treatment outcome for children with social phobia?

    PubMed

    Scharfstein, Lindsay A; Beidel, Deborah C; Finnell, Laura Rendon; Distler, Aaron; Carter, Nathan T

    2011-09-01

    In a randomized trial for children with social phobia (SP), Social Effectiveness Therapy for Children (SET-C; a treatment consisting of exposure and social skills training) and fluoxetine were more effective than pill placebo in reducing social distress and behavioral avoidance, but only SET-C demonstrated significantly improved overall social skill and social competence. In the current study, the authors examined the specific social skills enhanced by SET-C using a recently developed coding schema. At posttreatment, children treated with SET-C displayed a more effective ability to manage the conversational topic (pragmatic social behaviors) and more appropriate motor movement, facial orientation, and posture (paralinguistic social behaviors) than children treated with fluoxetine or placebo. In contrast, children treated with fluoxetine displayed no more pragmatic or paralinguistic skill than children given a pill placebo. There were no group differences on ratings of voice volume and vocal inflection (speech and prosodic social behaviors). Furthermore, only children treated with SET-C improved from pre- to posttreatment on all three skill variables. Findings suggest that pharmacological interventions that only target reduction in anxious arousal may not have an impact on social skill deficits and may not be adequate to optimally treat SP. The relationship of social skill to social avoidance and the importance of social skills training to enhance social competence in the treatment of childhood SP are discussed. PMID:21586501

  10. N-3 polyunsaturated fatty acid DHA during IVM affected oocyte developmental competence in cattle.

    PubMed

    Oseikria, Mouhamad; Elis, Sébastien; Maillard, Virginie; Corbin, Emilie; Uzbekova, Svetlana

    2016-06-01

    competence in vitro without affecting lipid metabolism gene expression in surrounding CCs, contrarily to 100 μM DHA which diminished oocyte quality associated with perturbation of lipid and steroid metabolism in CC. PMID:26898414

  11. 'Ecstasy' as a social drug: MDMA preferentially affects responses to emotional stimuli with social content.

    PubMed

    Wardle, Margaret C; Kirkpatrick, Matthew G; de Wit, Harriet

    2014-08-01

    3,4-Methylenedioxymethamphetamine (MDMA, 'ecstasy') is used recreationally to improve mood and sociability, and has generated clinical interest as a possible adjunct to psychotherapy. One way that MDMA may produce positive 'prosocial' effects is by changing responses to emotional stimuli, especially stimuli with social content. Here, we examined for the first time how MDMA affects subjective responses to positive, negative and neutral emotional pictures with and without social content. We hypothesized that MDMA would dose-dependently increase reactivity to positive emotional stimuli and dampen reactivity to negative stimuli, and that these effects would be most pronounced for pictures with people in them. The data were obtained from two studies using similar designs with healthy occasional MDMA users (total N = 101). During each session, participants received MDMA (0, 0.75 and 1.5 mg/kg oral), and then rated their positive and negative responses to standardized positive, negative and neutral pictures with and without social content. MDMA increased positive ratings of positive social pictures, but reduced positive ratings of non-social positive pictures. We speculate this 'socially selective' effect contributes to the prosocial effects of MDMA by increasing the comparative value of social contact and closeness with others. This effect may also contribute to its attractiveness to recreational users. PMID:24682132

  12. The Social Psychology of Black-White Interracial Interactions: Implications for Culturally Competent Clinical Practice

    ERIC Educational Resources Information Center

    Jordan, Alexander H.; Lovett, Benjamin J.; Sweeton, Jennifer L.

    2012-01-01

    Social psychological research suggests that because of concerns about being perceived in stereotypical ways, people may experience negative affect and diminished attention and cognitive capacity during interracial interactions. The authors discuss this research in relation to therapy and assessment and also offer practical suggestions for ensuring…

  13. Complexities of emotional responses to social and non-social affective stimuli in schizophrenia

    PubMed Central

    Peterman, Joel S.; Bekele, Esubalew; Bian, Dayi; Sarkar, Nilanjan; Park, Sohee

    2015-01-01

    Background: Adaptive emotional responses are important in interpersonal relationships. We investigated self-reported emotional experience, physiological reactivity, and micro-facial expressivity in relation to the social nature of stimuli in individuals with schizophrenia (SZ). Method: Galvanic skin response (GSR) and facial electromyography (fEMG) were recorded in medicated outpatients with SZ and demographically matched healthy controls (CO) while they viewed social and non-social images from the International Affective Pictures System. Participants rated the valence and arousal, and selected a label for experienced emotions. Symptom severity in the SZ and psychometric schizotypy in CO were assessed. Results: The two groups did not differ in their labeling of the emotions evoked by the stimuli, but individuals with SZ were more positive in their valence ratings. Although self-reported arousal was similar in both groups, mean GSR was greater in SZ, suggesting differential awareness, or calibration of internal states. Both groups reported social images to be more arousing than non-social images but their physiological responses to non-social vs. social images were different. Self-reported arousal to neutral social images was correlated with positive symptoms in SZ. Negative symptoms in SZ and disorganized schizotypy in CO were associated with reduced mean fEMG. Greater corrugator mean fEMG activity for positive images in SZ indicates valence-incongruent facial expressions. Conclusion: The patterns of emotional responses differed between the two groups. While both groups were in broad agreement in self-reported arousal and emotion labels, their mean GSR, and fEMG correlates of emotion diverged in relation to the social nature of the stimuli and clinical measures. Importantly, these results suggest disrupted self awareness of internal states in SZ and underscore the complexities of emotion processing in health and disease. PMID:25859230

  14. Social Workers in Combat: Application of Advanced Practice Competencies in Military Social Work and Implications for Social Work Education

    ERIC Educational Resources Information Center

    Brand, Michael W.; Weiss, Eugenia L.

