Social Competency and Relationship Management
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Early Childhood Social Competence Scale (EC-SCS): Factor Structure and Psychometric Properties
sustainability Article Early Childhood Social Competence Scale (EC-SCS): Factor Structure and Psychometric Properties Antonio Fernández-Castillo Department of Developmental and Educational Psychology, Faculty of Educational Sciences, University of Granada, 10071 Granada, Spain; [email protected] Received: 2 May 2020; Accepted: 30 July 2020; Published: 4 August 2020 Abstract: The Early Childhood Social Competence Scale (EC-SCS) was elaborated to evaluate social behavior on behalf of others in infantile populations. Due to the emergence and development of these behaviors from very early ages, the interest in its assessment is high from a developmental, educational, and applied perspective. The aim of the present study is to develop a Spanish population version of the scale, considering a specific dimensional structure. It was tested with a sample of 504 children of ages between 3 and 5 years, enrolled in school centers of infantile education. The results show that the new version of the instrument is a suitable measure for the assessment of social competence behaviors in early infancy. The joint consideration of prosocial and unfriendly behavior is important as it allows for the promotion of social competence behaviors and optimizes the detection of and intervention in behavioral problems later in life. Keywords: prosocial behavior; social competence development; preschoolers; antisocial behavior 1. Introduction Behaviors in cooperation with and on behalf of other individuals—sometimes altruistically—are considered fairly exceptional in the animal kingdom but are essential for the development and the social and cultural achievements of human beings [1]. Their emergence throughout development is very early, and there is evidence of their emergence at increasingly younger ages [2–4]. -
Emotion Regulation and Social Competence in Middle Childhood
University of Windsor Scholarship at UWindsor Electronic Theses and Dissertations Theses, Dissertations, and Major Papers 2019 Emotion Regulation and Social Competence in Middle Childhood: The Role of Parental Emotional Competence, Personality, and Emotion Socialization Beliefs, Attitudes, and Practices Jennifer Leigh Scammell University of Windsor Follow this and additional works at: https://scholar.uwindsor.ca/etd Recommended Citation Scammell, Jennifer Leigh, "Emotion Regulation and Social Competence in Middle Childhood: The Role of Parental Emotional Competence, Personality, and Emotion Socialization Beliefs, Attitudes, and Practices" (2019). Electronic Theses and Dissertations. 7735. https://scholar.uwindsor.ca/etd/7735 This online database contains the full-text of PhD dissertations and Masters’ theses of University of Windsor students from 1954 forward. These documents are made available for personal study and research purposes only, in accordance with the Canadian Copyright Act and the Creative Commons license—CC BY-NC-ND (Attribution, Non-Commercial, No Derivative Works). Under this license, works must always be attributed to the copyright holder (original author), cannot be used for any commercial purposes, and may not be altered. Any other use would require the permission of the copyright holder. Students may inquire about withdrawing their dissertation and/or thesis from this database. For additional inquiries, please contact the repository administrator via email ([email protected]) or by telephone at 519-253-3000ext. 3208. Emotion Regulation and Social Competence in Middle Childhood: The Role of Parental Emotional Competence, Personality, and Emotion Socialization Beliefs, Attitudes, and Practices By Jennifer L. Scammell A Dissertation Submitted to the Faculty of Graduate Studies through the Department of Psychology in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy at the University of Windsor Windsor, Ontario, Canada © 2019 Jennifer L. -
Social and Emotional Competence Why It’S Vital for Life Success
Social and Emotional Competence Why It’s Vital for Life Success Tennessee Commission on Children and Youth | Policy Brief | February 2018 Sarah Kirschbaum, Caitlin McCollister, Jennifer Drake-Croft, Linda O’Neal Executive Summary Social and emotional competence describes the processes by which children and adults apply knowledge, attitudes and skills in order to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (CASEL, n.d.). Research shows that social and emotional competence is a better predictor of future success than IQ (Jones, Greenberg, & Crowley, 2015). Cognitive, emotional and social capabilities do not exist in isolation, but rather develop together throughout the life course. Language acquisition, for example, is built upon a foundation of multiple other skills: hearing, the ability to differentiate sounds, and the ability to pay attention and engage in social interaction. Just as individual strands intertwine to make a rope, cognitive, emotional and social capabilities reinforce and work together to create stronger academic and health outcomes. Science therefore directs us away from debating which kinds of skills children need most, and toward the realization that they are all intertwined. Childhood and adolescence offer the widest window of opportunity to teach social and emotional competence. Brains are built over time, starting in the earliest years of life. Simple skills come first; more complex skills build on top of them. Brain architecture establishes either a sturdy or a fragile foundation for all of the learning, health and behavior that follow. Because children spend a significant portion of their time in school during sensitive periods of brain development, it is vital that teachers help develop students’ social competence and emotional well-being as well as their academic skills. -
