Social Competencies

Social Competence

Bibliography
Theories/Models

Gullotta, T. P., Adams, G. R., & Montemayor, R. (1990). Developing social competence in adolescence. Newbury Park, CA: Sage Publications.

This book contains chapters written by various authors addressing different constructs of social competency (e.g. psychosocial, social environmental, social biological), the many influences on social competency (e.g. family, religion), and different means for enhancing social competency (e.g. sports, education).

Hundert, J. (1995). Enhancing social competence in young students: School-based approaches. Austin, TX: Pro-Ed.

This book addresses school-based strategies for promoting social competence in young children, from both a theoretical and a practical perspective. The need to develop a comprehensive program in the schools for enhancing social competence is emphasized. Social skills interventions are discussed, as well as assessment and implementation issues.

Marlowe, H. A., & Weinberg, R. B. (1985). Competence development: Theory and practice in special populations. Springfield, IL: Charles T. Thomas.

This book contains chapters written by a variety of authors, largely as a result of the 1983 Southeast Regional Community support program conference for professionals working with emotionally handicapped persons. The concept of competence, the development of competence, models of competence, and social competency training are discussed, including applications to specific populations. Although a variety of definitions for competence exist, it is suggested they be considered as complementary, as opposed to competing perspectives.

Merrell, K. W., & Gimpel, G. A. (1998). Social skills of children and adolescents. Mahwah, NJ: Lawrence Erlbaum Associates.

This book takes a comprehensive look at social skills including conceptualization, assessment and intervention. Social skills and social competence are seen as independent, yet related constructs. Social skills are viewed as specific behaviors required to perform a task. Social competence is seen as a evaluative term based on judgments that a task has been performed adequately. A review of several social skills training programs also are included.

Schneider, B. H., Attili, G., Nadel, J., & Weissberg, R. P. (1988). Social competence in developmental perspective. Norwell, MA: Kluwer Academic Publishers.

This often-cited book contains chapters written by an international group of authors and is based on a lecture series of the Advanced Study Institute. The chapters represent an exchange of ideas from diverse disciplines, all from a developmental perspective. The book takes a comprehensive look at conceptual issues, social competence at early and middle childhood and adolescence, contextual issues, and social competence promotion.

Schneider, B. (1993). Children's social competence in context; The contributions of family, school and culture. Tarrytown, NY: Pergamon Press.

The author states the purpose of this book is to assist in understanding how social contexts -school, home, and culture - influence the emergence of social competence. The processes by which children's social competence is linked to these various contexts in the major focus of this book. In addition, it contains a review of literature in an exploration of the construct and measurement of social competence.

Sternberg, R. J., & Kolligian, Jr., J. (1990). Competence considered. New Haven, CT: Yale University Press.

This book is a collection of essays which focus on the psychological aspects of social competence, namely self-perceptions and self-evaluations. The role, determinants, manifestations, and consequences of competence are considered. The book contains three sections: Developmental perspectives; Social perspectives; and Clinical perspectives.

Waters, E., & Sroufe, L. A. (1983). Social competence as a developmental construct. Developmental Review, 3, 79-93.

These often-cited authors discuss the difficulty of conceptualizing and assessing social competence and offer a developmental perspective on competence. They discuss the difficult process of defining social competence to make it both meaningful and measurable. Their definition is global while addressing specific implications for assessment. They offer guidelines for the assessment of competence within a developmental perspective.

Wine, J. D., & Smye, M. D. (1981). Social competence. New York: The Guilford Press.

This book is an early compilation of ideas concerning social competence and is based on the emergence of a social competence model as opposed to a deficit model of mental illness and mental health. Leading contributors in the field address the conceptualization, assessment, and enhancement of social competence. Programmatic approaches discussed vary in target populations, settings, and concepts, yet all emphasize effective interpersonal interaction.

Competency Development

Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11, 56-95.

In this article, data from the Family Socialization and Developmental Competence Project are presented regarding the relationship of family patterns to adolescent competence, and familiar determinants of types of adolescent substance users. Findings suggest that authoritative parents (highly demanding and responsive) are protective for adolescent problem drug use, and are the most likely to have competent adolescents.