    2015-01-01

    This article illustrates the types of situations that U.S. uniformed social workers have experienced in combat deployments to Iraq and Afghanistan with the purpose of preparing current and future social workers to effectively serve military and veteran clients in either military or civilian settings. Vignettes demonstrate the application of the…

  15. Changing bodies changes minds: owning another body affects social cognition.

    PubMed

    Maister, Lara; Slater, Mel; Sanchez-Vives, Maria V; Tsakiris, Manos

    2015-01-01

    Research on stereotypes demonstrates how existing prejudice affects the way we process outgroups. Recent studies have considered whether it is possible to change our implicit social bias by experimentally changing the relationship between the self and outgroups. In a number of experimental studies, participants have been exposed to bodily illusions that induced ownership over a body different to their own with respect to gender, age, or race. Ownership of an outgroup body has been found to be associated with a significant reduction in implicit biases against that outgroup. We propose that these changes occur via a process of self association that first takes place in the physical, bodily domain as an increase in perceived physical similarity between self and outgroup member. This self association then extends to the conceptual domain, leading to a generalization of positive self-like associations to the outgroup. PMID:25524273

  16. The pain persists: how social exclusion affects individuals with schizophrenia.

    PubMed

    Perry, Yael; Henry, Julie D; Sethi, Nisha; Grisham, Jessica R

    2011-11-01

    OBJECTIVES. Evidence suggests that ostracism exerts an immediate and painful threat to an individual's primary needs for belonging, meaningful existence, control, and self-esteem. Individuals with schizophrenia are particularly likely to experience the effects of ostracism, being amongst the most stigmatized of all the mental illnesses. The aims of the present study were therefore to assess the immediate and delayed effects of ostracism in these individuals, and to explore associations between any observed effects and indices of negative affect and clinical symptoms. METHODS. Individuals diagnosed with schizophrenia or schizoaffective disorder, and non-clinical controls engaged in a virtual ball-toss game with two fictitious others. All participants played the game on two separate occasions, participating in both an inclusion and an ostracism condition. Measures of primary needs were obtained after each game. RESULTS. Findings suggest that the negative impact of social exclusion lasts longer in individuals with schizophrenia, compared with non-clinical controls. Further, clinical participants who reported lower primary needs after a delay were more likely to exhibit higher levels of depression, anxiety, and stress. CONCLUSIONS. Future studies should examine the use of regulatory strategies and personal responses to stigma as potential mediators in the maintenance of the negative effects of social exclusion. These lines of research may offer insight into interventions that may assist individuals to better cope with this experience. PMID:22003945

  17. Competing sovereignties: Oil extraction, corporate social responsibility, and indigenous subjectivity in Ecuador

    NASA Astrophysics Data System (ADS)

    Billo, Emily Ruth

    Corporate social responsibility (CSR) programs developed in recent years as the business response to social and environmental criticism of corporate operations, and are most debated in those societies where neoliberalism emerged most prominently, the United States and the United Kingdom. My dissertation expands these debates investigating the CSR programs of a Spanish-owned multinational oil company, Repsol-YPF operating in the Ecuadorian Amazon region. It explores CSR programs as institutions that can facilitate ongoing resource extraction, and particular technologies of rule that serve to discipline indigenous peoples at the point of extraction. I conducted an institutional ethnography to examine the social relationships produced through CSR programs, and contend that the relationships formed within CSR programs enable ongoing resource extraction. This dissertation argues that CSR programs produce entanglements between state, corporate and indigenous actors that lead to competing and conflicting spaces of governance in Ecuador. These entanglements reflect the Ecuadorian state's attempts to 'erase' indigenous difference in the name of securing wealth and membership in the nation-state. In turn, CSR programs can both contain indigenous mobilization and resistance in Ecuador, but also highlight indigenous difference and rights and access to resources, predicated on membership in the nation-state. To that end, the dissertation is attentive to the ambivalence and uncertainty of indigenous actors produced through engagement with corporate capital, and suggests that ambivalence can also be a productive space.

  18. Self-competence Among Early and Middle Adolescents Affected by Maternal HIV/AIDS

    PubMed Central

    Marelich, William D.; Murphy, Debra A.; Payne, Diana L.; Herbeck, Diane M.; Schuster, Mark A.

    2012-01-01

    Adolescent children of mothers with HIV face a host of stressors that place them at increased risk for poor outcomes. Using covariance structure analysis, this study examines adolescent risk outcomes and their relationships to maternal health, as well as the potentially protective factors of family environment and self-competence. The final model indicated that poor maternal health was negatively related to a protective family environment, which in turn was negatively related to adolescent risk outcomes. A protective family environment was also positively related to adolescent self-competence, which was negatively related to adolescent risk outcomes. Implications of the study are discussed, including how these findings can influence interventions aimed at reducing the risk for poor outcomes among adolescent youth with HIV-infected mothers. PMID:22485061

  19. Improvement in Social Competence Using a Randomized Trial of a Theatre Intervention for Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Corbett, Blythe A.; Key, Alexandra P.; Qualls, Lydia; Fecteau, Stephanie; Newsom, Cassandra; Coke, Catherine; Yoder, Paul

    2016-01-01

    The efficacy of a peer-mediated, theatre-based intervention on social competence in participants with autism spectrum disorder (ASD) was tested. Thirty 8-to-14 year-olds with ASD were randomly assigned to the treatment (n = 17) or a wait-list control (n = 13) group. Immediately after treatment, group effects were seen on social ability,…

  20. Facial Expression Recognition and Social Competence among African American Elementary School Children: An Examination of Ethnic Differences.

    ERIC Educational Resources Information Center

    Glanville, Denise N.; Nowicki, Steve

    2002-01-01

    Investigated the potential for cross-ethnic miscommunication of facial expressions, examining elementary students' ability to identify emotion in African American and white facial expressions and noting the relationship to social competence. Student data indicated that ability to read faces differing in ethnicity did not differ by children's…

  1. Co-Occurrence of Eating Disorders and Incest: The Role of Attachment, Family Environment, and Social Competencies.

    ERIC Educational Resources Information Center

    Mallinckrodt, Brent; And Others

    1995-01-01

    Examined childhood attachment, family environment, and adult social competencies to explain the association between sexual abuse and eating disorders (EDs). Females (n=154) filled out surveys that assessed parental bonds, sexual abuse history, self-efficacy, and other factors. Significant associations were found between family environment, incest,…

  2. Mother-Child Attachment and Social Anxiety: Associations with Friendship Skills and Peer Competence of Arab Children

    ERIC Educational Resources Information Center

    Scharf, Miri; Kerns, Kathryn A.; Rousseau, Sofie; Kivenson-Baron, Inbal

    2016-01-01

    The goal of the study was to examine the joint and distinct contribution of attachment security and social anxiety to Arab children's peer competence in middle childhood. We focused on Arab children as very little research has examined close relationships for this group. A sample of 404 third-, fourth- and fifth-grade Arabic students (203 boys and…

  3. A Comparison of the Social Competence of Children with Moderate Intellectual Disability in Inclusive versus Segregated School Settings

    ERIC Educational Resources Information Center

    Hardiman, Sharon; Guerin, Suzanne; Fitzsimons, Elaine

    2009-01-01

    This is the first study to compare the social competence of children with moderate intellectual disability in inclusive versus segregated school settings in the Republic of Ireland. A convenience sample was recruited through two large ID services. The sample comprised 45 children across two groups: Group 1 (n = 20; inclusive school) and Group 2 (n…

  4. The Social Context of Reference Work: Assessing the Effects of Gender and Communication Skill on Observers' Judgments of Competence.

