Social Competence

1983 days ago, 939 views
PowerPoint PPT Presentation
Review. Meaning of social competenceSocial ability at distinctive phases of developmentHow social capability is attainedSocial Information Processing ModelAssessment of social fitness. Characterizing Social Competence. Single greatest test for the literatureIn 1973 the Office of Child Development united a board of 12 specialists to characterize this term.They built up a rundown of 29 capaciti

Presentation Transcript

Slide 1

Social Competence Samantha Katz Social and Personality Development November 4, 2004

Slide 2

Overview Definition of social skill Social ability at various phases of advancement How social capability is accomplished Social Information Processing Model Assessment of social fitness

Slide 3

Defining Social Competence Single greatest test for the writing In 1973 the Office of Child Development united a board of 12 specialists to characterize this term. They built up a rundown of 29 limits/practices accepted to be aspects of social capability (Anderson & Messick, 1974) Concept of self as starting and controlling operator Habits of individual upkeep and care Language Skills Problem Solving Skills

Slide 4

Various Definitions of Social Competence

Slide 5

Defining Social Competence Some definitions put more prominent accentuation on connections, others on aptitudes, and others on result Commonality among the definitions: Effectiveness in collaboration The capacity to direct the practices and unexpected reactions of others to meet one's own objectives

Slide 6

The capacity to utilize natural and individual re-sources to accomplish a decent formative result. (Waters & Sroufe, 1983) Key preferred standpoint of this point of view: Developmental viewpoint takes into account awesome adaptability while keeping up a solitary integrative definition Useful for age suitable appraisal or research Focus of adjustment instead of on particular abilities

Slide 7

Developmental Perspective Need to concentrate on various practices at various ages as models of social capability Key question: What Develops? Select issues fundamental to each formative period

Slide 8

Infancy 0-3 months – physiological direction 3-6 months – administration of pressure 6-12 months – setting up a full of feeling connection relationship 12-year and a half – investigation and authority acknowledgment of companions as social accomplices

Slide 9

The Toddler Years Individuation and self-governance Flexibility, genius, and the capacity to utilize grown-up help without being excessively reliant on it Complementary and corresponding play structures with associates The start of stable kinships

Slide 10

The Preschool Years Impulse administration and sex-part recognizable proof Social learning of the companion amass Empathy, elevated amounts of positive effect, low levels of negative effect (Sroufe 1983; Sroufe et al. 1981) Deal adaptably with a circumstance by trading data with others – start connection, react unexpectedly to social motions of others, forgo clear articulation of negative practices (Lieberman 1977)

Slide 11

Middle Childhood Self certainty Peer bunch enrollment and dear companions (Elicker, Englund, & Sroufe, 1992) Positive social introduction - comical inclination, great at helping, sharing, and alternating, neighborly, and very much loved (McDowell et al. 2002)

Slide 12

Adolescence Formation of cozy connections (kinships and sexual connections) A more profound duty to companionships Operating inside a system of connections Coordination of personal connections, inside gathering communications, and bigger informal community (Englund et al. 2000)

Slide 13

How Do Children Develop Social Competence? Through their associations with their folks Attachment Emotional Competence Through their associations with companions

Slide 14

Attachment and Social Competence Motivational Base Attitudinal Base Instrumental Base Emotional Base Relational Base ( Sroufe, Egeland & Carlson, 1999)

Slide 15

Attachment and Social Competence Studies have demonstrated the relationship between early connection and the social ability of offspring of any age Securely appended babies displayed more typical play, were more excited, more consistent, and indicated more positive effect than shakily joined youngsters (Matas et al. 1978) Quality of connection at 15 months anticipated Q-sort appraisals of social capability at 3 ½ years (Waters, Wippman, & Sroufe, 1979) Attachment at 12 and year and a half anticipated summer camp guide assessments of 10 year old youngsters' social skill (Elicker, Englund, & Sroufe, 1992)

Slide 16

Parenting and Emotional Competence Emotional Expressiveness Emotional Regulation Emotional Knowledge Socialization of Emotion: Modeling Understanding of Emotions Socialization of Emotion: Reactions Social Competence and Emotion Regulation Expression of Emotion Socialization of Emotions: Coaching Denham, 1998

Slide 17

Path from Emotional Competence to Social Competence Child's Externalizing Behavior Problems Mother's Positive Expressivity Child's Internalizing Behavior Problems Child's Regulation Mother's Negative Expressivity Child's Social Competence Eisenberg et al. (2001)