Lenhart, L. A., & Rabiner, D. L. (1995). An integrative approach to the study of social competence in adolescence. Development and Psychopathology, 7, 543-561.

This article describes a study examining how social problem solving skill and internal representations of others (Objects Relations Theory) are related to adolescent social adjustment. Multiple sources of data are used: self-report; teacher ratings; and behavioral observations. Results indicated that adolescents with more advanced problem solving abilities were rated as more competent in behavioral interactions.

Masten, A. S., Coatsworth, J. D., Neemann, J., Gest, S. D., Tellegen, A., & Garmezy, N. (1995). The structure and coherence of competence from childhood through adolescence. Child Development, 66, 1635-1659.

This article describes a longitudinal investigation of the structure and coherence of competence for children ages 8-12 and adolescents ages 17-23. The study tested a conceptual model with three hypotheses concerning the multidimensionality of competence, the stability of specific dimensions, and the cross-domain influences of competence in one dimension for other dimensions over time. Results suggested that competence has at least three dimensions in childhood - academic achievement, peer social success, and conduct - and two additional dimensions in adolescence - romantic and job competence. A multidimensional developmental model of competence is supported.

McWhirter, J. J., McWhirter, B. T., McWhirter, A. M., & McWhirter, E. H. (1994). High- and low-risk characteristics of youth: The five C's of competency. Elementary School Guidance and Counseling, 28, 188-194.

Five basic skill strengths or skill deficits have been determined which differentiate between high- and low-risk youth. The five C's of competency are: critical school competencies; concept of self and self-esteem; communication skills; coping ability; and control. Each competency is discussed based on existing research. Recommendations are made for counselor application.

Thiede Call, K., & Mortimer, J. T. (1995). Helpfulness and the development of competence in adolescence. Child Development, 66, 129-138.

In the 2-year longitudinal study described in this article, a representative panel of 1,000 adolescents were investigated to determine the interrelatedness of helpfulness and competence for middle adolescents both at home and in a paid work setting. A review of relevant literature connecting helpfulness with the development of competence is included. The social context in which helpfulness develops is examined. Evidence was found for a reciprocal relationship between helpfulness and competence. Contextual, ethnic and gender differences were found.

Specific Domains

Luthar, S. S. (1995). Social competence in the school setting: Prospective cross-domain associations among inner-city teens. Child Development, 66, 416-429.

In the study described in this article, a six-month prospective design was used to examine associations among school-based competencies. Different aspects of social competence examined over time include academic achievement, peer reputation, and teacher-rated classroom behaviors. Also examined were ways emotional distress relates to social competence in the school setting.

Wills, T. A., Vaccaro, D., & Benson, G. (1995). Coping and competence in adolescent alcohol and drug use. Wallander, J. L., & Siegel, L. J. (eds.). Adolescent health problems: Behavioral perspectives, (pp. 160-178). New York: The Guilford Press. In this chapter the authors describe the results of epidemiological studies of adolescents which tested a coping and competence model of adolescent problem behavior regarding alcohol and drug use. Academic, social (with parents), and behavioral competence were found to be protective with respect to drug use. Competence and adaptive coping were found to buffer the effects of stressful life events.

Assessment

Byrne, B. M. (1996). Measuring self-concept across the life span. Washington, D.C.: American Psychological Association.

This book contains important information regarding theoretical, methodological and practical considerations in the measurement of self-concept. Contained within the book are extensive descriptions of many psychometrically sound self-concept instruments. The book is broken up into chapters offering information on self-concept measures for different age groups and populations. Information regarding availability of the measures also is included.

Dodge, K. A., & Murphy, R. R. (1984). The assessment of social competence in adolescents. Karoly, P., & Steffen, J. J. (eds.). Adolescent behavior disorders: Foundations and contemporary concerns. Lexington, MA: Lexington Books.