The Effect of Music Therapy on Social Skills Training in a Preschool Setting Jessica Simpson
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2013 The Effect of Music Therapy on Social Skills Training in a Preschool Setting Jessica Simpson Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF MUSIC THE EFFECT OF MUSIC THERAPY ON SOCIAL SKILLS TRAINING IN A PRESCHOOL SETTING By JESSICA SIMPSON A Thesis submitted to the College of Music in partial fulfillment of the requirements for the degree of Master of Music Degree Awarded: Summer Semester, 2013 Jessica Simpson defended this thesis on July 3, 2013. The members of the supervisory committee were: Jayne Standley Professor Directing Thesis Alice-Ann Darrow Committee Member Diane Gregory Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the thesis has been approved in accordance with university requirements. ii I dedicate this to my sister, Jennifer, for always singing my song, even when the music stops. iii ACKNOWLEDGMENTS To my professors – you taught me the healing powers of music therapy, its applications, and the importance of research-based practice. The most meaningful lessons I learned, however, were those of life that I treasure deeply. I continue to grow daily from the lessons you have taught, and I hope to one day affect others with the same passion and wisdom you all shared with me. To my parents - your constant love and encouragement gave me the courage to pursue my dreams. I truly could not have achieved this milestone without your support. -
Seminar in Applied Interpersonal Dynamics
HR 5173-101: Seminar in Applied Interpersonal Dynamics Course Description: This course has a multi-dimensional purpose: (1) To expand participants’ understanding and use of Interpersonal Neurobiology (e.g., Mindsight) and Emotional and Social Intelligence. To promote their recognizing the impact of these concepts on the mind, human development, behavior, relationships, and health; (2) To strengthen awareness, integration, and interpersonal communication skills, directed toward building healthy relationships. Concurrently, the experience is designed to increase one’s effectiveness as a helper in personal and professional settings. As a course built on adult learning and experiential learning concepts, this class involves extensive hands-on work in the form of active interaction in small groups, triads, and work with case studies and their analysis. As a result, I hope you will find the classes fun and engaging. As another means of keeping the class dynamics varied, I do not deliver lengthy lectures. The class also includes a variety of media. For example, the course will use a few additional YouTube presentations by Daniel Siegel, another one by Amy Cuddy (on Presence), as well as a few DVDs, including one, featuring Daniel Goleman on Social and Emotional Intelligence. Some of the concepts included in this course may, at times, seem abstract or challenging to understand; yet, our primary focus will involve the practical application of “people skills” directed toward enhancing personal and interpersonal effectiveness, personal and professional growth, and the use of these competencies to increase participants’ ability to act as helping professionals in support of others. Helping professionals are not limited to licensed counselors or therapists. -
The Impact of a Student's Lack of Social Skills on Their Academic Skills in High School
The Impact of 1 Running head: THE IMPACT OF A STUDENT'S LACK OF SOCIAL SKILLS ON The Impact of a Student's Lack of Social Skills on their Academic Skills in High School . by Calvin Eleby, Jr., B.A., University of Wisconsin-Madison, 1984 J.D., University of Missouri-Columbia, 1988 In Partial Fulfillment of Educational Research 665 For the Degree of Masters in Education (M.Ed.) Dr. Chukwunyere Okezie Marygrove College Detroit, Michigan April 2009 The Impact of 2 ACKNOWLEDGEMENTS Many thanks to the many teachers at Joliet Township High School – West Campus, Principal Cheryl McCarthy (Joliet, Illinois); Hyde Park Academy High School, Principal Trotter (Chicago, Illinois); Madison West High School, Principal Ed Holmes (Madison, Wisc.); Coronado High School, Principal Lee Koelliker (Henderson, Nevada); and Patrick Henry High School, Dr. Gary Kociemba, Principal (Minneapolis, Mn.) who participated in this research. Further thanks to my siblings – Myra D. Eleby-Hankerson, Verna Eleby, Darlene Hamilton, Theron Gist, Charles Eleby, and Stevie Eleby. Without all of you, this matriculation would not have come to fruition. You have made this part of my life the more meaningful. Finally, to my darling wife TERESA, who has been on a real life roller-coaster over the past several years, thank you forever. To my children – AriAnna and Calvin Trevon – thank you for allowing me to go to school along with you. And, my little granddaughter Chloe’. AND to the author and finisher of my faith Jesus Christ and GOD the creator of everything - All things are possible to those who believe. This cause and degree is in loving honor and in memory of my parents, who taught me never to give up although the road may be bleak and rough: Calvin and Anolia Eleby, Sr . -
Social Competence and Multi-Informants Changes in Social
