Religiosity and social welfare: competing influences of cultural conservatism and prosocial value orientation.

Science.gov (United States)

Malka, Ariel; Soto, Christopher J; Cohen, Adam B; Miller, Dale T

2011-08-01

This research examines the hypothesis that religiosity has two competing psychological influences on the social welfare attitudes of contemporary Americans. On the one hand, religiosity promotes a culturally based conservative identity, which in turn promotes opposition to federal social welfare provision. On the other hand, religiosity promotes a prosocial value orientation, which in turn promotes support of federal social welfare provision. Across two national samples (Ns = 1,513 and 320) and one sample of business employees (N = 710), reliable support for this competing pathways model was obtained. We argue that research testing influences of nonpolitical individual differences on political preferences should consider the possibility of competing influences that are rooted in a combination of personality processes and contextual-discursive surroundings. © 2011 The Authors. Journal Compilation © 2011, Wiley Periodicals, Inc.

SOCIAL COMPETENCE DEVELOPMENT IN HIGH SCHOOL STUDENTS› SOCIALIZATION PROCESS

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Anzhelika Ahmetovna Novikova

2016-01-01

The article presents the social competence structure and diagnostic methods; described author matrix of diagnosis and determination of students’ social competence formed level in high school educational space.

Linking Social Anxiety with Social Competence in Early Adolescence: Physiological and Coping Moderators.

Science.gov (United States)

Kaeppler, Alexander K; Erath, Stephen A

2017-02-01

Despite relatively universal feelings of discomfort in social situations, there is considerable evidence for diversity in the social behaviors and peer experiences of socially anxious youth. However, to date, very little research has been conducted with the aim of identifying factors that differentiate socially anxious youth who are more socially competent from those who are less socially competent. The present study addresses this gap in the literature by examining whether physiological and cognitive coping responses to social stress moderate the association between social anxiety and social competence. Participants were a community sample of 123 fifth and sixth graders (Mage = 12.03). Social anxiety was measured globally and in the context of a lab-based peer evaluation situation, and social competence was assessed via teacher-reports. Physiological (i.e., skin conductance level reactivity, SCLR, and respiratory sinus arrhythmia reactivity, RSAR) and coping (i.e., disengaged) responses to social stressors were also assessed. Results indicated that SCLR and disengaged coping with peer victimization moderated associations linking global and context-specific social anxiety with social competence, such that social anxiety was associated with lower social competence at lower levels of SCLR and higher levels of disengaged coping with peer victimization. Thus, whether socially anxious preadolescents exhibit more or less competent social behavior may depend, in part, on how they respond to peer-evaluative stress. Inflexible physiological responses and disengaged coping responses may undermine social competence, whereas engaged responses may counteract socially anxious preadolescents' tendency to withdraw from social interactions or focus primarily on threat cues.

The Development of Social Competence Scale for Adolescent

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Ming-Fu Tsai

2014-12-01

Full Text Available The purposes of this study were 1 to develop a social behavior assessment system for adolescent - social competence scale; and 2 to evaluate the reliability and validity of this proposed scale. The social behavior assessment system for adolescent comprised three scales: the teacher rating scale (TRS, parent rating scale (PRS, and self-report scale (SRS. TRS, PRS, and SRS all included 110 items in two scales: social competence scale (SCS and problem behavior scale (PBS. The social competence scale consisted of 48 items divided into seven subscales for measuring three theoretical dimensions: self-control, interpersonal interaction, and academic behavior. The development of social competence scale yielded the following results regarding validity: 1 evidence based on test content was established and supported by exploring literature and expert validity; 2 TRS-SCS, PRS-SCS, and SRS-SCS all have high internal consistency reliability and 4-week-interval re-test reliability. Besides, the inter-rater reliability between teachers, parents and students were lower to moderate; 3 the concurrent criterion related evidence of the TRS-SCS and PRS-SCS to the behavioral and emotional rating scale and the SRS-SCS to the Beck youth inventories were all significant; 4 the discriminant evidence of TRS-SCS was found to be considerably satisfactory in discriminating children with emotional and behavioral problems from those without; 5 evidence based on internal structure indicates that the results of confirmatory factory analysis were found considerably satisfactory in TRS-SCS, PRS-SCS, and SRS-SCS. In general, the reliability and validity of the study were satisfactory. Finally, the percentile rank and t-score norms were developed for 607 subjects in TRS-SCS, 1,168 subjects in PRS-SCS and 1,246 subjects in SRS-SCS.

Behavior problems and social competence in Brazilian children with specific language impairment

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Marina Leite Puglisi

2016-01-01

Full Text Available Abstract This study aimed to investigate the behavior and social profile of Brazilian children with specific language impairment (SLI and explore whether the severity of language deficits was associated with behavioral problems and low social competence. Twenty-four children with SLI aged from 6 to 11 years who showed substantial expressive language problems and were receiving speech-language therapy were assessed through the Child Behavior Checklist (CBCL. Children with SLI showed high rates of behavioral problems and low levels of social competence. With the exception of two subscales (“somatic” and “rule breaker”, the percentage of children with SLI at risk of behavioral problems was significantly higher than the same proportion in the general population; and almost all children with SLI (95.2 % demonstrated problems with social competence. The severity of language deficits was associated with the risk of behavioral problems according to only one criterion. No associations were found between the severity of language problems and social competence. The study provides cross-cultural evidence to support the existence of behavior problems and reduced social competence in children with SLI. Our findings point to the need of using a combination of measures to classify the severity of language problems rather than a single dimension.

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

Science.gov (United States)

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…

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

Science.gov (United States)

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. Copyright © 2014 Elsevier Ltd. All rights reserved.

Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

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Xi Huang

2018-01-01

Full Text Available Computer-supported collaborative learning facilitates the extension of second language acquisition into social practice. Studies on its achievement effects speak directly to the pedagogical notion of treating communicative practice in synchronous computer-mediated communication (SCMC: real-time communication that takes place between human beings via the instrumentality of computers in forms of text, audio and video communication, such as live chat and chatrooms as socially-oriented meaning construction. This review begins by considering the adoption of social interactionist views to identify key paradigms and supportive principles of computer-supported collaborative learning. A special focus on two components of communicative competence is then presented to explore interactional variables in synchronous computer-mediated communication along with a review of research. There follows a discussion on a synthesis of interactional variables in negotiated interaction and co-construction of knowledge from psycholinguistic and social cohesion perspectives. This review reveals both possibilities and disparities of language socialization in promoting intersubjective learning and diversifying the salient use of interactively creative language in computer-supported collaborative learning environments in service of communicative competence.

CPD Aligned to Competency Standards to Support Quality Practice

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Rose Nash

2017-02-01

Full Text Available As medication experts, pharmacists are key members of the patient’s healthcare team. Pharmacists must maintain their competence to practice to remain responsive to the increasingly complex healthcare sector. This paper seeks to determine how competence training for pharmacists may enhance quality in their professional development. Results of two separately administered surveys (2012 and 2013 were compared to examine the reported continued professional development (CPD practices of Australian pharmacists. Examination of results from both studies enabled a focus on how the competency standards inform CPD practice.In the survey administered in 2012, 91% (n = 253/278 pharmacists reported that they knew their current registration requirements. However, in the survey administered in 2013, only 43% (n = 46/107 reported utilization of the National Competency Standards Framework for Pharmacists in Australia (NCS to self-asses their practice as part of their annual re-registration requirements. Fewer, 23% (n = 25/107, used the NCS to plan their CPD. This may be symptomatic of poor familiarity with the NCS, uncertainty around undertaking self-directed learning as part of a structured learning plan and/or misunderstandings around what CPD should include. This is supported by thematic analysis of pharmacists’ social media comments. Initial and ongoing competence training to support meaningful CPD requires urgent attention in Australia. The competence (knowledge, skills and attributes required to engage in meaningful CPD practice should be introduced and developed prior to entry into practice; other countries may find they are in a similar position.

Parental attitudes and social competence in adolescents.

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Drózdz, E; Pokorski, M

2007-11-01

The aim of the study was to evaluate the relationships among perceived parental attitudes and domains of social competence in late adolescents. Forty boys and 40 girls, all aged 18, representing a population sample of high school second graders were examined. Self-report data were collected using questionnaires of parent-child relations and of social competence. Analyses detected a significant association between the maternal loving or protective attitude and competence in interpersonal relations in the combined sample of adolescents. However, gender was a moderator of this general relationship. Maternal control fostered their sons' interpersonal relations, and no such relationship was observed toward daughters. Adolescents' behavior was somehow less influenced by fatherly control. The findings are in line with the concept of familism as a dominant form of family organization, but implicate constraints in parental sentiments whose overly expression may backfire and do more harm than good in other domains of social competence of adolescents, such as assertiveness and performance during social exposure. The study may contribute to future research on how parenting style shapes adolescent social outcomes.

The role of experience in the development of social competencies

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Lynette Louw

2012-10-01

Full Text Available Orientation: The role of experience in the development of managers’ social competencies has been analysed in this research.Research purpose: The primary purpose of this study was to develop an understanding of the process through which experience contributed towards the development of service-oriented managers’ social competencies.Motivation for the study: Understanding the contribution of experiences to the development of competencies may have important implications for the selection and development of managers within service industries.Research design, approach and method: Following a multiple case study design, face-to-face interviews with service-oriented managers were held, based on the critical incident technique. Data were analysed using the open coding procedures of grounded theory.Main findings: Experience was found to contribute to the development of service-oriented managers’ social competencies, through a process that established an awareness of unfamiliar social competencies, or a reinforcement of the effects of familiar effective social competencies.Practical/managerial implications: The proposed process, the Social Competency Cache Development (SCCD Process, is the practical outcome of the research which offers a tool to facilitate the development of social competencies through conscious leveraging of an individual’s experiences.Contribution/value add: The SCCD Process is recommended as a new avenue to leverage and thereby develop social competencies.

Teacher Assertiveness in the Development of Students' Social Competence

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Villena Martínez, M. D.; Justicia, F. Justicia; Fernández de Haro, E.

2016-01-01

Introduction: Social competence in school students has been studied extensively in terms of their being socially competent or not. However, there has been little analysis of how teachers contribute to the development of these skills. This research assesses the influence of teachers' assertiveness on the social competence of their students and on…

Developing schemas for assessing social competences among unskilled young people

DEFF Research Database (Denmark)

Wahlgren, Bjarne; Aarkrog, Vibe

2017-01-01

competences. The schema was developed in cooperation with practitioners, i.e. representatives from workplaces, from municipal youth guidance centres, and from VET colleges. Based on the experiences accrued in developing the schema, the article discusses how personal and social competences can be assessed......Personal and social competences are crucial parts of VET competences. As part of a development project preparing unskilled young people for vocational education and training, a research project was conducted with the aim of developing a schema for assessing and grading personal and social...... and graded. The central finding is that personal and social competences are assessed in relation to specific work tasks or situations, meaning that personal and social competences are context-specific....

The role of experience in the development of social competencies

Directory of Open Access Journals (Sweden)

Lynette Louw

2012-10-01

Research purpose: The primary purpose of this study was to develop an understanding of the process through which experience contributed towards the development of service-oriented managers’ social competencies. Motivation for the study: Understanding the contribution of experiences to the development of competencies may have important implications for the selection and development of managers within service industries. Research design, approach and method: Following a multiple case study design, face-to-face interviews with service-oriented managers were held, based on the critical incident technique. Data were analysed using the open coding procedures of grounded theory. Main findings: Experience was found to contribute to the development of service-oriented managers’ social competencies, through a process that established an awareness of unfamiliar social competencies, or a reinforcement of the effects of familiar effective social competencies. Practical/managerial implications: The proposed process, the Social Competency Cache Development (SCCD Process, is the practical outcome of the research which offers a tool to facilitate the development of social competencies through conscious leveraging of an individual’s experiences. Contribution/value add: The SCCD Process is recommended as a new avenue to leverage and thereby develop social competencies.

Parenting competence, social support, and self-esteem in teen mothers case managed by public health nurses.

Science.gov (United States)

Herrmann, M M; Van Cleve, L; Levisen, L

1998-12-01

The purpose of this descriptive study was to determine whether self-esteem, parenting competence, and social support for teenage mothers changed over the first 18 months of parenting when case managed by a public health nurse (PHN). A sample of 56 first-time teen mothers from a health department parenting project agreed to participate in the study. PHN case managers collected data close to the birth of the infants and at 6, 12, and 18 months. Demographic findings of teen mothers showed that the majority were below expected grade level, over half lived with parents, and over half were children of teen mothers. Outcome findings related to the infants revealed no delays in development as measured on the Denver Development Screening Test, adequate follow-up for identified health problems, and a high percentage of the children with up-to-date with immunizations. The research question findings showed a statistically significant drop in self esteem for the teens between birth and 6 months, and in social support between 6 and 18 months. No other findings were significant, but some trends appeared when the sample was divided by ethnicity, suggesting a need for closer follow-up for certain groups. Implications for public health nursing and nursing education are included.

iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism

Science.gov (United States)

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…

The competence of social entrepreneurship : A multidimensional competence approach

NARCIS (Netherlands)

Loredana Orhei

2011-01-01

This paper is aimed at presenting a theoretical definition for the construct of social entrepreneurship as competence for the social economy in Europe. This definition is part of a study that was designed and developed in two phases. This paper will present only the results of the first one: the

Developing schemas for assessing social competences among unskilled young people

OpenAIRE

Wahlgren, Bjarne; Aarkrog, Vibe

2017-01-01

Social competences are crucial parts of vocational education and training (VET) competences. As part of a development project preparing unskilled young people for VET, an action research project was conducted with the aim of developing a schema for assessing and grading social competences. The development included defining the social competences as well as three levels for assessing these competences. The schema was developed in cooperation with the assessors, i.e., representatives from workp...

Bullying in preschool: The associations between participant roles, social competence, and social preference.

Science.gov (United States)

Camodeca, Marina; Caravita, Simona C S; Coppola, Gabrielle

2015-01-01

The different roles of bullying participation (bully, follower, victim, defender of the victim, and outsider) have not been investigated in preschool children. The aims of this study were to use a peer-report measure to assess these roles and to investigate their associations with social competence among pre-schoolers. We also explored whether status among peers, indicated by being socially preferred, mediates the relationship between social competence and bullying roles. Three hundred twenty 3- to 6-year-old children participated in the study. Bullying roles and social preference were assessed by means of peer reports, whereas social competence was investigated with a Q-Sort methodology, based on observations in classrooms. Bullying was also assessed by means of teacher reports. The results showed quite a clear distinction among roles and a correspondence between peer and teacher assessments, except for the role of outsider. The role of defender was positively associated with social competence, whereas the other roles were negatively associated. In a subsample, social preference statistically predicted the role of bully and mediated between social competence and bullying. The findings are discussed in terms of the importance of assessing bullying and its correlates at a very young age, although roles may further develop when children grow up. © 2014 Wiley Periodicals, Inc.

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

Science.gov (United States)

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.

School-related social support and subjective well-being in school among adolescents: The role of self-system factors.

Science.gov (United States)

Tian, Lili; Zhao, Jie; Huebner, E Scott

2015-12-01

This 6-week longitudinal study aimed to examine a moderated mediation model that may explain the link between school-related social support (i.e., teacher support and classmate support) and optimal subjective well-being in school among adolescents (n = 1316). Analyses confirmed the hypothesized model that scholastic competence partially mediated the relations between school-related social support and subjective well-being in school, and social acceptance moderated the mediation process in the school-related social support--> subjective well-being in school path and in the scholastic competence--> subjective well-being in school path. The findings suggested that both social contextual factors (e.g., school-related social support) and self-system factors (e.g., scholastic competence and social acceptance) are crucial for adolescents' optimal subjective well-being in school. Limitations and practical applications of the study were discussed. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Universal dimensions of social cognition: warmth and competence.

Science.gov (United States)

Fiske, Susan T; Cuddy, Amy J C; Glick, Peter

2007-02-01

Like all perception, social perception reflects evolutionary pressures. In encounters with conspecifics, social animals must determine, immediately, whether the "other" is friend or foe (i.e. intends good or ill) and, then, whether the "other" has the ability to enact those intentions. New data confirm these two universal dimensions of social cognition: warmth and competence. Promoting survival, these dimensions provide fundamental social structural answers about competition and status. People perceived as warm and competent elicit uniformly positive emotions and behavior, whereas those perceived as lacking warmth and competence elicit uniform negativity. People classified as high on one dimension and low on the other elicit predictable, ambivalent affective and behavioral reactions. These universal dimensions explain both interpersonal and intergroup social cognition.

Perceived social support from parents and teachers' influence on ...

African Journals Online (AJOL)

kofi.mereku

literature that supportive social relationships influence students' self-beliefs. Keywords ... consideration in both learning theory and pedagogical practice. Wilkins and Ma ... skills and competencies (Bandura, 1997; OECD, 2013). Mathematics ...

Perceived social support from parents and teachers' influence on ...

African Journals Online (AJOL)

kofi.mereku

1Emmanuel Adu-Tutu Bofah works at Department of Mathematics and ICT Education, University of. University ... Studies have shown that students' social support such as parental and teacher support predict their academic .... mediation model (TM) and associated competing models tested in the present study are presented.

Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes

NARCIS (Netherlands)

Sampson, Demetrios; Fytros, Demetrios

2008-01-01

Sampson, D., & Fytros, D. (2008). Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes. In P. Diaz, Kinshuk, I. Aedo & E. Mora (Eds.), Proceedings of the 8th IEEE International Conference on Advanced Learning Technologies (ICALT 2008), pp. 288-292. July,

Family cumulative risk and at-risk kindergarteners' social competence: the mediating role of parent representations of the attachment relationship.

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Sparks, Lauren A; Trentacosta, Christopher J; Owusu, Erika; McLear, Caitlin; Smith-Darden, Joanne

2018-08-01

Secure attachment relationships have been linked to social competence in at-risk children. In the current study, we examined the role of parent secure base scripts in predicting at-risk kindergarteners' social competence. Parent representations of secure attachment were hypothesized to mediate the relationship between lower family cumulative risk and children's social competence. Participants included 106 kindergarteners and their primary caregivers recruited from three urban charter schools serving low-income families as a part of a longitudinal study. Lower levels of cumulative risk predicted greater secure attachment representations in parents, and scores on the secure base script assessment predicted children's social competence. An indirect relationship between lower cumulative risk and kindergarteners' social competence via parent secure base script scores was also supported. Parent script-based representations of the attachment relationship appear to be an important link between lower levels of cumulative risk and low-income kindergarteners' social competence. Implications of these findings for future interventions are discussed.

Social Competence among Low-Income Preschoolers: Emotion Socialization Practices and Social Cognitive Correlates.

Science.gov (United States)

Garner, Pamela W.; And Others

1994-01-01

Two studies investigated the relationship between emotion socialization variables, social cognitive knowledge, and children's social competence in preschoolers from low-income families. Found that mothers' self-reported emotion socialization practices were related to children's emotional knowledge and sibling caregiving behavior. (MDM)

Developing Schemas for Assessing Social Competences among Unskilled Young People

Directory of Open Access Journals (Sweden)

Vibe Aarkrog

2017-04-01

Full Text Available Social competences are crucial parts of vocational education and training (VET competences. As part of a development project preparing unskilled young people for VET, an action research project was conducted with the aim of developing a schema for assessing and grading social competences. The development included defining the social competences as well as three levels for assessing these competences. The schema was developed in cooperation with the assessors, i.e., representatives from workplaces, municipal youth guidance centres, and VET colleges. There were two main findings. First, the definitions of the competences and the levels for assessing the competences are related to the context in which the competences should be developed. Second, even though the definitions should be related to the specific contexts, to be manageable they should not be too elaborate. The aim of the project being to develop a schema that practitioners in general can use for assessing young peoples' social competences in relation to work-based training, the study concludes that further research is needed to clarify whether the schema can be used without instruction or training.

Smartphone Addiction and Interpersonal Competence of Nursing Students

Science.gov (United States)

LEE, Sunhee; KIM, Hye-Jin; CHOI, Han-Gyo; YOO, Yang Sook

2018-01-01

Background: Interpersonal competence is an important capacity for nurses. Recently, the advent of smartphones has instigated considerable changes in daily life. Because smartphone has multiple functions, people tend to use them for numerous activities, often leading to addictive behavior. Methods: This cross-sectional study performed a detailed analysis of smartphone addiction subscales and social support related to interpersonal competence of nursing students. Overall, 324 college students were recruited at Catholic University in Seoul, Korea from Feb 2013 to Mar 2013. Participants completed a self-reported questionnaire, which included scales that measured smartphone addiction, social support, interpersonal competence, and general characteristics. Path analysis was used to evaluate structural relations between subscales of smartphone addictions, social support, and interpersonal competence. Results: The effect of cyberspace-oriented relationships and social support on interpersonal competence were 1.360 (P=.004) and 0.555 (Psmartphone addiction subscale, and social support were positively correlated with interpersonal competence of nursing students, while other smartphone addiction subscales were not related to nursing student interpersonal competence. Therefore, effective smartphone teaching methods be developed to enhance nursing student motivation

Smartphone Addiction and Interpersonal Competence of Nursing Students.

Science.gov (United States)

Lee, Sunhee; Kim, Hye-Jin; Choi, Han-Gyo; Yoo, Yang Sook

2018-03-01

Interpersonal competence is an important capacity for nurses. Recently, the advent of smartphones has instigated considerable changes in daily life. Because smartphone has multiple functions, people tend to use them for numerous activities, often leading to addictive behavior. This cross-sectional study performed a detailed analysis of smartphone addiction subscales and social support related to interpersonal competence of nursing students. Overall, 324 college students were recruited at Catholic University in Seoul, Korea from Feb 2013 to Mar 2013. Participants completed a self-reported questionnaire, which included scales that measured smartphone addiction, social support, interpersonal competence, and general characteristics. Path analysis was used to evaluate structural relations between subscales of smartphone addictions, social support, and interpersonal competence. The effect of cyberspace-oriented relationships and social support on interpersonal competence were 1.360 ( P =.004) and 0.555 ( P smartphone addiction subscale, and social support were positively correlated with interpersonal competence of nursing students, while other smartphone addiction subscales were not related to nursing student interpersonal competence. Therefore, effective smartphone teaching methods be developed to enhance nursing student motivation.

Social competence in children with brain disorders : A meta-analytic review

NARCIS (Netherlands)

Kok, Tessa B; Post, Wendy J; Tucha, Oliver; de Bont, Eveline S J M; Kamps, Willem A; Kingma, Annette

Social competence, i.e. appropriate or effective social functioning, is an important determinant of quality of life. Social competence consists of social skills, social performance and social adjustment. The current paper reviews social skills, in particular emotion recognition performance and its

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

Science.gov (United States)

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 Kohlberg…

The social competence of Latino kindergartners and growth in mathematical understanding.

Science.gov (United States)

Galindo, Claudia; Fuller, Bruce

2010-05-01

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, this paper shows children's social competence to be adaptive to the normative expectations and cognitive requirements of culturally bounded settings in both the home and classroom. Latino socialization in the home may yield social competencies that teachers value rather than reflect "risk factors" that constrain children's school readiness. We draw on the Early Childhood Longitudinal Study, kindergarten cohort (N = 19,590) to detail 5 social competencies at entry to school--self-control, interpersonal skills, approaches to learning, internalizing and externalizing problem behaviors--and to examine variability among Latino subgroups. We then test the extent to which baseline variation in social competence accounts for children's cognitive growth during the kindergarten year. We find that Latino children from poor, but not middle-class, families display weaker social competencies vis-à-vis White children (all relationships p cognitive growth, which is shaped most strongly by positive approaches to learning. The disparities in competencies observed for Latino children from poor families, relative to White children, are significant yet much smaller than gaps in baseline levels of mathematical understanding. We discuss how the consonance or mismatch between competencies acquired at home and those valued by teachers must consider cultural differences, social-class position, and variation among diverse Latino subgroups. 2010 APA, all rights reserved

How Can a Global Social Support System Hope to Achieve Fairer Competiveness?

Science.gov (United States)

Goldblatt, Peter

2016-01-01

Ooms et al sets out some good general principles for a global social support system to improve fairer global competitiveness as a result of redistribution. This commentary sets out to summarize some of the conditions that would need to be satisfied for it to level up gradients in inequality through such a social support system, using the National Basketball Association (NBA) example as a point of reference. From this, the minimal conditions are described that would be required for the support system, proposed in the article by Ooms et al, to succeed. PMID:26927594

Depressive symptoms and bias in perceived social competence among young adults.

Science.gov (United States)

Whitton, Sarah W; Larson, Justine J; Hauser, Stuart T

2008-07-01

We examined associations between depressive symptoms and young adults' self-perceptions of social competence to explore whether higher symptoms are associated with self-evaluations that are more accurate (i.e., depressive realism), negatively biased (i.e., cognitive distortion), or less accurate (i.e., self-verification perspective). In 133 young adults, depressive symptoms and discrepancies between self- and peer ratings of social competence were assessed. Results demonstrated a linear relationship between depressive symptoms and self-peer discrepancies, such that higher symptoms were associated with underestimation of the self and low symptom levels were linked with overestimation of the self relative to peer evaluations. These findings suggest negative bias in dysphorics' self-perceptions, supporting cognitive distortion models, as well as positive bias in self-perceptions of those with low depressive symptoms. Copyright 2008 Wiley Periodicals, Inc.

The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes

Science.gov (United States)

Jennings, Patricia A.; Greenberg, Mark T.

2009-01-01

The authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. This model…

Comparison of Basic Psychological Needs, Social Support and Stressful events in Addicts and Non-addicts: gender differences

Directory of Open Access Journals (Sweden)

Rahele Mohammadi

2017-05-01

Full Text Available The aim of this study was to compare basic psychological needs, stressful life events, and social support in addicts and non-addicts. The study was a causal-comparative research. Two hundreds residents of Khorramabad were chosen by available sampling (130 healthy and 70 addicts and were asked to respond to Basic Psychological Need Scale La Guardia, Ryan, Couchman & Deci, Multi-facet Perceived Social Support Scale Zimet, Powell, Farley, Werkman, & Berkoff, Addiction Acceptance Scale Weed, Butcher, McKenna, & Ben-Porath, and Weekly Stress Inventory Brantley, Jones & Boudreaux. Results of analysis of variance and and discriminant analysis showed singnificant differences between men and women. The results also showed significant differences  competency and friend social support in the two groups of men, and autonomy, competency and family social support in the two groups of women. Discriminant analysis revealed that stressful life events and competency predict addiction in men. and relationship and family social support predict addiction in women.Results were discussed according to different protecting factors in men and women and possible reciprocal relationships between addiction and protecting factors.

Social competence of physicians and medical students – a preliminary report

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Bożena Mroczek

2016-09-01

Full Text Available Background . Efficient functioning at work and in the environment depends on social and emotional competence, understood as complex skills that determine the effectiveness of behaviors in various professional and social situations. Objectives. The aim of this study was to determine the social competence of physicians and medical students with regard to the sociodemographic contributors which shape social competence. Material and methods . The study was conducted in 2015 and 2016 and it involved 90 physicians, including 25 GPs (27.8% and 53 medical students of PMU in Szczecin. The median age of the physicians and the students was 32 and 25, respectively. The Social Competencies Questionnaire (SC Q by Anna Matczak and a self-developed survey questionnaire were employed. Results. The ability of physicians to achieve medium and high levels of social competence increases by 8.5% with every year of seniority. Membership in scientific societies increases the odds of a high level of social competence fivefold in the ES scale and fourfold in the A scale. Physicians involved in the education of medical students were less likely to obtain medium and high scores (5 stens in the A scale. An increase in seniority in the last workplace is accompanied by a 0.93 times lower probability of obtaining a high competence score in the A scale. Similarly, third cycle degree studies increase the odds of achieving high competence level by 7.48 times in the A scale. Conclusions . Low levels of competence can be expected from physicians with less seniority, not belonging to scientific societies, not involved in students’ education, working in only one place, and not participating in third cycle degree studies. This group should be provided with social competence training.

Competence articulation: Alignment of competences and responsibilities in synchronous telemedical collaboration

DEFF Research Database (Denmark)

Larsen, Simon Bo; Bardram, Jakob Eyvind

2008-01-01

. In particular, we want to look at the dynamic quality of competences, and investigate how competence is mutually developed in coordinated work. We have termed this process competence articulation, a concept which tries to emphasize competence as well as social development of competence as part of cooperation......Many studies and concepts within CSCW deal with the temporal, spatial, social, and computational aspects of supporting collaborative work. In this paper we want to pay attention to another central aspect to the achievement of collaborative work, namely the competence of the people involved...... communication options for competence articulation, which again improve collaboration and thus the quality of the treatment....

Finnish and Russian Teachers Supporting the Development of Social Skills

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Väyrynen, Sai; Kesälahti, Essi; Pynninen, Tanja; Siivola, Jenny; Flotskaya, Natalia; Bulanova, Svetlana; Volskaya, Olga; Usova, Zoya; Kuzmicheva, Tatyana; Afonkina, Yulia

2016-01-01

We argue that a key aspect of inclusive pedagogy is the interaction between the learners, their teachers and the environment. For effective interaction, learners need to develop social competence. This study explores how teachers support the development of the key social skills in schools in Finland and in Russia. The data were collected by…

Self-Concept in Arab American Adolescents: Implications of Social Support and Experiences in the Schools

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Tabbah, Rhonda; Miranda, Antoinette Halsell; Wheaton, Joe E.

2012-01-01

The purpose of this study was to investigate three domains (Scholastic Competence, Social Acceptance, and Global Self-Worth) of self-concept in Arab American adolescents in relation to their school experiences, including discrimination, self-perceived teacher social support, and self-perceived classmate social support. Half of the sample either…

Military Social Work as an Exemplar in Teaching Social Work Competencies

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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…

Social Roles, Basic Need Satisfaction, and Psychological Health: The Central Role of Competence

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Talley, Amelia E.; Kocum, Lucie; Schlegel, Rebecca J.; Molix, Lisa; Bettencourt, B. Ann

2016-01-01

The authors propose that competence need fulfillment within valued role domains (i.e., spouse, parent, worker) will account, in part, for associations between autonomy and relatedness need fulfillment and psychological health. Testing these assertions in cross-sectional and longitudinal surveys of women in two independent community samples, the findings are the first to formally examine whether the satisfaction of competence needs within social roles accounts for associations between other types of need satisfaction and affective outcomes as well as depressive symptomology. Evidence supporting the hypothesis was stronger when examining individuals’ affective health as compared to their depressive symptoms. Implications of the findings are discussed with regard to need fulfillment within social roles. PMID:22215698

Social roles, basic need satisfaction, and psychological health: the central role of competence.

Science.gov (United States)

Talley, Amelia E; Kocum, Lucie; Schlegel, Rebecca J; Molix, Lisa; Bettencourt, B Ann

2012-02-01

The authors propose that competence need fulfillment within valued role domains (i.e., spouse, parent, worker) will account, in part, for associations between autonomy and relatedness need fulfillment and psychological health. Testing these assertions in cross-sectional and longitudinal surveys of women in two independent community samples, the findings are the first to formally examine whether the satisfaction of competence needs within social roles accounts for associations between other types of need satisfaction and affective outcomes as well as depressive symptomology. Evidence supporting the hypothesis was stronger when examining individuals' affective health as compared to their depressive symptoms. Implications of the findings are discussed with regard to need fulfillment within social roles.

Initial Reliability and Validity of the Perceived Social Competence Scale

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Anderson-Butcher, Dawn; Iachini, Aidyn L.; Amorose, Anthony J.

2008-01-01

Objective: This study describes the development and validation of a perceived social competence scale that social workers can easily use to assess children's and youth's social competence. Method: Exploratory and confirmatory factor analyses were conducted on a calibration and a cross-validation sample of youth. Predictive validity was also…

Associations between Preschoolers' Social-Emotional Competence and Preliteracy Skills

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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…

Effects of Self Esteem, Emotional Health and Social Competence on ...