    ERIC Educational Resources Information Center

    Harris, Roma M.; Michell, B. Gillian

    1986-01-01

    Public library users made judgments about the competence of reference librarians whom they observed in videotaped interviews. Two social factors were varied in the interviews: the gender of the librarian, patron, and observers; and the communication behavior exhibited by the reference librarian toward the patron. Nineteen references are cited.…

  5. Difficulties in Defining Social-Emotional Intelligence, Competences and Skills--A Theoretical Analysis and Structural Suggestion

    ERIC Educational Resources Information Center

    Moana, Monnier

    2015-01-01

    Demands related to the frequency of and time required for interactional tasks in everyday occupational routines are continuously growing. When it comes to qualifying a person's ability to interact with others, two prototypical concepts are often used: social competences and emotional intelligence. In connection to discussions about curriculum…

  6. Q-Sort Definitions of Social Competence and Self-Esteem: Discriminant Validity of Related Constructs in Theory and Data.

    ERIC Educational Resources Information Center

    Waters, Everett; And Others

    1985-01-01

    Two studies illustrating a methodology for describing similarities and distinctions between related constructs are reported. In Study 1, psychologists described behavioral and personality characteristics of preschool children through definitions of social competence and self-esteem using Q-set items. In Study 2, the relation between conceptual…

  7. Early Intervention Approaches to Enhance the Peer-Related Social Competence of Young Children With Developmental Delays

    PubMed Central

    Guralnick, Michael J.

    2010-01-01

    This article presents a framework for future research and program development designed to support children’s peer-related social competence. Intervention research is examined within a historical perspective culminating with a discussion of contemporary translational approaches capable of integrating models of normative development, developmental models of risk and disability, and intervention science. PMID:20526420

  8. "Aprender a Convivir." A Prevention Program for Improving Social Competence in Three-to Seven-Year-Olds

    ERIC Educational Resources Information Center

    Alba, Guadalupe; Justicia-Arraez, Ana; Pichardo, M. Carmen; Justicia-Justicia, Fernando

    2013-01-01

    Behavior problems are often observed in classrooms. The age at which problems appears is increasingly younger, and there are no interventions that ensure a reduction in such behavior problems among school age children. Research and previous evidence show the importance of social competence in this kind of prevention. Working with preschool and…

  9. The Effects of Conflict Resolution Education on Conflict Resolution Skills, Social Competence, and Aggression in Turkish Elementary School Students

    ERIC Educational Resources Information Center

    Akgun, Serap; Araz, Arzu

    2014-01-01

    The purpose of the study was to implement "we can resolve our conflicts" training program to elementary school students and to assess the effectiveness of this school-based conflict resolution training program, designed to enhance students' conflict resolution skills and social competence and consequently decrease aggression. Three…

  10. Professional Competence Development of the Social Work Specialists in the Period of Study in the System of Additional Education

    ERIC Educational Resources Information Center

    Davletkaliev, Denis Kuanyshevich; Zueva, Natalia Konstantinovna; Lebedeva, Natalya Vasilevna; Mkrtumova, Irina Vladimirovna; Timofeeva, Olga

    2015-01-01

    The goal of this work is the study of psychological-pedagogical approaches to the understanding of the idea of professional competence of social work specialists as well as the role of study in the system of additional educations in professional-personal development of the listeners. In the process of study of this problem we define main…

  11. Associations of Warmth and Control of Filipina Domestic Helpers and Mothers to Hong Kong Kindergarten Children's Social Competence

    ERIC Educational Resources Information Center

    Ip, Hoi Man; Cheung, Sum Kwing; McBride-Chang, Catherine; Chang, Lei

    2008-01-01

    Research Findings: Across 63 Hong Kong families, both Filipina domestic helpers and mothers separately rated their own caregiving style (warmth and control) and kindergarten children's social competence. Results indicated that Filipina helpers rated themselves as higher in warmth than mothers did. In addition, self-rated warmth of both caregivers,…

  12. Cumulative Risk, the Mother-Child Relationship, and Social-Emotional Competence in Latino Head Start Children

    ERIC Educational Resources Information Center

    Martí, Maria; Bonillo, Albert; Jané, Maria Claustre; Fisher, Elisa M.; Duch, Helena

    2016-01-01

    Research Findings: Supportive mother-child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother-child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother-child…

  13. The Relationships between Parenting Stress, Parenting Behaviour and Preschoolers' Social Competence and Behaviour Problems in the Classroom

    ERIC Educational Resources Information Center

    Anthony, Laura Gutermuth; Anthony, Bruno J.; Glanville, Denise N.; Naiman, Daniel Q.; Waanders, Christine; Shaffer, Stephanie

    2005-01-01

    Young children develop social and emotional competence through interactions with others in the two major contexts in which they spend time: home and preschool. This study examined whether parenting stress in the home context is related to the children's behaviour while in preschool. Previous research has suggested that parenting stress negatively…

  14. Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social-Emotional Competencies

    ERIC Educational Resources Information Center

    Sheridan, Susan M.; Knoche, Lisa L.; Edwards, Carolyn P.; Bovaird, James A.; Kupzyk, Kevin A.

    2010-01-01

    Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children's school readiness. This study…

  15. The Use of Cultural Historical Activity Theory (CHAT) within a Constructivist Learning Environment to Develop Core Competencies in Social Work

    ERIC Educational Resources Information Center

    Fire, Nancy; Casstevens, W. J.

    2013-01-01

    Achieving foundation-level practice behaviors to develop social work core competencies involves integrating learning across a curriculum. This article focuses on two phases of foundation-level course redevelopment aimed to support graduate students in accomplishing this outcome. The first phase involved restructuring the course to become a…

  16. Training Social Competence in Engineering Education: Necessary, Possible or Not Even Desirable? An Explorative Study from a Surveying Education Programme

    ERIC Educational Resources Information Center

    Emilsson, U. Melin; Lilje, B.