Social competence and multi-informants Changes in social competence in young children treated because of conduct problems as viewed by multiple informants May Britt Drugli Bo Larsson Graham Clifford Section of Child & Adolescent Mental Health, Department of Neuroscience, Norwegian University of Science and Technology, N-7489 Trondheim, NORWAY. Address correspondence to the first author. Email: [email protected] Running head: Social competence and multi-informants 1 Social competence and multi-informants Abstract In the present study changes in social competence were examined in a clinic sample of 127 children aged 4-8. The children were recruited to a controlled treatment study because of conduct problems at home and were randomized to the Incredible Years parent training, combined parent training and child therapy or a waiting-list control-group. Assessments were conducted pre and posttreatment and at a one-year follow-up by multiple informants (mother, father, teacher and child). Parent training combined with child treatment showed most improvement in child social competence based on mother, father and child reports, however, father reports showed positive results for children treated with parent training only. Treated mothers and fathers showed a decrease in correlations in their reports of social competence in the child after treatment as compared to parents in the waiting-list condition. No generalisation effects to peer-relationships in day-care/school were found, neither on teacher or child reports. A broad perspective using multiple informants from different settings is needed when effects of treatment of young children with conduct problems are evaluated and should include various aspects of social competence. -
Interpersonal Skills
Interpersonal Skills https://www.skillsyouneed.com/interpersonal-skills.html Interpersonal skills are the skills we use every day when we communicate and interact with other people, both individually and in groups. People with strong interpersonal skills are often more successful in both their professional and personal lives. Interpersonal skills include a wide variety of skills, though many are centred around communication, such as listening, questioning and understanding body language. They also include the skills and attributes associated with emotional intelligence or being able to understand and manage your own and others’ emotions. People with good interpersonal skills tend to be able to work well in a team or group, and with other people more generally. They are able to communicate effectively with others, whether family, friends, colleagues, customers or clients. Interpersonal skills are therefore vital in all areas of life at work, in education and socially. Through awareness of how you interact with others, and with practice, you can improve your interpersonal skills. This section of Skills You Need is full of information and practical advice that you can use to improve and develop your interpersonal skills. You Already Have Interpersonal Skills We've all been developing our interpersonal skills since childhood, usually subconsciously. Interpersonal skills often become so natural that we may take them for granted, never thinking about how we communicate with other people. If you have developed good habits, this is fine. However, it is of course also possible to develop bad habits, and then fail to understand why our communications or relationships are suffering. However, with a little time and effort you can develop both your awareness, and these skills. -
Integrating Theoretical, Measurement, and Intervention Models of Youth Social Competence ⁎ Melanie A
Clinical Psychology Review 27 (2007) 327–347 Review article Integrating theoretical, measurement, and intervention models of youth social competence ⁎ Melanie A. Dirks a, , Teresa A. Treat a, V. Robin Weersing b a Yale University, Department of Psychology, 2 Hillhouse Avenue, New Haven, CT, 06520, United States b San Diego State University / University of California at San Diego, Joint Doctoral Program in Clinical Psychology, 6363 Alvarado Court, San Diego, California, 92120, 06520-7900, United States Received 22 June 2006; received in revised form 27 November 2006; accepted 29 November 2006 Abstract Social competence is of great interest to developmental psychopathologists and is assessed frequently in both basic and applied research. A review of the literature reveals not only significant heterogeneity in definitions of this construct but an apparent disconnect between theoretical, measurement, and intervention models of competence in youth. This paper attempts to integrate these disparate enterprises by identifying four types of predictors theorists have associated with competence – child, behavior, situation, and judge – and critiquing common models in light of these dimensions. In general, assessment and intervention approaches appear less complex than theoretical conceptualizations of competence. When considering whether to incorporate additional predictors, notably situation- and judge-level factors, into these models, researchers must weigh parsimony versus the model misspecification that results from omitting important variables. Basic research that may assist in making these decisions is identified. © 2007 Elsevier Ltd. All rights reserved. Contents 1. Conceptualization of social competence ........................................ 328 1.1. Historical overview ............................................... 328 1.2. Situation-specificity of competence ....................................... 329 1.3. Social competence as an evaluation....................................... 330 1.4. -