African Journals Online (AJOL)

Effects of Self Esteem, Emotional Health and Social Competence on ... completed a questionnaire comprising of the Rosenberg Self Esteem Scale, the General ... in social competence or interpersonal relationship skills and psychological well ...

Decision-Making Competence, Social Orientation, Time Style, and Perceived Stress

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Martin Geisler

2018-04-01

Full Text Available Peoples’ decision-making competence, defined as tendency to follow normative rational principles in their decision making, is important as it may influence the extent that requirements are met and levels of perceived stress. In addition, perceived stress could be influenced by social orientation and time style; for example, decisions need to comply with given deadlines and the expectations of others. In two studies, with students (n = 118 and professionals (police investigators, n = 90, we examined how the three individual difference features: decision-making competence, social orientation, and time approach relate to perceived stress. Results showed that social orientation and time approach were related to levels of perceived stress, but decision-making competence was not. These results indicate that social orientation and time approach are important to consider in relation to perceived stress, but the role of decision-making competence may be less important for perceived stress. However, the role of decision-making competence for perceived stress needs to be further researched.

Decision-Making Competence, Social Orientation, Time Style, and Perceived Stress.

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Geisler, Martin; Allwood, Carl Martin

2018-01-01

Peoples' decision-making competence, defined as tendency to follow normative rational principles in their decision making, is important as it may influence the extent that requirements are met and levels of perceived stress. In addition, perceived stress could be influenced by social orientation and time style; for example, decisions need to comply with given deadlines and the expectations of others. In two studies, with students ( n = 118) and professionals (police investigators, n = 90), we examined how the three individual difference features: decision-making competence, social orientation, and time approach relate to perceived stress. Results showed that social orientation and time approach were related to levels of perceived stress, but decision-making competence was not. These results indicate that social orientation and time approach are important to consider in relation to perceived stress, but the role of decision-making competence may be less important for perceived stress. However, the role of decision-making competence for perceived stress needs to be further researched.

Decision-Making Competence, Social Orientation, Time Style, and Perceived Stress

Science.gov (United States)

Geisler, Martin; Allwood, Carl Martin

2018-01-01

Peoples’ decision-making competence, defined as tendency to follow normative rational principles in their decision making, is important as it may influence the extent that requirements are met and levels of perceived stress. In addition, perceived stress could be influenced by social orientation and time style; for example, decisions need to comply with given deadlines and the expectations of others. In two studies, with students (n = 118) and professionals (police investigators, n = 90), we examined how the three individual difference features: decision-making competence, social orientation, and time approach relate to perceived stress. Results showed that social orientation and time approach were related to levels of perceived stress, but decision-making competence was not. These results indicate that social orientation and time approach are important to consider in relation to perceived stress, but the role of decision-making competence may be less important for perceived stress. However, the role of decision-making competence for perceived stress needs to be further researched. PMID:29686634

Social information processing skills in adolescents with traumatic brain injury: Relationship with social competence and behavior problems.

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Walz, Nicolay Chertkoff; Yeates, Keith Owen; Wade, Shari L; Mark, Erin

2009-01-01

To examine social information processing (SIP) skills, behavior problems, and social competence following adolescent TBI and to determine whether SIP skills were predictive of behavior problems and social competence. Cross-sectional analyses of adolescents with TBI recruited and enrolled in a behavioral treatment study currently in progress. Two tertiary care children's hospitals with Level 1 trauma centers. Adolescents aged 11 to 18 years with severe TBI (n=19) and moderate TBI (n=24) who were injured up to 24 months prior to recruitment. TBI severity, race, maternal education, and age at testing. a measure of SIP skills, Child Behavior Checklist (CBCL), Youth Self Report (YSR), and Home and Community Social Behavior Scale (HCSBS). The severe TBI group did not obtain significantly lower scores on the SIP measures than the moderate TBI group. In comparison to adolescents with moderate TBI, those with severe TBI had significantly more parent-reported externalizing behaviors and self-reported weaknesses in social competence. SIP skills were strong predictors of problems and social competence in adolescents with TBI. More specifically, an aggressive SIP style predicted externalizing problems and a passive SIP style predicted internalizing problems. Both passive and aggressive SIP skills were related to social competence and social problems. Adolescents with TBI are at risk for deficits in social and behavioral outcomes. SIP skills are strongly related to behavior problems and social competence in adolescents with TBI. SIP skills, social competence, and behavior problems are important targets for intervention that may be amenable to change and lead to improved functional outcomes following TBI.

The Case for the Perceived Social Competence Scale II

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Anderson-Butcher, Dawn; Amorose, Anthony J.; Lower, Leeann M.; Riley, Allison; Gibson, Allison; Ruch, Donna

2016-01-01

Objective: This study examines the psychometric properties of the revised Perceived Social Competence Scale (PSCS), a brief, user-friendly tool used to assess social competence among youth. Method: Confirmatory factor analyses (CFAs) examined the factor structure and invariance of an enhanced scale (PSCS-II), among a sample of 420 youth.…

Peer Exclusion During the Pubertal Transition: The Role of Social Competence.

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Carter, Rona; Halawah, Amira; Trinh, Sarah L

2018-01-01

For some youth, early puberty is accompanied by peer exclusion. Yet early developers may experience less peer exclusion if they have social competence, which would bolster their ability to develop and maintain positive relationships with their peers. Accordingly, the present study tests whether pubertal timing and tempo predicts decrements in children's social competence and whether decrements in social competence account for associations between puberty (timing and tempo) and peer exclusion over time. Longitudinal data were drawn from 1364 families (48% female; 76% White; M = 9.32 years, SD = .48, at Wave 3) who participated in Waves 3-5 (i.e., grades 4-6) of Phase III of the NICHD-SECCYD. The results from latent growth curve models indicated that earlier pubertal timing and more rapid pubertal tempo among girls were associated with high initial levels of peer exclusion. Moreover, mediation analyses revealed that early developers' susceptibility to peer exclusion was associated with their initial level of social competence. In boys, pubertal timing and tempo were not directly associated with peer exclusion; instead, indirect effects of pubertal timing on peer exclusion (intercept, slope) occurred through initial levels of social competence. On average, early developers' who had low levels of social competence also had high initial levels of peer exclusion but experienced decrements in peer exclusion over time. The association between the intercepts for puberty and peer exclusion and the slopes for social competence and peer exclusion were stronger for boys than girls. Overall, our findings suggest that early developers' susceptibility to and experiences of peer exclusion are associated with their development of social competence.

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

Science.gov (United States)

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.…

[Cultural Competence in Intervention with Immigrants: A Comparative Analysis Between Health Professionals, Social Workers and Police Officers].

Science.gov (United States)

Gonçalves, Mariana; Matos, Marlene

2016-10-01

Cultural diversity places increased demands on services to multicultural populations, so the development of cultural competence by help professionals is currently a concern in institutional practices. This study evaluated the perception of cultural competence of help professional of three distinct areas: health services, social services and criminal police. Through an online questionnaire, we questioned the perception of cultural competence, at four dimensions: cultural awareness, cultural knowledge, technical skills, and organizational support. There were 610 participants, mostly female (58%), with a mean age of 39.74 years, developing activity in the social area (37%), health (33%) or the police (30%). The professionals showed, in general, a positive perception of their cultural competence. Those who had formative experiences on the subject and had more time service, perceived themselves, significantly, as more culturally competent. Significant differences were found between professionals from different areas: health professionals were more effective in terms of technical skills, the social workers at the level of cultural knowledge and polices at the level of cultural awareness. Health professionals were the ones that showed a lower perception at the level of organizational support. Despite the positive perception that technicians have about their awareness and knowledge of the values, norms and customs of immigrant communities, they realize technical aptitude as less positive, showing difficulty in practical application of their knowledge. Cultural competence has implications for good professional practice in serving multicultural populations, being urgent to invest in the development of culturally competent interventions to ensure more effective services, namely in hospitals and health centres.

Parenting and social competence in school: The role of preadolescents' personality traits.

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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. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Educating for adulthood or for citizenship: social competence as an educational goal

NARCIS (Netherlands)

ten Dam, G.; Volman, M.L.L.

2007-01-01

In this article we discuss the social competence students should acquire to participate in society in an adequate manner. The focus is on social competence as an educational goal and on the question of how to evaluate the efforts of schools in enhancing the social competence of their students.

Competing opinion diffusion on social networks.

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Hu, Haibo

2017-11-01

Opinion competition is a common phenomenon in real life, such as with opinions on controversial issues or political candidates; however, modelling this competition remains largely unexplored. To bridge this gap, we propose a model of competing opinion diffusion on social networks taking into account degree-dependent fitness or persuasiveness. We study the combined influence of social networks, individual fitnesses and attributes, as well as mass media on people's opinions, and find that both social networks and mass media act as amplifiers in opinion diffusion, the amplifying effect of which can be quantitatively characterized. We analytically obtain the probability that each opinion will ultimately pervade the whole society when there are no committed people in networks, and the final proportion of each opinion at the steady state when there are committed people in networks. The results of numerical simulations show good agreement with those obtained through an analytical approach. This study provides insight into the collective influence of individual attributes, local social networks and global media on opinion diffusion, and contributes to a comprehensive understanding of competing diffusion behaviours in the real world.

Children's negative emotions and ego-resiliency: longitudinal relations with social competence.

Science.gov (United States)

Taylor, Zoe E; Eisenberg, Nancy; VanSchyndel, Sarah K; Eggum-Wilkens, Natalie D; Spinrad, Tracy L

2014-04-01

We examined the relations of negative emotions in toddlerhood to the development of ego-resiliency and social competence across early childhood. Specifically, we addressed whether fear and anger/frustration in 30-month-old children (N = 213) was associated with the development of ego-resiliency across 4 time points (42 to 84 months), and, in turn, whether ego-resiliency predicted social competence at 84 months. Child anger/frustration negatively predicted the intercept of ego-resiliency at 42 months (controlling for prior ego-resiliency at 18 months) as well as the slope. Fear did not significantly predict either the intercept or slope of ego-resiliency in the structural model, although it was positively correlated with anger/frustration and was negatively related to ego-resiliency in zero-order correlations. The slope of ego-resiliency was positively related to children's social competence at 84 months; however, the intercept of ego-resiliency (set at 42 months) was not a significant predictor of later social competence. Furthermore, the slope of ego-resiliency mediated the relations between anger/frustration and children's later social competence. The results suggest that individual differences in anger/frustration might contribute to the development of ego-resiliency, which, in turn, is associated with children's social competence.

Self-perceived competence and social acceptance of young children who stutter: Initial findings.

Science.gov (United States)

Hertsberg, Naomi; Zebrowski, Patricia M

The goals of this study were to determine whether young children who stutter (CWS) perceive their own competence and social acceptance differently than young children who do not stutter (CWNS), and to identify the predictors of perceived competence and social acceptance in young speakers. We administered the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA; Harter & Pike, 1984) to 13 CWS and 14 CWNS and examined group differences. We also collected information on the children's genders, temperaments, stuttering frequencies, language abilities, and phonological skills to identify which of these factors predicted PSPCSA scores. CWS, as a group, did not differ from CWNS in their perceived general competence or social acceptance. Gender predicted scores of perceived general competence, and stuttering frequency predicted perceived social acceptance. Temperament, language abilities, and phonological skills were not significant predictors of perceived competence or social acceptance in our sample. While CWS did not significantly differ from CWNS in terms of perceived competence and social acceptance, when both talker groups were considered together, girls self-reported greater perceived competence than boys. Further, lower stuttering frequency was associated with greater perceived social acceptance. These preliminary findings provide motivation for further empirical study of the psychosocial components of childhood stuttering. Readers will be able to describe the constructs of perceived competence and social acceptance in young children, and whether early stuttering plays a role in the development of these constructs. Copyright © 2016 Elsevier Inc. All rights reserved.

Social Phobia as a Predictor of Social Competence Perceived by Teenagers

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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…

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

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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,…

Competencies in social studies education in lower secondary schools

DEFF Research Database (Denmark)

Christensen, Anders Stig

of the subjects in terms of competencies. The paper discusses how learning aims in social studies education are expressed in the curriculum for samfundsfag (social studies) from 2014. I take as point of departure a discussion of competencies in the German Politische Bildung that has evolved since 2004 when......The European Qualifications Framework (EQF) has legally institutionalized the movement towards expressing curricular content, or aims of school-subjects, in terms of competencies. In Denmark the curriculum for the folkeskole was rewritten in 2014, also with the aim of expressing the aims...... is compared to the way competencies are expressed in the Danish curriculum, and preliminary results from an empirical study of the teaching of samfundsfag in a Danish folkeskole are included in the discussion....

Graduate Social Work Faculty's Support for Educational Content on Women and on Sexism.

Science.gov (United States)

Levin, Dana S; Woodford, Michael R; Gutiérrez, Lorraine M; Luke, Katherine P

2015-10-01

Social work faculty play an important role in preparing students to address sexism and engage in culturally competent practice with women. This study examines the nature of U.S. and Anglo-Canadian graduate social work faculty's support for content on women and on sexism. Although support appears high for both content areas, results suggest that faculty endorsement for content on women is significantly greater than that for sexism. Further, bivariate and multivariate analyses indicate that the nature of support differs for each content area. Implications for social work education are discussed.

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

Science.gov (United States)

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 addition,…

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

Science.gov (United States)

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…

Social entrepreneur competencies of social activists involved with children and youths: A case study of Nan province, Thailand

Directory of Open Access Journals (Sweden)

Kanyarach Wongphuka

2017-05-01

Thus, a competency development model should be appropriately designed to increase social activist ability. Competency assessment should also be used to assess social activists in order to promote them to be effective social entrepreneurs.

Working With Refugees in the U.S.: Trauma-Informed and Structurally Competent Social Work Approaches

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Jason Ostrander

2017-09-01

Full Text Available Social workers, government, and non-governmental organizations in the United States have been inadequately prepared to address the impact of trauma faced by refugees fleeing persecution. Compounding their initial trauma experiences, refugees often undergo further traumatic migration experiences and challenges after resettlement that can have long-lasting effects on their health and mental health. Micro and macro social work practitioners must understand the impact of these experiences in order to promote policies, social work training, and clinical practice that further the health and well-being of refugees and society. Social workers are in a unique position to provide multi-dimensional, structurally competent care and advocacy for diverse refugee populations. The experiences of Cambodian refugees will be used to examine these issues. We will explore the benefits of an ecological perspective in guiding interventions that support refugees, and will apply the framework of structural competence to highlight multidimensional implications for social work with refugee populations.

Social Competence at the Playground: Preschoolers during Recess

Science.gov (United States)

Veiga, Guida; de Leng, Wendy; Cachucho, Ricardo; Ketelaar, Lizet; Kok, Joost N.; Knobbe, Arno; Neto, Carlos; Rieffe, Carolien

2017-01-01

Social interactions at the playground have been represented as a rich learning opportunity to hone and master social skills at preschool years. Specifically, all forms of social play (fantasy, role, exercise or rough-and-tumble) have been related to children's social competence. The main goal of this study was to examine whether it is a certain…

Social competence and competency model as a field of scientific and practical interest

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E. G. Ksenofontova

2014-01-01

Full Text Available The article examines the history of the use of the term “competence” and related terms in sociology, linguistics, pedagogy and practice of human resource management to identify the area of “sociology of competence”. Discussion points of the terms interpretations of the semantic sphere of “competence/competency” are considered by experts from different countries. On this basis, we propose a Universal competence-model that enables diverse professionals to work out a “common language” to contemporary social practices for discussing the relevant issues of competence assessment and development.

[Faustlos -- promotion of social-emotional competences in elementary schools and kindergartens].

Science.gov (United States)

Schick, Andreas; Cierpka, Manfred

2005-11-01

Aggressive and violent behavior of children often is caused by a lack of social and emotional competences, which blocks constructive problem- and conflict-management. Therefore lots of different US-American prevention approaches for the promotion of crucial social competences have been developed. Faustlos is the first German violence prevention curriculum, which promotes the social and emotional competences of first grade pupils and kindergarten aged children. The curriculum builds on the promotion of empathy, impulse control and anger management. Evaluation studies on the effectiveness of Faustlos prove its positive effects on aggressive behavior and on the promotion of social-emotional competence. Further, the feedback of people working with Faustlos concerning the acceptance and practicability of the program is positive too. Besides the development of additive materials (e. g. Faustlos for parents) evaluation studies on the long-term effects of the program are needed.

Ethical Competencies and the Organizational Competency ‘Responsible University Social Innovation’: looking at new ways of understanding universities and the competency-based education model in the context of significant social changes in Latin America

Directory of Open Access Journals (Sweden)

Javier Villar Olaeta

2017-05-01

Full Text Available Ethical competencies are included in all competency-based education models and are considered essential for the professional preparation of students, especially in terms of their professional conduct and workplace preparedness. As such, the Tuning Academy, along with incorporating ethical competencies in its group of generic competencies, also considers the organizational competency Responsible University Social Innovation (RUSI as part of its Tuning ALFA II Latin América project. This competency, in the area of organizational character, addresses innovation in the context of social responsibility, which it assumes each university should have, in terms of ethical responsibility toward the members of a community. This concept incorporates the equal relationship between the university’s internal community and civil society. By means of interviews with experts in the areas of service-learning, social responsibility, and ethical civil and professional education from the University of Deusto and the Zerbikas Foundation, this article discusses the connection and implementation of both generic ethical competencies and the RUSI organizational competency in higher education in order to respond to the new challenges to professional training in today’s world, all of which ultimately assumes a change in universities’ understandings of themselves as institutions and the role of higher education in general.

Positive Illusions of Social Competence in Girls with and without ADHD

Science.gov (United States)

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…

Business education and social skills to leadership competencies

Directory of Open Access Journals (Sweden)

Čukanović-Karavidić Marija

2016-01-01

Full Text Available Encouraged by the fact that the leadership has become sought and highly valued ability in this paper we want to show the importance of education in developing leadership competencies. The creative power of the leaders is in the knowledge-intellectual potential, which have become a key factor of productivity, competitiveness and economic success. Leadership is a process of selection, and then transform those choices into actions - creative thinking through the acquisition of knowledge, values and build social skills. Personality traits and abilities may be to some extent inherited, but only with the education and continuous learning is possible to develop the necessary competencies of a true leader. The paper proves that the structure of leadership competence consists of numerous knowledge, skills, social skills and personality traits which are unavoidable.

A longitudinal study on social competence development and sleeping habits.

Science.gov (United States)

Tomisaki, Etsuko; Tanaka, Emiko; Shinohara, Ryoji; Sugisawa, Yuka; Tong, Lian; Hirano, Maki; Watanabe, Taeko; Onda, Yoko; Mochizuki, Yukiko; Kawashima, Yuri; Yato, Yuko; Yamakawa, Noriko; Anme, Tokie

2010-01-01

It is known that sleep problems impact children's health, learning, and school performance. The purpose of this paper is to examine the association between sleeping habits and social competence development. Three hundred and nine caregiver-child dyads participated in this study, which was conducted as part of a Japan Science and Technology Agency (JST) project. The caregivers answered some questionnaires about sleeping habits when the child was 9 months and 18 months old. Caregiver-child interaction was observed when the child was 30 months old, and the features of the interaction were examined using the Interaction Rating Scale (IRS) as a measure of social competence. The caregivers' attitude toward sleeping in the 9-month period was found to be significantly correlated with the children's social competence at 30 months. Moreover the caregivers' attitude toward sleeping in the 9-month period significantly correlated with the children's sleeping habits at 9 and 18 months. These findings show that the caregivers' attitude toward sleeping is an important factor influencing the development of children's social competence.

Organisational and individual support for nurses' ethical competence: A cross-sectional survey.

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Poikkeus, Tarja; Suhonen, Riitta; Katajisto, Jouko; Leino-Kilpi, Helena

2018-05-01

Nurses' ethical competence has been identified as a significant factor governing high quality of care. However, nurses lack support in dealing with ethical problems, and therefore managerial support for nurses' ethical competence is needed. This study aimed to analyse, from the perspective of nurse and nurse leaders, the level of nurses' and nurse leaders' ethical competence, perceptions of support for nurses' ethical competence at the organisational and individual levels and background factors associated with this support. A descriptive, cross-sectional study design was employed. The Ethical Competence and Ethical Competence Support questionnaires were used to measure the main components. Descriptive statistics and multifactor analysis of variance were used for data analysis. The participants were 298 nurses and 193 nurse leaders working in specialised (48%/52%), primary (43%/36%) or private healthcare (5%/7%) in Finland. Ethical considerations: Ethical approval was obtained from the university ethics committee. Nurses estimated their own ethical competence to be at an average level, whereas nurse leaders estimated their own competence at a high level. Nurses' and nurse leaders' perceptions of provided support for nurses' ethical competence was not at a high level. The positive agreement percentage related to organisational support was 44% among nurses and 51% among nurse leaders. The positive agreement percentage related to individual support was lower, that is, 38% among nurses and 61% among nurse leaders. University education had a positive association with some items of individual support. Despite the findings that ethical competence was estimated at a high level among nurse leaders, perceptions of support for nurses' ethical competence were not at a satisfactory level. At the organisational level, nurse leaders need to inform of ethical procedures and practices in orientation; encourage multidisciplinary ethics discussions and collaboration; and support

Emotional competence of teachers and social pedagogues

OpenAIRE

Bajramlić, Edita

2014-01-01

Emotional and intellectual abilities are equally important, interdependent parts of human intelligence. At school, the concept of intelligence is often equated with one's intellectual abilities while they rarely focus on pupils' emotional abilities. In the theoretical part, the concepts of intelligence and emotional competence are defined. I provided a more detailed analysis of the teachers' and social pedagogues' functions and roles in promoting emotional competence of primary school aged ch...

Supporting life-long competence development using the TENCompetence infrastructure: a first experiment

NARCIS (Netherlands)

Schoonenboom, J.; Sligte, H.; Moghnieh, A.; Hernàndez-Leo, D.; Stefanov, K.; Glahn, C.; Specht, M.; Lemmers, R.; Sligte, H.; Koper, R.

2008-01-01

This paper describes a test of the TENCompetence infrastructure that was developed for supporting lifelong competence development. The infrastructure contains supportive elements, among others the listing of competences and their components, competence development plans attached to competences and

Achieving Population-Level Change Through a System-Contextual Approach to Supporting Competent Parenting.

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Sanders, Matthew R; Burke, Kylie; Prinz, Ronald J; Morawska, Alina

2017-03-01

The quality of parenting children receive affects a diverse range of child and youth outcomes. Addressing the quality of parenting on a broad scale is a critical part of producing a more nurturing society. To achieve a meaningful population-level reduction in the prevalence rates of child maltreatment and social and emotional problems that are directly or indirectly influenced by parenting practices requires the adoption of a broad ecological perspective in supporting families to raise children. We make the case for adopting a multilevel, whole of population approach to enhance competent parenting and describe the essential tasks that must be accomplished for the approach to be successful and its effects measurable. We describe how a theoretically integrated system of parenting support based on social learning and cognitive behavioral principles can be further strengthened when the broader community supports parental participation. Implications for policy and practice are discussed.

Benevolent Sexism and Support of Romantic Partner's Goals: Undermining Women's Competence While Fulfilling Men's Intimacy Needs.

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Hammond, Matthew D; Overall, Nickola C

2015-09-01

The current research demonstrates how benevolent sexism functions to undermine women's competence while facilitating men's access to heterosexual intimacy by prompting different support behaviors by men and women. Objective coders rated the support provision exhibited during heterosexual couples' (N = 100) video-recorded discussions of each other's personal goals. Men who endorsed benevolent sexism provided more dependency-oriented support, including directly providing plans and solutions and neglecting the recipient's own abilities, which led to their female partners feeling less competent and less positively regarded. In contrast, women who endorsed benevolent sexism provided greater relationship-oriented support, characterized by affection and emphasizing the positive relationship outcomes associated with their partner's goals, which led their male partners to perceive greater regard and intimacy in their relationship. This study is the first to investigate how benevolent sexism prompts naturalistic support behaviors that can impede women's capacity for independent success while supporting the fulfillment of men's intimacy needs. © 2015 by the Society for Personality and Social Psychology, Inc.

Relations of social problem solving with interpersonal competence in Japanese students.

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Sumi, Katsunori

2011-12-01

To clarify the relations of the dimensions of social problem solving with those of interpersonal competence in a sample of 234 Japanese college students, Japanese versions of the Social Problem-solving Inventory-Revised and the Social Skill Scale were administered. Pearson correlations between the two sets of variables were low, but higher within each set of subscales. Cronbach's alpha was low for four subscales assessing interpersonal competence.

Individual and Social Competence, Personality Factors and Cognitive Abilities of Preschoolers

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Egorov A.V.

2015-06-01

Full Text Available Authors studied the connections between individual and social competence, personality factors and cognitive abilities of preschool children with typical development, attending kindergarten (N = 54; age 73, 4  6 months, 31 boys and 23 girls. The following method have been used: "Preschool children's educational competence scale», M5-PS, computer cognitive tests. K-means clustering of cases and Mann-Whitney U Test were used. Revealed that children with a high level of individual social competence development were more open to experience minded (p <0,0001, agreeable (p <0,05, conscientious (p <0,01, with higher level of Extraversion (0,001 and also more successful with the cognitive tests for stimulus sequences understanding (p <0,05, logical multiplication usage (p <0,05, emotional expression and situations of social interaction recognition (p <0,05 and p < 0,01. The obtained results may indicate the possible involvement of both personality and cognitive factors in the formation of individual and social competences.

Formation of Social Competencies and Socially Responsible Thinking of Students

OpenAIRE

Belousov, Artyom; Redko, Lyudmila Anatolevna; Tichonova, Evgeniya; Yanushevskaya, Marina Nikolaevna

2017-01-01

The research is focused on the preparation of undergraduate students enrolled in the quality management program in Tomsk Polytechnic University. The subject of the research is organizational and pedagogical conditions necessary for the formation of social competencies and socially responsible thinking in future undergraduate students enrolled in the quality management program. The research aims to identify and present the theoretical basis for organizational and pedagogical conditions to form...

Depressão, ansiedade e competência social em crianças obesas Depression, anxiety and social competence in obese children

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Andreia Mara Angelo Gonçalves Luiz

2005-04-01

Full Text Available Obesidade infantil alcança índices preocupantes, e sua ocorrência na população brasileira tem adquirido grande significância na área da saúde, principalmente devido ao impacto que causa na vida das crianças, trazendo conseqüências físicas, sociais, econômicas e psicológicas. Neste artigo dá-se ênfase à depressão, ansiedade e competência social, dentre os múltiplos fatores relacionados à obesidade infantil. Discutem-se aqui estudos que mostram estes fatores como causa ou como conseqüência da obesidade infantil, apesar de não haver consenso na área. Porém, a ocorrência concomitante de depressão, ansiedade e déficits de competência social com obesidade infantil demonstra a relevância deste tema. Uma maior difusão deste conhecimento bem como a proliferação destes estudos são importantes para proporcionar um atendimento e intervenção adequada a essa população.Childhood obesity has high rates of occurrence and in Brazil has acquired great importance in the area of health, mainly due to the consequences to children lives, bringing physical, social, economical and psychological consequences. In this article we emphasize depression, anxiety and social competence among the multiple factors related to childhood obesity. We discuss studies that present these factors as cause or consequence of childhood obesity, despite the fact that there is no consensus in the area. However the simultaneous occurrence of depression, anxiety and deficits in social competence and childhood obesity shows the importance of this matter. The spread of this knowledge and new research in the area will improve the care of these patients.

INTERACTIVE FORMS OF EDUCATION AS A CONDITION AND MEANS OF FORMING THE COGNITIVE AND SOCIAL-COMMUNICATIVE COMPETENCE OF STUDENTS

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Viktor Nikolaevich Pustovoytov

2014-12-01

Full Text Available Experience in the sphere of independent cognitive activity - cognitive competence - and the experience of communication and awareness of the significance of its activity in some field - social-communicative competence are important quality of modern man. Article considers the problem of forming the informative and social-communicative competences of students. It is shown that these competencies are key personal meta- and cross-competencies. Psycho-pedagogical strategies supporting their formation can be designed and implemented as a unified process. Effective medium formation of experience in the field of self-regulated learning, communicative experience and awareness of the personal importance of cognitive activity is learning academic subjects, and the condition and means - interactive forms of learning. The implementation of group-differentiated form of organization of students is analyzed in this context. Results of the study outlined in this article, have contributed to the problems of implementing competence-based approach to learning. 

Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal

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Maria da Glória Franco

2017-08-01

Full Text Available This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success.

[Competency requirements for executives in healthcare and social services organizations: Results of a Delphi study].

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Pielach, Martin; Schubert, Hans-Joachim

2018-02-07

Leadership in social services and healthcare organizations is marked by high levels of complexity and contradiction, which cannot be fully explained by politically, economically, and socially induced changes. Rather, it is the particularities of service provision in healthcare and social services that confront executives with specific demands. This study aimed to capture and prioritize required leadership competencies in healthcare and social services organizations. A three-step Delphi study was conducted with executives and managerial staff, who are job holders and thus experts on their occupation. For the first step, an explorative qualitative approach was chosen to record general opinion without prior assumptions. The following two steps weighted and selected the competency requirements in step one using rating- and ranking procedures. Results of the Delphi inquiry imply high relevance of social and personal competencies. Approximately 66 % of the competencies assessed in round three were social and personal competencies. 12 out of the 15 highest rated competencies in Delphi step three can be assigned to these two competency categories. In contrast, the importance of professional as well as methodical competencies was rated as less important. Only two methodical competencies and one professional competency were rated as very important by the panel. Nevertheless, the importance of executive professional and methodical competencies in healthcare and social services organizations is emphasized by high ratings of the competencies "Sector-specific expertise" and "Analytical skills". The methodical competency "Analytical skills" was identified by the Delphi respondents as the most important competency requirement. Social and personal requirements are of primary importance for leadership in healthcare and social services organizations. These results mostly correspond to leadership requirements posited in the literature on leadership skills. Emphasis should be on the

Social Competence in Infants and Toddlers with Special Health Care Needs: The Roles of Parental Knowledge, Expectations, Attunement, and Attitudes toward Child Independence

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Debra Zand

2014-02-01

Full Text Available Little research has empirically addressed the relationships among parental knowledge of child development, parental attunement, parental expectations, and child independence in predicting the social competence of infants and toddlers with special health care needs. We used baseline data from the Strengthening Families Project, a prevention intervention study that tested Bavolek’s Nurturing Program for Parents and Their Children with Health Challenges to explore the roles of these variables in predicting social competence in infants and toddlers with special health care needs. Bivariate relationships among the study variables were explored and used to develop and test a model for predicting social competence among these children. Study findings pointed to a combination of indirect and direct influences of parent variables in predicting social competence. Results indicated that parents who encouraged healthy behaviors for developing a sense of power/independence were more likely to have children with social competence developing on schedule. Elements related to parental expectations, however, did not have the hypothesized relationships to social competence. The present study provides preliminary data to support the development of knowledge based interventions. Within medical settings, such interventions may indeed maximize benefit while minimizing cost.

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

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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…

An analysis of the concept of competence in individuals and social systems.

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Adler, P T

1982-01-01

This paper has attempted to present a unified conceptual model of positive mental health or competence from the perspective of individuals and from the perspective of social systems of varying degrees of complexity, such as families, organizations, and entire communities. It has provided a taxonomy of the elements of competence which allows the application of a common framework to the analysis of competence and to the planning and evaluation of competence building interventions at any level of social organization. Community Mental Health Centers can apply the model which has been presented in a number of different ways. At whatever level(s) the CMHCs' efforts are directed, the competence model presents a framework for analysis, intervention, and evaluation which enriches and expands upon more typical disorder-based formulations. By providing a framework which encompasses all levels of social organization, the model provides the conceptual tools for going beyond the individual and microsystem levels which have often constituted the boundaries of CMHC concern, and allows the CMHC to approach the organizational and community levels which must be encompassed by a competently comprehensive center. Application of the concept of competence to social organizations and to communities allows the CMHC to analyze and intervene at these levels. Finally, the concept of organizational competence separated into its various elements provides the CMHC with a tool for analyzing and evaluating its own environment and the competence of various aspects of its own functioning within that environment.