    2008-01-01

    The aim of this paper is to discuss whether "social competence" is necessary for engineers to contribute to sustainable development and if it is, how to teach communication, group-processes and leadership in technical environments like engineering education programmes. The article reflects on a pedagogical project carried out in the education of…

  17. Improving Prevention Programs: First Results on the Relation between Subjectively Perceived Levels of Usefulness and Social Competencies

    ERIC Educational Resources Information Center

    Grumm, Mandy; Hein, Sascha; Fingerle, Michael

    2013-01-01

    School-based aggression prevention programs have been implemented in many educational institutions, and fostering the development of social competencies is one of the central aspects of many approaches. The aim of the present study was to assess the level of subjectively perceived usefulness of the prevention program "Faustlos" in connection with…

  18. Social Competence and Behavior Evaluation in Children Ages 3 to 6 Years: The Short Form (SCBE-30).

    ERIC Educational Resources Information Center

    LaFreniere, Peter J.; Dumas, Jean E.

    1996-01-01

    The factor structure and scale characteristics of a shortened version of the Social Competence and Behavior Evaluation Scale (SCBE) are presented for a Quebec (Canada) sample of 910 preschoolers and three U.S. samples totaling 1,736. Also presented are age and gender differences in preschool emotional and behavioral problems. (SLD)

  19. Social Competence, Sense of Loneliness, and Speech Intelligibility of Young Children with Hearing Loss in Individual Inclusion and Group Inclusion

    ERIC Educational Resources Information Center

    Most, Tova; Ingber, Sara; Heled-Ariam, Einat

    2012-01-01

    The study focused on social competence (SC) and perceived sense of loneliness of preschool children with hearing loss (HL) in group inclusion (GI, a small group of children with HL is integrated in a standard classroom) and individual inclusion (II, each child with HL is individually integrated into a standard classroom). The relations between…

  20. Individual Participation in Organizational Information Commons: The Impact of Team Level Social Influence and Technology-Specific Competence

    ERIC Educational Resources Information Center

    Yuan, Yu; Fulk, Janet; Shumate, Michelle; Monge, Peter R.; Bryant, J. Alison; Matsaganis, Matthew

    2005-01-01

    This research extended earlier public goods research on individual incentives to use an organizational information commons that was based in Marwell and Oliver's (1993) collective action model. A revised theoretical model that incorporated team-level social influence and technology-specific competence was proposed. The model was tested using…

  1. Early Intervention Approaches to Enhance the Peer-Related Social Competence of Young Children with Developmental Delays: A Historical Perspective

    ERIC Educational Resources Information Center

    Guralnick, Michael J.

    2010-01-01

    This article presents a framework for future research and program development designed to support children's peer-related social competence. Intervention research is examined within a historical perspective culminating with a discussion of contemporary translational approaches capable of integrating models of normative development, developmental…

  2. Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education (CARE) Program

    ERIC Educational Resources Information Center

    Jennings, Patricia A.; Brown, Joshua L.; Frank, Jennifer; Tanler, Regin; Doyle, Sebrina; Rasheed, Damira; DeWeese, Anna; Greenberg, Mark

    2014-01-01

    The present study, which takes place in a high-poverty section of a large urban area of the northeastern United States, is based upon the prosocial classroom theoretical model that emphasizes the significance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student…

  3. The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence through Age 32 Years

    ERIC Educational Resources Information Center

    Raby, K. Lee; Roisman, Glenn I.; Fraley, R. Chris; Simpson, Jeffry A.

    2015-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity…

  4. The Bonds That Remind Us: Maternal Reminiscing for Bonding Purposes in Relation to Children's Perceived Competence and Social Acceptance

    ERIC Educational Resources Information Center

    Kulkofsky, Sarah; Behrens, Kazuko Y.; Battin, David B.

    2015-01-01

    The present study investigated the relation between characteristics of mother-child reminiscing and children's perceived competence and social acceptance. We focused specifically on conversations for bonding purposes (i.e., conversations that serve the function of maintaining or strengthening the relationship between the child and the mother) as…

  5. Australian Children with Special Health Care Needs: Social-Emotional and Learning Competencies in the Early Years

    ERIC Educational Resources Information Center

    Whiteford, Chrystal; Walker, Sue; Berthelsen, Donna

    2013-01-01

    This study examined the relationship between special health care needs and social-emotional and learning competence in the early years, reporting on two waves of data from the Kindergarten Cohort of "Growing up in Australia: The Longitudinal Study of Australian Children" (LSAC). Six hundred and fifty children were identified through the…

  6. Social, Emotional, and Academic Competence among Children Who Have Had Contact with Child Protective Services: Prevalence and Stability Estimates

    ERIC Educational Resources Information Center

    Jaffee, Sara R.; Gallop, Robert

    2007-01-01

    Objective: To estimate the prevalence and stability of social, emotional, and academic competence in a nationally representative sample of children involved with child protective services. Method: Children were assessed as part of the National Survey of Child and Adolescent Well-Being. Children (N = 2,065) ranged in age from 8 to 16 years and were…

  7. Professional Development that Works: Shifting Preschool Teachers' Beliefs and Use of Instructional Strategies to Promote Children's Peer Social Competence

    ERIC Educational Resources Information Center

    Han, Heejeong Sophia

    2012-01-01

    This study examined the effectiveness of a professional development (PD) experience on preschool teachers' instructional strategy development. Focusing on supporting young children's peer social competence as a common interest, preschool teachers were guided to design the specific contents of the PD workshops and were offered an on-site…

  8. Promoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development Resources

    ERIC Educational Resources Information Center

    Hamre, Bridget K.; Pianta, Robert C.; Mashburn, Andrew J.; Downer, Jason T.

    2012-01-01

    Research Findings: Children's (n = 980) social competence during prekindergarten was assessed as a function of their teachers' (n = 233) exposure to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum and 2 levels of support through MyTeachingPartner, a Web-based approach to professional development. Children in classrooms…

  9. Longitudinal Analyses of a Hierarchical Model of Peer Social Competence for Preschool Children: Structural Fidelity and External Correlates

    ERIC Educational Resources Information Center

    Shin, Nana; Vaughn, Brian E.; Kim, Mina; Krzysik, Lisa; Bost, Kelly K.; McBride, Brent; Santos, Antonio J.; Peceguina, Ines; Coppola, Gabrielle

    2011-01-01

    Achieving consensus on the definition and measurement of social competence (SC) for preschool children has proven difficult in the developmental sciences. We tested a hierarchical model in which SC is assumed to be a second-order latent variable by using longitudinal data (N = 345). We also tested the degree to which peer SC at Time 1 predicted…

  10. A Comparison of Waldorf and Non-Waldorf Student-Teachers' Social-Emotional Competencies: Can Arts Engagement Explain Differences?