Emotional Intelligence
Hi-Touch Healthcare: The Critical Six Soft Skills Grab-N-Go Independent Training Module: Emotional Intelligence HEALTH WORKFORCE INITIATIVE STATEWIDE ADVISORY COMMITTEE, CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE, AND ECONOMIC DEVELOPMENT PROGRAM Emotional Intelligence Grab-N-Go Independent Training Module This publication was produced pursuant to grant agreement number 14-326-001. This project was supported by Economic and Workforce Development funds awarded to the Butte Community College District by the California Community Colleges Chancellor's Office. Copyright (c) 2016 Chancellor's Office California Community Colleges. Permission is hereby granted to reproduce this work, in whole or part, for educational use only. Grab-N-Go 1 Communication – Emotional Intelligence Emotional Intelligence Background Information “Emotional Intelligence,” sometimes called EQ, is the ability to understand our own feelings and the feelings of others and to appropriately manage reactions and engagement. Emotional intelligence is a stronger predictor of success than technical capabilities. Emotional intelligence can be credited for about eighty percent of what helps individuals achieve and advance in their career when their technical abilities are equivalent.i In healthcare, emotional intelligence is essential. “There’s a strong body of research showing emotional intelligence isn’t just nice to have. It has a real effect on patient outcomes.”ii In the healthcare profession, maintaining emotional intelligence in the face of life and death situations is requisite to success. Emotional intelligence is just as important as the technical skills required for any employment. In some respect developing emotional intelligence is more difficult to master. What is EQ? Emotional intelligence is the ability to recognize and understand our own emotions and how our emotions impact the people we interact with. -
The Social Skills Guidebook by Chris Macleod.Pdf
Copyright Copyright © 2016 by Chris MacLeod, MSW ALL RIGHTS RESERVED. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or in any means – by electronic, mechanical, photocopying, recording or otherwise – without prior written permission. ISBN: 978-0-9949807-1-7 Editor: Vicki Adang Cover and interior design: Victoria Valentine/Page and Cover Design Table of Contents Title Page Copyright Table of Contents Introduction 1. The Overall Process of Improving Your Social Skills 2. Addressing Some Common Challenges and Concerns about Working on Your Social Skills Section 1: Tackling the Main Mental Barriers to Socializing 3. Seeing the Effects of Shyness, Social Anxiety, Insecurity, and Discouragement 4. Shifting your Mind-Set about Your Social Discomfort 5. Handling Counterproductive Thinking about Socializing 6. Hands-On Strategies for Taking the Edge Off Anxiety 7. Reducing Fears and Insecurities through Real-World Experiences 8. Increasing Your Self-Esteem and Confidence Section 2: Developing Your Conversations Skills 9. Getting a Basic Feel for Conversations 10. Dealing with Awkward Silences 11. Starting One-on-One Conversations 12. Having Deeper Conversations 13. Ending Conversations 14. Navigating Group Conversations 15. Making Conversation in Particular Situations 16. Becoming Aware of Empathy 17. Core Listening Skills 18. Recognizing and Acting on Other People’s Nonverbal Communication 19. Improving Your Own Nonverbal Communication 20. Conversation Mistakes 21. Being More Likable 22. Being More Fun 23. Assertiveness Skills Section 3: Forming and Growing Friendships 24. Introduction to the Process of Making Friends 25. Finding Potential Friends 26. Making Plans with Potential Friends 27. -
PUTTING EMOTIONAL INTELLIGENCE to WORK Emotional Intelligence (EQ) Is a Concept Focused on How Effectively People Work with Others
PUTTING EMOTIONAL INTELLIGENCE TO WORK Emotional Intelligence (EQ) is a concept focused on how effectively people work with others. Emotional Intelligence skills are unique from a person’s technical skills and cognitive abilities. Multiple studies have shown that Emotional Intelligence competencies often account for the difference between star performers and average performers, particularly in positions of leadership. THIS PAPER DISCUSSES THE FOLLOWING ASPECTS OF EMOTIONAL INTELLIGENCE (EQ): THE EVOLUTION OF EMOTIONAL INTELLIGENCE THE BUSINESS CASE FOR EQ THE INTERSECTION OF EQ AND BEHAVIOR A MODEL FOR IMPROVING BEHAVIORAL EQ PERFORMANCE BENEFITS OF BEHAVIORAL EQ PUTTING EMOTIONAL INTELLIGENCE TO WORK EMOTIONAL INTELLIGENCE SUCCESS STUDIES 1. A study of partners at a public accounting firm found that partners with high EQ skills added 390% incremental profit while partners with high analytical reasoning skills contributed just 50% incremental profit.1 2. An insurance company found the average policy sold by one group of agents was $54K, while another group with EQ training sold policies with an average of $114K.2 3. A study of more than 500 executive search candidates identified emotional competence a significantly better predictor of placement success than intelligence or prior experience. Findings were consistent in all countries and cultures.3 4. Analysis of 33 different studies found that children who were taught social and emotional skills had an 11 percentile gain in academic performance.4 Emotional Intelligence was the variable in each of these examples. In recent years, interest in Emotional Intelligence (EQ) has grown as research has shown its impact on a variety of business measures. These include recruiting and job selection, sales results and leadership performance.