Coping, family social support, and psychological symptoms among student veterans.

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Romero, Daniel H; Riggs, Shelley A; Ruggero, Camilo

2015-04-01

With rising numbers of student veterans on today's college campuses, multicultural competence in college counseling centers increasingly includes an understanding of military culture and its relation to the psychological health and functioning of student veterans. Research on interpersonal and intrapersonal factors associated with college student veterans' mental health is scarce. The current study examines the contributions of coping style and family social support on symptoms of anxiety, depression, and posttraumatic stress in a student veteran sample. We also tested the moderating role of family social support in the relationship between coping style and psychological symptoms. Data from 136 student veterans were analyzed by using path analysis. Results revealed that avoidant coping and family social support significantly predicted depressive and anxiety symptoms. Avoidant coping also significantly predicted posttraumatic stress symptoms. In addition, findings indicated that family social support moderated the relationship between problem-focused coping and depression, as well as between avoidant coping and symptoms of anxiety and depression but not posttraumatic stress. Implications of results for college and university counselors are discussed. (c) 2015 APA, all rights reserved).

Emotional intelligence predicts peer-rated social competence above and beyond personality traits

OpenAIRE

Dorota Szczygieł; Joanna Weber

2016-01-01

Background This study investigated the relationship between trait emotional intelligence (EI) and social competences (SC), which determine effective functioning in three types of social situations: intimate situations, situations of social exposure and situations requiring self-assertion. Social competences were assessed using a peer nomination method. It was hypothesized that trait EI predicts SC above and beyond personality traits. Participants and procedure Data were co...

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

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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)

Multimodal Analysis of Estimated and Observed Social Competence in Preschoolers With/Without Behavior Problems

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Talita Pereira Dias

2013-05-01

Full Text Available Social skills compete with behavior problems, and the combination of these aspects may cause differences in social competence. This study was aimed at assessing the differences and similarities in the social competence of 26 preschoolers resulting from: (1 groups which they belonged to, being one with social skills and three with behavior problems (internalizing, externalizing and mixed; (2 types of assessment, considering the estimates of mothers and teachers, as well as direct observation in a structured situation; (3 structured situations as demands for five categories of social skills. Children’s performance in each situation was assessed by judges and estimated by mothers and teachers. There was a similarity in the social competence estimated by mothers, teachers and in the performance observed. Only the teachers distinguished the groups (higher social competence in the group with social skills and lower in the internalizing and mixed groups. Assertiveness demands differentiated the groups. The methodological aspects were discussed, as well as the clinical and educational potential of the structured situations to promote social skills.

Linking social cognition with social interaction: Non-verbal expressivity, social competence and "mentalising" in patients with schizophrenia spectrum disorders

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Lehmkämper Caroline

2009-01-01

Full Text Available Abstract Background Research has shown that patients with schizophrenia spectrum disorders (SSD can be distinguished from controls on the basis of their non-verbal expression. For example, patients with SSD use facial expressions less than normals to invite and sustain social interaction. Here, we sought to examine whether non-verbal expressivity in patients corresponds with their impoverished social competence and neurocognition. Method Fifty patients with SSD were videotaped during interviews. Non-verbal expressivity was evaluated using the Ethological Coding System for Interviews (ECSI. Social competence was measured using the Social Behaviour Scale and psychopathology was rated using the Positive and Negative Symptom Scale. Neurocognitive variables included measures of IQ, executive functioning, and two mentalising tasks, which tapped into the ability to appreciate mental states of story characters. Results Non-verbal expressivity was reduced in patients relative to controls. Lack of "prosocial" nonverbal signals was associated with poor social competence and, partially, with impaired understanding of others' minds, but not with non-social cognition or medication. Conclusion This is the first study to link deficits in non-verbal expressivity to levels of social skills and awareness of others' thoughts and intentions in patients with SSD.

Epidemiology of competence: a scoping review to understand the risks and supports to competence of four health professions

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Glover Takahashi, Susan; Nayer, Marla

2017-01-01

Objectives This study examined the risks and supports to competence discussed in the literature related to occupational therapists, pharmacists, physical therapists and physicians, using epidemiology as a conceptual model. Design Articles from a scoping literature review, published from 1975 to 2014 inclusive, were included if they were about a risk or support to the professional or clinical competence of one of four health professions. Descriptive and regression analyses identified potential associations between risks and supports to competence and the location of study, type of health profession, competence life-cycle and the domain(s) of competence (organised around the CanMEDS framework). Results A total of 3572 abstracts were reviewed and 943 articles analysed. Most focused on physicians (n=810, 86.0%) and ‘practice’ (n=642, 68.0%). Fewer articles discussed risks to competence (n=418, 44.3%) than supports (n=750, 79.5%). The top four risks, each discussed in over 15% of articles, were: transitions in practice, being an international graduate, lack of clinical exposure/experience (ie, insufficient volume of procedures or patients) and age. The top two supports (over 35%) were continuing education participation and educational information/programme features. About 60% of all the articles discussed medical expert and about 25% applied to all roles. Articles focusing on residents had a greater probability of reporting on risks. Conclusions Articles about physicians were dominant. The majority of articles were written in the last decade and more discussed supports than risks to competence. An epidemiology-based conceptual model offers a helpful organising framework for exploring and explaining the competence of health professions. PMID:28864686

Shared genetic influences among childhood shyness, social competences, and cortical responses to emotions.

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Battaglia, Marco; Michelini, Giorgia; Pezzica, Elettra; Ogliari, Anna; Fagnani, Corrado; Stazi, Maria-Antonietta; Bertoletti, Eleonora; Scaini, Simona

2017-08-01

Visual event-related potentials (ERPs) evoked by facial expressions are useful to map socioemotional responses among shy children and to predict transition into social phobia. We investigated the sources of covariation among childhood shyness, social competences, and ERPs to other children's happy, neutral, and angry expressions. Electrophysiological and twin analyses examined the phenotypic and etiological association among an index of childhood shyness, an index of social competences, and ERP responses to facial expressions in 200 twins (mean age=9.23years). Multivariate twin analyses showed that the covariation among shyness, social competences, and a composite of a frontal late negative component occurring around 200-400ms in response to happy, neutral, and angry expressions could be entirely explained by shared genetic factors. A coherent causal structure links childhood shyness, social competences, and the cortical responses to facial emotions. A common genetic substrate can explain the interrelatedness of individual differences for childhood shyness, social competences, and some associated electrophysiological responses to socioemotional signals. Copyright © 2017 Elsevier Inc. All rights reserved.

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

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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).

Scientific Competencies in the Social Sciences

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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…

Sleep, Affect, and Social Competence from Preschool to Preadolescence: Distinct Pathways to Emotional and Social Adjustment for Boys and for Girls

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Joan E. Foley

2017-05-01

Full Text Available Using a normative sample of 1,057 children studied across 4 waves over 6 years with multiple informants, we investigated transactional relations for sleep problems, anxious-depressed symptoms, and social functioning from preschool to preadolescence, assessing cumulative effects on children's emotional and social adjustment. To examine sex differences in the developmental processes, we conducted separate analyses for boys and girls. For both boys and girls, longitudinal cross-lagged panel analyses showed that preschool sleep problems directly predicted anxious-depressed symptoms 2 years later; indirect effects continued into preadolescence. For girls, early and later sleep problems directly or indirectly predicted a wide variety of preadolescent emotional and social adjustment domains (e.g., depressive symptoms, school competence, emotion regulation, risk-taking behaviors. For boys, social competence played a more important role than sleep problems in predicting preadolescent adjustment. Among the first set of findings that demonstrate longitudinal relations between sleep problems and social functioning in middle childhood and preadolescence, these results support Dahl's and Walker's neurological models of sleep and emotional functioning. We discuss these findings in light of relations between sleep and affect during pre-pubertal development and discuss differential findings for boys and girls.

Mental state, body image disturbances and social competences in adolescents with strabismus

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Cecylia Smug

2010-06-01

Full Text Available Introduction: Strabismus is a serious ophthalmological and cosmetic disorder which may cause psychological discomfort. An increased incidence of various mental disturbances in patients with squint has been described. Affected children and adolescents experience more difficulties at school and worse results in sport. Squint may cause a disadvantageous social reception and may sometimes make it difficult to get a satisfying job. It may considerably decrease the quality of life. Objective: This study addressed three questions: 1 Is strabismus linked to psychiatric and psychological disorders? 2 Can it influence social competences? 3 Is it linked to dysmorphophobia (DSM-IV? Material and methods: Thirty persons with strabismus at the age of 13-17 years were compared with the control group of 30 persons of the same age, without eye problems. To detect psychiatric problems GHQ-28 scale was used. To assess social competences the Social Competence Questionnaire KKS (Kwestionariusz Kompetencji Społecznych was used. Dysmorphophobia symptoms were measured using the Body Dysmorphic Disorder Examination (BDDE. Results: There were no statistically significant differences in the incidence of symptoms of depression, anxiety, sleep disorders, functioning, social competences or dysmorphophobia in adolescents with strabismus, as compared to the control group. Significantly worse social competences were shown by those adolescents with strabismus who underwent surgical treatment, as compared to other persons with squint (p=0.006. Discussion: In literature, we have not found any studies on social competences in young people with strabismus. The prevalence of dysmorphophobia was not confirmed among them. No higher incidence of psychiatric disorders was observed in our study in adolescents with strabismus.

Building a Competency-Based Curriculum in Social Work Education

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Bracy, Wanda

2018-01-01

The focus on competency in social work education makes the development of a competency-based curriculum critical. This article describes an approach to curriculum building taking into account the integration, coherency, and integrity of such a curriculum. A presentation of how performance outcomes are fundamental to the relationship between the…

Administrative Behaviors and Emotional and Social Competences of Higher Education Administrators: A Cross-Cultural Study

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Osman Ferda BEYTEKİN

2012-01-01

Full Text Available In this study, higher education administrators, administrative behaviors; as educator, leader and manager, emotional competency; as self awareness and self management and social competency; as social awareness and social skills were compared according to two different cultures. The data was collected by inventories from 165 educators, and head of the departments Istanbul, and Helsinki Universities in 2008-2009 educational year. Elkins' administrative behaviors of higher education administrators inventory and Goleman's emotional and social competence inventory were conducted to test the differences. The manager behaviors of Istanbul University administrators are significantly higher than University of Helsinki administrators. The emotional competences of University of Helsinki administrators are significantly higher than the administrators of Istanbul University in the dimensions of self-awareness, self management, emotional selfcontrol, achievement orientation and positive outlook. The social competencies of University of Helsinki administrators are significantly higher than the administrators of Istanbul University in the dimensions of social awareness, empathy, and conflict management. On the other hand, the social competencies of Istanbul University administrators are significantly higher than the administrators of University of Helsinki in the dimensions of organizational awareness, coach and mentor, influence and teamwork. There is a significant positive relationship between the leadership behaviors and emotional and social competencies administrators in both Istanbul University and University of Helsinki. Significant differences are found between faculties and administrators about the administrative behaviors and emotional and social competences of administrators both at İstanbul University and University of Helsinki.

Evolutionary conserved neural signature of early life stress affects animal social competence.

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Nyman, Cecilia; Fischer, Stefan; Aubin-Horth, Nadia; Taborsky, Barbara

2018-01-31

In vertebrates, the early social environment can persistently influence behaviour and social competence later in life. However, the molecular mechanisms underlying variation in animal social competence are largely unknown. In rats, high-quality maternal care causes an upregulation of hippocampal glucocorticoid receptors ( gr ) and reduces offspring stress responsiveness. This identifies gr regulation as a candidate mechanism for maintaining variation in animal social competence. We tested this hypothesis in a highly social cichlid fish, Neolamprologus pulcher , reared with or without caring parents. We find that the molecular pathway translating early social experience into later-life alterations of the stress axis is homologous across vertebrates: fish reared with parents expressed the glucocorticoid receptor gr1 more in the telencephalon. Furthermore, expression levels of the transcription factor egr-1 (early growth response 1) were associated with gr1 expression in the telencephalon and hypothalamus. When blocking glucocorticoid receptors (GR) with an antagonist, mifepristone (RU486), parent-reared individuals showed more socially appropriate, submissive behaviour when intruding on a larger conspecific's territory. Remarkably, mifepristone-treated fish were less attacked by territory owners and had a higher likelihood of territory takeover. Our results indicate that early social-environment effects on stress axis programming are mediated by an evolutionary conserved molecular pathway, which is causally involved in environmentally induced variation of animal social competence. © 2018 The Author(s).

Association of ADHD symptoms and social competence with cognitive status in preschoolers.

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Ramos, Rosa; Freire, Carmen; Julvez, Jordi; Fernández, Mariana F; García-Esteban, Raquel; Torrent, Maties; Sunyer, Jordi; Olea, Nicolás

2013-03-01

We aimed to investigate the association of attention-deficit hyperactivity disorder (ADHD) symptoms and social competence outcomes with cognitive status in preschool children. The study population was drawn from three birth cohorts belonging to the Spanish INMA (Infancia y Medio Ambiente) project: Menorca (n = 289), Ribera d'Ebre (n = 60), and Granada (n = 108). Children were assessed at the age of 4 years for cognitive functions (McCarthy Scales of Children's Abilities, MSCA) by psychologists and for inattention and hyperactivity symptoms (ADHD Criteria of Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, ADHD-DSM-IV) and social competence (California Preschool Social Competence Scale) by their teachers. Multiple regression analyses were conducted to examine potential associations between behavioral outcomes (ADHD symptoms and social competence) and MSCA cognitive outcomes, adjusting for confounders. The presence of general ADHD symptoms (inattention, hyperactivity, or both) and poorer social competence both showed negative associations with cognitive outcomes. When we compared children according to ADHD subtypes, those with inattention symptoms alone and those with both inattention and hyperactivity symptoms showed significantly lower cognitive function scores in comparison to children with no ADHD symptoms. Behavioral dysfunctions in preschoolers may be associated with impairment of cognitive functions.

Exploring the Moderating Effects of Cognitive Abilities on Social Competence Intervention Outcomes

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Stichter, Janine P; Malugen, Emily; Herzog, Melissa; O'Donnell, Rose; Kilgus, S; Schoemann, Alexander M.

2018-01-01

Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits. The Social Competence Intervention-Adolescents' (SCI-A) methods, content, and materials were designed to be maximally pertinent and applicable to the…

The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children.

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Harter, Susan; Pike, Robin

1984-01-01

Describes two versions of a new pictorial scale of perceived competence and social acceptance, a downward extension of the Perceived Competence Scale for Children. Both versions, one for preschoolers/kindergarteners and one for first/second graders, tap four domains: cognitive competence, physical competence, peer acceptance, and maternal…

Emotional intelligence predicts peer-rated social competence above and beyond personality traits

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Dorota Szczygieł

2016-12-01

Full Text Available Background This study investigated the relationship between trait emotional intelligence (EI and social competences (SC, which determine effective functioning in three types of social situations: intimate situations, situations of social exposure and situations requiring self-assertion. Social competences were assessed using a peer nomination method. It was hypothesized that trait EI predicts SC above and beyond personality traits. Participants and procedure Data were collected from among 111 adolescents (46.95% girls. The study was conducted among five classes from three public high schools. Participants first completed the Personality Inventory NEO-FFI and the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF. Subsequently, the descriptions of three different persons were presented to the participants. Each description concerned one of the SC: intimate competence, social exposure competence and assertive competence. Participants were asked to nominate three classmates who suited each description best. Results A series of hierarchical regression analyses was performed. Personality traits and trait EI were regressed on each competence. Analyses involved two-step hierarchical regressions, entering personality traits at step 1 and adding trait EI at step 2. The results demonstrated that personality traits explained a substantial portion of the variance in each SC. Beyond these variables, trait EI was significant as a predictor of nominations for each SC, explaining an additional amount of the unique variance. Conclusions The results complement existing evidence that trait EI contributes to successful social functioning. The relationships between trait EI and SC remained statistically significant even after controlling for Big Five variance. The results demonstrate incremental validity of trait EI over and above personality traits.

Predicting Early Adolescents' Academic Achievement, Social Competence, and Physical Health from Parenting, Ego Resilience, and Engagement Coping

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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…

Relationships between organizational and individual support, nurses' ethical competence, ethical safety, and work satisfaction.

Science.gov (United States)

Poikkeus, Tarja; Suhonen, Riitta; Katajisto, Jouko; Leino-Kilpi, Helena

2018-03-12

Organizations and nurse leaders do not always effectively support nurses' ethical competence. More information is needed about nurses' perceptions of this support and relevant factors to improve it. The aim of the study was to examine relationships between nurses' perceived organizational and individual support, ethical competence, ethical safety, and work satisfaction. A cross-sectional questionnaire survey was conducted. Questionnaires were distributed to nurses (n = 298) working in specialized, primary, or private health care in Finland. Descriptive statistics, multifactor analysis of variance, and linear regression analysis were used to test the relationships. The nurses reported low organizational and individual support for their ethical competence, whereas perceptions of their ethical competence, ethical safety, and work satisfaction were moderate. There were statistically significant positive correlations between both perceived individual and organizational support, and ethical competence, nurses' work satisfaction, and nurses' ethical safety. Organizational and individual support for nurses' ethical competence should be strengthened, at least in Finland, by providing more ethics education and addressing ethical problems in multiprofessional discussions. Findings confirm that organizational level support for ethical competence improves nurses' work satisfaction. They also show that individual level support improves nurses' sense of ethical safety, and both organizational and individual support strengthen nurses' ethical competence. These findings should assist nurse leaders to implement effective support practices to strengthen nurses' ethical competence, ethical safety, and work satisfaction.

THE DEVELOPMENT OF TEACHER’S SOCIAL COMPETENCE IN RURAL MOUNTAIN ELEMENTARY SCHOOL

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Olena Varetska

2015-04-01

Full Text Available This paper attempted to illuminate the importance of social competence for elementary school teacher in rural mountain environment. The author analyzes the essential features, social and pedagogical challenges in rural schools, sensible changes characteristic of the modern village. Special attention is paid to the rural mountain school as a center of educational and social activities, its peculiarities and factors causing them, including the effect of mountain environment, climatic conditions, administration method, traditions, etc. It’s pointed out that teachers are also exposed to the effect of mountain environment. They work under tough weather conditions, often in a closed team, in the atmosphere of professional, social, economic and political information scarcity, which leads to a rapid “aging”, gradual professional, social decline and social competence development recession. The author proves the need to consider the environmental impact in the design of modern school, the need for innovative processes while maintaining the national spirit and the environment; the development of social competence of elementary school teacher in constantly changing social rural mountain environment is in the focus of attention.

Fostering Students' Moderation Competence: The Interplay between Social Relatedness and Perceived Competence

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Bürgermeister, Anika; Ringeisen, Tobias; Raufelder, Diana

2016-01-01

Using a longitudinal design, the present study examined whether two teaching concepts that varied in their capacity to foster students' self-determination affected students' sense of social relatedness and their perceived moderation competence, as well as the interplay between these two components and the students' performance during a moderation…

THERAPEUTIC SUPPORT OF REALIZATION OF THE COMPETENCE APPROACH IN EDUCATION

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Viktoriia A. Lykova

2010-08-01

Full Text Available The article analyses mechanisms of realization of the competence approach in education. Its therapeutic support actualizes factors of nonlinearity, processuality, subjectivity, conformity with nature, feedback in the educational environment. Behind each person there is a variety of tendencies, therefore to foresee or plan, «limit by standards» what exactly will be personally significant for a particular student in pedagogical interaction, is impossible. Therapeutic competence of teachers allows to realize individual learning pathways with support on a «fan of indicators» within a circle of competences.

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

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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…

Development and Validation of the Perceived Social Work Competence Scale in China

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Wang, Yean; Chui, Ernest

2017-01-01

Objective: This article reports a study that developed and validated the Perceived Social Work Competence Scale (PSWCS) for assessing social work students' competence in Mainland China. Method: The indicators were generated by a broad empirical review of recent literature, confirmed by experts, and indigenized by means of two focus groups of…

La competència social i la conducta prosocial en estudiants de secundària

OpenAIRE

Lorente Escriche, Sara; Martí Vilar, Manuel; Puchol i Fraile, Irene

2015-01-01

At this work two fundamental elements in relationships with peers, social competence and prosocial behavior, are analyzed in 193 teenagers from secondary studies.. Results shows how scales of Prosocial Behaviour influences in a significative way on Social Competence sub-scales. High levels of Prosocial Behavior are significantly related in a positive way with Appropriate Social Skills dimension of social competence, while high levels of Antisocial Behavior are positively related to Inappropri...

SPECIFIC SKILLS AND SOCIAL COMPETENCE IN SCHIZOPHRENIA

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APPELO, MT; WOONINGS, FMJ; VANNIEUWENHUIZEN, CJ; EMMELKAMP, PMG; SLOOFF, CJ; LOUWERENS, JW

Generalization of skills is a major problem in social skills training for schizophrenic patients. Assessment of skills is mostly not based on objective indices of specific skill deficits. The results of this study show that global competence of schizophrenics can be differentiated from specific

Specific skills and social competence in schizophrenia

NARCIS (Netherlands)

Appelo, M.T.; van Nieuwenhuizen, C.J.; Emmelkamp, P.M.G.; Slooff, C.J.; Louwerens, J.W.

1992-01-01

Generalization of skills is a major problem in social skills training for schizophrenic patients. Assessment of skills is mostly not based on objective indices of specific skill deficits. The results of this study show that global competence of schizophrenics can be differentiated from specific

CRITERIA OF FORMATION OF SOCIAL-PEDAGOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN INCLUSIVE SECONDARY SCHOOL

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Zoia Shevtsiv

2017-03-01

Full Text Available The article aims to justify the formation of criteria and indicators of social-pedagogical competence of the future teachers of primary school of inclusive comprehensive school and to determine its level of development. The objectives are to determine the status of the development problems of professional competence of teachers in inclusive education; essence and structural components of social-pedagogical competence of future primary school teacher of inclusive comprehensive school; criteria, indicators and levels of social-pedagogical competence of future primary school teacher of inclusive comprehensive schools. The education system in Ukraine is gradually transition to inclusive education. Inclusive comprehensive school is being created. It requires a highly qualified primary school teacher who co-teaches regulatory children and children with disability. The article is grounded the necessity of social-pedagogical competence of future teachers of primary school of inclusive comprehensive schools. The essence of social-pedagogical competence of future primary school teacher of inclusive comprehensive schools is defined. The structural components of social-pedagogical competence are characterized. Scientific papers on the issue of formation of competence of experts in various fields are analyzed. The pronunciation for selection and justification criteria and parameters of formation of professional competence is overviewed. The group of the criteria suggested by various scientists from the evaluation of the formation of professional competence of specialists in different fields is considered. The criteria and parameters of evaluating the levels of social-pedagogical competence of future teachers of primary school in inclusive comprehensive schools are selected on the base of the analysis of modern achievements of scientists. Future prospects of research is in developing of a method of diagnosing the levels of social-pedagogical competence of

A Comparison of Waldorf and Non-Waldorf Student-Teachers' Social-Emotional Competencies: Can Arts Engagement Explain Differences?

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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…

Social-Emotional Competencies among Teachers: An Examination of Interrelationships

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Hen, Meirav; Goroshit, Marina

2016-01-01

Teachers' social-emotional competence is crucial for promoting a positive learning environment to the students. However, the research on teachers' social-emotional abilities is very limited. This study examined the relationship between emotional abilities and self-efficacies and empathy among teachers, hypothesizing that teachers' self-efficacy…

Children's Emotional Expressivity and Teacher Perceptions of Social Competence

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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…

Social support, flexible resources, and health care navigation.

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Gage-Bouchard, Elizabeth A

2017-10-01

Recent research has focused attention on the role of patients' and clinicians' cultural skills and values in generating inequalities in health care experiences. Yet, examination of how social structural factors shape people's abilities to build, refine, and leverage strategies for navigating the health care system have received less attention. In this paper I place focus on one such social structural factor, social support, and examine how social support operates as a flexible resource that helps people navigate the health care system. Using the case of families navigating pediatric cancer care this study combines in-depth interviews with parents of pediatric cancer patients (N = 80), direct observation of clinical interactions between families and physicians (N = 73), and in-depth interviews with pediatric oncologists (N = 8). Findings show that physicians assess parental visibility in the hospital, medical vigilance, and adherence to their child's treatment and use these judgments to shape clinical decision-making. Parents who had help from their personal networks had more agility in balancing competing demands, and this allowed parents to more effectively meet institutional expectations for appropriate parental involvement in the child's health care. In this way, social support served as a flexible resource for some families that allowed parents to more quickly adapt to the demands of caring for a child with cancer, foster productive interpersonal relationships with health care providers, and play a more active role in their child's health care. Copyright © 2017 Elsevier Ltd. All rights reserved.

Social support and parenting self-efficacy among Chinese women in the perinatal period.

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Gao, Ling-Ling; Sun, Ke; Chan, Sally Wai-Chi

2014-05-01

to examine the changes in and relationship between perceived social support and parenting self-efficacy in the perinatal period among pregnant women in mainland China. this was a secondary analysis with data from part of an experimental study of the effects of an interpersonal-psychotherapy-oriented childbirth psychoeducation programme on maternal adaptation. A longitudinal design was employed in the present study. The study was carried out from July 2008 to May 2009 in one general hospital in Guangzhou, China. a convenience sample of 68 first-time mothers in mainland China completed measurement of social support and parenting self-efficacy during pregnancy and at six weeks and three months post partum. perceived social support and parenting self-efficacy declined during early motherhood. Parenting self-efficacy increased from six weeks post partum to three months post partum. Perceived social support positively correlated with parenting self-efficacy. culturally competent health-care intervention should be developed during early motherhood to promote perceived social support and parenting self-efficacy for the new mothers. Copyright © 2013 Elsevier Ltd. All rights reserved.

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

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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

A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings.

LENUS (Irish Health Repository)

Hardiman, Sharon

2009-03-01

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=25; segregated school). Parents and teachers completed the Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale-School: 2nd edition. A series of 2 x 2 ANOVAs were carried out on social competence scores using educational placement type (inclusive vs segregated school) and proxy rater (parent vs teacher) as the independent variables. Key findings indicated that children in inclusive schools did not differ significantly from children in segregated schools on the majority of proxy ratings of social competence. This supports the belief that children with intellectual disabilities can function well in different educational settings. Present findings highlight the importance of utilising the functional model of ID when selecting and designing school placements for children with moderate ID.

A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings.

Science.gov (United States)

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=25; segregated school). Parents and teachers completed the Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale-School: 2nd edition. A series of 2 x 2 ANOVAs were carried out on social competence scores using educational placement type (inclusive vs segregated school) and proxy rater (parent vs teacher) as the independent variables. Key findings indicated that children in inclusive schools did not differ significantly from children in segregated schools on the majority of proxy ratings of social competence. This supports the belief that children with intellectual disabilities can function well in different educational settings. Present findings highlight the importance of utilising the functional model of ID when selecting and designing school placements for children with moderate ID.

Social Entrepreneurship Competence: Evidence from Founders of Social Enterprises in Romania

NARCIS (Netherlands)

Loredana Orhei; Joop Vinke; S. Nandram

2014-01-01

Social entrepreneurship has been defined until now by borrowing insights from commercial, Schumpeterian entrepreneurship as well as a new way of looking at non-profit work (Peredo and McLean, 2006; Short et al., 2009). Inspired by the use of a competence perspective to define entrepreneurship

Competência social e autismo: o papel do contexto da brincadeira com pares Social competence and autism: the role of the context of play with peers

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Cláudia Sanini

2013-03-01

Full Text Available Observa-se o esforço dos pesquisadores em delinear e avaliar intervenções para facilitar o desenvolvimento da interação social em crianças com autismo e seus pares, em situações de inclusão escolar. Entre os resultados controversos dos estudos estão os que se referem ao papel do contexto das brincadeiras, isto é, se livre ou dirigida, na promoção da competência social dessas crianças. O objetivo deste estudo foi revisar criticamente a literatura sobre o tema, buscando-se evidências sobre que tipo de contexto de brincadeira tende a promover as interações entre pares, examinando-se as questões metodológicas que cercam esse debate. A conclusão foi de que ambos os contextos promovem o desenvolvimento da competência social, mas o livre tende a ser mais duradouro e espontâneo.There is a substantial effort of researchers in designing and assessing interventions aiming to promote the social interaction between children with autism and their peers, in the context of inclusion. Among the results that are controversial are the issues related to the role of the play context (free or directed in the promotion of children's social competence. The aim of this study was to critically review the literature about this topic by searching evidences about what sort of play context tend to promote peer interaction and by examining the methodological issues that surround this debate. The conclusion is that both contexts promote the development of social competence, but the free one tends to be more permanent and spontaneous.

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

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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…

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

OpenAIRE

Sarıçam, Hakan; Yaman, Erkan; Çelik, İsmail

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 Loneliness Scale. Relationships between loneliness, social competence and cyberbullying were tested using Pearson Product Moment Correlation Coefficient...

The times they are a-changing: Self-directed long-term services and supports and gerontological social work.

Science.gov (United States)

Sciegaj, Mark; Hooyman, Nancy R; Mahoney, Kevin J; DeLuca, Casey

2018-03-05

The Partnerships for Person-Centered (PC) and Participant-Directed (PD) Long-Term Services and Supports (LTSS) Project (Partnerships Project) was a three-year effort funded by the New York Community Trust to develop and implement social work curriculum that would better prepare students for the changing practice demands of the aging and disability services network for self-directed LTSS (SD-LTSS). This article first describes the growth of SD-LTSS and the need for trained social workers on this service delivery model. The paper then describes the Partnerships Project that involved schools of social work along and aging and disability network organization partners in nine states. This description includes the major activities of the project including the creation of SD-LTSS competencies for social work education, the infusion of these competencies in beginning and advanced social work classes, and student assessment of their attainment of these competencies. This article then discusses the challenges to institutionalizing such curricular changes within social work programs and the need for a national strategy to train social workers for the demands of SD-LTSS.

Promoting Social and Emotional Competencies among Young Children in Croatia with Preschool PATHS

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Mihic, Josipa; Novak, Miranda; Basic, Josipa; Nix, Robert L.

2016-01-01

Preschool PATHS (Promoting Alternative Thinking Strategies) is an evidence-based universal prevention program focused on promoting children's social and emotional competencies and reducing the likelihood of behaviour problems and negative relationships with peers and teachers. This paper examines changes in the social and emotional competencies of…

Communicative Competence as a Professional Mobility Factor of Teachers Supporting for Disabled People

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Dziuba E.M.

2015-11-01

Full Text Available The paper discribes experience in the implementation of a new educational module “Philosophical and Socio-legal Bases of Supporting for Disabled People” developed by a professional team of Nizhny Novgorod State Pedagogical Minin University. Forming the communicative competency of disabled people supporting specialist is one of the main tasks of the module. Program developers believe that the structure and content of the educational subjects and practical training programs enables graduates to be prepared for variative communication forms providing educational, social, and cultural support of disable people as well as in the professional field as a whole. The ability of the graduate to communicate efficiently and effectively is required for professional mobility in teaching and non-teaching areas; so this module is a multi-purpose educational development.

Teasing and social rejection among obese children enrolling in family-based behavioural treatment: effects on psychological adjustment and academic competencies.