    ERIC Educational Resources Information Center

    Martzog, Philipp; Kuttner, Simon; Pollak, Guido

    2016-01-01

    Teachers are confronted with complex and unexpected classroom situations that not only demand knowledge but also social-emotional competencies. Consequently, researchers have tried to identify conditions that support the development of relevant abilities in this domain. This study examined the frequently stated, but not yet empirically…

  11. Predicting Early Adolescents' Academic Achievement, Social Competence, and Physical Health from Parenting, Ego Resilience, and Engagement Coping

    ERIC Educational Resources Information Center

    Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; O'Brien, T. Caitlin

    2011-01-01

    This study examined ego resilience and engagement coping as mediators of the relationships between supportive and controlling parenting practices and early adolescents' academic achievement, social competence, and physical health. Participants were 240 predominantly Mexican American early adolescents, their parents, and their teachers. There were…

  12. Jordanian Social Studies Teachers' Attitudes and Their Perceptions of Competency Needed for Implemeting Technology in Their Classrooms

    ERIC Educational Resources Information Center

    Al-Bataineh, Mohammad T.

    2013-01-01

    This study used a cross-sectional survey design to examine the attitudes of Jordanian seventh to twelfth-grade social studies teachers toward technology, and their perceptions of the competency needed for implementing technology in their classrooms. It also explored the relationship between teachers' attitudes and their percptions of competency…

  13. School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies

    ERIC Educational Resources Information Center

    Whalon, Kelly J.; Conroy, Maureen A.; Martinez, Jose R.; Werch, Brittany L.

    2015-01-01

    The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3-12 years old…

  14. Social Competence and Parental Support as Mediators of the Link between Stress and Metabolic Control in Adolescents with Insulin-Dependent Diabetes Mellitus.

    ERIC Educational Resources Information Center

    Hanson, Cindy L.; And Others

    1987-01-01

    Measured metabolic control, adherence, life stress, social competence, and parental support in adolescents (N=104) with insulin-dependent diabetes mellitus. Found that stress was directly associated with metabolic control, independent of the link between adherence and metabolic control. Social competence buffered negative association between…

  15. Factors affecting social integration of noninstitutionalized mentally retarded adults.

    PubMed

    Reiter, S; Levi, A M

    1980-07-01

    The social integration of noninstitutionalized moderately and mildly mentally retarded young adults was investigated. A group of moderately and mildly retarded adults (study group) was compared with a group of borderline retarded (control group) adults on employability, behavior at work, social integration and social skills, personality, and self-concept. Findings indicated that the study group was less well integrated at work and in society than was the control group and showed lack of social skills. The retarded adults who had nonretarded friends showed better social-educational skills than did the other subjects. Findings suggest that even retarded individuals who grow up in the community need help in order to become socially independent. The existence of a special social club for retarded adults was found to fulfill the functions of a sheltered framework. Participants in the club showed more positive self-concepts; however, the club did not seem to prepare them for social integration in the general community. PMID:7446566

  16. European American and African American Mothers’ Emotion Socialization Practices Relate Differently to their Children’s Academic and Social-Emotional Competence

    PubMed Central

    Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2012-01-01

    The current study examines whether the relation between mothers’ responses to their children’s negative emotions and teachers’ reports of children’s academic performance and social-emotional competence are similar or different for European American and African American families. Two hundred mothers (137 European American, 63 African American) reported on their responses to their 5-year-old children’s negative emotions and 150 kindergarten teachers reported on these children’s current academic standing and skillfulness with peers. Problem-focused responses to children’s negative emotions, which have traditionally been considered a supportive response, were positively associated with children’s school competence for European American children, but expressive encouragement, another response considered supportive, was negatively associated with children’s competence for African American children. The findings highlight the need to examine parental socialization practices from a culturally-specific lens. PMID:23914076

  17. Stimulus and listener factors affecting age-related changes in competing speech perception.

    PubMed

    Helfer, Karen S; Freyman, Richard L

    2014-08-01

    The purpose of this study was to examine associations among hearing thresholds, cognitive ability, and speech understanding in adverse listening conditions within and between groups of younger, middle-aged, and older adults. Participants repeated back sentences played in the presence of several types of maskers (syntactically similar and syntactically different competing speech from one or two other talkers, and steady-state speech-shaped noise). They also completed tests of auditory short-term/working memory, processing speed, and inhibitory ability. Results showed that group differences in accuracy of word identification and in error patterns differed depending upon the number of masking voices; specifically, older and middle-aged individuals had particular difficulty, relative to younger subjects, in the presence of a single competing message. However, the effect of syntactic similarity was consistent across subject groups. Hearing loss, short-term memory, processing speed, and inhibitory ability were each related to some aspects of performance by the middle-aged and older participants. Notably, substantial age-related changes in speech recognition were apparent within the group of middle-aged listeners. PMID:25096109

  18. European-American and African-American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social-Emotional Competence

    ERIC Educational Resources Information Center

    Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2013-01-01

    The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social-emotional competence are similar or different for European-American and African-American families. Two hundred mothers (137 European-American, 63…

  19. HIV-Affected Children and Adolescents: What School Social Workers Should Know.

    ERIC Educational Resources Information Center

    Gilbert, Dorie J.

