Jurgita Menclerytė. The social competence and communicative behavior features of Kaunas town tourism organization managers. Final Master Work. Work supervisor docent doctor S. Laskienė. SUMMARY Permanent changes inside organization require flexibility and ability to trim changing environment. Developing public services require high – quality communication and different problem solving skills. Effective function performance with regard to market situation demand different competence, considering action character, organization features. Essential personal social and communicative competence has influence on communicative behavior. Depending on social competence features and communicative competence skills managers have, stands the success and work effectiveness of the organization. The subject of research The manager social competence and communicative behavior features (communicative skills). Scholastic problem What factors of social competence and features of communicative behavior have managers? Does current (acquired) social competence and communicative behavior of manager guarantee their success of activity? Objective of research To explore social competence and communicative behavior features of Kaunas town tourism organization managers. The goals of research 1. to explore and compare social competence factors considering sex 2. to explore and compare communicative behavior features considering sex 3. to explore and compare social competence factors considering... [to full text]

Dabarties gyvenimo iššūkiai iš kiekvieno žmogaus reikalauja: dalyvauti bendrame gyvenime, gyventi ir veikti kartu su kitais, sėkmingai prisitaikyti prie ateities pokyčių t.y. įgyti socialinę kompetenciją. Tinkamam socialinės kompetencijos ugdymui labai daug įtakos turi mokinių tarpusavio santykiai, gebėjimas bendrauti ir bendradarbiauti. Todėl, norint sėkmingai ugdyti socialinę kompetenciją, didelis dėmesys turi būti skiriamas gebėjimo bendrauti ugdymui. Tyrimu siekiama nustatyti kaip mokymosi bendradarbiaujant metodai skatina plėtoti mokinių gebėjimą bendrauti, keičia jų tarpusavio santykius. Tyrimo problema - nepakankamai išplėtotas pradinių klasių mokinių gebėjimas bendrauti. Tyrimo objektas - pradinių klasių mokinių gebėjimas bendrauti.Tyrimo tikslas yra atskleisti mokinių gebėjimo bendrauti ugdymo galimybes pradinėse klasėse. Uždaviniai: 1. Apibrėžti socialinės kompetencijos sampratą, jos aktualumą ir ugdymo(si) galimybes pradinėse klasėse. 2. Išryškinti bendravimo ypatumus pradinėse klasėse. 3. Apibūdinti mokymosi bendradarbiaujant metodus bei jų reikšmę ugdant gebėjimą bendrauti. 4. Įvertinti mokymosi bendradarbiaujant metodų įtaką mokinių gebėjimo bendrauti ugdymui(si). Atliktas veiklos tyrimas, kuris padėjo išsiaiškinti esamą situaciją bei numatyti praktinės veiklos tobulinimo būdus, siekiant išspręsti kilusią problemą. Tyrimo metodai: mokslinės literatūros analizė, sociometrijos tyrimas, interviu. Atlikus tyrimą, paaiškėjo, kad mokymosi bendradarbiaujant... [toliau žr. visą tekstą] / Today every person has to face the challenges of participating in public life, living and working together with other people and adapting successfully to future changes, i.e. developing social competence. Relationships among pupils and their communication and co-operation skills have a great impact on the proper training of social competence. Therefore, for the successful development of social competence, more attention should be paid to the training of communication skills. The research seeks to determine how the methods of learning by co-operating encourage the development of communication skills in pupils and change their relationships. The research problem is the insufficient development of communication skills in primary school pupils. The research object is the communication skills of primary school pupils. The aim of the research is to reveal the possibilities for training communication skills in primary school pupils.Tasks: 1. Define the concept of social competence, its relevance today and the possibilities for training/developing social competence in primary school; 2. Disclose the peculiarities of communication in primary school; 3. Describe the methods of learning by co-operating and its importance in training communication skills; 4. Evaluate the impact of the methods of learning by co-operating on the training/development of communication skills in pupils. The examination of current practices has been performed that allowed to clear up the current situation and... [to full text]