Science.gov (United States)

Gunnarsdottir, T; Njardvik, U; Olafsdottir, A S; Craighead, L W; Bjarnason, R

2012-01-01

The first objective was to determine the prevalence of psychological maladjustment (emotional and behavioural problems), low academic competencies and teasing/social rejection among obese Icelandic children enrolling in a family-based behavioural treatment. A second objective was to explore the degree to which teasing/social rejection specifically contributes to children's psychological adjustment and academic competencies when controlling for other variables, including demographics, children's physical activity, parental depression and life-stress. Participants were 84 obese children (mean body mass index-standard deviation score=3.11, age range=7.52-13.61 years). Height and weight, demographics and measures of children's psychological adjustment, academic competencies, teasing/social rejection and physical activity were collected from children, parents and teachers. Parental depression and life-stress was self-reported. Over half the children exceeded cutoffs indicating concern on at least one measure of behavioural or emotional difficulties. Children endorsed significant levels of teasing/social rejection, with almost half acknowledging they were not popular with same-gender peers. Parent reports of peer problems were even higher, with over 90% of both boys and girls being rated by their parents as having significant peer difficulties. However, rates of low academic competencies as reported by teachers were not different from those of the general population. In regression analyses controlling for other variables, self-reported teasing/social rejection emerged as a significant contributor to explaining both child psychological adjustment and academic competencies. The results indicate that among obese children enrolled in family-based treatment, self-reported teasing/social rejection is quite high and it is associated with poorer psychological adjustment as well as lower academic competencies. Parent reports corroborate the presence of substantial peer

Contextualizing Individual Competencies for Managing the Corporate Social Responsibility Adaptation Process

NARCIS (Netherlands)

Osagie, E.R.; Wesselink, R.; Blok, V.; Mulder, M.

2016-01-01

Companies committed to corporate social responsibility (CSR) should ensure that their managers possess the appropriate competencies to effectively manage the CSR adaptation process. The literature provides insights into the individual competencies these managers need but fails to prioritize them and

TENTube: A Video-based Connection Tool Supporting Competence Development

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Albert A Angehrn

2008-07-01

Full Text Available The vast majority of knowledge management initiatives fail because they do not take sufficiently into account the emotional, psychological and social needs of individuals. Only if users see real value for themselves will they actively use and contribute their own knowledge to the system, and engage with other users. Connection dynamics can make this easier, and even enjoyable, by connecting people and bringing them closer through shared experiences such as playing a game together. A higher connectedness of people to other people, and to relevant knowledge assets, will motivate them to participate more actively and increase system usage. In this paper, we describe the design of TENTube, a video-based connection tool we are developing to support competence development. TENTube integrates rich profiling and network visualization and navigation with agent-enhanced game-like connection dynamics.

Discrepancies between self- and adult-perceptions of social competence in children with neuropsychiatric disorders.

Science.gov (United States)

Vuori, M; Autti-Rämö, I; Junttila, N; Vauras, M; Tuulio-Henriksson, A

2017-09-01

The present study examines discrepancies between self- and adult-perceptions of social competence in children with attention deficit-hyperactivity disorder (ADHD), autism spectrum disorders (ASD) and possible co-morbid disruptive behaviour disorders (DBD). Self-reported questionnaires were collected from multiple informants at the baseline of a multi-systemic family intervention programme for children (aged 5-12) with ADHD, ASD and possible co-morbid DBD. In total, out of the 154 families eligible for the study, information was received concerning children from 124 families (children n = 121; mothers n = 117; fathers n = 86; teachers n = 97). In addition to this, a comparison community sample of 318 school-aged children (approximately 10 years old) was utilized to examine the perceptions of children's social competence across intervention and population groups in more detail. Children's self-perceptions in the prosocial dimension of social competence (i.e. cooperating skills, empathy) did not differ between the intervention and comparison groups. Interestingly, the children in the intervention sample expressed more impulsivity and disruptiveness - the antisocial dimension of social competence - when compared with the children in the comparison sample. Adult ratings demonstrated that mothers, fathers and teachers reported decreased prosocial behaviour and increased antisocial behaviour across overall dimensions and sub-dimensions when compared with adults' ratings of elementary school children. Informant discrepancies between self-ratings and adult ratings across intervention groups yielded significant effect sizes (eta-squared) across all domains of social competence ranging from .09 to .25. Children's positive self-ratings of social competence relative to adult ratings increased within intervention sample when compared with population sample. The intervention sample children appeared to acknowledge their social competence deficits, yet self

Social Justice Competencies and Career Development Practices

Science.gov (United States)

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…

Social Studies, Social Competence and Citizenship in Early Childhood Education: Developmental Principles Guide Appropriate Practice

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Kemple, Kristen M.

2017-01-01

The purpose of this article is to examine the nature of appropriate social studies education in the Kindergarten and Pre-Kindergarten years. The importance of social competence development as a basic foundation of the social studies in the early years of schooling is examined, with particular attention to the commonalities shared between goals and…

PROBLEM OF DIAGNOSTICS OF SOCIAL COMPETENCE OF HIGHER EDUCATIONAL ESTABLISHMENTS STUDENTS

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Iryna B. Zarubinska

2010-08-01

Full Text Available In this article the necessity of componential research of students’ social competence level is grounded, the results of its motivational component study are analysed and perspectives of further scientific work with the aim of competence-based education introduction are defined.

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

Science.gov (United States)

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…

Multiracial competence in social work: recommendations for culturally attuned work with multiracial people.

Science.gov (United States)

Jackson, Kelly E; Samuels, Gina M

2011-07-01

According to the 2010 U.S. census, approximately 9 million individuals report multiracial identities. By the year 2050, as many as one in five Americans could claim a multiracial background. Despite this population growth, a review of recent empirical and theoretical literature in social work suggests a disproportionate lack of attention to issues ofmultiraciality. Instead, social work practice models remain embedded in traditional societal discourses of race and culture that often exclude or marginalize the experiences of multiracial individuals and families.This article summarizes recommendations following the domains of awareness, knowledge, and skills in the NASW Standards for Cultural Competence in Social Work Practice to support culturally attuned social work practice with multiracial people. The authors argue that a culturally attuned practice approach--one that is inclusive of multiraciality--is not only timely, but also consistent with the profession's ethical obligation to provide culturally relevant services to all consumers and clients.

Show me your Network and I’ll tell you who you are: Social Competence and Social Capital on Early-stage entrepreneurs (forthcoming)

NARCIS (Netherlands)

Lans, T.; Blok, V.; Gullikers, J.

2015-01-01

Recognizing that detailed work on social competence in the context of early entrepreneurial processes is still scarce and, at the same time, building further on existing work, we investigated how and to what extent social competence influences social capital among students with latent

Network Characteristics, Perceived Social Support, and Psychological Adjustment in Mothers of Children with Autism Spectrum Disorder

Science.gov (United States)

Benson, Paul R.

2012-01-01

This study examined the characteristics of the support networks of 106 mothers of children with ASD and their relationship to perceived social support, depressed mood, and subjective well-being. Using structural equation modeling, two competing sets of hypotheses were assessed: (1) that network characteristics would impact psychological adjustment…

Demoralization in mental health organizations: leadership and social support help.

Science.gov (United States)

Gabel, Stewart

2012-12-01

Demoralization is a commonly observed feeling state that is characterized by a sense of loss of or threat to one's personal values or goals and a perceived inability to overcome obstacles toward achieving these goals. Demoralization has features in common with burnout and may precede or accompany it. Psychiatrists working in many mental health care organizational settings, be they in the public or private sectors, may be at particular risk for demoralization. This is due partly to stressors that threaten their own professional values because of factors such as programmatic cut backs, budgetary reductions and changing social emphases on the value of mental health treatments. They also may be at risk for demoralization because of the effects on them of the governance styles of the agencies in which they are employed. The leadership or governance style in large organizational settings often is authoritarian, hierarchical and bureaucratic, approaches that are antithetical to the more participative leadership styles favored by many mental health professionals in their clinical activities. Clinical leaders in mental health organizations must exhibit various competencies to successfully address demoralization in clinical staff and to provide a counterbalance to the effects of the governance style of many agencies in which they are employed. Appropriate leadership skills, sometimes too simplistically termed "social support", have been found to reduce burnout in various populations and are likely to lessen demoralization as well. This paper reviews these important leadership issues and the relationship of social support to recognized leadership competencies.

Executive Function, Social Emotional Learning, and Social Competence in School-Aged Boys with Autism Spectrum Disorder

Science.gov (United States)

Berard, Nathalie; Loutzenhiser, Lynn; Sevigny, Phillip R.; Alfano, Dennis P.

2017-01-01

Autism Spectrum Disorder (ASD) is an aetiologically complex neurodevelopmental disorder characterized by deficits in social functioning. Children with ASD display a wide range of social competence and more variability in social domains as compared with either communication or repetitive behaviour domains. There is limited understanding of factors…

Depressão, ansiedade, competência social e problemas comportamentais em crianças obesas Depression, anxiety, social competence and behavioral problems in obese children

Directory of Open Access Journals (Sweden)

Andreia Mara Angelo Gonçalves Luiz

2005-12-01

Full Text Available A obesidade infantil alcança índices preocupantes e sua ocorrência na população brasileira tem adquirido grande significância na área da saúde, principalmente devido ao impacto que causa na vida das crianças, trazendo conseqüências físicas, sociais, econômicas e psicológicas. Neste artigo enfatiza-se a depressão, a ansiedade, a competência social e os problemas comportamentais, dentre os múltiplos fatores relacionados à obesidade infantil. São discutidos estudos que mostram estes fatores como causa ou como conseqüência da obesidade infantil, apesar de não haver consenso na área. Porém, a ocorrência concomitante de depressão, ansiedade e déficits de competência social com obesidade infantil demonstra a relevância deste tema. Uma maior difusão desse conhecimento e a proliferação desses estudos são importantes para proporcionar um atendimento e intervenção adequados a essa população.Childhood obesity has high rates of occurrence and in Brazil has acquired great importance in the area of health, mainly due to the consequences to children's lives, bringing physical, social, economical and psychological consequences. In this article we emphasize depression, anxiety, social competence and behavior problems among the multiple factors related to childhood obesity. We discuss studies that present these factors as cause or consequence of childhood obesity, despite the fact that there is no consensus in the area. However, the simultaneous occurrence of depression, anxiety and deficits in social competence and childhood obesity shows the importance of this matter. The awareness of this and more research in the area will improve the quality of life of these patients.

Realizing dignity as a part of intercultural competence

DEFF Research Database (Denmark)

Breunig, Steven

2014-01-01

in intercultural encounters with cognitive, behavioral and affective competence. Dignity contributes to intercultural competence by enabling persons to view the social world anew. In this paper, dignity is conceptualized as the development and self-expression of persons free from social categorization, while...... for effective and appropriate interaction between a Self and a culturally dissimilar Other. Accordingly, it is proposed that emotional regulation is essential for realizing dignity as an aspect of intercultural competence. Research on social dynamics and identity and the emotions is not without its precedence...... within intercultural communication. This project contributes to the objectives of intercultural communication and competence by theorizing how awareness of social dynamics and emotional regulation may support the realization of dignity during intercultural encounters. Dignity may complement other...

HIV/AIDS Competent Households: Interaction between a Health-Enabling Environment and Community-Based Treatment Adherence Support for People Living with HIV/AIDS in South Africa.

Science.gov (United States)

Masquillier, Caroline; Wouters, Edwin; Mortelmans, Dimitri; van Wyk, Brian; Hausler, Harry; Van Damme, Wim

2016-01-01

In the context of severe human resource shortages in HIV care, task-shifting and especially community-based support are increasingly being cited as potential means of providing durable care to chronic HIV patients. Socio-ecological theory clearly stipulates that-in all social interventions-the interrelatedness and interdependency between individuals and their immediate social contexts should be taken into account. People living with HIV/AIDS (PLWHA) seldom live in isolation, yet community-based interventions for supporting chronic HIV patients have largely ignored the social contexts in which they are implemented. Research is thus required to investigate such community-based support within its context. The aim of this study is to address this research gap by examining the way in which HIV/AIDS competence in the household hampers or facilitates community-based treatment adherence support. The data was analyzed carefully in accordance with the Grounded Theory procedures, using Nvivo 10. More specifically, we analyzed field notes from participatory observations conducted during 48 community-based treatment adherence support sessions in townships on the outskirts of Cape Town, transcripts of 32 audio-recorded in-depth interviews with PLWHA and transcripts of 4 focus group discussions with 36 community health workers (CHWs). Despite the fact that the CHWs try to present themselves as not being openly associated with HIV/AIDS services, results show that the presence of a CHW is often seen as a marker of the disease. Depending on the HIV/AIDS competence in the household, this association can challenge the patient's hybrid identity management and his/her attempt to regulate the interference of the household in the disease management. The results deepen our understanding of how the degree of HIV/AIDS competence present in a PLWHA's household affects the manner in which the CHW can perform his or her job and the associated benefits for the patient and his/her household

HIV/AIDS Competent Households: Interaction between a Health-Enabling Environment and Community-Based Treatment Adherence Support for People Living with HIV/AIDS in South Africa.

Directory of Open Access Journals (Sweden)

Caroline Masquillier

Full Text Available In the context of severe human resource shortages in HIV care, task-shifting and especially community-based support are increasingly being cited as potential means of providing durable care to chronic HIV patients. Socio-ecological theory clearly stipulates that-in all social interventions-the interrelatedness and interdependency between individuals and their immediate social contexts should be taken into account. People living with HIV/AIDS (PLWHA seldom live in isolation, yet community-based interventions for supporting chronic HIV patients have largely ignored the social contexts in which they are implemented. Research is thus required to investigate such community-based support within its context. The aim of this study is to address this research gap by examining the way in which HIV/AIDS competence in the household hampers or facilitates community-based treatment adherence support. The data was analyzed carefully in accordance with the Grounded Theory procedures, using Nvivo 10. More specifically, we analyzed field notes from participatory observations conducted during 48 community-based treatment adherence support sessions in townships on the outskirts of Cape Town, transcripts of 32 audio-recorded in-depth interviews with PLWHA and transcripts of 4 focus group discussions with 36 community health workers (CHWs. Despite the fact that the CHWs try to present themselves as not being openly associated with HIV/AIDS services, results show that the presence of a CHW is often seen as a marker of the disease. Depending on the HIV/AIDS competence in the household, this association can challenge the patient's hybrid identity management and his/her attempt to regulate the interference of the household in the disease management. The results deepen our understanding of how the degree of HIV/AIDS competence present in a PLWHA's household affects the manner in which the CHW can perform his or her job and the associated benefits for the patient and his

Social Empowerment in Mexican Violent Contexts through Media Competence

OpenAIRE

Grijalva-Verdugo, Abel-Antonio; Moreno-Candil, David

2017-01-01

The acquisition of digital skills, media diet management, and general knowledge of ICT, is essential for the development and empowerment of audiences in the current media ecology, particularly considering the political and social challenges of the Latin American environment. In that sense, the study of media competence is urgent for sizing up the needs and characteristics of these communities. This work analyses the axiological and ideological dimension of media competence during an electoral...

Assessment of Social Competence in an Evaluation-Interaction Analogue

Science.gov (United States)

Steffen, John J.; Redden, Joan

1977-01-01

Discusses a study designed to explore behavior changes in subjects' performances as a function of evaluative feedback and examines the relations between judgements of physical attractiveness and social competence. (MH)

Collective Competence and Social Capital Analysis in Collaborative Networks

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Janaina Macke

2010-06-01

Full Text Available The present paper addresses the issue of collective competence and social capital analysis for collaborative networks. The objective of the project is to understand how collaborative networks can be influenced considering the perspective of social capital and core competences. In this model we defend the emphasis on endogenous resources, once the technology is, in a general way, accessible to most of the companies and, therefore will not be a long term competitive advantage. The model shows that collaborative networks will be more competitive and successful if they invest in to core elements that are: organizational culture and people. Therefore, the model contributes for the researches in socio-organizational filed and provides a tool to evaluate collaborative networks.

Promoting Social and Emotional Competencies among Young Children in Croatia with Preschool PATHS.

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Josipa Mihic

2016-11-01

Full Text Available Preschool PATHS (Promoting Alternative Thinking Strategies is an evidence-based universal prevention program focused on promoting children’s social and emotional competencies and reducing the likelihood of behaviour problems and negative relationships with peers and teachers. This paper examines changes in the social and emotional competencies of the first children to participate in Preschool PATHS in Croatia. This study included 164 children, ages 3-6, in 12 preschool classrooms in three cities across Croatia, who participated in the classroom-based Preschool PATHS curriculum. At the beginning and end of the preschool year, teachers completed wellvalidated and reliable assessments of social and emotional competencies on each child. Hierarchical linear models revealed statistically significant and substantial improvements in prosocial behaviour, emotion regulation, emotion symptoms, peer problems, relational aggression, conduct problems, and hyperactive-impulsive behaviour. Study findings reveal significant changes in children’s social and emotional competencies during preschool. This time may present a unique opportunity to buttress children’s skills and improve long-term school success through the implementation of a rigorous empiricallyvalidated prevention program such as Preschool PATHS.

Perceived Social Support and Early Adolescents' Achievement : The Mediational Roles of Motivational Beliefs and Emotions

NARCIS (Netherlands)

Ahmed, Wondimu; Minnaert, Alexander; van der Werf, Greetje; Kuyper, Hans

Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and

Difficulties in Defining Social-Emotional Intelligence, Competences and Skills - a Theoretical Analysis and Structural Suggestion

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Moana Monnier

2015-04-01

Full Text Available 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 standards in Germany, these are viewed as important attributes that should be taught, supported and if possible assessed in educational pathways toward an occupation (KMK, 2007. However, in looking for a generally approved and widely used definition, many problems arise on the inter-conceptual and intra-conceptual level, triggering implementation difficulties in educational curricula. This article highlights these difficulties by selecting five well-established key theories and comparing their communalities and differences. Analyzing definitions of intelligence, competences and skills, taking an action regulation perspective and highlighting the interdependence of social and emotional aspects, a structural system to facilitate the transfer into the educational context is proposed.

Private support and social securityPrivate support and social security

OpenAIRE

Frans van Dijk

1998-01-01

The issue is addressed whether assistance to persons in need can be left to the `family' and the `community'. In that case people depend on their social networks. The support a person receives through a given network of social ties is examined. However, ties are diverse and subject to change. By means of a model of the dynamics of social ties, the conditions for adequate private support are analyzed. The sustainability of private support over time is examined by incorporating the impact on so...

Competência social e empatia: um estudo sobre resiliência com crianças em situação de pobreza Social competence and empathy: study about resilience with children in poverty

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Alessandra Marques Cecconello

2000-06-01

Full Text Available O objetivo desse estudo foi avaliar a competência social e a empatia em crianças escolares que vivem em situação de pobreza. Participaram da pesquisa 100 crianças, de ambos os sexos, com idades entre seis e nove anos. Os instrumentos utilizados foram o Teste das Histórias Incompletas (THI (Mondell & Tyler, 1981 e a Escala de Empatia (Bryant, 1982, que avaliaram, respectivamente, competência social e empatia. Os resultados demonstraram que as meninas são mais competentes socialmente e mais empáticas do que os meninos. Da mesma forma, as crianças mais empáticas tendem a ser mais competentes socialmente do que as outras. De um modo geral, os dados obtidos enfatizam a importância dessas duas características como fatores de proteção, contribuindo para a resiliência e adaptação.The aim of this study was to evaluate social competence and empathy in school children who live in poverty. One hundred children, of both sexes, age six to nine years old, participated in this research. The materials were the Incomplete Stories Test (Mondell & Tyler, 1981 and the Empathy Scale (Bryant, 1982, that evaluated, respectively, social competence and empathy. The results demonstrated that girls are more socially competent and more empathic than boys. In the same way, the more empathic children tend to be more socially competent than the others. In a global sense, the data emphasized the importance of these two characteristics as protective factors, contributing to resilience and adaptation.

INFLUENCE OF COMPETENCE, TRANSFORMATIONAL LEADERSHIP, SOCIAL CAPITAL AND PERFORMANCE ON EMPLOYEE CAREERS

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Nia Kusuma Wardhani

2017-12-01

Full Text Available Every employee would expect a career enhancement in his job. There are many factors that affect employee careers. This study aims to examine the influence of Competence, Transformational Leadership, Social Capital and Performance to Career Employees of Mercu Buana University, is a quantitative research with Path Analysis method. This research was conducted at Mercu Buana University in West Jakarta area, the research sample was 185 employees using Simple Random Sampling method. Associated with the performance of employees, the results showed that there is an influence of competence on performance, there is the influence of transformational leadership on performance, there is the influence of social capital on performance. In the case of employee career, the result of research indicate that there is influence of competence to career of employee, there is influence of employee career performance, there is influence of social capital to career of employee. The result of path analysis gives a structural equation Y = 0,258X1 + 0,213X2 + 0,229X3 + 0,416X4 + 0,36. Thus it can be explained that the most direct influence on Employee Career is a Performance variable of 41.6%, while the Competence variable of 25.8% and social capital variable of 22.9%.

Developing teachers' social and emotional competence: a humanistic psychology perspective

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Pablo Palomero Fernández

2009-08-01

Full Text Available The social and emotional competences of teachers have a notable influence on the type of teaching that is carried out and on the type of relationships that are built in the classroom. Training teachers in personal aspects is a current urging need. Since the end of the last century there have a great deal of enriching research, courses and publications on teachers' emotional and social intelligence. From the point of view of training, this article presents some limitations of certain emerging proposals. Next, an alternative is proposed, based on the principles of humanistic psychology and promoting the development of five attitudes directly related to the teacher's emotional and social competence: phenomenological disposition, autonomy, responsibility, criteria independence and cooperative disposition. Finally, some the possible shortcomings and negative aspects of the proposed model are discussed, highlighting the need to further investigate the efficiency and relevance of training proposals such as the one presented here in order to increase their social impact.

Measuring Perceived Competence and Social Acceptance in Individuals with Intellectual Disabilities

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Vermeer, Adri; Lijnse, Margot; Lindhout, Marleen

2004-01-01

The results of a study examining the psychometric quality of a pictorial scale to measure perceived physical competence, perceived cognitive competence and perceived social acceptance by peers and caregivers in individuals with intellectual disabilities are reported. The scale was administered twice to 100 subjects. The stability of the scale…

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

Science.gov (United States)

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…

Social Anxiety and Social Support in Romantic Relationships.

Science.gov (United States)

Porter, Eliora; Chambless, Dianne L

2017-05-01

Little is known about the quality of socially anxious individuals' romantic relationships. In the present study, we examine associations between social anxiety and social support in such relationships. In Study 1, we collected self-report data on social anxiety symptoms and received, provided, and perceived social support from 343 undergraduates and their romantic partners. One year later couples were contacted to determine whether they were still in this relationship. Results indicated that men's social anxiety at Time 1 predicted higher rates of breakup at Time 2. Men's and women's perceived support, as well as men's provided support, were also significantly predictive of breakup. Social anxiety did not interact with any of the support variables to predict breakup. In Study 2, a subset of undergraduate couples with a partner high (n=27) or low (n=27) in social anxiety completed two 10-minute, lab-based, video-recorded social support tasks. Both partners rated their received or provided social support following the interaction, and trained observers also coded for support behaviors. Results showed that socially anxious individuals received less support from their partners during the interaction according to participant but not observer report. High and lower social anxiety couples did not differ in terms of the target's provision of support. Taken together, results suggest that social anxiety is associated with difficulties even in the context of established romantic relationships. Clinical implications are discussed. Copyright © 2016. Published by Elsevier Ltd.

The relationship between self-esteem and problem behaviour, social and academic competence

OpenAIRE

Theie, Steinar

2007-01-01

This study analyses the relationship between low self-esteem and problem behaviour, social competence and academic achievement among students in lower secondary schools in Norway. 2164 students in 11 lower secondary schools filled in a self-evaluation scale on self-esteem (Harter 1999). Teachers evaluated the same students using the problem-behaviour-scale, social competence scale and academic achievement scale developed by Gresham and Elliott (1990). Correlations were computed between each f...

Giving and Receiving Emotional Support Online: Communication Competence as a Moderator of Psychosocial Benefits for Women with Breast Cancer

Science.gov (United States)

Yoo, Woohyun; Namkoong, Kang; Choi, Mina; Shah, Dhavan V.; Tsang, Stephanie; Hong, Yangsun; Aguilar, Michael; Gustafson, David H.

2013-01-01

This study examines the moderating role of emotional communication competence in the relationship between computer-mediated social support (CMSS) group participation, specifically giving and receiving emotional support, and psychological health outcomes. Data were collected as part of randomized clinical trials for women diagnosed with breast cancer within the last 2 months. Expression and reception of emotional support was assessed by tracking and coding the 18,064 messages that 236 patients posted and read in CMSS groups. The final data used in the analysis was created by merging (a) computer-aided content analysis of discussion posts, (b) action log data analysis of system usage, and (c) baseline and six-month surveys collected to assess change. Results of this study demonstrate that emotional communication competence moderates the effects of expression and reception of emotional support on psychological quality of life and breast cancer-related concerns in both desired and undesired ways. Giving and receiving emotional support in CMSS groups has positive effects on emotional well-being for breast cancer patients with higher emotional communication, while the same exchanges have detrimental impacts on emotional well-being for those with lower emotional communication competence. The theoretical and practical implications for future research are discussed. PMID:24058261

A3byComp: A Support tool for Basic Implementation of Competency Management Systems in Social Entities

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Daniel CLAVERO HERRERO

2015-12-01

Full Text Available The importance of managing processes related to people working in institutions within the scope of FEAPS evidenced by the increasing incorporation into the strategy of the organizations policies aimed at improving the working conditions of workers and in the development of competence management systems aimed at promoting professional development, which aims greater effectiveness and efficiency in providing support for improving the quality of life of people with disabilities and their families. At the same time, banks have highlighted the need for specific instruments and tools that facilitate the implementation of these systems. In Extremadura, it has been developed a software tool for the implementation of basic competence management systems called A3byComp that has been freely available to the entire network promoting industry collaboration aimed mutual learning.

"Trying to Get a Grip": Language Competence and Self-Reported Satisfaction With Social Relationships Three Decades Post-Childhood Traumatic Brain Injury.

Science.gov (United States)

Atay, Christina; Ryan, Sarah J; Lewis, Fiona M

2016-01-01

(1) To investigate outcomes in language competence and self-reported satisfaction with social relationships in long-term survivors of childhood traumatic brain injury (TBI); and (2) to establish whether language competence contributes to self-reported satisfaction with social relationships decades after sustaining childhood TBI. Twelve females and 8 males aged 30 to 55 (mean = 39.80, standard deviation = 7.54) years who sustained a TBI during childhood and were on average 31 years postinjury (standard deviation = 9.69). An additional 20 participants matched for age, sex, handedness, years of education, and socioeconomic status constituted a control group. Test of Language Competence-Expanded Edition and the Quality of Life in Brain Injury questionnaire. Individuals with a history of childhood TBI performed significantly poorer than their non-injured peers on 2 (Ambiguous Sentences and Oral Expression: Recreating Sentences) out of the 4 Test of Language Competence-Expanded Edition subtests used and on the Quality of Life in Brain Injury subscale assessing satisfaction with social relationships. In the TBI group, scores obtained on the Ambiguous Sentences subtest were found to be a significant predictor of satisfaction with social relationships, explaining 25% of the variance observed. The implication of high-level language skills to self-reported satisfaction with social relationships many decades post-childhood TBI suggests that ongoing monitoring of emerging language skills and support throughout the school years and into adulthood may be warranted if adult survivors of childhood TBI are to experience satisfying social relationships.

Dimensionality of the California Preschool Social Competency Scale.

Science.gov (United States)

Flint, David L.; And Others

1980-01-01

Structure and construct validity of the California Preschool Social Competency Scale was investigated. Five factors were interpreted: considerateness; extraversion; task orientation; verbal facility; and response to the unfamiliar. The first three were found to be similar to the three dimensions of the Classroom Behavior Inventory. (Author/BW)

Incarcerated Adolescent Girls: Personality, Social Competence, and Delinquency.

Science.gov (United States)

Ter Laak, Jan; de Goede, Martijn; Aleva, Liesbeth; Brugman, Gerard; van Leuven, Miranda; Hussmann, Judith

2003-01-01

Study investigated personality traits and social competence as predictors of delinquency in adolescent girls. Agreeableness did not correlate with the overall delinquency score. The more crimes reported, the less conscientious, more neurotic, and more open the girls were. Correlation between delinquency and extroversion was not statistically…

Peer-Related Social Competence of Young Children with Down Syndrome

Science.gov (United States)

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…

Social competence and parental practices in adolescents with high and low academic achievement / Competência social e práticas educativas parentais em adolescentes com alto e baixo rendimento acadêmico

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Graziela Sapienza

2009-01-01

Full Text Available This paper investigated the relations between social competence, parental practices and academic performance in adolescents. 66 adolescents took part in the study and they were divided in two groups: high and low academic performance. The tools used in this research were CBCL and YSR (Achenbach, 1991, and IEP (Gomide, 2006. The results showed that adolescents of high academic achievements are perceived by the parents as socially competent and are raised with more positive parental practices. The data indicated that academic performance is also influenced by the social competence and the way the adolescents are educated by the parents. Those aspects should be considered in interventions that aim at promoting the improvement of academic performance and development of a behavior adjusted to the school.

Living with Moebius syndrome: adjustment, social competence, and satisfaction with life.

Science.gov (United States)

Bogart, Kathleen Rives; Matsumoto, David

2010-03-01

Moebius syndrome is a rare congenital condition that results in bilateral facial paralysis. Several studies have reported social interaction and adjustment problems in people with Moebius syndrome and other facial movement disorders, presumably resulting from lack of facial expression. To determine whether adults with Moebius syndrome experience increased anxiety and depression and/or decreased social competence and satisfaction with life compared with people without facial movement disorders. Internet-based quasi-experimental study with comparison group. Thirty-seven adults with Moebius syndrome recruited through the United States-based Moebius Syndrome Foundation newsletter and Web site and 37 age- and gender-matched control participants recruited through a university participant database. Anxiety and depression, social competence, satisfaction with life, ability to express emotion facially, and questions about Moebius syndrome symptoms. People with Moebius syndrome reported significantly lower social competence than the matched control group and normative data but did not differ significantly from the control group or norms in anxiety, depression, or satisfaction with life. In people with Moebius syndrome, degree of facial expression impairment was not significantly related to the adjustment variables. Many people with Moebius syndrome are better adjusted than previous research suggests, despite their difficulties with social interaction. To enhance interaction, people with Moebius syndrome could compensate for the lack of facial expression with alternative expressive channels.

Children’s Negative Emotions and Ego-Resiliency: Longitudinal Relations With Social Competence

OpenAIRE

Taylor, Zoe E.; Eisenberg, Nancy; VanSchyndel, Sarah K.; Eggum-Wilkens, Natalie D.; Spinrad, Tracy L.

2013-01-01

We examined the relations of negative emotions in toddlerhood to the development of ego-resiliency and social competence across early childhood. Specifically, we addressed whether fear and anger/frustration in 30-month-old children (N = 213) was associated with the development of ego-resiliency across 4 time points (42 to 84 months), and, in turn, whether ego-resiliency predicted social competence at 84 months. Child anger/frustration negatively predicted the intercept of ego-resiliency at 42...

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

Science.gov (United States)

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…

Social competence: evaluation of assertiveness in Spanish adolescents.

Science.gov (United States)

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.

Perceptions of Cultural Competence among Urban School Social Workers: Does Experience Make a Difference?

Science.gov (United States)

Teasley, Martell L.; Baffour, Tiffany D.; Tyson, Edgar H.

2005-01-01

This exploratory study examined the contribution of social work experience and licensure to self-reported levels of cultural competence of social workers in urban public school systems. In addition, it examined the influence of practitioners race or ethnicity on perceived levels of culturally competent practice in urban schools. Using survey…

Specific Features of Social Competence Development in the Future Music Teachers Working at Universities

Science.gov (United States)

Dzheksembekova, Menslu I.; Ibrayeva, Kamarsulu E.; Akhmetova, Aimkul K.; Urazalieva, Moldir A.; Sultangaliyeva, Elmira S.; Issametova, Klavdiya I.

2016-01-01

This paper aims at analyzing specific features of social competence of future music teachers and the development of specialized techniques in order to improve the quality of motivational and cognitive components of student social competence. The sample involved 660 undergraduate students. The authors used a number of research methods, such as…

Social networks and social support among ball-attending African American men who have sex with men and transgender women are associated with HIV-related outcomes.