    2001-01-01

    Provides an overview of issues facing HIV-affected children and adolescents and aims to help school social workers become better equipped to recognize the secondary effects of the AIDS epidemic among HIV-affected children. Concludes with recommendations for addressing the needs of HIV-affected children and adolescents through school social work.…

  20. Growth and social behavior in a cichlid fish are affected by social rearing environment and kinship

    NASA Astrophysics Data System (ADS)

    Hesse, Saskia; Thünken, Timo

    2014-04-01

    Living in groups is a widespread phenomenon in many animal taxa. The reduction of predation risk is thought to be an important cause for the formation of groups. Consequently, grouping behavior is particularly pronounced during vulnerable life stages, i.e., as juveniles. However, group living does not only provide benefits but also imposes costs on group members, e.g., increased competition for food. Thus, benefits of grouping behavior might not be evident when predation risk is absent. The adaptive significance of living and also developing in a group independent from predation risk has received relatively little attention although this might have important implications on the evolution and maintenance of group living. The first aim of the present study was to examine whether the social environment affects juvenile performance in the cichlid fish Pelvicachromis taeniatus and, secondly, whether kinship affects social behavior. Kin selection theory predicts benefits from grouping with kin. Here, we demonstrate that juveniles reared in a group grow on average faster compared to juveniles reared in isolation under standardized laboratory conditions without predation risk. Furthermore, we found significant differences in social behavior between juveniles reared in a group and reared in isolation. Fish reared in isolation were significantly more aggressive and less willing to shoal than group-reared fish. As expected, genetic relatedness influenced social behavior in group-reared fish as well: dyads of juveniles consisting of kin showed increased group cohesiveness compared to non-kin dyads. We discuss the potential benefits of group living in general and living with kin in particular.

  1. Affect Abilities Training--A Competency Based Method for Counseling Persons with Mental Retardation.

    ERIC Educational Resources Information Center

    Corcoran, James R.

    1982-01-01

    Affect Abilities Training (AAT) illustrates the kinds of concrete methods which can be used to further the affective development of persons with mental retardation. The objective of AAT is to develop those emotional behaviors upon which the individual (and society) place value while decreasing those responses which are counterproductive to…

  2. Cultural competency training for public health students: integrating self, social, and global awareness into a master of public health curriculum.

    PubMed

    Cushman, Linda F; Delva, Marlyn; Franks, Cheryl L; Jimenez-Bautista, Ana; Moon-Howard, Joyce; Glover, Jim; Begg, Melissa D

    2015-03-01

    Cultural competency training in public health, medicine, social work, nursing, dental medicine, and other health professions has been a topic of increasing interest and significance. Despite the now burgeoning literature that describes specific knowledge, attitudes, and skills that promote cultural "competence," fully defining this complex, multidimensional term and implementing activities to enhance it remain a challenge. We describe our experiences in introducing a mandatory, full-day workshop to incoming Master of Public Health students, called "Self, Social, and Global Awareness: Personal Capacity Building for Professional Education and Practice." The purpose of the program is to provide a meaningful, structured environment to explore issues of culture, power, privilege, and social justice, emphasizing the centrality of these issues in effective public health education and practice. PMID:25706008

  3. Social interactions affecting caste development through physiological actions in termites

    PubMed Central

    Watanabe, Dai; Gotoh, Hiroki; Miura, Toru; Maekawa, Kiyoto

    2014-01-01

    A colony of social insects is not only an aggregation of individuals but also a functional unit. To achieve adaptive social behavior in fluctuating environmental conditions, in addition to coordination of physiological status in each individual, the whole colony is coordinated by interactions among colony members. The study on the regulation of social-insect colonies is termed “social physiology.” Termites, a major group of social insects, exhibit many interesting phenomena related to social physiology, such as mechanisms of caste regulation in a colony. In their colonies, there are different types of individuals, i.e., castes, which show distinctive phenotypes specialized in specific colony tasks. Termite castes comprise reproductives, soldiers and workers, and the caste composition can be altered depending on circumstances. For the regulation of caste compositions, interactions among individuals, i.e., social interactions, are thought to be important. In this article, we review previous studies on the adaptive meanings and those on the proximate mechanisms of the caste regulation in termites, and try to understand those comprehensively in terms of social physiology. Firstly, we summarize classical studies on the social interactions. Secondly, previous studies on the pheromone substances that mediate the caste regulatory mechanisms are overviewed. Then, we discuss the roles of a physiological factor, juvenile hormone (JH) in the regulation of caste differentiation. Finally, we introduce the achievements of molecular studies on the animal sociality (i.e., sociogenomics) in terms of social physiology. By comparing the proximate mechanisms of social physiology in termites with those in hymenopterans, we try to get insights into the general principles of social physiology in social animals. PMID:24782780

  4. Psychopathology and Social Competence during the Transition to Adolescence: The Role of Family Adversity and Pubertal Development

    PubMed Central

    Obradović, Jelena; Hipwell, Alison

    2010-01-01

    This study examined developmental processes linking competence and psychopathology in an urban sample of girls during their transition to adolescence. Longitudinal associations among indices of externalizing symptoms, social competence, and internalizing symptoms were also tested within contexts of family adversity and girls' pubertal status. Child, parent, and teacher report were employed to assess core constructs across six annual assessment waves, starting at age 9. Results revealed the significant effect of prior levels of externalizing symptoms on changes in social competence and internalizing symptoms, as well as reciprocal relations between social competence and internalizing symptoms. In addition, girl's maladaptive functioning predicted increases in family adversity exposure over time. Lastly, more mature pubertal status in early assessment waves was linked to an increase in internalizing symptoms; however, this association was reversed by the last assessment, when most girls had reached advance stages of puberty. The timing of these effects reveals important targets for future interventions aimed at promoting the successful adaptation of girls in adolescence. PMID:20576183

  5. Development and validation of the Peer Interaction Macro-coding System scales (PIMS): A new tool for observational measurement of social competence in youth with spina bifida

    PubMed Central

    Holbein, Christina E.; Zebracki, Kathy; Holmbeck, Grayson N.

    2014-01-01

    Many children with chronic health conditions encounter enduring difficulties in their peer interactions and friendships. This study aimed to create and validate scales derived from an observational coding system (i.e., Peer Interaction Macro-coding System; PIMS) in a sample of children with spina bifida and their peers. 106 target child-peer dyads completed a battery of questionnaires and interviews and were videotaped performing four interaction tasks, which were then coded across multiple domains of social functioning. Five scales (i.e., Control, Prosocial Skills, Positive Affect, Conflict, and Dyadic Cohesion) were rationally derived based on a review of the literature and a panel of experts. Internal consistency and inter-rater reliability at the scale level were good-to-excellent for all five scales. Interscale correlations were in the low-to-moderate range for four of the scales, although the Dyadic Cohesion scale was highly correlated with two other scales and was subsequently dropped. Convergent and discriminant validity were established by examining the four remaining scales in association with comparable questionnaire and interview data. The four PIMS scales appear to be reliable and valid measures of social competence and may enhance future multimethod research efforts aimed at learning more about peer interactions and overall social competence. PMID:24932641