This chapter is written based on the theses that adolescent psychopathology can best be conceptualized in terms of social competence and social skills, as opposed to a deficit model. The importance of social competence assessment is due to the linkages of social competence to the etiology of psychopathology. Various measurement methods are reviewed regarding strengths and limitations, with a focus on what is being assessed rather than technique, and keeping in mind the goal of the assessment, e.g. research or clinical treatment.

Inderbitzen, H. M. (1994). Adolescent peer social competence: A critical review of assessment methodologies and instruments. Advances in Clinical Child Psychology, 16, 227-259.

Social competence is discussed in reference to adaptive peer functioning. Assessment methodologies are discussed in reference to three basic purposes: identification and classification; selection of treatment targets, and the evaluation of treatment outcome. Several assessment instruments are described and reviewed.

La Greca, A. M. (1990). Through the eyes of the child: Obtaining self-reports from children and adolescents. Needham Heights, MA: Allyn and Bacon.

This book provides an overview of procedures for assessing children's perceptions of themselves, their families, and their peers. Developmental, cognitive, and behavioral perspectives on the assessment process are considered. This book is meant as a useful reference in that it contains not only a discussion of conceptual issues, but examples of self-report measures and diagnostic interviews for children and adolescents with an emphasis on the preadolescent.

Merrell, K. W. (1994). Assessment of behavioral, social, & emotional problems: Direct & objective methods for use with children and adolescents. White Plains, NY: Longman Publishing Group.

In this book five assessment domains are described: direct behavioral observation; behavior rating scales; interviewing techniques; sociometric methods; and self-report tests. Examples of measures are included for each domain. This book contains a chapter on social competence and the assessment of social skills and peer relations. Methods of assessing social competence and linking assessment to intervention are discussed. Descriptions of specific instruments for the five assessment domains are included.

Interventions/Programs

Botvin, G. J. (1996). Substance abuse prevention through life skills training. Peters, R. D., & McMahon, R. J. (eds.). Preventing childhood disorders, substance abuse, and delinquency. Thousand Oaks, CA: Sage Publications.

This chapter addresses the problem of drug abuse including prevalence, etiology, and factors which promote drug use. A life skills training program is described which is intended to affect drug-related expectancies, teach skills for resisting social influences to use drugs, and promote the development of general personal self-management and social skills, meant to enhance general social competence.

Bruene-Butler, L., Hampson, J., Elias, M. J., Clabby, J. F., & Schuyler, T. (1997) The improving social awareness-social problem solving project. Albee, G. W., & Gullotta, T. P. (eds.). Primary prevention works, (pp. 239-267). Thousand Oaks, CA: Sage Publications.

This chapter describes the development and design of a social decision making and problem solving program for children which targets four competency areas: self-control; peer acceptance; problem solving/decision making; and application of skills in changing social situations. The curriculum is described in detail, and evidence of program effectiveness is discussed.

Danish, S. J. (1996). Interventions for enhancing adolescents' life skills. Humanistic Psychologist, 24, 365-381.

In this article, the author describes two life skills interventions, GOAL and SUPER, designed to teach adolescents how to be more competent and successful in the various environments in which they live: school; home; and community. Both programs focus on the promotion of positive behaviors rather than the prevention of negative behaviors.

Katz, L. G., McClellan, D. E., Fuller, J. O., & Walz, G. R. (1995). Building social competence in children: A practical handbook for counselors, psychologists and teachers. ERIC Counseling & Student Services Clearinghouse and ERIC Elementary & Early Childhood Education Clearinghouse.

The purpose of this book is to discuss ways that counselors, psychologists and teachers can help students develop social competence. The authors address four topic areas: components of social competence; influences on the development of social competence; the teacher's role in building social competence; and strategies for building social competence for school counselors and psychologists. The ideas discussed are relevant for any important adults in children's lives.

Knapczyk, D. R., & Rodes, P. (1996). Teaching social competence: A practical approach for improving social skills in students at-risk. Pacific Grove, CA: Brooks/Cole.

In this book the authors offer a detailed approach for improving social competence through the use of a social skills curriculum in the school setting. In each chapter, detailed instructions and guidelines are given for carrying out the systematic program, including assessment and intervention processes.