Science.gov (United States)

Arnold, Emily A; Sterrett-Hong, Emma; Jonas, Adam; Pollack, Lance M

2018-02-01

The House Ball Community (HBC) is an understudied network of African American men who have sex with men and transgender women, who join family-like houses that compete in elaborate balls in cities across the United States. From 2011 to 2012, we surveyed 274 recent attendees of balls in the San Francisco Bay Area, focusing on social networks, social support, and HIV-related behaviours. Participants with a high percentage of alters who were supportive of HIV testing were significantly more likely to have tested in the past six months (p = .02), and less likely to have engaged in unprotected anal intercourse (UAI) in the past three months (p = .003). Multivariate regression analyses of social network characteristics, and social support, revealed that testing in the past six months was significantly associated with social support for safer sex, instrumental social support, and age. Similarly, UAI in the past three months was significantly associated with social support for safer sex, homophily based on sexual identity and HIV status. HIV-related social support provided through the HBC networks was correlated with recent HIV testing and reduced UAI. Approaches utilising networks within alternative kinship systems, may increase HIV-related social support and improve HIV-related outcomes.

The impact of coaching on the emotional and social intelligence competencies of leaders

Directory of Open Access Journals (Sweden)

Marlene Dippenaar

2017-03-01

Aim: The purpose of this study was to determine, describe and evaluate the impact of a theoretically substantiated coaching intervention on the emotional and social intelligence competencies of leaders in a financial services company. Setting: The setting of the study is a financial services company in South Africa. Methods: A mixed method approach using a quantitative and qualitative research design was considered appropriate. The quantitative research method consisted of a quasi-experimental design using a non-equivalent pre- and post test control group to measure the impact of the coaching intervention on a sample of 30 leaders. The Bar-On EQ-i scale was selected as a reliable and valid measure of emotional and social intelligence competencies. Wilcoxon’s statistic was calculated to determine the statistical significance of score differences between the experimental (N = 30 and control (N = 30 groups. The qualitative research method was comprised of semi-structured interviews with six of the leaders and their supervisors. Results: The statistical results indicated that coaching significantly impacted the emotional and social intelligence competencies of leaders in terms of their overall emotional quotient (EQ, intrapersonal competency, interpersonal skills, stress management, self-regard and empathy. The semi-structured interviews provided rich descriptive themes and evaluations that corroborated the quantitative findings. Conclusion: This research provided convincing empirical evidence of the positive impact of a long-term, spaced and goal-focused coaching intervention on the emotional and social intelligence competencies of leaders in a financial services institution. The finding suggests that a theoretically well substantiated coaching intervention and a robust empirical study can be effective in demonstrating the impact of coaching on the emotional and social intelligence competencies of leaders. However, the implications of the limitations pointed

[Effects of core competency support program on depression and suicidal ideation for adolescents].

Science.gov (United States)

Park, Hyun Sook

2009-12-01

The purpose of this study was to evaluate the effects of a core competency support program on depression and suicidal ideation in adolescents. A quasi-experimental design was employed in this study. Participants for the study were high school students, 27 in the experimental group and 29 in the control group. Data were analyzed using the SPSS/WIN. 14.0 program with X(2) test, t-test, and ANCOVA. Participants in the core competency support program reported decreased depression scores significantly different from those in the control group. Participants in the core competency support program reported decreased suicidal ideation scores, also significantly different from those in the control group. The core competency support program was effective in decreasing depression and suicidal ideation for adolescents. Therefore, this approach is recommended as a suicide prevention strategy for adolescents.

Network characteristics, perceived social support, and psychological adjustment in mothers of children with autism spectrum disorder.

Science.gov (United States)

Benson, Paul R

2012-12-01

This study examined the characteristics of the support networks of 106 mothers of children with ASD and their relationship to perceived social support, depressed mood, and subjective well-being. Using structural equation modeling, two competing sets of hypotheses were assessed: (1) that network characteristics would impact psychological adjustment directly, and (2) that network effects on adjustment would be indirect, mediated by perceived social support. Results primarily lent support to the latter hypotheses, with measures of network structure (network size) and function (proportion of network members providing emotional support) predicting increased levels of perceived social support which, in turn, predicted decreased depressed mood and increased well-being. Results also indicated that increased interpersonal strain in the maternal network was directly and indirectly associated with increased maternal depression, while being indirectly linked to reduced well-being. Study limitations and implications are discussed.

An evaluation of fitness for practice curricula: self-efficacy, support and self-reported competence in preregistration student nurses and midwives.

Science.gov (United States)

Lauder, William; Watson, Roger; Topping, Keith; Holland, Karen; Johnson, Martin; Porter, Mary; Roxburgh, Michelle; Behr, Aga

2008-07-01

curricula. Questions are raised about the relative value students place on support from educationalists and mentors and whether support from family and friends and from peers needs to feature more prominently in curricula. The study provides modest support for social cognitive theory. The major drivers for changes in preregistration curricula stemmed from fears about the competence of students. This study did not provide support for this viewpoint, and students' self-reports suggest that curricula are, in this respect, meeting their objectives. Nevertheless support from mentors and from educational institutes may need to be improved.

Fostering Verbal and Non-Verbal Social Interactions in a 3D Collaborative Virtual Learning Environment: A Case Study of Youth with Autism Spectrum Disorders Learning Social Competence in iSocial

Science.gov (United States)

Wang, Xianhui; Laffey, James; Xing, Wanli; Galyen, Krista; Stichter, Janine

2017-01-01

This case study describes the verbal and nonverbal social interaction of 11 youth with Autism Spectrum Disorders in a 3D Collaborative Virtual Learning Environment-iSocial. The youth were developing social competence through participation in a social competence intervention curriculum implemented online so as to provide access to high quality…

The Use of Cultural Historical Activity Theory (CHAT) within a Constructivist Learning Environment to Develop Core Competencies in Social Work

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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…

Do levels of social competence influence the perception of social affordances among students with low levels of education? An exploratory case study of the relationship between offline and online socializing factors

NARCIS (Netherlands)

Moekotte, Paulo; Brand-Gruwel, Saskia; Ritzen, Henk

2018-01-01

In this exploratory case study we investigate the relation between off line and online factors that influence social dynamics of online, collaborative learning, that is the levels of social competence and the perception of social affordances. We argued that low educated with low social competences

EDUCATIONAL POTENTIAL OF THE “SOCIAL ACCELERATOR” TECHNOLOGY: DEVELOPING SOCIAL – ENTREPRENEURIAL COMPETENCE OF STUDENTS AT CLASSICAL UNIVERSITIES

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E. G. Syryamkina

2018-01-01

Full Text Available Introduction. Modern trends in the development of education and society as a whole not only strengthen the role of modern universities in transformation of the social sphere, but also require a new approach to developing skills and over-professional competencies of university students, especially students of social and humanitarian specialties, who will live in conditions of a new technological paradigm. In this connection, classical universities have a special role because social and cultural development of society is their original mission. Therefore, development of social and entrepreneurial competence of students is an urgent educational task of modern classical universities. Education of social entrepreneurs is one of the relevant educational tasks which solution enables to provide additional resources for growth of welfare of fellow citizens. The work of social entrepreneurs is directed to the creative solution of social problems of the region, the help to its residents and positive changes in local society.The aim of the article is to demonstrate the experience of approbation of the educational technology for developing social and entrepreneurial competence of students in a classical university.Methodology and research methods. The methodological basis of the work is based on system-activity and competence approaches. The authors have used such methods as analysis of scientific literature; analysis of documents; desktop research; interviewing and questioning of participants in the educational process; educational experiment; reflection and generalisation of practical experience of implementing a program of accelerating business projects in a classical university (case study.Results and scientific novelty. The new approach to the development of social and entrepreneurial competence of students is proposed by the authors; that approach is based on the introduction of “Social Accelerator” technology into educational practice of higher

Tools to Assess Behavioral and Social Science Competencies in Medical Education: A Systematic Review

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Carney, Patricia A.; Palmer, Ryan T.; Miller, Marissa Fuqua; Thayer, Erin K.; Estroff, Sue E.; Litzelman, Debra K.; Biagioli, Frances E.; Teal, Cayla R.; Lambros, Ann; Hatt, William J.; Satterfield, Jason M.

2015-01-01

Purpose Behavioral and social science (BSS) competencies are needed to provide quality health care, but psychometrically validated measures to assess these competencies are difficult to find. Moreover, they have not been mapped to existing frameworks, like those from the Liaison Committee on Medical Education (LCME) and Accreditation Council for Graduate Medical Education (ACGME). This systematic review aimed to identify and evaluate the quality of assessment tools used to measure BSS competencies. Method The authors searched the literature published between January 2002 and March 2014 for articles reporting psychometric or other validity/reliability testing, using OVID, CINAHL, PubMed, ERIC, Research and Development Resource Base, SOCIOFILE, and PsycINFO. They reviewed 5,104 potentially relevant titles and abstracts. To guide their review, they mapped BSS competencies to existing LCME and ACGME frameworks. The final, included articles fell into three categories: instrument development, which were of the highest quality; educational research, which were of the second highest quality; and curriculum evaluation, which were of lower quality. Results Of the 114 included articles, 33 (29%) yielded strong evidence supporting tools to assess communication skills, cultural competence, empathy/compassion, behavioral health counseling, professionalism, and teamwork. Sixty-two (54%) articles yielded moderate evidence and 19 (17%) weak evidence. Articles mapped to all LCME standards and ACGME core competencies; the most common was communication skills. Conclusions These findings serve as a valuable resource for medical educators and researchers. More rigorous measurement validation and testing and more robust study designs are needed to understand how educational strategies contribute to BSS competency development. PMID:26796091

Supporting lifelong competence development and employability using TENCompetence services

NARCIS (Netherlands)

Manderveld, Jocelyn; Griffiths, Dai; Kew, Chris; Krekels, Bas

2009-01-01

Manderveld, J., Griffiths, D., Kew, C., & Krekels, B. (2008). Supporting lifelong competence development and employability using TENCompetence services. Presentation at Online Educa Berlin, December, 3, 2008, Berlin, Germany.

Kompetencje społeczne instruktora pływania = The social competence of swimming instructor

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Anna Wiśniewska

2016-09-01

Summary Introduction. Sport in our times is becoming part of the lifestyle in the growing number of people in different social groups and this activity is participated in every age. It is important that the instructor had the competence or personality dispositions that determine the effectiveness of the task in hand . Aim of the study. The aim of this article is identify the role of social skills in work as swimming instructor . Methods and materials.   The studies is based on qualitative research inquiries. In the article analyzed views and studies relating to issues within the scope of this article. Results. Social competences are a group of skills necessary to establish a relationship of partnership in the sport. Conclusions. The lack of social competence, if not impossible, then at least significantly hinders the achievement of the activities of learning to swim.   Keywords: sports, swimming, physical recreation, social skills, education [1] Anna Wiśniewska, e-mail: annawisniewska101@gmail.com

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

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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 social-emotional…

The role of social support in the acculturation and mental health of unaccompanied minor asylum seekers.

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Oppedal, Brit; Idsoe, Thormod

2015-04-01

There is a lack of knowledge about psychosocial resources that may sustain post-resettlement psychological adjustment among unaccompanied minor asylum-seekers. The aim of this study is to investigate the impact of social support from family abroad and friends on acculturation, discrimination, and mental health among these vulnerable children and youth. Questionnaire data were collected from a population-based multi-ethnic sample involving 895 unaccompanied minors resettled in municipalities in all regions of the country. They met in groups in their local communities. The informants were on average 18.6 years, and had an average length of stay in Norway of 3.5 years. The findings showed that the participants suffered from high levels of ongoing war related intrusive symptoms and depression. Still, at the same time they engaged in adaptation processes that are normative to youth with immigrant backgrounds, in terms of constructing supportive networks and developing culture competence. In accordance with the main effect hypothesis, social support had direct effects on depression and indirect effects by increasing culture competence that may aid the young refugees in dealing with discrimination. However, there were no effects of social support on symptoms of PTSD. The findings give direction to areas of interventions, beyond dealing with the sequel of the traumas the unaccompanied minors have been exposed to, not only for clinicians, but also social workers and school personnel. © 2015 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Chinese International Students' Social Connectedness, Social and Academic Adaptation: The Mediating Role of Global Competence

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Meng, Qian; Zhu, Chang; Cao, Chun

2018-01-01

This study examined global competence of Chinese international students sojourning in a non-Anglophone European country as a mediator between foreign language proficiency (i.e., English and local language) and social and academic adaptation, and social connectedness in international community. A sample of 206 Chinese students in Belgium responded…

Impact of international humanitarian service-learning on emerging adult social competence: A mixed-methods evaluation

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Paul Schvaneveldt

2016-09-01

Full Text Available This article presents the results from a study into international humanitarian service-learning experiences on young adult volunteers. Specifically, the service-learning experiences of emerging adults who had served in orphanages in Latin America were assessed, in a pre- and post-test design, for their development in areas of social competency such as identity, self-efficacy, self-esteem and ethnocentric attitudes. A mixed-methods design using both qualitative and quantitative measures was used. Both qualitative and quantitative results identified significant and important impacts on the development of the social competencies of these emerging adults. In addition, several qualitative themes illustrated that longer term international service-learning experiences have a profound impact on the social competence of emerging adults. Keywords: International humanitarian service, service-learning, emerging adult competency

PERSONAL COMPETENCIES, SOCIAL RESOURCES, AND PSYCHOSOCIAL ADJUSTMENT OF PRIMIPAROUS WOMEN OF ADVANCED MATERNAL AGE AND THEIR PARTNERS.

Science.gov (United States)

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. © 2015 Michigan Association for Infant Mental Health.

Promoting Social and Emotional Competencies in Elementary School

Science.gov (United States)

Jones, Stephanie M.; Barnes, Sophie P.; Bailey, Rebecca; Doolittle, Emily J.

2017-01-01

There's a strong case for making social and emotional learning (SEL) skills and competencies a central feature of elementary school. Children who master SEL skills get along better with others, do better in school, and have more successful careers and better mental and physical health as adults. Evidence from the most rigorous studies of…

Competência social e práticas educativas parentais em adolescentes com alto e baixo rendimento acadêmico Social competence and parental practices in adolescents with high and low academic achievement

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Graziela Sapienza

2009-01-01

Full Text Available Este trabalho investigou as relações entre competência social, práticas educativas parentais e rendimento acadêmico em adolescentes. Participaram deste estudo 66 adolescentes divididos em dois grupos: alto e baixo rendimento acadêmico. Os instrumentos utilizados foram o CBCL e o YSR (Achenbach, 1991 e o IEP (Gomide, 2006. Os resultados mostraram que adolescentes de alto rendimento acadêmico são percebidos pelos pais como socialmente competentes e são criados com mais práticas educativas parentais positivas. Esses dados indicam que o rendimento acadêmico também é influenciado pela competência social e pelo modo como os adolescentes são educados pelos pais. Esses aspectos devem ser considerados em intervenções que pretendem promover a melhoria do rendimento acadêmico e o desenvolvimento de comportamentos ajustados ao contexto escolar.This paper investigated the relations between social competence, parental practices and academic performance in adolescents. 66 adolescents took part in the study and they were divided in two groups: high and low academic performance. The tools used in this research were CBCL and YSR (Achenbach, 1991, and IEP (Gomide, 2006. The results showed that adolescents of high academic achievements are perceived by the parents as socially competent and are raised with more positive parental practices. The data indicated that academic performance is also influenced by the social competence and the way the adolescents are educated by the parents. Those aspects should be considered in interventions that aim at promoting the improvement of academic performance and development of a behavior adjusted to the school.

DESIGNING EDUCATIONAL PROCESS OF FORMING SOCIAL AND PEDAGOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN INCLUSIVE SECONDARY SCHOOL

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Zoia Shevtsiv

2017-04-01

Full Text Available The article is devoted to the issue of social and pedagogical competence of future primary school teacher in inclusive secondary schools. The aim of the article is to define the concept “design” and “pedagogical design”; to disclose methodological approaches and main features of pedagogical design of forming of social and pedagogical competence of future primary school teacher in inclusive secondary schools; to identify structural elements of social and pedagogical competence. The article analyzes the essence of the concept “design”. The process of designing educational system of social and pedagogical competence of future primary school teacher in inclusive secondary school is based on several interrelated methodological approaches, including systematic, axiological, active, person-centered, contextual acmeological, and competential ones. Important factors and theoretical starting positions are designing general principles of education: humanism and democracy; principles of teaching, scientific, professional orientation, integrity, communication theory and practice, consistency and systematic, variability, pedagogical creativity. The special principles are the following: problematic, technologizing, dialogization, and competence ones. Social and pedagogical competence of future primary school teachers in inclusive secondary school is structured by the cognitive, active, professional and personal components. Structure components are defined as a synthesis of social and pedagogical competences, educational and developmental, communicative, diagnostic, organizational, predictive, preventive, security and defense, correctional and rehabilitation, adaptation items. Established continuity of the educational process of forming social and pedagogical competence of future primary school teacher in inclusive secondary school takes place during the period of study in higher education establishments. The following conclusions are drawn that

Predictors of Rater Bias in the Assessment of Social-Emotional Competence

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Shapiro, Valerie B.; Kim, B. K. Elizabeth; Accomazzo, Sarah; Roscoe, Joe N.

2016-01-01

"The Devereux Student Strengths Assessment Mini" (DESSA-Mini) (LeBuffe, Shapiro, & Naglieri, 2014) efficiently monitors the growth of Social-Emotional Competence (SEC) in the routine implementation of Social Emotional Learning programs. The DESSA-Mini is used to assess approximately half a million children around the world. Since…

Social inequality in emotional health and aspects of social and personal competencies among adolescents

DEFF Research Database (Denmark)

Meilstrup, Charlotte

differences in competencies might be a key determinant in explaining inequalities in emotional health problems. Methods: The HBSC Methodology Survey 2012 included 11-15-year-old school children in Slagelse and Halsnæs municipality, participation rate 77%, n=3975. The participants answered a new test......Background: Emotional health problems are widespread among adolescents. The Health Behavior in School aged Children (HBSC) survey from 2010 of 11-15-year-olds' health and well-being show that 21% of girls and 16% of boys experience at least one emotional problem every day. Adolescents´ mental...... health is an important public health issue and a goal in itself. Further, mental health and competencies in adolescence track into adulthood. Emotional health problems seem to be socially patterned as the prevalence of problems is approximately twice as high in lower compared to higher social classes...

Online Social Support for Young People: Does It Recapitulate In-person Social Support; Can It Help?

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Cole, David A; Nick, Elizabeth A; Zelkowitz, Rachel L; Roeder, Kathryn M; Spinelli, Tawny

2017-03-01

As social media websites have grown in popularity, public concern about online victimization has grown as well; however, much less attention has focused on the possible beneficial effects of online social networks. If theory and research about in-person social networks pertain, then online social relationships may represent an important modern source of or vehicle for support. In a study of 231 undergraduates, three major findings emerged: (1) for people with weaker in-person social support, social media sites provide a source of social support that is less redundant of the social support they receive in person; (2) in ways that were not redundant of each other, both online and in-person social support were associated with lower levels of depression-related thoughts and feelings, and (3) the beneficial effects of online social support (like in-person social support) offset some of the adverse effects of peer victimization. The study suggests that augmenting social relations via strategic use of social media can enhance young people's social support systems in beneficial ways.

Evaluation of social competencies in chemical engineering: Application and results of the pilot test (academic year 2012-2013

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Francisco José Suñé Grande

2015-06-01

Full Text Available The Escola Tècnica Superior d’Enginyeria Química has a long tradition in the deployment of social competencies in engineering curricula through Integrated Projects (IP carried out in structured teams. Social competencies are taught and practiced during the development of the IPs. We conceptually introduce a methodology for a 360o assessment of the students’ social competencies, as a tool to foster the improvement of their competency levels. In this article we analyze the results of the pilot test where the aforementioned methodology has been implemented in the Bachelor studies of Chemical Engineering. The results indicate that it is possible to objectively obtain the student’s competency level discriminating among different social competencies, as well as among different students in the same team. The application of this tool fosters the development of specific educative actions to help the students with low competency profile, to reach acceptable levels for a successful insertion in the labor market.

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

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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…

The Growing Admissibility of Expert Testimony by Clinical Social Workers on Competence to Stand Trial

Science.gov (United States)

Siegel, David M.

2008-01-01

Expert testimony by clinical social workers concerning a criminal defendant's competence to stand trial has increasingly been admitted in certain state courts over the past two decades, yet most state laws still require that court-appointed competence evaluators be psychiatrists or psychologists. Pressure to admit social workers' testimony will…

Dual Competing Photovoltaic Supply Chains: A Social Welfare Maximization Perspective

Science.gov (United States)

Su, Shong-Iee Ivan

2017-01-01

In the past decades, the inappropriate subsidy policies in many nations have caused problems such as serious oversupply, fierce competition and subpar social welfare in the photovoltaic (PV) industry in many nations. There is a clear shortage in the PV industry literature regarding how dual supply chains compete and the key decision issues regarding the competition between dual PV supply chains. It is critical to develop effective subsidy policies for the competing PV supply chains to achieve social welfare maximization. This study has explored the dual PV supply chain competition under the Bertrand competition assumption by three game-theoretical modeling scenarios (or supply chain strategies) considering either the public subsidy or no subsidy from a social welfare maximization perspective. A numerical analysis complemented by two sensitivity analyses provides a better understanding of the pricing and quantity decision dynamics in the dual supply chains under three different supply chain strategies and the corresponding outcomes regarding the total supply chain profits, the social welfare and the required total subsidies. The key findings disclose that if there are public subsidies, the dual PV supply chains have the strongest intention to pursue the decentralized strategy to achieve their maximal returns rather than the centralized strategy that would achieve the maximal social welfare; however, the government would need to pay for the maximal subsidy budget. Thus, the best option for the government would be to encourage the dual PV supply chains to adopt a centralized strategy since this will not only maximize the social welfare but also, at the same time, minimize the public subsidy. With a smart subsidy policy, the PV industry can make the best use of the subsidy budget and grow in a sustainable way to support the highly demanded solar power generation in many countries trying very hard to increase the proportion of their clean energy to combat the global

Dual Competing Photovoltaic Supply Chains: A Social Welfare Maximization Perspective

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Zhisong Chen

2017-11-01

Full Text Available In the past decades, the inappropriate subsidy policies in many nations have caused problems such as serious oversupply, fierce competition and subpar social welfare in the photovoltaic (PV industry in many nations. There is a clear shortage in the PV industry literature regarding how dual supply chains compete and the key decision issues regarding the competition between dual PV supply chains. It is critical to develop effective subsidy policies for the competing PV supply chains to achieve social welfare maximization. This study has explored the dual PV supply chain competition under the Bertrand competition assumption by three game-theoretical modeling scenarios (or supply chain strategies considering either the public subsidy or no subsidy from a social welfare maximization perspective. A numerical analysis complemented by two sensitivity analyses provides a better understanding of the pricing and quantity decision dynamics in the dual supply chains under three different supply chain strategies and the corresponding outcomes regarding the total supply chain profits, the social welfare and the required total subsidies. The key findings disclose that if there are public subsidies, the dual PV supply chains have the strongest intention to pursue the decentralized strategy to achieve their maximal returns rather than the centralized strategy that would achieve the maximal social welfare; however, the government would need to pay for the maximal subsidy budget. Thus, the best option for the government would be to encourage the dual PV supply chains to adopt a centralized strategy since this will not only maximize the social welfare but also, at the same time, minimize the public subsidy. With a smart subsidy policy, the PV industry can make the best use of the subsidy budget and grow in a sustainable way to support the highly demanded solar power generation in many countries trying very hard to increase the proportion of their clean energy to

Dual Competing Photovoltaic Supply Chains: A Social Welfare Maximization Perspective.

Science.gov (United States)

Chen, Zhisong; Su, Shong-Iee Ivan

2017-11-20

In the past decades, the inappropriate subsidy policies in many nations have caused problems such as serious oversupply, fierce competition and subpar social welfare in the photovoltaic (PV) industry in many nations. There is a clear shortage in the PV industry literature regarding how dual supply chains compete and the key decision issues regarding the competition between dual PV supply chains. It is critical to develop effective subsidy policies for the competing PV supply chains to achieve social welfare maximization. This study has explored the dual PV supply chain competition under the Bertrand competition assumption by three game-theoretical modeling scenarios (or supply chain strategies) considering either the public subsidy or no subsidy from a social welfare maximization perspective. A numerical analysis complemented by two sensitivity analyses provides a better understanding of the pricing and quantity decision dynamics in the dual supply chains under three different supply chain strategies and the corresponding outcomes regarding the total supply chain profits, the social welfare and the required total subsidies. The key findings disclose that if there are public subsidies, the dual PV supply chains have the strongest intention to pursue the decentralized strategy to achieve their maximal returns rather than the centralized strategy that would achieve the maximal social welfare; however, the government would need to pay for the maximal subsidy budget. Thus, the best option for the government would be to encourage the dual PV supply chains to adopt a centralized strategy since this will not only maximize the social welfare but also, at the same time, minimize the public subsidy. With a smart subsidy policy, the PV industry can make the best use of the subsidy budget and grow in a sustainable way to support the highly demanded solar power generation in many countries trying very hard to increase the proportion of their clean energy to combat the global

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

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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,…

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.

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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. © 2016 Wiley Periodicals, Inc.

Exploring the Role of Executive Functioning Measures for Social Competence Research

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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…

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

Science.gov (United States)

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…

Reliability of Direct Behavior Ratings--Social Competence (DBR-SC) Data: How Many Ratings Are Necessary?

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Kilgus, Stephen P.; Riley-Tillman, T. Chris; Stichter, Janine P.; Schoemann, Alexander M.; Bellesheim, Katie

2016-01-01

The purpose of this investigation was to evaluate the reliability of Direct Behavior Ratings--Social Competence (DBR-SC) ratings. Participants included 60 students identified as possessing deficits in social competence, as well as their 23 classroom teachers. Teachers used DBR-SC to complete ratings of 5 student behaviors within the general…

The issue of the technical competence for the social worker A questão da competência técnica para o assistente social

Directory of Open Access Journals (Sweden)

Jolinda de Moraes Alves

1992-08-01

Full Text Available This article deals with the social work "professional competence'", emphasizing its technical and political dimension. Concerning to the social role and the professionals insertion on the social-technical division of labor, situated on the services section of the current monopolist stage oh capitalism; the established knowledge of the social work within the welfare organizations, beginning with the attributions. instruments and techniques; the contradiction of a profession witch has employment links with organisms created by the State and by the Capital, but should give services lo subalternized users and the actual meeting of the social demand put in by the users and the issue of the professional obligation with the rupture of their condition ofpoverty and subordination. Este artigo trabalha a "competência profissional" do assistente social, enfatizando suas dimensões técnica e política. Para tanto contempla: o papel e a inserção da profissão na divisão sócio-técnico do trabalho, localizada no setor de serviços do atual estágio monopolista do capitalismo; o saber instituído do assistente social no interior das instituições de bem estar social a partir das suas atribuições, instrumentos e técnicas; a contradição de uma profissão que tem vínculos empregatícios com organismos criados pelo Estado e pelo Capital, mas que deve prestar serviços a usuários subalternizados; e o efetivo compromisso com o atendimento à demanda social colocada pelo usuário institucional.

Academic Achievement of American Indian and Alaska Native Students: Does Social Emotional Competence Reduce the Impact of Poverty.

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Chain, Jennifer; Shapiro, Valerie B; LeBuffe, Paul A; Bryson, Ann McKay

2017-01-01

Social-emotional competence may be a protective factor for academic achievement among American Indian and Alaska Native (AI/AN) students. This study used Fisher's r to Z transformations to test for group differences in the magnitude of relationships between social-emotional competence and achievement. Hierarchical linear modeling was used to determine the variance in academic achievement explained by student race, poverty, and social-emotional competence, and the schoolwide percentage of students by race. Data are from 335 students across 6 schools. This study suggests that promoting social-emotional competence among AI/AN students could be a strategy for reducing disparities in academic achievement and the consequences of these disparities.

Reluctance to express emotion explains relation between cognitive distortions and social competence in anxious children.

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Scott, Brandon G; Pina, Armando A; Parker, Julia H

2017-12-12

Guided by social information processing and affective social competence models, the focal objective of this research was to examine the relations among anxious children's cognitive distortions, social skill competence, and reluctance to express emotion. In addition, we explored whether children's attention control played any meaningful role. Using a sample of 111 anxious children (M age  = 9.63, SD = 0.73; 75.7% girls; 56% Hispanic/Latino), we found that cognitive distortions were negatively related to social competence. In addition, tests of moderated mediation showed that the negative association between cognitive distortions and social skill competence was indirect via reluctance to express emotion, but this only was the case for anxious children with high attention control and for distortions in the academic domain. The findings of this study may set the stage for new ways to conceptualize the role of higher attention control among anxious youth. Statement of contribution What is already known on this subject? Cognitive errors are prevalent in anxious youth Anxious children show socio-emotion deficits What does this study add? Cognitive errors are related to socio-emotion deficits in anxious youth Relations depend on attention control. © 2017 The British Psychological Society.

"Practice What You Preach": Teachers' Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices

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Zinsser, Katherine M.; Denham, Susanne A.; Curby, Timothy W.; Shewark, Elizabeth A.

2015-01-01

Research Findings: The connections between parents' emotional competence (emotion expression, regulation, and knowledge) and children's social-emotional learning (SEL) have been well studied; however, the associations among teachers' emotional competencies and children's SEL remain widely understudied. In the present study, private preschool and…

Social competence promotion with inner-city and suburban young adolescents: effects on social adjustment and alcohol use.

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Caplan, M; Weissberg, R P; Grober, J S; Sivo, P J; Grady, K; Jacoby, C

1992-02-01

This study assessed the impact of school-based social competence training on skills, social adjustment, and self-reported substance use of 282 sixth and seventh graders. Training emphasized broad-based competence promotion in conjunction with domain-specific application to substance abuse prevention. The 20-session program comprised six units: stress management, self-esteem, problem solving, substances and health information, assertiveness, and social networks. Findings indicated positive training effects on Ss' skills in handling interpersonal problems and coping with anxiety. Teacher ratings revealed improvements in Ss' constructive conflict resolution with peers, impulse control, and popularity. Self-report ratings indicated gains in problem-solving efficacy. Results suggest some preventive impact on self-reported substance use intentions and excessive alcohol use. In general, the program was found to be beneficial for both inner-city and suburban students.

Competences in Social Media Use in the Area of Health and Healthcare.

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Kouri, Pirkko; Rissanen, Marja-Liisa; Weber, Patrick; Park, Hyeoun-Ae

2017-01-01

In today's life, social media offer new working ways. People are increasingly expanding interactions from face-to-face meetings to online ways of communication, networking, searching, creating and sharing information, and furthermore taking care of patients/citizens via tweeting care, Facebook care, blogging care, vlogging care, infotainment care, gamification-care, infographic care, for instance. This chapter discusses the utilisation of social media in the healthcare domain including nursing education, practice and research. When in the current healthcare era, social media is used effectively and purposefully, it can give all of us a greater choice in how we live, how we take care of our health and how we learn and build both our professional competences and produce evidence-based, qualified data. Nurses need continuous education and proper tools to take the most of the benefits of social media, not forgetting privacy and ethical issues. This use of social media in professional nursing generates the need for new competences.

A Social Cognition Perspective on Human–Computer Trust: The Effect of Perceived Warmth and Competence on Trust in Decision-Making With Computers

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Philipp Kulms

2018-06-01

Full Text Available Trust is a crucial guide in interpersonal interactions, helping people to navigate through social decision-making problems and cooperate with others. In human–computer interaction (HCI, trustworthy computer agents foster appropriate trust by supporting a match between their perceived and actual characteristics. As computers are increasingly endowed with capabilities for cooperation and intelligent problem-solving, it is critical to ask under which conditions people discern and distinguish trustworthy from untrustworthy technology. We present an interactive cooperation game framework allowing us to capture human social attributions that indicate trust in continued and interdependent human–agent cooperation. Within this framework, we experimentally examine the impact of two key dimensions of social cognition, warmth and competence, as antecedents of behavioral trust and self-reported trustworthiness attributions of intelligent computers. Our findings suggest that, first, people infer warmth attributions from unselfish vs. selfish behavior and competence attributions from competent vs. incompetent problem-solving. Second, warmth statistically mediates the relation between unselfishness and behavioral trust as well as between unselfishness and perceived trustworthiness. We discuss the possible role of human social cognition for human–computer trust.