  6. Does Power Affect Perception in Social Networks? Two Arguments and an Experimental Test

    ERIC Educational Resources Information Center

    Simpson, Brent; Borch, Casey

    2005-01-01

    This research investigates competing arguments about the relationship between power and perception in social networks. One line of research predicts that occupants of structurally advantaged positions have more accurate perceptions of ties in their networks (i.e., who is tied to whom); another line asserts that lower-power actors have more…

  7. Factors Affecting Social Workers' Inclusion of Animals in Practice

    ERIC Educational Resources Information Center

    Risley-Curtiss, Christina; Rogge, Mary E.; Kawam, Elisa

    2013-01-01

    Experts suggest that social work practitioners can improve their client service with a more thorough understanding of the impact of other animals on individuals and families. Studies indicate that some social work practitioners are including animals in their practices through assessment and interventions. Little is known about what factors…

  8. Factors Affecting Women's Response Choices to Dating and Social Situations

    ERIC Educational Resources Information Center

    Yeater, Elizabeth A.; Viken, Richard J.

    2010-01-01

    This study evaluated the effects of a sexual victimization history, trait disinhibition, alcohol use history, number of lifetime sexual partners, and the contextual features of dating and social events (i.e., sexual activity and alcohol use) on women's response choices to a set of vignettes describing diverse social situations. A total of 170…

  9. How Social Accounts and Participation during Change Affect Organizational Learning

    ERIC Educational Resources Information Center

    Lines, Rune

    2005-01-01

    Purpose: The purpose of this paper is to examine how the way change implemented effects organizational learning. More specifically, we study the relationships between the use of social accounts, participation and organizational learning in the context of strategic change. The use of social accounts and participation are often promoted during…

  10. Self-control, negative affect, and young driver aggression: an assessment of competing theoretical claims.

    PubMed

    Ellwanger, Steven J; Pratt, Travis C

    2014-01-01

    A large body of research reveals support for Agnew's general strain theory (GST) and Gottfredson and Hirschi's self-control theory, yet the two perspectives make decidedly different predictions concerning the relationships between self-control, negative affect (e.g., anger), and criminal/deviant behavior. Where GST specifies indirect and conditioning effects of self-control and negative affect on criminal/deviant behavior, self-control theory states that the independent effect of indicators of anger would be spurious and should disappear on controlling for self-control. We test these propositions using survey data from a probability sample of young adults. The structural equation models indicate that, although anger is largely the consequence of self-control, self-control and negative affect exert significant direct effects on driving aggression. These results highlight the need to integrate GST and self-control theories to better explain this form of deviant behavior. PMID:23109495

  11. Elementary neurocognitive function, facial affect recognition and social-skills in schizophrenia.

    PubMed

    Meyer, Melissa B; Kurtz, Matthew M

    2009-05-01

    Social-skill deficits are pervasive in schizophrenia and negatively impact many key aspects of functioning. Prior studies have found that measures of elementary neurocognition and social cognition are related to social-skills. In the present study we selected a range of neurocognitive measures and examined their relationship with identification of happy and sad faces and performance-based social-skills. Fifty-three patients with schizophrenia or schizoaffective disorder participated. Results revealed that: 1) visual vigilance, problem-solving and affect recognition were related to social-skill; 2) links between problem-solving and social-skill, but not visual vigilance and social-skill, remained significant when estimates of verbal intelligence were controlled; 3) affect recognition deficits explained unique variance in social-skill after neurocognitive variables were controlled; and 4) affect recognition deficits partially mediated the relationship of visual vigilance and social-skill. These results support the conclusion that facial affect recognition deficits are a crucial domain of impairment in schizophrenia that both contribute unique variance to social-skill deficits and may also mediate the relationship between some aspects of neurocognition and social-skill. These findings may help guide the development and refinement of cognitive and social-cognitive remediation methods for social-skill impairment. PMID:19328653

  12. Bipolar Disorder Affects Behavior and Social Skills on the Internet

    PubMed Central

    Martini, Thaís; Czepielewski, Letícia Sanguinetti; Fijtman, Adam; Sodré, Leonardo; Wollenhaupt-Aguiar, Bianca; Pereira, Caroline Silveira; Vianna-Sulzbach, Mireia; Goi, Pedro D.; Rosa, Adriane Ribeiro; Kapczinski, Flavio; Kunz, Maurício; Kauer-Sant'Anna, Marcia

    2013-01-01

    Background Bipolar disorder (BD) is a significant cause of functional, cognitive, and social impairment. However, classic studies of functioning and social skills have not investigated how BD may impact behavior on the Internet. Given that the digital age has been changing the way people communicate, this study aims to investigate the pattern of Internet use in patients with BD. Methods This cross-sectional study assessed 30 patients with BD I or II and 30 matched controls. Patients were not in an acute mood episode, according to DSM-IV. A standard protocol examined sociodemographic variables and social behavior on the Internet, assessed by Facebook number of friends (FBN) and lifetime estimated number of offline contacts (social network number, SNN). Results SNN (p<0.001) and FBN (p = 0.036) of patients with BD were significantly lower than those of controls. Also, variables related with Internet use were significantly lower in patients, e.g., close contacts on Facebook (p = 0.021), Internet experience (p = 0.020), and knowledge of terms associated with social networking sites (p = 0.042). Also, patients showed lower rates of the expected pattern of Internet use (based on their age generation), including a poorer knowledge of SNS (p = 0.018) and a lower frequency of Internet use (p = 0.010). Discussion This study suggests that patients with BD show smaller social networks both in real-world settings and on the Internet. Also, patients tend to use the Internet and social networking sites less frequently and show a poorer knowledge of Internet and social media than healthy controls, below the expected for their generation. These significant differences between patients and controls suggest that the effects of BD on social relationships and functioning extend to electronic media. PMID:24244541

  13. Cross-modal influences of affect across social and non-social domains in individuals with Williams syndrome.

    PubMed

    Järvinen-Pasley, Anna; Vines, Bradley W; Hill, Kiley J; Yam, Anna; Grichanik, Mark; Mills, Debra; Reiss, Allan L; Korenberg, Julie R; Bellugi, Ursula