Weissberg, R. P., Barton, H. A., & Shriver, T. P. (1997). The social-competence promotion program for young adolescents. Albee, G. W., & Gullotta, T. P. (eds.). Primary prevention works, (pp. 268-290). Thousand Oaks, CA: Sage Publications.

This article describes a school-based health promotion program for young adolescents. This 45-session program is intended to promote social competencies such as self-control, responsible decision making, and communication skills. It also attempts to enhance the quality of communication between school personnel and students, and to prevent risk behaviors. The program follows a social-information-processing framework with a goal of enhancing a coordination of cognition, affect, and behavior. Evaluation data documenting the effectiveness of this program is included.

Adolescent Development

Crockett, L. J., & Crouter, A. C. (1995). Pathways through adolescence: Individual differences in relation to social contexts. Mahwah, NJ: Lawrence Erlbaum Associates.

This edited volume presents models and theories of adolescent development with a focus on how key social contexts such as family, school, and peers influence adolescent behavior, choices, and development.

Feldman, S. S., & Elliott, G. R. (1990). At the threshold: The developing adolescent. Cambridge, MA: Harvard University Press.

This book is a comprehensive exploration of the adolescent experience. It is a compilation of chapters by authors known in the field of adolescent development. Topics discussed include the biological, psychological and social influences on adolescent development.

Hamburg, D. A. (1997). Toward a strategy for healthy adolescent development. American Journal of Psychiatry, 154, 7-12.

In this article, the author discusses the requirements for healthy adolescent development and comments on the greater usefulness of interventions which address the fundamental requirements in a comprehensive way to interventions that target one problem behavior. Several important intervention domains are included: disease prevention; health promotion; responsible sexuality; preparation for parenthood; violence prevention; and prevention of drug use.

Holmes, G. R. (1995). Helping teenagers into adulthood: A guide for the next generation. Westport, CT: Praeger.

This book offers information about adolescents and the unique challenges they face in moving toward adulthood. The author discusses various aspects of adolescent development, and provides suggestions for how to work most effectively with adolescents to help promote their social competence.

Self-Perceptions

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.

In this book, the author discusses his well-known and comprehensive theory of personal efficacy and the nature of human agency. He discusses the origins of efficacy beliefs, their structure, processes of influence, and how these processes can be developed. Related views of personal efficacy also are reviewed.

Markus, H., Cross, S., & Wurf, E. (1990). The role of the self-system in competence. Sternberg, R. J., & Kolligian, Jr., J. (eds.). Competence considered, (pp. 205-225). New Haven, CT: Yale University Press.

In this chapter the authors consider the implications of their core premise that perceived competence is related to actual competence and consequent performance. They discuss the role of the self-system in the development, maintenance, and breakdown of competence. Important aspects of the self-system, self-schemas and possible selves, are discussed.

Resiliency

Benard, B. (1991). Fostering resiliency in kids: Protective factors in the family, school, and community.

In this article, the author discusses the importance of the implementation of prevention strategies which will strengthen protective factors in families, schools, and communities. The author gives an overview of protective factor research and then identifies the major protective factors research has found to contribute to the development of resiliency. The author suggests that for prevention interventions to be effective, they must enhance and creative positive environmental contexts within which youth can be reinforced for positive, adaptive behavior.

Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57, 316-331.

This important article discusses the theoretical shift from risk and vulnerability factors to resilience and protective processes and mechanisms. Resilience is discussed not as a fixed attibute but as a response to key turning points in people's lives. Protective mechanisms are discussed in relation to four main processes: reduction of risk impact; reduction of negative chain reactions; establishment and maintenance of self-esteem and self-efficacy; and opening up of opportunities.

Zimmerman, M. A., & Arunkumar, R. (1994). Resiliency research: Implications for schools and policy. Social Policy Report: Society for Research in Child Development, 8, 1-17.

In this article the authors discuss the emergence of the study of resiliency including a review of early and recent research and resiliency models. They describe conceptual and methodological issues and policy implications important to further research in the field. Schools and their role in the promotion of resiliency are highlighted.

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