Maternal and Child Predictors of Preschool Children's Social Competence

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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…

The relationship of parenting styles and social competency to Type A behavior in children.

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Harralson, T L; Lawler, K A

1992-10-01

This study examined parenting styles, Type A behavior in parents and children, and social competence in children. Fifty 1st-6th grade children, parents, and their teachers participated. Type A behavior in parents was associated with a controlling style of parenting, but not with pressuring the child to achieve. Parenting styles of achievement pressure and high control were related to impatient and aggressive behaviors in children, as measured by the MYTH, a teacher-scored Type A behavior instrument. In addition, impatience and aggressiveness in the children were negatively correlated with the child's social competency and ability to function in school. Parenting practices, Type A behavior, and social competency in children may play important roles in the origins of detrimental components of Type A behavior, such as impatience and aggression.

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

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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…

Family relationships, quality of life and social competence in Colombian adolescents and young adults

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Sonia Carrillo

2013-08-01

Full Text Available The main purpose of this study was to assess the infl uence of family relationships on two central aspects of individual functioning: social competence and quality of life in a sample of 103 Colombian adolescents and young adults. Results revealed different signifi cant associations for men and women between the study variables (relationships with parents and sibling, quality of life and social competence. Results are discussed based on the literature on differential effects of family relationships on adolescents’ and young adults’ psychological and social well-being.

The Epistemic Dimension of Competence in the Social Sciences

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Liliana Maggioni

2010-12-01

Full Text Available To investigate competence in the social sciences, we propose to define competence as a particular configuration of the learner’s cognition, strategic repertoire, motivation, and orientation toward knowing. Specifically, we focus on epistemic beliefs and on the changes that a view of knowing as a complex, effortful, generative, evidence-seeking, and reflective enterprise entails. In this context, we discuss how familiarity with the processes used to justify knowledge claims within specific disciplinary communities can provide useful tools to develop the kind of adaptive and consistent thinking that characterize competence in different domains and how this focus may aid the identification of characteristics common across domains. We use our empirical exploration of adolescents’ development of competence in the domain of history to illustrate the implications of this theoretical framework, to highlight the relations between domain-specific epistemic beliefs and kind of understanding that students built as a result of reading multiple texts, and to suggest what pedagogical practices may have influenced students’ orientations toward knowing in these three history classes.

Enhancing Social Competence for Disadvantaged Youth in Pre-Vocational Education: Model Development Through Design-Based Research

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Ida Kristina Kühn

2017-12-01

Full Text Available This study investigates the enhancement of social competence for disadvantaged young people based on the example of the "Werkschule Bremen" educational course. Theoretical approaches to social competence as a learning outcome are mainly based on the model of social information processing, although the meaning of both practical and experience-oriented approaches is constantly evolving. Taking the specific contextual conditions into account, this study combines qualitative and quantitative methods within the design-based research methodology in order to determine how a location-independent didactical concept to enhance social competence could be created as well as which comparable impacts on the participants' social competence can be verified. The results show that a basic didactical concept is feasible, while the teaching and learning environment has a huge impact on the comparability. It is also clear that the students' motivation to participate depends on both their own and their teachers' interest as well as the teachers' capacity to facilitate safe relationships. As a core result, this study delivers a didactic model that is based on target-controlled experience-oriented learning environments on the practical side and the social information processing approach on the theoretical side.

Socialization Goals, Parenting Practices, and Peer Competence in Chinese and English Preschoolers.

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Pearson, Emma; Rao, Nirmala

2003-01-01

Examined relations between Hong Kong and English mothers' socialization goals and childrearing practices and their impact upon preschool peer competence. Found significant correlations between socialization toward filial piety and authoritarian practices, and valuing socioemotional development and authoritative parenting for both groups. Chinese…

Treatment of Social Competence in Military Veterans, Service Members, and Civilians with Traumatic Brain Injury

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2015-08-01

External Relation, Clarity of Expression, Social Style, Subject Matter, and Aesthetics ). Each of these 10 subscales are rated on a scale of 0 to 5 where 0...Award Number: W81XWH-11-1-0635 TITLE: Treatment of Social Competence in Military Veterans, Service Members, and Civilians with Traumatic Brain...1Aug2014 - 31Jul2015 4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER Treatment of Social Competence in Military Veterans, Service Members, and Civilians with

Factor structure of the pictorial scale of perceived competence and social acceptance with two pre-elementary samples.

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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 (n = 251) and economically disadvantaged (Head Start, n = 117) kindergarten children (whose ages ranged from 67 to 86 months), and (b) over time (at the end of preschool and kindergarten) for the Head Start sample. For kindergarten children, regardless of socioeconomic status, the factor structure of the PSPCSA was consistent with the 2-factor model of Competence and Acceptance. This model also fit reasonably well for Head Start children at the end of their preschool year. However, in addition to providing broad support for the dimensionality of the measure, our findings highlight important concerns about the PSPCSA. Copyright 2004 Society for Research in Child Development, Inc.

Theory of mind in middle childhood: Longitudinal associations with executive function and social competence.

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Devine, Rory T; White, Naomi; Ensor, Rosie; Hughes, Claire

2016-05-01

The vast majority of studies on theory of mind (ToM) have focused on the preschool years. Extending the developmental scope of ToM research presents opportunities to both reassess theoretical accounts of ToM and test its predictive utility. The twin aims of this longitudinal study were to examine developmental relations between ToM, executive function (EF), and teacher-rated social competence in middle childhood. One hundred thirty-seven children (69 males) were followed across a 4-year period spanning middle childhood (M ages at Waves 1 and 2 = 6.05, SD = .35, and 10.81, SD = .35, respectively). Individual differences in ToM were moderately stable across middle childhood. Although there were concurrent associations between ToM and EF at both time points, there were no longitudinal links between these constructs. In contrast, there were concurrent and longitudinal links between ToM and teacher-rated social competence, such that individual differences in ToM predicted later social competence at school. These results are discussed in light of competing theories about the links between ToM and EF and the importance of individual differences in ToM for children's social lives. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Maternal warmth and toddler development: support for transactional models in disadvantaged families.

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Girard, Lisa-Christine; Doyle, Orla; Tremblay, Richard E

2017-04-01

Studies support cognitive and social domains of development as entwined in childhood, however, there is a paucity of investigation into the nature of the mother-child relationship within an interdependence framework. Furthermore, the focus on these processes within families from impoverished communities using frequent assessments in early childhood has been limited. Our objectives were to identify (1) the directional associations between toddler's communication ability and social competence, (2) to establish whether the association between toddler's communication ability and social competence is mediated by maternal warmth, and (3) to establish support for transactional models between toddlers' outcomes and maternal warmth in disadvantaged communities in Ireland. Participants included 173 toddlers and their families enrolled in a prenatally commencing prevention programme. Toddler's communication and social competence were assessed at 12, 18, 24 and 36 months and maternal warmth at 6 and 24 months. Cross-lagged models were estimated examining multiple paths of associations simultaneously. Direct and indirect paths of maternal warmth were also examined. Bi-directional associations were found between communication ability and social competence from 12 to 24 months but not thereafter. Maternal warmth did not significantly mediate these associations, however, support of a transactional model was found with social competence. The results support early positive associations between better communication ability and social competence in the first 2 years, however, they suggest that these associations are no longer present by the third year. The role of maternal warmth in fostering social competencies is important for toddlers and equally important is toddler's level of social competence in eliciting increased maternal warmth.

Health Professionals' Expanding eHealth Competences for Supporting Patients' Self-Management.

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Kujala, Sari; Rajalahti, Elina; Heponiemi, Tarja; Hilama, Pirjo

2018-01-01

An increasing number of new eHealth services that support patients' self-management has changed health professionals' work and has created a need for a new eHealth competence. In this study, we evaluated the health professionals' eHealth competences and training needs in a public health organization in Finland. The target organization's goal was to increase the number of eHealth services provided to patients, and health professionals and their competences were seen as critical for the adoption of services. Data was collected through an online survey of 701 health professionals working in the target organization. Professionals perceived their basic computer skills as good and they were mostly willing to use eHealth services in patient work. However, health professionals need guidance, especially in their patient work in the new eHealth-enabled environment. They were less confident about their competence to motivate and advise patients to use eHealth services and how to communicate with patients using eHealth solutions. The results also imply that eHealth competence is not merely about an individual's skills but that organizations need to develop new working processes, work practices and distribution of work. We suggest that the training and support needs identified be considered in curricula and lifelong learning.

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

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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).…

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

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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…

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

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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 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. © The Author 2013. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. All rights reserved. For permissions, please email: journals.permissions@oup.com.

DEVELOPMENT PERSONALITY/SOCIAL COMPETENCY OF SECONDARY HIGH SCHOOL STUDENTS TROUGH A COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAM

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Anwar Sutoyo

2015-10-01

Full Text Available Abstract The goal this research is to find the effectiveness of model guidance and counseling comprehensive program to develop the personality/ social competency of secondary high school students.This research uses method one group pretest and posttest design. In data collecting technique, this research was directly done through interview, documentation and assessment scale.The conclusions of the research are, The model of guidance and counseling comprehensive program that developed is effective to evolving the personality/ social competency of secondary high school students. Therefore it, counselor need to have leadership ability, create an collaboration atmospherebetweenstakeholders, and tecnology information mastered. Keywords: Comprehensive Program; Personality/ Social Competency 

The role of social support in students' perceived abilities and attitudes toward math and science.

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Rice, Lindsay; Barth, Joan M; Guadagno, Rosanna E; Smith, Gabrielle P A; McCallum, Debra M

2013-07-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.

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

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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…

Social support, oxytocin, and PTSD

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Olff, Miranda; Koch, Saskia B. J.; Nawijn, Laura; Frijling, Jessie L.; van Zuiden, Mirjam; Veltman, Dick J.

2014-01-01

A lack of social support and recognition by the environment is one of the most consistent risk factors for posttraumatic stress disorder (PTSD), and PTSD patients will recover faster with proper social support. The oxytocin system has been proposed to underlie beneficial effects of social support as

The effect of social skills training on perceived competence of female adolescents with deafness.

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

2013-12-01

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. This study was conducted in special school settings to determine the effects of social skills training on perceived competence of female adolescents with deafness. 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. The intervention led to significant improvement in total perceived competence scores of adolescents with deafness (P social skills in adolescents with deafness would improve their sense of competence, and emotional well being.

Jordanian Mothers' Perceptions of Their Children's Social Competence: An Examination of Family Factors and Demographic Variables

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Abu Taleb, Tagreed Fathi; AlZoubi, Rifa Rafe

2015-01-01

Children's social competence is an area of research that receives minimal attention from Jordanian researchers. It is important to investigate this area of development so as to provide parents with information about the nature of social competence and possible factors affecting its development. This research study examined Jordanian mothers'…

Social Empowerment in Mexican Violent Contexts through Media Competence

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Grijalva-Verdugo, Abel-Antonio; Moreno-Candil, David

2017-01-01

The acquisition of digital skills, media diet management, and general knowledge of ICT, is essential for the development and empowerment of audiences in the current media ecology, particularly considering the political and social challenges of the Latin American environment. In that sense, the study of media competence is urgent for sizing up the…

Social Competence with an Unfamiliar Peer in Children and Adolescents with High Functioning Autism: Measurement and Individual Differences

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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

Developmental Pathways for Social Understanding: Linking Social Cognition to Social Contexts

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Kimberly eBrink

2015-05-01

Full Text Available Contemporary research, often with looking-time tasks, reveals that infants possess foundational understandings of their social worlds. However, few studies have examined how these early social cognitions relate to the child’s social interactions and behavior in early development. Does an early understanding of the social world relate to how an infant interacts with his or her parents? Do early social interactions along with social-cognitive understandings in infancy predict later preschool social competencies? In the current paper, we propose a theory in which children’s later social behaviors and their understanding of the social world depend on the integration of early social understanding and experiences in infancy. We review several of our studies, as well as other research, that directly examine the pathways between these competencies to support a hypothesized network of relations between social-cognitive development and social-interactive behaviors in the development from infancy to childhood. In total, these findings reveal differences in infant social competences that both track the developmental trajectory of infants’ understanding of people over the first years of life and provide external validation for the large body of social-cognitive findings emerging from laboratory looking-time paradigms.

Organizational cultural competence in community health and social service organizations: how to conduct a self-assessment.

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Olavarria, Marcela; Beaulac, Julie; Bélanger, Alexandre; Young, Marta; Aubry, Tim

2009-01-01

In an effort to address the significant socio-cultural changes in the population demographics of the United States (US) and Canada, organizations are increasingly seeking ways of improving their level of cultural competence. Evaluating organizational cultural competence is essential to address the needs of ethnic and cultural minorities. Yet, research related to organizational cultural competence is relatively new. The purpose of this paper is to review the extant literature with a specific focus on: (1) identifying the key standards that define culturally competent community health and social service organizations; and (2) outlining the core elements for evaluating cultural competence in a health and social service organization. Furthermore, issues related to choosing self-assessment tools and conducting an evaluation will be explored.

PERCEIVED SOCIAL SUPPORT AND PARENTS ADJUSTMENT

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Patrizia VELOTTI

2008-12-01

Full Text Available Social networks often provide an important source of support for new parents. General, parent support programs sustain social-emotional development of children. Different aspects could impact both the quantity and quality of the sources of social support and the perception that parents would had. This study examines the role of social support in the couples of new-parents and assesses the influence of attachment models on it. The Adult Attachment Interview (AAI and the Multidimensional Scale of Perceived Social Support (MSPSS were administered to a sample of 100 participants. Results indicated a perception of social support more pronounced in women, mainly on the dimension of social support derived from the partner. Furthermore, for women and not for men, an association between attachment models to the AAI and the different perceptions of social support was revealed. Data seems support the opportunity to assess parents during early rehabilitation interventions. Support groups could be used with insecure parents and has positive effects in reducing stress and promoting adjustment to the disability for children and their families.

Heterogeneity in Social Dilemmas: The Case of Social Support

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Vogt, S.B.

2007-01-01

“Heterogeneous Social Dilemmas: The Case of Social Support” studies the level of social support between heterogeneous actors. We consider heterogeneity with respect to several individual properties: the likelihood of needing support, the costs of providing support, and the benefits from receiving

Enhancing Lifelong Competence Development and Management Systems with Social Network-based Concepts and Tools

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Cheak, Alicia; Angehrn, Albert; Sloep, Peter

2006-01-01

This paper addresses the challenge of enhancing the social dimension of lifelong Competence Development and Management Systems with social network-based concepts and tools. Our premise is that through a combination of social network visualization tools, simulations, stimulus agents and management

THE MEASUREMENT OF SOCIAL SUPPORT IN THE EUROPEAN RESEARCH ON INCAPACITATING DISEASES AND SOCIAL SUPPORT - THE DEVELOPMENT OF THE SOCIAL SUPPORT QUESTIONNAIRE FOR TRANSACTIONS (SSQT)

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SUURMEIJER, TPBM; DOEGLAS, DM; BRIANCON, S; KRIJNEN, WP; KROL, B; SANDERMAN, R; MOUM, T; BJELLE, A; VANDENHEUVEL, WJA

Social support is supposed to have a beneficial effect on the health and wellbeing of people. It is a central concept in the 'EUropean Research on Incapacitating DIseaes and Social Support' (EURIDISS). In general, two main distinctions concerning social support are made in the literature, providing

The measurement of social support in the European Research on incapaciting diseases and social support : the development of the social support questionnaire for transactions (SSQT)

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Suurmeijer, T P B M; Doeglas, D M; Briançon, S; Krijnen, W; Krol, B.; Sanderman, R.; Moum, T; Bjelle, A; van den Heuvel, W.J.A.

1995-01-01

Social support is supposed to have a beneficial effect on the health and wellbeing of people. It is a central concept in the "European Research on Incapacitating Diseases and Social Support" (EURIDISS). In general, two main distinctions concerning social support are made in the literature, providing

Private support and social security.

Science.gov (United States)

Van Dijk, F

1998-01-01

"The issue is addressed whether assistance to persons in need can be left to the ¿family' and the ¿community'. In that case people depend on their social networks. The support a person receives through a given network of social ties is examined. However, ties are diverse and subject to change. By means of a model of the dynamics of social ties, the conditions for adequate private support are analyzed. The sustainability of private support over time is examined by incorporating the impact on social ties of lending and receiving support. It is shown that support is only an effective alternative in a limited number of situations." excerpt

Supporting ethical competence of nurses during recruitment and performance reviews - the role of the nurse leader.

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Poikkeus, Tarja; Leino-Kilpi, Helena; Katajisto, Jouko

2014-09-01

The aim of this study was to analyse how nurse leaders support the ethical competence of nurses during recruitment and performance reviews. Ethical competence of nurses refers to ethical behaviour and action requiring ethical knowledge and reflection. Nurse leaders have a key role in supporting the ethical competence of nurses, but little is known about just how this should be done. The data were collected using a structured questionnaire and analysed statistically. The target sample consisted of nurse leaders (n = 198) from two university hospitals in two healthcare districts in Finland. Nurse leaders support the ethical competence of nurses more often during performance reviews than during recruitment. During recruitment, nurse leaders ensure the ethical behaviour and knowledge of nurses to varying degrees. During performance reviews, nurse leaders ensure that nurses meet the requirements for collegiality and comply with ethical guidelines and that they do so according to nursing values and principles. There seems to be a need to examine and improve support for the ethical competence of nurses, both during recruitment and performance reviews. Future priorities should include a focus on supporting the ethical knowledge, reflection and behaviour of nurses. An important aspect in terms of supporting the ethical competence of nurses has to do with the ethical knowledge and education of nurse leaders and organisational policies or recommendations for ethical support. © 2013 John Wiley & Sons Ltd.

Spherical Model Integrating Academic Competence with Social Adjustment and Psychopathology.

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Schaefer, Earl S.; And Others

This study replicates and elaborates a three-dimensional, spherical model that integrates research findings concerning social and emotional behavior, psychopathology, and academic competence. Kindergarten teachers completed an extensive set of rating scales on 100 children, including the Classroom Behavior Inventory and the Child Adaptive Behavior…

Social Emotional Competence of Pre-School Children: Relationship to Intelligence and Maturity.

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Brar, S.

Social-emotional competence (SEC) is considered a measure of an individual's total effectiveness in dealing with the environment. To verify empirically whether SEC depends on the intelligence and social maturity of young children, a study of 40 preschool children was undertaken in India. A standardized intelligence test was administered to the…

Longitudinal Effects of Parent-Child Interactions on Children's Social Competence

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Gadaire, Dana M.; Henrich, Christopher C.; Finn-Stevenson, Matia

2017-01-01

Purpose: This study examined normative change in children's levels of social competence and parent-child interactions (PCIs) from kindergarten through second grade as well as relations between levels of PCI and children's social development. Methods: Multiple waves of data were collected from parents and teachers of 379 children ranging in age…

Identifying Meaningful Behaviors for Social Competence: A Contextual Approach.

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Warnes, Emily D.; Sheridan, Susan M.; Geske, Jenenne; Warnes, William A.

An exploratory study was conducted which assessed behaviors that characterize social competence in the 2nd and 5th grades. A contextual approach was used to gather information from 2nd and 5th grade children and their parents and teachers regarding the behaviors they perceived to be important for getting along well with peers. Data were gathered…

The Use of Expressive Therapies and Social Support with Youth in Foster Care: The Performing Arts Troupe

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Audra Holmes Greene

2009-03-01

Full Text Available The Performing Arts Troupe is a program that provides youth in foster care and youth from low income neighborhoods with expressive therapies and social support. The program is designed to assist youth in addressing the effects of trauma and developing competencies as they prepare to transition to adulthood. The article discusses the literature base for the program, the program activities and describes the impact of the program on youth through preliminary evaluations and case studies. The program offers an innovative combination of expressive therapies and social supports that has effectively met the needs of vulnerable youth.

Knowledge and female entrepreneurship: A competence and social dimension

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M. Belén García-Palma

2016-06-01

Full Text Available This paper, the result of a broader research on female entrepreneurship, aims to analyze the competence dimension of knowledge on women entrepreneurs. The method used is qualitative, comparatively analyzing the speech and enterprising entrepreneurs develop knowledge about and taking these as a constitutive dimension of competencies, while a construction linked to processes and social structures. To this end, a descriptive analysis and a sociological analysis level were conducted, trying to identify whether there are specific features in such dimension on female entrepreneurs. The results show that a particular construction of knowledge in women entrepreneurs, whose justification would be given by the educational level and starting the process of building knowledge and learning process thereof may occur.

Factors Associated with the Social Competence and Emotional Well-Being among Young Children in an Asian Urban City

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Lam, Lawrence T.; Wong, Emmy M. Y.

2018-01-01

This cross-sectional observational study aims to examine the current status and familial factors associated with social competence and emotional well-being among young children in an urban city in the East Asia region. Early childhood teachers assessed the social competence and the emotional state of preschool children with the Social Competence…

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

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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,…

Environmental resources moderate the relationship between social support and school sports participation among adolescents: a cross-sectional analysis

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Schneider Margaret

2011-04-01

Full Text Available Abstract Background Most Americans are not active at recommended levels. Adolescence is a developmental period when physical activity (PA decreases markedly. Methods This study investigates whether access to environmental PA resources moderates the relationship between psychosocial resources (social support and perceived competence and PA among 192 adolescents. Results Environmental access to PA resources (determined via GIS-based assessment of the number of gyms, schools, trails, parks and athletic fields within 0.5 miles of each participant's home moderated the association between social support and PA; among adolescents with high levels of environmental resources, greater social support was associated with students participating in a greater number of sports in school, whereas no such relationship emerged among adolescents with low environmental resources. Conclusions PA-promotion interventions should aim to enhance both social and environmental resources; targeting either one alone may be insufficient.

Injured athletes' perceptions about social support.

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Clement, Damien; Shannon, Vanessa R

2011-11-01

According to the buffering hypothesis, social support moderates the harmful effects of stress and, in turn, indirectly affects injured athletes' health and well-being. Previous research suggests that perceptions of social support influence athletes' psychological reactions, as well as their rehabilitation adherence, but additional research in this area is warranted. To examine injured athletes' perceptions regarding satisfaction, availability, and contribution for each of the 8 types of social support. Descriptive. Mid-Atlantic Division II and III institutions. 49 injured athletes. Social support was assessed using a modified version of the Social Support Survey. Injured athletes were significantly more satisfied with social support provided by athletic trainers (ATCs) than that provided by coaches and teammates. In addition, injured athletes reported that social support provided by ATCs contributed significantly more to their overall well-being. Athletes reported several significant differences regarding satisfaction and contribution to well-being among the 8 different types of social support. Injury, an unavoidable part of sport, is often accompanied by negative psychological reactions. This reaction may have a negative influence on an athlete's experience of injury and rehabilitation. Findings suggest that perceptions of social support provided by ATCs have the greatest influence on injured athletes' rehabilitation and well-being.

The specificity and the development of social-emotional competence in a multi-ethnic-classroom.

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Petrowski, Katja; Herold, Ulf; Joraschky, Peter; von Wyl, Agnes; Cierpka, Manfred

2009-05-28

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. 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. 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. 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.

Biased self-perceptions of social competence and engagement in physical and relational aggression: the moderating role of peer status and sex.

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McQuade, Julia D; Achufusi, Adaora K; Shoulberg, Erin K; Murray-Close, Dianna

2014-01-01

This study sought to expand on prior research suggesting that children low in peer status who either over- or underestimate their social competence relative to others' reports are more likely to be aggressive (White and Kistner [2011]. Journal of Abnormal Child Psychology, 39, 645-656). The curvilinear associations between social competence bias and two forms of aggression (physical and relational) were examined in a sample of 4th through 6th graders (n = 183); moderation by both sex and peer status (peer preference and popularity) also were tested. Social competence bias was operationally defined as the residual difference between child and teacher ratings of the child's social competence. Aggression and peer status were measured using peer nomination procedures. There was a significant curvilinear association between social competence bias and physical aggression moderated by both types of peer status. For low peer status children greater underestimation and overestimation of social competence was associated with higher physical aggression. The curvilinear association between social competence bias and relational aggression was moderated by both peer status and sex. Popular boys had higher rates of relational aggression when they had accurate, rather than biased, self-perceptions of social competence. However, for very highly preferred girls, a more extreme positive bias was associated with an exponential increase in relational aggression. Results are discussed in terms of implications for aggression theory and intervention. © 2014 Wiley Periodicals, Inc.

Perceived Maternal Role Competence among the Mothers Attending Immunization Clinics of Dharan, Nepal

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Shah Shrooti

2016-04-01

Full Text Available Background: Being a mother is considered by many women as their most important role in life. Women’s perceptions of their abilities to manage the demands of parenting and the parenting skills they posses are reflected by perceived maternal role competence. The present study was carried out to assess the perceived maternal role competence and its associated factors among mothers. Methods: A descriptive cross-sectional research study was carried out on 290 mothers of infant in four immunization clinics of Dharan, Nepal. Data were collected using a standardized predesigned, pretested questionnaire (Parent sense of competence scale, Rosenberg’s self esteem scale, Maternity social support scale. The data were analyzed using descriptive and inferential statistics and multiple regression analysis at 0.05 level of significance. Results: The mean score of the perceived maternal role competence obtained by mothers was 64.34±7.90 and those of knowledge/skill and valuing/comfort subscale were 31±6.01 and 33±3.75, respectively. There was a significant association between perceived maternal role competence and factors as the age of the mother (P<0.001, educational status (P=0.015, occupation (P=0.001 and readiness for pregnancy (P=0.022. The study findings revealed a positive correlation between perceived maternal role competence and age at marriage (r=0.132, P=0.024, per capita income (r=0.118, P=0.045, self esteem (r=0.379, P<0.001, social support (r=0.272, P<0.001, and number of support persons (r=0.119, P=0.043. The results of the step wise multiple regression analysis revealed that the major predictor of perceived maternal role competence was self esteem. Conclusion: The factors associated with perceived maternal role competence were age, education, occupation, per capita income, self esteem, social support, and the number of support persons.

Success in Weight Management Among Patients with Type 2 Diabetes: Do Perceived Autonomy Support, Autonomous Motivation, and Self-Care Competence Play a Role?

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Koponen, Anne M; Simonsen, Nina; Suominen, Sakari B

2018-01-01

Based on self-determination theory (SDT), this study investigated whether the three central SDT variables-perceived autonomy support (from a physician), autonomous motivation and self-care competence-were associated with success in weight management (SWM) among primary care patients with type 2 diabetes when the effect of other important life-context factors was controlled for. Patients participated in a mail survey in 2011. Those who had tried to change their health behavior during the past two years in order to lose weight, either with or without success (n = 1433, mean age 63 years, 50% men), were included in this study. The successors were more autonomously motivated and energetic than the non-successors. Moreover, male gender, younger age, taking oral medication only, and receiving less social support in diabetes care predicted better success. Autonomous motivation predicted SWM; self-care competence also played a role by partly mediating the effect of autonomous motivation on SWM. These results support the idea of SDT that internalizing the value of weight management and its health benefits is necessary for long-term maintenance of health behavior change. Perceived autonomy support was not directly associated with SWM. However, physicians can promote patients' weight management by supporting their autonomous motivation and self-care competence.

[Social support after traumatism].

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Maercker, A; Heim, E; Hecker, T; Thoma, M V

2017-01-01

The classical concept of social support has recently become of relevance again, particularly in the context of traumatized patient groups, which include refugees and migrants. This article summarizes the evidence from social support research, e. g. different types of positive effects as well as context, gender and cultural aspects. These aspects are highlighted by means of studies stemming from applied healthcare research and thus describe a wide range of health effects, e.g. increased well-being and reduced depressive symptoms, improved functional abilities, better immune status and longevity. Two new trauma-specific differentiations of the social support concept are introduced: societal acknowledgement as a trauma survivor and disclosure of traumatic experiences. Against this background several implications for working with refugees arise: promotion of self-efficacy and posttraumatic maturation as well as the treatment of mental disorders show considerable benefits from focusing on social support. Finally, possibilities emerging from digital communication media are discussed, which are particularly relevant in this context.

Influence of perceived social support on health and socio-economic differences in social support in adolescents

NARCIS (Netherlands)

Gecková, A.; Pudelsky, M.; van Dijk, J.P.

2001-01-01

The influence of perceived social support on health and socio-economic differences in social support were investigated in sample of adolescents (n = 2616, including 1370 boys, mean age 15 years). The perceived social support was studied in five spheres: school, interpersonal relations, serious

Evaluating Adult’s Competency: Application of the Competency Assessment Process

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Dominique Giroux

2015-01-01

Full Text Available Competency assessment of adults with cognitive impairment or mental illness is a complex process that can have significant consequences for their rights. Some models put forth in the scientific literature have been proposed to guide health and social service professionals with this assessment process, but none of these appear to be complete. A new model, the Competency Assessment Process (CAP, was presented and validated in other studies. This paper adds to this corpus by presenting both the CAP model and the results of a survey given to health and social service professionals on its practical application in their clinical practice. The survey was administered to 35 participants trained in assessing competency following the CAP model. The results show that 40% of participants use the CAP to guide their assessment and the majority of those who do not yet use it plan to do so in the future. A large majority of participants consider this to be a relevant model and believe that all interdisciplinary teams should use it. These results support the relevance of the CAP model. Further research is planned to continue the study of the application of CAP in healthcare facilities.

Self-Development of Competences for Social Inclusion Using the TENCompetence Infrastructure

NARCIS (Netherlands)

Louys, Amelie; Hernández-Leo, Davinia; Schoonenboom, Judith; Lemmers, Ruud; Pérez-Sanagustín, Mar

2009-01-01

Louys, A., Hernández-Leo, D., Schoonenboom, J., Lemmers, R., & Pérez-Sanagustín, M. (2009). Self-Development of Competences for Social Inclusion Using the TENCompetence Infrastructure. Educational Technology & Society, 12(3), 70–81.

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

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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…

Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms

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Humphries, Marisha L.; Williams, Brittney V.; May, Tanginia

2018-01-01

The promotion of social-emotional competence and implementation of social-emotional learning programs have increased substantially in schools; however, little is known about teachers' perceptions of such programs. This qualitative study explored early childhood (3 to 8 years old) teachers' perceptions of classroom-based social-emotional learning…

A path model investigation of neurocognition, theory of mind, social competence, negative symptoms and real-world functioning in schizophrenia.

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Couture, Shannon M; Granholm, Eric L; Fish, Scott C

2011-02-01

Problems in real-world functioning are pervasive in schizophrenia and much recent effort has been devoted to uncovering factors which contribute to poor functioning. The goal of this study was to examine the role of four such factors: social cognition (theory of mind), neurocognition, negative symptoms, and functional capacity (social competence). 178 individuals with schizophrenia or schizoaffective disorder completed measures of theory of mind, neurocognition, negative symptoms, social competence, and self-reported functioning. Path models sought to determine the relationships among these variables. Theory of mind as indexed by the Hinting Task partially mediated the relationship between neurocognition and social competence, and negative symptoms and social competence demonstrated significant direct paths with self-reported functioning. Study results suggest theory of mind serves as an important mediator in addition to previously investigated social cognitive domains of emotional and social perception. The current study also highlights the need to determine variables which mediate the relationship between functional capacity and real-world functioning. Copyright © 2010 Elsevier B.V. All rights reserved.

The importance of supporting autonomy and perceived competence in facilitating long-term tobacco abstinence.