    2010-01-01

    The Williams syndrome (WS) cognitive profile is characterized by relative strengths in face processing, an attentional bias towards social stimuli, and an increased affinity and emotional reactivity to music. An audio-visual integration study examined the effects of auditory emotion on visual (social/non-social) affect identification in individuals with WS and typically developing (TD) and developmentally delayed (DD) controls. The social bias in WS was hypothesized to manifest as an increased ability to process social than non-social affect, and a reduced auditory influence in social contexts. The control groups were hypothesized to perform similarly across conditions. The results showed that while participants with WS exhibited indistinguishable performance to TD controls in identifying facial affect, DD controls performed significantly more poorly. The TD group outperformed the WS and DD groups in identifying non-social affect. The results suggest that emotionally evocative music facilitated the ability of participants with WS to process emotional facial expressions. These surprisingly strong facial-processing skills in individuals with WS may have been due to the effects of combining social and music stimuli and to a reduction in anxiety due to the music in particular. Several directions for future research are suggested. PMID:19822162

  14. Affective and Social Factors in a Project-Based Writing Course

    ERIC Educational Resources Information Center

    Kathpalia, Sujata Surinder; Heah, Carmel

    2011-01-01

    Much of the work in academic writing has focused on the cognitive rather than the affective and social aspects involved in project-based writing. Emphasis in past research has been on skills and processes of writing rather than on affective factors such as motivation, attitudes, feelings or social factors involving intrapersonal and interpersonal…

  15. The Role of Maternal Affect Mirroring on Social Expectancies in Three-Month-Old Infants.

    ERIC Educational Resources Information Center

    Legerstee, Maria; Varghese, Jean

    2001-01-01

    Assessed the role of maternal affect mirroring on development of prosocial behaviors and social expectancies in 2- to 3-month-olds. Found that infants whose mothers ranked high on affect mirroring (attention maintenance, sensitivity, responsiveness) ranked high on prosocial behaviors and social expectancy, whereas infants whose mothers ranked low…

  16. The Use of Migration-Related Competencies in Continuing Education: Individual Strategies, Social and Institutional Conditions

    ERIC Educational Resources Information Center

    Sadjed, Ariane; Sprung, Annette; Kukovetz, Brigitte

    2015-01-01

    Focusing especially on biographical competencies that are gained through the experience of migration and socialisation in a certain country or cultural context, this article analyses how professionals define and deploy these "migration-related competencies" when it comes to employment in the field of adult education in Austria. By means…

  17. Differences between Social Science Teachers and Physics Teachers about Beliefs of Competences Model in Mexico

    ERIC Educational Resources Information Center

    Ramirez Díaz, Mario H.; Garcia Trujillo, Luís Antonio; Chávez-Campos, David A.

    2016-01-01

    This paper shows the results of a diagnostic research that evaluates the perception of teaching competencies by physics teachers, in universities and high schools that have experienced curricular change of the mode of competences-based education (EBC). The research was conducted in both physics teachers in high school and college level nationally…

  18. The Development of Emotional Competence. The Guilford Series on Social and Emotional Development.

    ERIC Educational Resources Information Center

    Saarni, Carolyn

    The concept of emotional competence entails resilience, self-efficacy, and acting in accord with one's sense of moral character. This suggests argues that emotional competence is demonstrated by the self-efficacy in emotion-eliciting encounters and identifies eight key emotional skills that support its acquisition in interpersonal contexts. The…

  19. Competing targets of microRNA-608 affect anxiety and hypertension

    PubMed Central

    Hanin, Geula; Shenhar-Tsarfaty, Shani; Yayon, Nadav; Hoe, Yau Yin; Bennett, Estelle R.; Sklan, Ella H.; Rao, Dabeeru. C.; Rankinen, Tuomo; Bouchard, Claude; Geifman-Shochat, Susana; Shifman, Sagiv; Greenberg, David S.; Soreq, Hermona

    2014-01-01

    MicroRNAs (miRNAs) can repress multiple targets, but how a single de-balanced interaction affects others remained unclear. We found that changing a single miRNA–target interaction can simultaneously affect multiple other miRNA–target interactions and modify physiological phenotype. We show that miR-608 targets acetylcholinesterase (AChE) and demonstrate weakened miR-608 interaction with the rs17228616 AChE allele having a single-nucleotide polymorphism (SNP) in the 3′-untranslated region (3′UTR). In cultured cells, this weakened interaction potentiated miR-608-mediated suppression of other targets, including CDC42 and interleukin-6 (IL6). Postmortem human cortices homozygote for the minor rs17228616 allele showed AChE elevation and CDC42/IL6 decreases compared with major allele homozygotes. Additionally, minor allele heterozygote and homozygote subjects showed reduced cortisol and elevated blood pressure, predicting risk of anxiety and hypertension. Parallel suppression of the conserved brain CDC42 activity by intracerebroventricular ML141 injection caused acute anxiety in mice. We demonstrate that SNPs in miRNA-binding regions could cause expanded downstream effects changing important biological pathways. PMID:24722204

  20. Preventing conduct problems, promoting social competence: a parent and teacher training partnership in head start.

    PubMed

    Webster-Stratton, C; Reid, M J; Hammond, M

    2001-09-01

    Studied the effectiveness of parent and teacher training as a selective prevention program for 272 Head Start mothers and their 4-year-old children and 61 Head Start teachers. Fourteen Head Start centers (34 classrooms) were randomly assigned to (a) an experimental condition in which parents, teachers, and family service workers participated in the prevention program (Incredible Years) or (b) a control condition consisting of the regular Head Start program. Assessments included teacher and parent reports of child behavior and independent observations at home and at school. Construct scores combining observational and report data were calculated for negative and positive parenting style, parent-teacher bonding, child conduct problems at home and at school, and teacher classroom management style. Following the 12-session weekly program, experimental mothers had significantly lower negative parenting and significantly higher positive parenting scores than control mothers. Parent-teacher bonding was significantly higher for experimental than for control mothers. Experimental children showed significantly fewer conduct problems at school than control children. Children of mothers who attended 6 or more intervention sessions showed significantly fewer conduct problems at home than control children. Children who were the "highest risk" at baseline (high rates of noncompliant and aggressive behavior) showed more clinically significant reductions in these behaviors than high-risk control children. After training, experimental teachers showed significantly better classroom management skills than control teachers. One year later the experimental effects were maintained for parents who attended more than 6 groups. The clinically significant reductions in behavior problems for the highest risk experimental children were also maintained. Implications of this prevention program as a strategy for reducing risk factors leading to delinquency by promoting social competence, school