Slide 18

Parental Role in Children's Peer Relationships Key technique for guardians to enhance youngsters' social competency start peer associations Leads to: Large number of various mates More reliable colleagues in nonschool settings Greater companion acknowledgment (for young men) (Ladd & Golter, 1988)

Slide 19

Peer Relationships " Without solid play, particularly gather play, human instinct can't appropriately create" (Cooley, 1909) Rhesus monkeys and peer hardship

Slide 20

Peer Relationships Peer Modeling Pretend Play Friendships

Slide 21

Peer Modeling Children impersonate the practices of their companions Altruism – partaking in nursery kids (Hartup& Coates, 1967) Aggression – animosity in preschoolers (Hicks, 1965) Emotional Behavior – pooch fears in preschoolers (Bandura, Grusec & Menlove, 1967)

Slide 22

Pretend Play Correlation between imagine play in preschool and social fitness among preschoolers (Howes & Matheson, 1992; Shin, 1995) Pretend Play helps kids hone: 1. Out-of-play arrangements 2. Authorization of imagine scenes ( Doyle & Connolly, 1989)

Slide 23

Friendships Peer connections give: A setting for getting an assortment of abilities Resources for enthusiastic bolster empowering investigation Precursors for different connections Among babies, little children, and preschoolers, youngsters who kept up kinships throughout a year showed more prominent social capability The quantity of continuous play associates preschoolers had in the play area was decidedly corresponded with social skill ( Price & Ladd, 1986)

Slide 24

Dodge's Social Information Processing Model Five Steps: 1-Encode meaningful gestures 2-Mentally speak to encoded signs and translate them 3-Access or create potential behavioral reactions 4-Evaluation and choice 5-Enact the picked reaction Children are not really deliberately mindful of traveling through these means

Slide 25

Reciprocal Influence Model of Aggression Ecological Input: Values Norms Peers' standoffish conduct toward kid Ecological Input Social Information Processing Encoding Deciding Enacting Social Information Processing Dislike by companion Situational jolt Constitutional Input: Temperament Attentional breaking points Memory & Goals Child's animosity toward companion Constitutional Input Longitudinal Outcomes Academic disappointment Delinquency

Slide 26

Evaluating the Social Information Processing Model Show tyke video of two kids occupied with a troublesome social circumstance. Make inquiries that survey capability at each progression of model Step 3 – "Consider whatever number courses as could be expected under the circumstances to join the gathering" Step 5 – "Might you be able to demonstrate to me how you would inquire as to whether you could play with me?" Steps 1, 3, 4, 5 each anticipated achievement interestingly Significant contrasts in data preparing in kids evaluated as high and low in social competence

Slide 27

Assessing Social Competence (Waters and Sroufe, 1983) Broadband versus limit appraisal Real conduct versus lab conduct Emphasize coordination of effect, perception, and conduct Tax behavioral and integrative limit

Slide 28

Methods for Assessing Social Competence Observations Q-Sorts Peer and instructor selections

Slide 29

Observations In newborn children, watch how babies act in Ainsworth's Strange Situation Task Observe tyke amid critical thinking assignment – influence, verbal negativism, dissatisfaction, over the top reliance on others, consistence with recommendations of others (Matas et al., 1978) Observe tyke amid associate play – capacity and readiness to interface with other, effect, chain of trades, and so forth. (Lieberman, 1977)

Slide 30

Q-Sorts Items relating to a given build are sorted into heaps relying upon how illustrative they are of a given youngster. Test Items from Block and Block's California Child Q-set: Is respected and searched out by other kids Develops honest to goodness and cozy connections Is merry Tends to be sulky and whiny

Slide 31

Advantages of Q-Sorts Observers are ignorant of the builds that will be assessed from their information Response inclination is diminished Observers don't need learning of standards for the things (Waters et al., 1985)

Slide 32

Peer, Teacher, and Self Reports Peers Report Show kids pictures of schoolmates – put them in like a great deal, sort of like, and don't care for boxes Teacher Report Social Competence and Behavior Evaluation Short Form (LaFreniere & Dumas, 1996) Teacher Checklist of Peer Relations (Coie & Dodge, 1988). Self Report Susan Harter's Perceived Social Competence Scale

Slide 33

Summary Social fitness is hard to characterize a similar build presents itself diversely at various phases of advancement Parents add to the improvement of their kids' social skill through their connection relationship and through educating enthusiastic capability Peers contribute through demonstrating, prete