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Williams, Geoffrey C; Niemiec, Christopher P; Patrick, Heather; Ryan, Richard M; Deci, Edward L

2009-06-01

The Public Health Service (PHS) Guideline for Treating Tobacco Use and Dependence (Fiore et al. 2000) recommends supporting autonomy and perceived competence to facilitate tobacco abstinence. The aim of the study was to evaluate the effectiveness of an intensive tobacco-dependence intervention based on self-determination theory (SDT) and intended to support autonomy and perceived competence in facilitating long-term tobacco abstinence. One thousand and six adult smokers were recruited into a randomized cessation-induction trial. Community care participants received cessation pamphlets and information on local treatment programs. Intervention participants received the same materials and were asked to meet four times with counselors over 6 months to discuss their health in a manner intended to support autonomy and perceived competence. The primary outcome was 24-month prolonged abstinence from tobacco. The secondary outcome was 7-day point prevalence tobacco abstinence at 24 months postintervention. Smokers in the intervention were more likely to attain both tobacco abstinence outcomes and these effects were partially mediated by change in both autonomous self-regulation and perceived competence from baseline to 6 months. Structural equation modeling confirmed the SDT model of health-behavior change in facilitating long-term tobacco abstinence. An intervention based on SDT and consistent with the PHS Guideline, which was intended to support autonomy and perceived competence, facilitated long-term tobacco abstinence.

Right frontal pole cortical thickness and social competence in children with chronic traumatic brain injury: cognitive proficiency as a mediator.

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Levan, Ashley; Baxter, Leslie; Kirwan, C Brock; Black, Garrett; Gale, Shawn D

2015-01-01

To examine the association between right frontal pole cortical thickness, social competence, and cognitive proficiency in children participants with a history of chronic traumatic brain injury (TBI). Twenty-three children (65% male; M age = 12.8 years, SD = 2.3 years) at least 1 year post-injury (M = 3.3 years, SD = 1.7 years) were evaluated with the Cognitive Proficiency Index (CPI) from the Wechsler Intelligence Scale for Children, 4th Edition, and their caregiver completed the Child Behavior Checklist. Social competence was evaluated with the Social Competence and Social Problems subscales from the Child Behavior Checklist. Right frontal pole cortical thickness was calculated via FreeSurfer from high-resolution 3-dimensional T1 magnetic resonance imaging scans. Direct effect of right frontal pole cortical thickness on social competence was significant (β = 14.09, SE = 4.6, P Right frontal pole cortical thickness significantly predicted CPI (β = 18.44, SE = 4.9, P right frontal lobe cortical integrity and social competence in pediatric participants with chronic TBI may be mediated through cognitive proficiency.

Social support, stress and the aging brain.

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Sherman, Stephanie M; Cheng, Yen-Pi; Fingerman, Karen L; Schnyer, David M

2016-07-01

Social support benefits health and well-being in older individuals, however the mechanism remains poorly understood. One proposal, the stress-buffering hypothesis states social support 'buffers' the effects of stress on health. Alternatively, the main effect hypothesis suggests social support independently promotes health. We examined the combined association of social support and stress on the aging brain. Forty healthy older adults completed stress questionnaires, a social network interview and structural MRI to investigate the amygdala-medial prefrontal cortex circuitry, which is implicated in social and emotional processing and negatively affected by stress. Social support was positively correlated with right medial prefrontal cortical thickness while amygdala volume was negatively associated with social support and positively related to stress. We examined whether the association between social support and amygdala volume varied across stress level. Stress and social support uniquely contribute to amygdala volume, which is consistent with the health benefits of social support being independent of stress. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

A systemic approach in teaching the students social competences

DEFF Research Database (Denmark)

Kontni, Randi Kristine; Jensen, Ellen Bye

Our education aims to qualify students to improve health in all strata of the Danish population. A systemic approach in teaching the students social competence has proved itself efficient. In this approach we discuss four orders of knowledge: Knowledge categories: Knowledge Forms: Designation...... in nursing: 1st order: Qualifications Factual Nursing knowledge as topics 2nd order: Competences Situated Nursing knowledge as practice 3rd order: Creativity Systemic Nursing knowledge as perspectives 4th order: World knowledge Metasystemic Nursing culture as a condition for nursing Model inspired...... different health approaches to become critical analytic and get their own visions about health promotion and prevention. After the theoretical education the students are clinically educated in primary health care to become experienced with action in primary health care....

How Can a Global Social Support System Hope to Achieve Fairer Competiveness? Comment on "A Global Social Support System: What the International Community Could Learn From the United States' National Basketball Association".

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Goldblatt, Peter

2015-12-25

Ooms et al sets out some good general principles for a global social support system to improve fairer global competitiveness as a result of redistribution. This commentary sets out to summarize some of the conditions that would need to be satisfied for it to level up gradients in inequality through such a social support system, using the National Basketball Association (NBA) example as a point of reference. From this, the minimal conditions are described that would be required for the support system, proposed in the article by Ooms et al, to succeed. © 2016 by Kerman University of Medical Sciences.

Social Competence and Temperament in Children with Chronic Orthopaedic Disability

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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. Mother…

Social support for diabetes illness management: supporting adolescents and caregivers.

Science.gov (United States)

Idalski Carcone, April; Ellis, Deborah A; Weisz, Arlene; Naar-King, Sylvie

2011-10-01

The aim of this research study was to examine the relationship between 4 sources of social support (support for the adolescent from family, support for the adolescent from friends, support for the caregiver from another adult, and support to the family from the health care provider) and adolescents' diabetes outcomes (illness management behavior and health status) using a diverse sample of urban adolescents. One hundred forty-one adolescents with insulin-managed diabetes and their primary caregivers completed questionnaires assessing social support and illness management behavior. Glucose meters were downloaded and hemoglobin A1c assays were obtained. Structural equation modeling was used to test a model social support informed by social ecological theory. The results of the structural equation modeling indicated that support for the caregiver from another adult was directly and positively related to support for the adolescent from family and indirectly related to better illness management. Support for the adolescent from family was directly related to better diabetes management and, through better management, to better diabetes health. Support to the family from the health care provider was not related to support for the adolescent and support to the adolescent from friends was not related to illness management, as hypothesized. This study identifies a novel target for social support intervention to improve adolescents' illness management behavior-the caregivers of adolescents with diabetes. By enhancing the social support caregivers receive from other adults in their lives, caregivers' ability to support their adolescent children with diabetes might also be improved which, in turn, improves adolescents' illness outcomes.

Peer social support training in UK prisons.

Science.gov (United States)

Stewart, Warren; Lovely, Rachel

2017-10-11

To undertake a service evaluation to assess the effect of peer social support training using two separate learning programmes, which were designed to assist prisoners to support older prisoners and prisoners with disabilities. The service evaluation used an action research approach to support planning, delivery and data collection. Eleven interviews with nine prisoners who had undertaken the peer social support training programmes and two members of prison staff (one nurse manager and one prison officer) were recorded and transcribed by the researchers. This data was coded and thematically analysed to evaluate the findings. Recommendations were made regarding the format and content of the training. The training was well received by the peer social support worker trainees and had several positive outcomes, including increased peer social support, improved relationships between peer social support workers and older prisoners and prisoners with disabilities, increased self-esteem, measured as 'social capital', among peer social support workers, and effective teamworking. The peer social support training programmes were considered to be a positive intervention and were effective in supporting peer social support roles. Recommendations for future training of prisoner peer support workers include involving existing peer social support workers in training and recruitment, and enhancing the role of peer social support workers in prisons by providing them with job descriptions. ©2012 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

Competencia social y autoestima en adolescentes con fobia social (Social Competence and Self-Esteem in Adolescents with Social Phobia

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Antonio Vallés Arándiga

2014-06-01

showed the increase in social competence and improvement of self-esteem in adolescents who were diagnosed with the disorder referred, against a group of passive control (no treatment and a group of active control (treatment with a program of learning strategies including contents of exposure to social situations. All treatments were developed in schools. The results obtained in favor of IAFS treatment in the variables of social competence (informed by the tutor and parents and self-esteem were maintained at follow-up after 6 months.

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

Science.gov (United States)

Ruzek, Erik A.; Hafen, Christopher A.; Allen, Joseph P.; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C.

2017-01-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools. PMID:28190936

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.

Science.gov (United States)

Ruzek, Erik A; Hafen, Christopher A; Allen, Joseph P; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C

2016-04-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.

Social Skills, Competence, and Drug Refusal Efficacy as Predictors of Adolescent Alcohol Use.

Science.gov (United States)

Scheier, Lawrence M.; Botvin, Gilbert J.; Diaz, Tracy; Griffin, Kenneth W.

1999-01-01

Examines the extent to which assertiveness and related social skills, personal competence, and refusal efficacy predict alcohol involvement in adolescents. Males were at higher risk for poor refusal skills and reported higher alcohol involvement. Youth characterized by poor social skill development reported lower refusal efficacy, lower grades,…

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

Science.gov (United States)

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…

Defense Mechanisms of Pregnant Mothers Predict Attachment Security, Social-Emotional Competence, and Behavior Problems in Their Toddlers.

Science.gov (United States)

Porcerelli, John H; Huth-Bocks, Alissa; Huprich, Steven K; Richardson, Laura

2016-02-01

For at-risk (single parent, low income, low support) mothers, healthy adaptation and the ability to manage stress have clear implications for parenting and the social-emotional well-being of their young offspring. The purpose of this longitudinal study was to examine associations between defense mechanisms in pregnant women and their toddlers' attachment security, social-emotional, and behavioral adjustment. Participants were 84 pregnant women during their last trimester of pregnancy, recruited from community agencies primarily serving low-income families. Women were followed prospectively from pregnancy through 2 years after birth and completed several multimethod assessments during that period. Observations of mother-child interactions were also coded after the postnatal visits. Multiple regression analyses revealed that mothers' defense mechanisms were significantly associated with several toddler outcomes. Mature, healthy defenses were significantly associated with greater toddler attachment security and social-emotional competence and fewer behavior problems, and less mature defenses (disavowal in particular) were associated with lower levels of attachment security and social-emotional competence. Associations remained significant, or were only slightly attenuated, after controlling for demographic variables and partner abuse during pregnancy. The study findings suggest that defensive functioning in parents preparing for and parenting toddlers influences the parent-child attachment relationship and social-emotional adjustment in the earliest years of life. Possible mechanisms for these associations may include parental attunement and mentalization, as well as specific caregiving behavior toward the child. Defensive functioning during times of increased stress (such as the prenatal to postnatal period) may be especially important for understanding parental influences on the child.

Designing and Testing an Inventory for Measuring Social Media Competency of Certified Health Education Specialists.

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Alber, Julia M; Bernhardt, Jay M; Stellefson, Michael; Weiler, Robert M; Anderson-Lewis, Charkarra; Miller, M David; MacInnes, Jann

2015-09-23

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). The aim of this study was to design, develop, and test the Social Media Competency Inventory (SMCI) for CHES and MCHES. 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. 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.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 content redundancy, low R-squared value, or poor item infit or outfit

How Can a Global Social Support System Hope to Achieve Fairer Competiveness?; Comment on “A Global Social Support System: What the International Community Could Learn From the United States’ National Basketball Association”

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Peter Goldblatt

2016-03-01

Full Text Available Ooms et al sets out some good general principles for a global social support system to improve fairer global competitiveness as a result of redistribution. This commentary sets out to summarize some of the conditions that would need to be satisfied for it to level up gradients in inequality through such a social support system, using the National Basketball Association (NBA example as a point of reference. From this, the minimal conditions are described that would be required for the support system, proposed in the article by Ooms et al, to succeed.

Educating the Whole Child: Social-Emotional Learning and Ethics Education

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Burroughs, Michael D.; Barkauskas, Nikolaus J.

2017-01-01

Research supporting social and emotional learning (SEL) in schools demonstrates numerous benefits for students, including increased academic achievement and social and emotional competencies. However, research supporting the adoption of SEL lacks a clear conception of "ethical competence." This lack of clarity is problematic for two…

A Contextual Approach to the Assessment of Social Skills: Identifying Meaningful Behaviors for Social Competence

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Warnes, Emily D.; Sheridan, Susan M.; Geske, Jenenne; Warnes, William A.

2005-01-01

An exploratory study was conducted which assessed behaviors that characterize social competence in the second and fifth grades. A contextual approach was used to gather information from second- and fifth-grade children and their parents and teachers regarding the behaviors they perceived to be important for getting along well with peers. Data were…

Social Support and Social Conflict as Predictors of Prenatal Depression

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Westdahl, Claire; Milan, Stephanie; Magriples, Urania; Kershaw, Trace S.; Rising, Sharon Schindler; Ickovics, Jeannette R.

2008-01-01

OBJECTIVE To estimate how social support and social conflict relate to prenatal depressive symptoms and to generate a brief clinical tool to identify women at increased psychosocial risk. METHODS This is a prospective study following 1,047 pregnant women receiving care at two university-affiliated clinics from early pregnancy through 1 year postpartum. Structured interviews were conducted in the second trimester of pregnancy. Hierarchical and logistic regressions were used to examine potential direct and interactive effects of social support and conflict on prenatal depressive symptoms measured by the Center for Epidemiologic Studies-Depression Scale. RESULTS Thirty-three percent of the sample reported elevated levels of depressive symptoms predicted from sociodemographic factors, social support, and social conflict. Social support and conflict had independent effects on depressive symptoms although social conflict was a stronger predictor. There was a “dose–response,” with each increase in interpersonal risk factor resulting in consequent risk for probable depression based on symptom reports (Center for Epidemiologic Studies-Scale greater than or equal to 16). A composite of one social support and three conflict items were identified to be used by clinicians to identify interpersonal risk factors for depression in pregnancy. Seventy-six percent of women with a composite score of three or more high-risk responses reported depressive symptoms. CONCLUSION Increased assessment of social support and social conflict by clinicians during pregnancy can identify women who could benefit from group or individual interventions to enhance supportive and reduce negative social interactions. PMID:17601908

Social Support and Social Networks in COPD: A Scoping Review.

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Barton, Christopher; Effing, Tanya W; Cafarella, Paul

2015-01-01

A scoping review was conducted to determine the size and nature of the evidence describing associations between social support and networks on health, management and clinical outcomes amongst patients with COPD. Searches of PubMed, PsychInfo and CINAHL were undertaken for the period 1966-December 2013. A descriptive synthesis of the main findings was undertaken to demonstrate where there is current evidence for associations between social support, networks and health outcomes, and where further research is needed. The search yielded 318 papers of which 287 were excluded after applying selection criteria. Two areas emerged in which there was consistent evidence of benefit of social support; namely mental health and self-efficacy. There was inconsistent evidence for a relationship between perceived social support and quality of life, physical functioning and self-rated health. Hospital readmission was not associated with level of perceived social support. Only a small number of studies (3 articles) have reported on the social network of individuals with COPD. There remains a need to identify the factors that promote and enable social support. In particular, there is a need to further understand the characteristics of social networks within the broader social structural conditions in which COPD patients live and manage their illness.

SOCIAL SUPPORT AND STRESS - THE ROLE OF SOCIAL-COMPARISON AND SOCIAL-EXCHANGE PROCESSES

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BUUNK, BP; HOORENS, [No Value

1992-01-01

This paper first presents four different conceptualizations of social support: social integration, satisfying relationships, perceived helpfulness and enacted support. Then, classic and contemporary social comparison theory and social exchange theory are analysed as they are two theoretical

Influence of Youth Volunteering on Socialization and Development of Competences

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Valdas Pruskus

2014-06-01

Full Text Available Volunteering is one of manifestations of citizenship. It indicates the individual’s quality in terms of citizenship and the readiness to take an active part in public activities. The current paper analyses the phenomenon of volunteering (its place and role in ensuring public development and sustainability. The influence of volunteer - ing on the youth socialization and personal development of competences (in particular, social, professional and communicative is disclosed in the article. The article also highlights the motives and factors that promote and prevent the youth participation in voluntary activities.

Social support and bipolar disorder

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Paula Mendonça Studart

2015-08-01

Full Text Available Background Bipolar disorder is a chronic condition that affects the functioning of its carriers in many different ways, even when treated properly. Therefore, it’s also important to identify the psychosocial aspects that could contribute to an improvement of this population’s quality of life.Objective Carry out a literature review on the role of social support in cases of bipolar disorder.Method A research on the following online databases PubMed, Lilacs and SciELO was conducted by using the keywords “social support” or “social networks” and “mood disorders” or “bipolar disorder” or “affective disorder,” with no defined timeline.Results Only 13 studies concerning the topic of social support and BD were found in the search for related articles. Generally speaking, the results show low rates of social support for BD patients.Discussion Despite the growing interest in the overall functioning of patients with bipolar disorder, studies on social support are still rare. Besides, the existing studies on the subject use different methodologies, making it difficult to establish data comparisons.

Social Skill Development and Academic Competence in Children with and without Intellectual Disability

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Murphy, Marina

2017-01-01

Social skills and academic competence are key factors influencing children's development and functioning across early childhood and through adolescence. There is a great need to understand the longitudinal patterns of growth in social and academic skills in order to further inform intervention, particularly for at-risk groups such as individuals…

Mother-Reported and Children's Perceived Social and Academic Competence in Clinic-Referred Youth: Unique Relations to Depression and/or Social Anxiety and the Role of Self-perceptions.

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Epkins, Catherine C; Seegan, Paige L

2015-10-01

Depression and social anxiety symptoms and disorders are highly comorbid, and are associated with low social acceptance and academic competence. Theoretical models of both depression and social anxiety highlight the saliency of negative self-perceptions. We examined whether children's self-perceptions of social acceptance and mother-reported youth social acceptance are independently and uniquely related to children's depression and social anxiety, both before and after controlling for comorbid symptoms. Similar questions were examined regarding academic competence. The sample was 110 clinic-referred youth aged 8-16 years (65 boys, 45 girls; M age = 11.15, SD = 2.57). In the social acceptance area, both youth self-perceptions and mother-perceptions had independent and unique relations to depression and social anxiety, before and after controlling for comorbid symptoms. In the academic domain, both youth self-perceptions and mother-perceptions had independent and unique relations to depression, before and after controlling for social anxiety; yet only youth self-perceptions were related to social anxiety, before, but not after controlling for depression. For depression, larger effect sizes were observed for children's perceived, versus mother-reported, social acceptance and academic competence. Bootstrapping and Sobel tests found youth self-perceptions of social acceptance mediated the relation between mothers' perceptions and each of youth depression and social anxiety; and perceived academic competence mediated the relation between mothers' perceptions and youth depression, both before and after controlling for social anxiety. We found similarities and differences in findings for depression and social anxiety. Theoretical and treatment implications are highlighted, and future research directions are discussed.

Perceived and actual academic competence in maltreated children.

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Kinard, E M

2001-01-01

The aims were twofold: 1) to determine whether maltreated and nonmaltreated children differed in the accuracy of their self-assessments of academic achievement; and 2) to determine whether discrepancies between perceived and actual academic competence were related to perceptions of social support from mothers, teachers, and peers. A sample of 195 maltreated children known to a state protective service agency was compared to a control group of 179 nonmaltreated children. The groups were matched on child's gender, age, ethnicity, and birth order; socioeconomic ranking of neighborhood; and family structure. Although maltreated children had significantly lower achievement scores than did nonmal-treated children, the two groups did not differ on perceived academic competence. With regard to discrepancies between perceived and actual competence, maltreated children were more likely than nonmaltreated children to overestimate their level of competence, particularly for reading and arithmetic. Overall, children who reported low maternal support were more likely to overestimate reading competence than were those who reported average or high maternal support. When maltreatment status was considered, maltreated children with low support seemed likely to overestimate abilities, whereas nonmaltreated children with low support seemed likely to underestimate competence. Maltreated children may overestimate their academic abilities in order to compensate for self-perceptions of low self-worth. Efforts to improve academic performance in maltreated children should focus not only on increasing academic skills but also on enhancing self-esteem.

Development of social-emotional competence in boys of color: a cross-sectional cohort analysis from pre-K to second grade.

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Barbarin, Oscar; Iruka, Iheoma U; Harradine, Chistine; Winn, Donna-Marie C; McKinney, Marvin K; Taylor, Lorraine C

2013-01-01

This article explores the development of psychosocial competence in boys of color (BOC; 226 African Americans and 109 Latinos). Changes in competence were assessed over 2 years in cohorts of low-income BOC beginning in pre-K, kindergarten, or first grade. Psycho-social competence was assessed in terms of self-regulation, interpersonal skills, and positive relationships with peers and teachers. Psycho-social and academic competence in literacy and math were assessed in prekindergarten through second grade using teacher reports, child reports, and normed measures. One-year follow-up data were available on measures of psycho-social competence. BOC evidenced high levels of psycho-social competence, especially on self-regulation, which was related to both math and reading achievement. Teachers and children held similarly favorable views of their relationships, but teacher ratings of peer relationships of BOC were less positive. Although emotional self-regulation was stable, declines were observed in self-regulation of attention, quality of peer relationships, teacher-rated closeness, and satisfaction with life at school, especially over the transition from pre-K to primary school. © 2013 American Orthopsychiatric Association.

The effect of a music therapy social skills training program on improving social competence in children and adolescents with social skills deficits.

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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.

Competence Enhancement Program of Expressive Arts in End-of-Life Care for Health and Social Care Professionals: A Mixed-Method Evaluation.

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Nan, J K M; Lau, Bobo Hi-Po; Szeto, M M L; Lam, K K F; Man, J C N; Chan, C L W

2018-01-01

In the recent decades, expressive arts (EXA) has been used in end-of-life care (EOLC) for facilitating the quality of life of the patients and the caregivers. However, it may not be practical for every EOLC service to dispense EXA activities solely by extensively trained art therapy specialists. There is currently a lack of brief training for nonart therapists, which may have stifled the application of the techniques in clinical settings. The current study therefore described and evaluated the effectiveness of a 2-day EXA training workshop in enhancing practice, knowledge, and self-competence among health and social care professionals working in EOLC using a mixed-method approach. The quantitative findings show significant improvement in perceived competence of providing services per holistic and person-centered EOLC objectives, nonpharmaceutical management of symptoms, and evidence-based psychosocial care as well as self-competence in death work (SCDW) after the workshop. The qualitative findings corroborated the quantitative results by suggesting that the improvement in competence could be associated with enhanced communication, meaning reconstruction, and therapeutic relationship with the clients as well as the improvement in mood, socialization, and self-esteem among the clients through the learned EXA activities. Our findings support the efficacy of a brief training of EXA activities for nonart therapists in enhancing multifaceted intervention competence. Further research on brief training will be needed to promote the use of EXA activities in the EOLC context.

Family relationships and the development of social competence in adolescence.

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Brennan, J L

1993-01-01

Resilient adolescents are notable for their social competence, which enables them to form and maintain close relationships. The evidence is that adolescents' social competence is derived from their experience of close relationships within their family. On the basis of structured interviews, adolescents' working models of attachments can be categorized into secure, dismissive, or pre-occupied. These attachment styles are associated with very divergent beliefs about the self and others, with differing patterns of emotion regulation and with differing risk profiles for maladjustment. Parenting styles and family relationships appear to have considerable influence on attachment behaviour. Further evidence for the importance of the family comes from research on ego development. Family level behavioural patterns have been discerned from family research interviews which are associated with stagnation or advancement in ego development during adolescence. Though the results suggest causal connections, the direction of effects is far from clear. Longitudinal research underpins the importance of childhood temperament as a contributing factor to the quality of the family environment that the child and then adolescent experiences.

Measuring Children’s Perceptions of Robots’ Social Competence : Design and Validation

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Davison, Daniel Patrick; Charisi, Vasiliki; Wijnen, Frances Martine; Reidsma, Dennis; Evers, Vanessa; Kheddar, Abderrahmane; Yoshida, Eiichi; Ge, Shuzhi Sam; Suzuki, Kenji; Cabibihan, John-John; Eyssel, Friederike; He, Hongsheng

2017-01-01

This paper presents the design and validation of a measurement instrument for children’s perceptions of robots’ social competence. The need for a standardized validated instrument has emerged as a requisite for meta-analyses and comparisons among various studies in the field of child-robot

Modern Social Support Structures: Online Social Networks and their Implications for Social Workers

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Kala Chakradhar

2009-03-01

Full Text Available Mapping and assessing social networks and the quality of their social support is a valuable intervention strategy for social workers. These networks have now spread onto the digital realm in the form of Online Social Networks (OSNs. This study investigated the nature of social support provided by such networks to their users in a rural mid-South University (USA and explored parallels with the current understanding of social support in conventional social networks. A web-based survey administered to college students revealed that users of these online networks were predominantly undergraduate first year students, female, single, unemployed and from a variety of academic disciplines. The examination of the components of OSNs appears to mirror those of offline networks. They also seem to complement the effects of each other while contributing to an individual's support system. The paper concludes with critical implications of such online social networking for University students and social workers in practice and education.

Implementation of "social and communicative competencies" in medical education. The importance of curriculum, organisational and human resource development.

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Pruskil, Susanne; Deis, Nicole; Druener, Susanne; Kiessling, Claudia; Philipp, Swetlana; Rockenbauch, Katrin

2015-01-01

With this article we want to support teachers and curriculum planners to be aware of and apply knowledge and recommendations of organisational (OD), curriculums (CD) and human resource development (HRD) ideas already in the planning phase of a project. Taking these into account can influence the process of change successfully and controlled during the introduction and establishment of curricula in the field of communication and social skills in medical education. In the context of a multi-stage developmental process, a recommendation on CD for "Communicative and social competencies" was developed. The basis for it was made during two workshops of the GMA-committee "Communicative and social competencies" and supplemented by the available literature and the experience of communication experts. The "Undeloher Recommendation" (see attachment ) includes a compilation of recommendations and guiding questions, which is geared to the various phases of CD. Additionally, general approaches and recommendations of organisational and human resource development were integrated, which turned out to be particularly relevant in the process of CD. Thus, the "Undeloher recommendation" includes an orientation for each phase of the curriculum development process, the organisation and the staff in order to successfully implement a longitudinal curriculum. In addition to theoretical models the long-term discussion process and the personal experiences of a variety of curriculum planners and teachers have been integrated. The "Undeloher recommendation" can support the implementation processes of curricula in communication and social skills during development and realisation. Its application was reviewed in the context of workshops based on concrete examples. The participating teachers and curriculum planners assessed it to be very helpful. The recommendation goes beyond of what has been described in terms of content models in the CD so fare. In particular, the organisational and human

Developing cultural competence and social responsibility in preclinical dental students.

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Rubin, Richard W

2004-04-01

Dental student development of cultural competence and social responsibility is recognized by educators as an important element in the overall shaping of minds and attitudes of modem dental practitioners. Yet training modalities to achieve these competencies are not clearly defined, and outcome measurements are elusive. This article shows an effective method to meet these desired outcomes. Sixty-one freshmen (class of 2005) participated in forty hours of nondental community service, and reflective journals were completed by the end of second year. Competency outcomes were measured by selecting key words and phrases found in the individual journals. Key phrases were related to compassion, righteousness, propriety, and wisdom. Also, phrases had to be accompanied by written indications of direct program causation. The combination of active-learning (based upon service learning models) in public health settings outside of the dental realm, accompanied by reflective journaling, enhanced cultural understanding and community spirit in the majority of students.

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

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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…

Cultural Competence Revisited

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Garran, Ann Marie; Werkmeister Rozas, Lisa

2013-01-01

In 2001, the National Association of Social Workers (NASW) adopted 10 discrete standards of culturally competent practice which undergird our commitment to diversity and social justice. The concept of intersectionality is newly emerging in social work, though, causing us to reflect on our current conceptualizations of cultural competence.…

Evaluation of Social Competencies in Chemical Engineering: Application and Results of the Pilot Test (Academic Year 2012-2013)

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Grande, Francisco José Suñé; Witt, Hans Jörg; Avalos, Josep Bonet

2015-01-01

The Escola Tècnica Superior d'Enginyeria Química has a long tradition in the deployment of social competencies in engineering curricula through Integrated Projects (IP) carried out in structured teams. Social competencies are taught and practiced during the development of the IPs. We conceptually introduce a methodology for a 360 degrees…

MAINTENANCE OF SOCIAL AND PEDAGOGICAL SPACE OF HIGHER EDUCATION INSTITUTION AND DEVELOPMENT OF COMMON CULTURAL COMPETENCES

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Tatyana Lvovna Stenina

2015-10-01

Full Text Available The purpose of research work – search of new ways of educational work, corresponding to requirements of federal state educational standards of higher education about formation of common cultural competences.The author suggests to use a method of social design for the solution of a task. The maintenance of social and pedagogical space of higher education institution is a complex of socially important ideas, projects and innovations. Participation in projects will allow students to seize competences which labor market demands.The author gives useful examples of use of design technologies for application in educational work of higher educational institutions.

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

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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…

Measuring Social Competence with the Wechsler Picture Arrangement and Comprehension Subtests.

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Campbell, Jonathan M.; McCord, David M.

1999-01-01

Tested the traditional assumption that the Wechsler Adult Intelligence Scale-Revised and the Wechsler Intelligence Scale for Children-Revised Picture Arrangement and Comprehension subtests are measures of social competence using scores from 136 children and adolescents. Cautions against interpreting either subtest as an indicator of social…

Enhancing competence development for social inclusion Using the TENCompetence Web tools

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Louys, Amelie; Hernández-Leo, Davinia; Sligte, Henk; Pérez-Sanagustín, Mar; Schoonenboom, Judith

2009-01-01

Louys, A., Hernández-Leo, D., Sligte, H., Pérez-Sanagustín, M., & Schoonenboom, J. (2010). Enhancing competence development for social inclusion Using the TENCompetence Web tools. In D. Griffiths, & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of

Mothers' Early Depressive Symptoms Predict Children's Low Social Competence in First Grade: Mediation by Children's Social Cognition

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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.…

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

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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…

Perceived Social Support among Mentally Ill Patients

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Bandana Pokharel

2014-06-01

Full Text Available Introduction: Social support is the perception that one is cared for, has assistance available from significant others and its benefit is by buffering stress by influencing the ability to adjust and live with illness. Social support can uplift the quality and subjective wellbeing of people. The objective of this study was to examine the perceived social support and factors influencing it among mentally ill patients. Methods: A descriptive cross-sectional study was carried out. Ninety cases aged more than 18 years visiting outpatient of psychiatric department and diagnosed as a case of mental illness for at least a year were included. Instruments used were self-developed proforma and Multidimensional Scale of Perceived Social Support. Interview technique was used to collect the data. Results: Majority (60% of the patients perceive social support from family, 28% of the patients perceive social support from significant others. Regression analysis showed that the perceived social support is influenced by employment status, type of family one lives in and physical illness. It is not influenced by gender, subjective financial status and frequency of hospitalization. Conclusion: Perceived social support is influenced by employment status, type of family one lives in and physical illness. Majority (60% of the patients perceive social support from family.

Childhood Social Anxiety and Social Support-Seeking: Distinctive Links with Perceived Support from Teachers

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Leeves, Sylvia; Banerjee, Robin

2014-01-01

Social support-seeking is recognised as an important strategy used by children to cope with negative emotions. However, there are important gaps in our knowledge about children's perceptions of different sources of social support, and the associations that these perceptions have with individual differences in socio-emotional functioning. The…

Social networks, social support and psychiatric symptoms: social determinants and associations within a multicultural community population.

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Smyth, Natasha; Siriwardhana, Chesmal; Hotopf, Matthew; Hatch, Stephani L

2015-07-01

Little is known about how social networks and social support are distributed within diverse communities and how different types of each are associated with a range of psychiatric symptoms. This study aims to address such shortcomings by: (1) describing the demographic and socioeconomic characteristics of social networks and social support in a multicultural population and (2) examining how each is associated with multiple mental health outcomes. Data is drawn from the South East London Community Health Study; a cross-sectional study of 1,698 adults conducted between 2008 and 2010. The findings demonstrate variation in social networks and social support by socio-demographic factors. Ethnic minority groups reported larger family networks but less perceived instrumental support. Older individuals and migrant groups reported lower levels of particular network and support types. Individuals from lower socioeconomic groups tended to report less social networks and support across the indicators measured. Perceived emotional and instrumental support, family and friend network size emerged as protective factors for common mental disorder, personality dysfunction and psychotic experiences. In contrast, both social networks and social support appear less relevant for hazardous alcohol use. The findings both confirm established knowledge that social networks and social support exert differential effects on mental health and furthermore suggest that the particular type of social support may be important. In contrast, different types of social network appear to impact upon poor mental health in a more uniform way. Future psychosocial strategies promoting mental health should consider which social groups are vulnerable to reduced social networks and poor social support and which diagnostic groups may benefit most.

Evaluating the buffering vs. direct effects hypotheses of emotional social support on inflammatory markers: the multi-ethnic study of atherosclerosis.

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Mezuk, Briana; Diez Roux, Ana V; Seeman, Teresa

2010-11-01

Social support is associated with cardiovascular disease mortality, however, the physiologic mechanisms underlying this relationship remains unspecified. This study evaluated the association of social support with inflammatory markers associated with cardiovascular risk: C-reactive protein (CRP), interleukin-6 (IL-6), and fibrinogen. We evaluated two competing models of the support-inflammation relationship: first, that low social support is directly associated with inflammation, and second, that high support acts to buffer the effect of stress on inflammation. Using data from the baseline interview of the Multi-Ethnic Study of Atherosclerosis (N = 6814, 53% female, age 45-84 years) we assessed the independent and interacting associations of social support and stress with inflammation. Social support was measured by the emotional social support index. Stressors in multiple domains (work, family, finances, interpersonal) were assessed. Serum CRP, IL-6, and fibrinogen were analyzed from fasting samples using high-sensitivity assays. Multivariate linear regression, including models stratified by gender and age group (45-64 and 65-84 years), was used to assess the direct and buffering relationships between social support, stress, and inflammation. In bivariate analyses low social support was associated with higher levels of all three markers. In adjusted models, low support was associated with higher lnCRP (B: 0.15, 95% CI: 0.01, 0.30) among men but not women. High social support buffered the relationship between stress and CRP among middle-aged women only (P for interaction 0.042). Overall, social support was only modestly associated with inflammation in this relatively healthy sample, and these relationships varied by age and gender. Copyright © 2010 Elsevier Inc. All rights reserved.

Effects of Communication Competence and Social Network Centralities on Learner Performance

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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 degree…

CRITERIA, PARAMETERS AND LEVELS OF DEVELOPING ACTIVITY COMPONENTS OF PRIMARY SCHOOL TEACHERS’ SOCIAL COMPETENCE IN THE SYSTEM OF POSTGRADUATE EDUCATION

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Olena Varetska

2016-11-01

Full Text Available Only recently scientists have directed their search to development criterion-level system of diagnostic tool of competence of teachers, including social one. The complexity is connected with the lack of a clear pedagogic performance of evaluation system of training of primary school teachers in high education, the efficiency of their education in postgraduate course for the development of social competence and established methods (procedures of the development. Despite of the some issues elaborated on the content and structure of the measurement, diagnostic tools evaluation categorical apparatus only conventional scientific view on the question of definition of objective criteria, indicators and levels of social competence of the person are not made. The lack of a clear system of evaluation of the results of primary school teachers training in high education institutions, the effectiveness of social competence of primary school teachers in the system of postgraduate education, established methods lead to development of the appropriate criterion-level tools. According to the limits of the article it focuses on activity-component of social competence primary school teachers. To highlight the criteria, indicators, levels of development in the system of postgraduate education partial methodology is grounded, proprietary methods of research of its three components is proposed. Detailed description of criterion-level tools for evaluation of results of activity of a component of social competence elementary school teacher made the awareness of its semantic content and the relationship between the criteria, indicators and levels of regulation of the specific characteristics of the assessment system possible. The results will be useful in the characteristics of criterion-level instruments of other components of the designated competence and self-monitoring of primary school teachers and future teachers, awareness of the social significance of the

Catalogue for the Assessment of Social, Emotional, and Intercultural Competencies

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Denk, Albert; Müller, Fabian; Lubaway, Emily

2017-01-01

- Social and Emotional Skills for Tolerant and Non-Discriminative Societies (A Whole School Approach). The collection is based on a systematic literature review and completed through inputs by four partner institutions (Educational Research Institute, Ljubljana; Institute for Social Research, Zagreb; Mid......The following catalogue contains 169 scientific assessment tools and 15 existing practices in order to measure social, emotional, and intercultural competencies in 8th grade. These tools were collected by the team at Technical University Munich within the framework of the project Hand in Hand...... Sweden University, Sundsvall; German Institute for International Educational Research, Frankfurt). In order to conduct an interdisciplinary systematic review, we selected the following databases: ERIC (Pedagogy), PsycInfo (Psychology), PSYNDEX (Psychology), Scopus (Natural-, Engineering Science...

Socialization of Perceived Academic Competence among Highly Competent Children.

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Phillips, Deborah A.

1987-01-01

Academically competent third-graders and their parents were studied to (1) determine whether the illusion of incompetence documented in fifth graders appears in younger children; and (2) examine the influence that parents exert on their children's development of self-perceptions of academic competence. (PCB)

Perceived Maternal Role Competence among the Mothers Attending Immunization Clinics of Dharan, Nepal.

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Shrooti, Shah; Mangala, Shrestha; Nirmala, Pokharel; Devkumari, Shrestha; Dharanidhar, Baral

2016-04-01

Being a mother is considered by many women as their most important role in life. Women's perceptions of their abilities to manage the demands of parenting and the parenting skills they posses are reflected by perceived maternal role competence. The present study was carried out to assess the perceived maternal role competence and its associated factors among mothers. A descriptive cross-sectional research study was carried out on 290 mothers of infant in four immunization clinics of Dharan, Nepal. Data were collected using a standardized predesigned, pretested questionnaire (Parent sense of competence scale, Rosenberg's self esteem scale, Maternity social support scale). The data were analyzed using descriptive and inferential statistics and multiple regression analysis at 0.05 level of significance. The mean score of the perceived maternal role competence obtained by mothers was 64.34±7.90 and those of knowledge/skill and valuing/comfort subscale were 31±6.01 and 33±3.75, respectively. There was a significant association between perceived maternal role competence and factors as the age of the mother (Pself esteem (r=0.379, Pself esteem. The factors associated with perceived maternal role competence were age, education, occupation, per capita income, self esteem, social support, and the number of support persons.

The Effects of "Positive Action" on Preschoolers' Social-Emotional Competence and Health Behaviors

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Schmitt, Sara A.; Lewis, Kendra M.; Duncan, Robert J.; Korucu, Irem; Napoli, Amy R.

2018-01-01

Children from low-income families are at greater risk for poor social-emotional development and physical health and may be in need of intervention. This study examined the extent to which the "Positive Action" ("PA") preschool lessons improved low-income children's social-emotional competence and health behaviors. Mixed…

Social support and social network as intermediary social determinants of dental caries in adolescents.

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Fontanini, Humberto; Marshman, Zoe; Vettore, Mario

2015-04-01

The aim of this study was to investigate the association between intermediary social determinants, namely social support and social network with dental caries in adolescents. An adapted version of the WHO social determinants of health conceptual framework was used to organize structural and intermediary social determinants of dental caries into six blocks including perceived social support and number of social networks. A cross-sectional study was conducted with a representative sample of 542 students between 12 and 14 years of age in public schools located in the city of Dourados, Brazil in 2012. The outcome variables were caries experience (DMFT ≥ 1) and current dental caries (component D of DMFT ≥ 1) recorded by a calibrated dentist. Individual interviews were performed to collect data on perceived social support and numbers of social networks from family and friends and covariates. Multivariate Poisson regressions using hierarchical models were conducted. The prevalence of adolescents with caries experience and current dental caries was 55.2% and 32.1%, respectively. Adolescents with low numbers of social networks and low levels of social support from family (PR 1.47; 95% CI = 1.01-2.14) were more likely to have DMFT ≥ 1. Current dental caries was associated with low numbers of social networks and low levels of social support from family (PR 2.26; 95% CI = 1.15-4.44). Social support and social network were influential psychosocial factors to dental caries in adolescents. This finding requires confirmation in other countries but potentially has implications for programmes to promote oral health. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Correlates of Social Support Among Latino Immigrants.

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Held, Mary L

2018-04-01

Latino immigrants encounter considerable stressors that pose risks to health and well-being during settlement in the USA. Social support serves as a protective factor that can help to buffer the negative effects of stress. Despite the importance of social support, we know little about how Latino immigrants differentially experience this protective factor. The current study analyzed data from 100 Latino immigrants residing in Tennessee. Hierarchical multiple regression analysis was employed to examine variation in self-reported social support by immigrant characteristics and immigration-related factors. Females, immigrants who are not married/cohabitating, and those who reported experiencing a greater number of discrete stressors in the USA each reported lower levels of social support. Implications for practice include an increased emphasis on assessing levels of social support and designing services to strengthen support for the most vulnerable immigrants. Future research should consider a longitudinal analysis and specific types of social support.

Authoritative parenting, child competencies, and initiation of cigarette smoking.

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Jackson, C; Bee-Gates, D J; Henriksen, L

1994-01-01

School-based social influence programs to prevent adolescent smoking are having limited success in the long term. Intervening earlier in the process of smoking onset, during the childhood years, may be required to prevent adolescent smoking. Child socialization variables, specifically parenting behaviors and child competencies, may be important to understanding the earliest phase of smoking onset. This study tested hypotheses of association between authoritative parenting behaviors, enhanced child competencies, and relatively low rates of initiation of cigarette smoking. Analyzing cross-sectional survey data from 937 students in Grades 3 to 8, we found general support for the study hypotheses: Authoritative parenting was positively associated with child competencies; children's competency levels were inversely related to their rates of smoking intention, initiation, and experimentation; authoritative parenting was inversely related to rates of child smoking intention and behaviors; and authoritative parenting and parent smoking status had independent associations with child initiation of cigarette smoking. These results indicate that child socialization variables merit further investigation for their potential role in the development of early intervention programs for smoking prevention.

The power of competence support: The impact of coaches and athlete leaders on intrinsic motivation and performance.

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Fransen, K; Boen, F; Vansteenkiste, M; Mertens, N; Vande Broek, G

2018-02-01

Grounded in the Cognitive Evaluation Theory, a mini-theory of Self-Determination Theory, this experimental field study sought to examine the impact of competence support of both coaches and athlete leaders on athletes' competence satisfaction, intrinsic motivation, and subjective as well as objective performance. Male basketball players (N = 120) were allocated to groups of 5 players. These groups were then randomly assigned to a control group or to 1 of 3 experimental conditions. In these experimental conditions, either the coach, the athlete leader, or both provided motivational feedback to their team. The provision of motivational feedback by either the coach or the athlete leader was sufficient to increase athletes' competence satisfaction, intrinsic motivation, and objective performance (i.e., enhanced execution time without a decrease in scoring percentage) relative to the control group. Interestingly, when both the coach and the athlete leader provided competence support, a surplus effect was observed on objective performance compared with when only the coach provided competence support. Furthermore, structural equation modeling revealed that players' competence satisfaction mediated the relationship between the provided competence support and players' intrinsic motivation, while a direct effect was observed on objective performance. In conclusion, the study findings indicate that also athlete leaders can adopt a motivating role, and that by doing so, their impact is as strong as the impact of the coach. Both coaches and athlete leaders can thus boost athletes' objective performance and foster competence satisfaction, with the latter resulting in increased intrinsic motivation. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Online social support networks.

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Mehta, Neil; Atreja, Ashish

2015-04-01

Peer support groups have a long history and have been shown to improve health outcomes. With the increasing familiarity with online social networks like Facebook and ubiquitous access to the Internet, online social support networks are becoming popular. While studies have shown the benefit of these networks in providing emotional support or meeting informational needs, robust data on improving outcomes such as a decrease in health services utilization or reduction in adverse outcomes is lacking. These networks also pose unique challenges in the areas of patient privacy, funding models, quality of content, and research agendas. Addressing these concerns while creating patient-centred, patient-powered online support networks will help leverage these platforms to complement traditional healthcare delivery models in the current environment of value-based care.

Parent-specific reciprocity from infancy to adolescence shapes children's social competence and dialogical skills.

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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.

Children's Perceived Competence Scale: Reference values in Japan.

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Nagai, Yukiyo; Nomura, Kayo; Nagata, Masako; Ohgi, Shohei; Iwasa, Mitsuji

2015-12-01

To support children with chronic diseases, reference values to measure developmental changes in self-perception and self-esteem are considered a useful yardstick. To develop reference values to measure self-perceived competence and self-esteem in Japanese children, the Children's Perceived Competence Scale (CPCS) was administered to 768 children of elementary school grade 1 (6 years) to grade 6 (11 years) at four public schools in Japan, from November to December 2012. After excluding 74 with chronic diseases and/or incomplete responses, 694 children were included. CPCS measures children's self-perceived competence in cognitive, social, physical domains, and general self-worth, namely self-esteem. There was a tendency for scores of cognitive and general self-worth to decrease with increasing grade. Scores among grade 5 respondents were significantly lower than those among grade 4 respondents for both social and physical domains. Scores among boys and girls differed significantly, with boys scoring higher for physical domain in grades 3 and 6 and for general self-worth domain in grade 6. The CPCS reference values to measure self-perceived competence and self-esteem in Japanese children were developed in this study. These reference values are useful to inform practitioners supporting children with psychological or psychiatric problems or those with chronic diseases. © The Author(s) 2014.

Impact of emotional competence on supportive care needs, anxiety and depression symptoms of cancer patients: a multiple mediation model.

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Baudry, A-S; Lelorain, S; Mahieuxe, M; Christophe, V

2018-01-01

The aim of this study was to test the effect of intrapersonal and interpersonal emotional competence on cancer patients' supportive care needs, as mediated by anxiety and depression symptoms. Cross-sectional design: 137 cancer patients (42% breast or ovarian cancer, 58% gastrointestinal cancer) in 4 French hospitals completed the Profile of Emotional Competence (PEC), the Hospital Anxiety and Depression Scale (HADS), and the Supportive Care Needs Survey Short Form (SCNS-SF). Bootstrap methods with PROCESS Macro were used to test multiple mediation models. Emotional competence presented a direct or indirect beneficial effect on the satisfaction of supportive care needs, anxiety and depression symptoms. As expected, anxiety and depression symptoms had also strong positive correlations with unmet needs. All multiple mediation models were significant, except for physical needs: intrapersonal and interpersonal emotional competence impacted anxiety and depression symptoms, which in turn impacted psychological, sexual, care/support, and information needs. These innovative results show the important effect of patients' emotional competence on their supportive care need satisfaction, as mediated by anxiety and depression. Consequently, patients with high emotional competence may require less psychosocial input from medical clinicians. Thus, emotional competence may be integrated into health models and psychosocial interventions to improve patient adjustment. Further investigation is, however, needed to know which are the most beneficial specific emotional competences and at what point of the cancer pathway.

The Social Support Inventory (SSI) : A brief scale to assess perceived adequacy of social support

NARCIS (Netherlands)

Timmerman, IGH; Emanuels-Zuurveen, ES; Emmelkamp, PMG

The development of a brief measure to assess satisfaction with obtained social support using Simultaneous Components Analysis (SCA) is described. In the first study the component structure of the Social Support Questionnaire (Van Sonderen, 1991) was determined in a sample of men (n = 401) and women

Effects of a live educational music therapy intervention on acute psychiatric inpatients' perceived social support and trust in the therapist: a four-group randomized effectiveness study.

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Silverman, Michael J

2014-01-01

Social support is associated with enhanced illness management and recovery in persons with mental illness, making it an important topic addressed through acute inpatient psychoeducational programs. In addition, trust in the therapist may mediate clinical outcomes in this patient population. To date, few studies have examined the effect of music-based psychoeducational programs on these variables. The purpose of this study was to isolate and examine the component parts of a live educational music therapy intervention, and its effect on acute psychiatric inpatients' perceived social support from significant others, family, and friends and trust in the therapist. This study also explored whether trust in therapist varied across conditions, but did not examine it as a mediator for social support. Participants (N = 96) were cluster-randomized in a single-session posttest-only design to one of four conditions: live educational music therapy, recorded educational music therapy, education without music, or recreational music therapy without education. Conditions were designed to isolate the following intervention components: live vs. recorded music, educational vs. non-educational content, and music vs. nonmusic modality. Dependent measures were assessed post intervention via established self-report instruments evaluating perceived social support and trust in the therapist. There were no significant between-group differences for social support or trust in therapist total scores. However, subscale score analyses revealed two significant between-group differences: (a) participants in the Live Educational Music Therapy condition reported significantly higher perceived therapist competence compared with the Recorded Educational Music Therapy condition; (b) participants in the Live Educational Music Therapy condition reported significantly higher perceived support from friends compared with the Recreational Music Therapy condition. Live educational music therapy may be a way to

The power of social connection and support in improving health: lessons from social support interventions with childbearing women

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Small Rhonda

2011-11-01

Full Text Available Abstract Background and objective Social support interventions have a somewhat chequered history. Despite evidence that social connection is associated with good health, efforts to implement interventions designed to increase social support have produced mixed results. The aim of this paper is to reflect on the relationship between social connectedness and good health, by examining social support interventions with mothers of young children and analysing how support was conceptualised, enacted and valued, in order to advance what we know about providing support to improve health. Context and approach First, we provide a brief recent history of social support interventions for mothers with young children and we critically examine what was intended by ‘social support’, who provided it and for which groups of mothers, how support was enacted and what was valued by women. Second, we examine the challenges and promise of lay social support approaches focused explicitly on companionship, and draw on experiences in two cluster randomised trials which aimed to improve the wellbeing of mothers. One trial involved a universal approach, providing befriending opportunities for all mothers in the first year after birth, and the other a targeted approach offering support from a ‘mentor mother’ to childbearing women experiencing intimate partner violence. Results Interventions providing social support to mothers have most often been directed to women seen as disadvantaged, or ‘at risk’. They have also most often been enacted by health professionals and have included strong elements of health education and/or information, almost always with a focus on improving parenting skills for better child health outcomes. Fewer have involved non-professional ‘supporters’, and only some have aimed explicitly to provide companionship or a listening ear, despite these aspects being what mothers receiving support have said they valued most. Our trial

The usage of Internet social networking as a tool of linguist students' intercultural communication competence growth

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Сергей Владимирович Сороколетов

2009-06-01

Full Text Available In work concepts «the intercultural communicative competence», «a social network», possibilities of use social the Internet of network FaceBook in training of students-linguists are described.

Emotional and social competencies and perceptions of the interpersonal environment of an organization as related to the engagement of IT professionals.

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Pittenger, Linda M

2015-01-01

There is a dearth of research focused on the engagement of information technology (IT) professionals. This study analyzed the relationship between emotional and social competencies and the quality of the IT professional's perceptions of the interpersonal environment in an organization as they relate to employee engagement. Validated instruments were used and data was collected from 795 IT professionals in North America to quantitatively analyze the relationship between emotional and social competencies, role breadth self-efficacy (RBSE), with the quality of the IT professional's perceptions of the interpersonal environment, and those perceptions with employee engagement. The study results indicate that specific emotional and social competencies and RBSE relate differently to the quality of the perceptions of the interpersonal environment. The study also reveals how the quality of the IT professional's perceptions of the interpersonal environment relates to how much they engage in the organization. The findings indicate that the relationship between achievement orientation and the perceived interpersonal environment was positive and the relationship between influencing others and the perceived interpersonal environment was negative. Understanding such relationships offers much needed insight to practitioners and can benefit organizations that wish to increase the engagement of their IT professionals. The findings also can support practitioners to more effectively select and develop talent with the desired motives and traits. By doing so, organizations can experience increased employee satisfaction, engagement, and retention, resulting in higher productivity, quality, and profitability.

The Relationship of Social Engagement and Social Support With Sense of Community.

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Tang, Fengyan; Chi, Iris; Dong, Xinqi

2017-07-01

We aimed to investigate the relationship of engagement in social and cognitive activities and social support with the sense of community (SOC) and its components among older Chinese Americans. The Sense of Community Index (SCI) was used to measure SOC and its four component factors: membership, influence, needs fulfillment, and emotional connection. Social engagement was assessed with 16 questions. Social support included positive support and negative strain. Principal component analysis was used to identify the SCI components. Linear regression analysis was used to detect the contribution of social engagement and social support to SOC and its components. After controlling for sociodemographics and self-rated health, social activity engagement and positive social support were positively related to SOC and its components. This study points to the importance of social activity engagement and positive support from family and friends in increasing the sense of community. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Relation between Chinese Preschoolers' Social-Emotional Competence and Preacademic Skills

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Ren, Lixin; Knoche, Lisa L.; Edwards, Carolyn Pope

2016-01-01

Research Findings: The current study examines the relations between Chinese preschoolers' social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of…

Empirical evolution of a framework that supports the development of nursing competence.

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Lima, Sally; Jordan, Helen L; Kinney, Sharon; Hamilton, Bridget; Newall, Fiona

2016-04-01

The aim of this study was to refine a framework for developing competence, for graduate nurses new to paediatric nursing in a transition programme. A competent healthcare workforce is essential to ensuring quality care. There are strong professional and societal expectations that nurses will be competent. Despite the importance of the topic, the most effective means through which competence develops remains elusive. A qualitative explanatory method was applied as part of a mixed methods design. Twenty-one graduate nurses taking part in a 12-month transition programme participated in semi-structured interviews between October and November 2013. Interviews were informed by data analysed during a preceding quantitative phase. Participants were provided with their quantitative results and a preliminary model for development of competence and asked to explain why their competence had developed as it had. The findings from the interviews, considered in combination with the preliminary model and quantitative results, enabled conceptualization of a Framework for Developing Competence. Key elements include: the individual in the team, identification and interpretation of standards, asking questions, guidance and engaging in endeavours, all taking place in a particular context. Much time and resources are directed at supporting the development of nursing competence, with little evidence as to the most effective means. This study led to conceptualization of a theory thought to underpin the development of nursing competence, particularly in a paediatric setting for graduate nurses. Future research should be directed at investigating the framework in other settings. © 2015 John Wiley & Sons Ltd.

Social support and social norms: do both contribute to predicting leisure-time exercise?

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Okun, Morris A; Ruehlman, Linda; Karoly, Paul; Lutz, Rafer; Fairholme, Chris; Schaub, Rachel

2003-01-01

To clarify the contribution of social support and social norms to exercise behavior. A sample of 363 college students completed a questionnaire that assessed social support and social negativity from friends, descriptive and injunctive social norms related to friends, perceived behavioral control, attitude, intention, and leisure-time exercise. Esteem social support was the strongest predictor of total and strenuous leisure-time exercise (P leisure-time exercise. Social support and social norms contribute independently to our understanding of variation in the frequency of strenuous leisure-time exercise.

EU-level competence development projects in agri-food-environment: the involvement of sectoral social partners

NARCIS (Netherlands)

Mulder, M.

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

What is the social gain from competency management? The employees' perception at a Brazilian public university

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Guilherme Busch Rocha

Full Text Available Abstract In the present global scenario of strong competitive edge, the Human factor had its relevance enhanced, presenting itself as a key element to enhance organizations' flexibility and performance. Since the 1990s, one of the most widespread and studied Human Resources practices has consisted of the Management Model by Competency, that innovated by changing the "position" reference to the "people" element. Therefore, this paper tries to investigate what are the elements that influence the employees' perception of social gain within an establishment that had taken on the competency management model. This is a quantitative work with survey methodology. The sample consists of 422 employees of a Brazilian public university that had implanted the competency model in 2011. The questionnaire, available in an online environment, used the dimensions developed by Sarsur (2007. The relationships between the actions on corporate education, wage move, career move, managerial positions held, workplace and seniority (independent variables with the perception employees have of social gain (dependent variables were analyzed through non parametric statistical techniques. The results indicate that the employees' perception of social competency gains in the model displays an essentially utilitarian nature. Namely, just the benefited employees demonstrated higher rankings of perception regarding the new proposal.

How perceived social support relates to suicidal ideation: a Japanese social resident survey.

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Endo, Go; Tachikawa, Hirokazu; Fukuoka, Yoshiharu; Aiba, Miyuki; Nemoto, Kiyotaka; Shiratori, Yuki; Matsui, Yutaka; Doi, Nagafumi; Asada, Takashi

2014-05-01

The loss of social support is one of the major risk factors for suicide. However, there are few empirical studies that have examined how a person's suicide ideation relates to their social support. To examine the relationship between social support and suicidal ideation. Self-report questionnaires were sent to 2,200 randomly selected adults in Japan. The questionnaire inquired the participants about the severity of suicidal ideation, the details of current perceived social support and their degree of satisfaction with this social support. Social support and related indicators were compared among three groups of participants that varied in severity of suicidal ideation. People in the group that had suicide ideation during their lives reported receiving significantly less support from their family and had greater feelings of dissatisfaction with that support than those in the other groups. Furthermore, people who had suicide ideation during the month immediately preceding the survey reported providing less support to their family, relatives or friends, as well as receiving less support from family than other groups, and having stronger feelings of dissatisfaction with social support. Our study identified a strong relationship between the severity of suicidal ideation and perceived social support.

Social networks, social support mechanisms, and quality of life after breast cancer diagnosis.

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Kroenke, Candyce H; Kwan, Marilyn L; Neugut, Alfred I; Ergas, Isaac J; Wright, Jaime D; Caan, Bette J; Hershman, Dawn; Kushi, Lawrence H

2013-06-01

We examined mechanisms through which social relationships influence quality of life (QOL) in breast cancer survivors. This study included 3,139 women from the Pathways Study who were diagnosed with breast cancer from 2006 to 2011 and provided data on social networks (the presence of a spouse or intimate partner, religious/social ties, volunteering, and numbers of close friends and relatives), social support (tangible support, emotional/informational support, affection, positive social interaction), and QOL, measured by the FACT-B, approximately 2 months post diagnosis. We used logistic models to evaluate associations between social network size, social support, and lower versus higher than median QOL scores. We further stratified by stage at diagnosis and treatment. In multivariate-adjusted analyses, women who were characterized as socially isolated had significantly lower FACT-B (OR = 2.18, 95 % CI: 1.72-2.77), physical well-being (WB) (OR = 1.61, 95 % CI: 1.27-2.03), functional WB (OR = 2.08, 95 % CI: 1.65-2.63), social WB (OR = 3.46, 95 % CI: 2.73-4.39), and emotional WB (OR = 1.67, 95 % CI: 1.33-2.11) scores and higher breast cancer symptoms (OR = 1.48, 95 % CI: 1.18-1.87) compared with socially integrated women. Each social network member independently predicted higher QOL. Simultaneous adjustment for social networks and social support partially attenuated associations between social networks and QOL. The strongest mediator and type of social support that was most predictive of QOL outcomes was "positive social interaction." However, each type of support was important depending on outcome, stage, and treatment status. Larger social networks and greater social support were related to higher QOL after a diagnosis of breast cancer. Effective social support interventions need to evolve beyond social-emotional interventions and need to account for disease severity and treatment status.

The relationship between continuing education and perceived competence, professional support, and professional value among clinical psychologists.

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Bradley, Stacy; Drapeau, Martin; Destefano, Jack

2012-01-01

Continuing education is one of the means by which professionals maintain and increase their level of competence. However, the relationship between continuing education and the professional's sense of personal competence and other practice-related variables remains unclear. This study examined practicing psychologists' continuing education activities and how these relate to feelings of perceived competence, professional value, and professional support. Psychologists (n = 418) licensed to practice in Quebec were surveyed by pencil-and-paper mail-in survey concerning their continuing education activities, as well as their perceptions of their competence in practice, and their feelings of being professionally valued and professionally supported. Results indicated that feelings of competence in practice were related to professional reading, taking courses/workshops, years being licensed, and attending psychology conferences/conventions. Feelings of professional value were related to age and participating in psychology networking groups, and feelings of professional support were related to participating in case discussion groups, supervision groups, and psychology networking groups. The results showcase the complexity of professional development. Although relationships were found between continuing education activities and the 3 factors of interest, these relationships were moderate. Findings are discussed in the context of their value to individual psychologists, as well as to psychology licensing and regulatory boards, such as promoting participation in those activities related to feelings of competence and support. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

The social support and social network characteristics of smokers in methadone maintenance treatment.

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de Dios, Marcel Alejandro; Stanton, Cassandra A; Caviness, Celeste M; Niaura, Raymond; Stein, Michael

2013-01-01

Previous studies have shown social support and social network variables to be important factors in smoking cessation treatment. Tobacco use is highly prevalent among individuals in methadone maintenance treatment (MMT). However, smoking cessation treatment outcomes in this vulnerable subpopulation have been poor and social support and social network variables may contribute. The current study examined the social support and social network characteristics of 151 MMT smokers involved in a randomized clinical trial of smoking cessation treatments. Participants were 50% women and 78% Caucasian. A high proportion (57%) of MMT smokers had spouses or partners who smoke and over two-thirds of households (68.5%) included at least one smoker. Our sample was characterized by relatively small social networks, but high levels of general social support and quitting support. The number of cigarettes per day was found to be positively associated with the number of smokers in the social network (r = .239, p social support and social networks of smokers in MMT.

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

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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…

Relationships between Parenting Practices, Social Engagement, Academic Competency, and High School Dropout

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Bedrossian, Alfred

2017-01-01

The purpose of this study was to investigate the relationships between parenting practices, social engagement, academic competency, and high school dropout. The study revealed students whose parents practiced Reactive Communication along with students that exhibited Truancy and Disciplinary Issues were more likely to drop out. Conversely, students…

Social Support and Emocional Stability in Adolescence

Directory of Open Access Journals (Sweden)

Zuzana Mičková

2014-07-01

Full Text Available The issue of anticipation social support is actual topic because of detection important factors for positive development of personality. Emotional bonds are getting stronger with perception of social support. Subjective feeling of positive emotions and relationships is manifest with higher range of social and mental functioning, emotional - willing stability of personality. Emotional basement of personality is emotional stability, which represent relationship with the anticipated social support. The lack of social support make a negative influence on personality development and personality traits. Positive emotional relationsthips with parents are important for healthy growth of personality (Filadelfiová, 2001; Arrive, 2004; Vágnerová, 2000; Langmeier & Křejčířová, 2006; Grun, 2011; Kraus & Poláčková, 2001; Matulník, 2002; Matějček & Dytrych, 2002. The meaning of social support and partner's love is confirmed with research. The meaning of social support in adolescence is replaced from parents to life partner. Strong emotional relationship motivates, integrates and regulates (Vágnerová, 2000. Absence of positive and permanent emotional relationship hold the positive soul steadiness. The signs of soul unsteadiness are destruction of self-esteem and self-image which manifest unstable emotionality. Subjective survival of emotional and social disharmony influence mental problems - neurotic disorders, problems with adaptation, emotional and social problems (Kondáš, 2002. The goal of research was find out relationship of social support regarding with emotional-willing stability and adolescence relationships in their family. We were interested in level of social support and level of emotional- willing stability and perception of quality family relationships regarding with gender and actual partnership. The research sample contained with N= 120 respondents (men = 33, women = 87 in age 19 - 24 years old, M = 23, 97. The next criterium of

Jongleuses en blouse blanche Jugglers in white. The social construction of hospital nurses’ temporal competences

Directory of Open Access Journals (Sweden)

Paul Bouffartigue

2009-07-01

Full Text Available À partir d’une enquête conduite auprès d’infirmières hospitalières travaillant dans deux unités de soins de médecine, on montre d’abord comment se manifestent leurs compétences temporelles de « jongleuses ». On montre ensuite comment ces compétences sont socialement construites, au travers d’une socialisation sexuée et professionnelle, de la diversité des modes d’appropriation des horaires, et des espoirs d’évolution de carrière vers des horaires moins fatigants. Reste que ces compétences demeurent peu visibles et reconnues.Based on a survey of female hospital nurses working in two medical units, we first show how their temporal competences make them appear like “jugglers”. We next show how those competences are socially constructed, by a socialization bound both by their gender and type of work as well as by the diverse ways each personally adjusts to her schedule and hopes for a better one as her career unfolds. It must be said that such competences are still not readily visible or acknowledged.