Tyrimo objektas. 10 klasių mokinių socialinės kompetencijos ypatumai. Tyrimo tikslas. Atskleisti paauglių socialinės kompetencijos ypatumus. Tyrimo uždaviniai: 1. Įvertinti gimnazijų ir pagrindinių mokyklų 10 klasių mokinių socialinės kompetencijos lygį pagal mokyklos tipą. 2. Įvertinti gimnazijų ir pagrindinių mokyklų 10 klasių mokinių socialinės kompetencijos lygį lyties aspektu. Hipotezė: pagrindinių mokyklų 10 klasių mokinių socialinės kompetencijos lygis yra žemesnis nei gimnazijų 10 klasių mokinių. 1. Nustatyta, kad daugeliu tirtų aspektų, tokių kaip bendrojo pasitikėjimo savimi, atsparumo nesėkmėms ir kritikai, gebėjimo reikšti jausmus, nenuolaidumo, galėjimo pareikalauti ir nesijautimo kaltu gauti rezultatai statistiškai patikimai nesiskyrė (p>0,05). Gebėjimo paprašyti pagalbos atveju, gauti duomenys statistiškai patikimi (p<0,05). Todėl galime teigti, kad šiuo, gebėjimo paprašyti pagalbos atveju, socialinės kompetencijos lygis gimnazijų 10 klasių mokinių didesnis nei pagrindinių mokyklų 10 klasių mokinių. 2. Ištyrus gimnazijų ir pagrindinių mokyklų 10 klasių mokinių socialinės kompetencijos lygį lyties aspektu nustatyta, kad merginų ir vaikinų duomenys skyrėsi. Merginų bendrojo pasitikėjimo savimi atsparumo nesėkmėms ir kritikai, nenuolaidumo ir nesijautimo kaltomis gauti duomenys statistiškai patikimai nesiskyrė (p>0,05). Tačiau gebėjimo reikšti jausmus, gebėjimo paprašyti pagalbos ir galėjimo pareikalauti atvejais gauti rezultatai statistiškai patikimai skyrėsi... [toliau žr. visą tekstą] / Object of a research: social competence features of 10th grade students. Goal of a research: to reveal social competence features of teenagers. Tasks of a research: 2. Investigate, based on type of school, primary school and gymnasium 10th grade student’s level of a social competence. 3. Compare, based on a gender, primary school and gymnasium 10th grade student’s level of a social competence. Hypothesis: 10th grade students in primary schools are less socially competent than 10th grade students in gymnasiums. Conclusions: 1. Research established that, social competence level of gymnasium students is not always higher than that of primary school students. In many cases results such as: general self-confidence, resistance to failures and criticism, ability to express feelings, uncompromising, the ability to request, feeling of not guilty, were statistically insignificant (p>0,05). Although, it is possible to state that in a situation when someone asks for a help, social competence level of a 10th grade student in a gymnasium is higher than that of a 10th grade student in a primary school. 2. In addition, study shows that girls and boys data differs. In girls group, half of study results (general self-confidence, resistance to failures and criticism, uncompromising, feeling of not guilty) were statistically insignificant (p>0,05) and other half of study aspects (ability to express feelings, the ability to request, in a situation when someone asks for a help)... [to full text]

Very preterm birth is an important developmental and public health concern, with clear evidence to suggest that very preterm children may be at long term risk of neurodevelopmental impairment and educational difficulties. Although a great deal is known about the neurodevelopmental outcomes associated with very preterm birth,comparatively little is known about the social competence of children born very preterm during the important early childhood period. Therefore, as part of a prospective, longitudinal study, this research examined the social competence of 105 children born very preterm (birth weight <1,500 g and/or gestational age ≤33 weeks) and 108 full term comparison children (gestational age 37-40 weeks) at age 4 years (corrected for extent of prematurity at birth). The aims of this study were 1) to examine the social competence of a regional cohort of children born very preterm and full term comparison children at age four years, 2) to identify infant clinical factors and socio-familial characteristics associated with poor social competence amongst children born very preterm, and 3) to examine the predictive validity of social competence problems amongst both very preterm and full term preschoolers in relation to school academic functioning and behavioural adjustment at age 6 years. At age 4, children were assessed using a range of parent and/or teacher completed questionnaires, spanning emotional regulation, behavioural adjustment and interpersonal social behaviour. Measures included the Emotion Regulation Checklist, the Infant-Toddler Symptoms Checklist, the Strengths and Difficulties Questionnaire, the Behaviour Rating Inventory of Executive Functioning “ Preschool version and the Penn Interactive Peer Play Scale. In addition, as part of a structured research assessment, children completed a battery of false belief tasks and a short form version of the Weschler Preschool and Primary Scales of Intelligence. Two years later at age 6, school teachers qualitatively rated children's behavioural adjustment and academic achievement in math, reading, spelling and language comprehension compared to their classroom peers. Results showed that relative to their full term peers, some children born very preterm tended to score less well across several areas of social competence. Specifically, parent report showed that children born very preterm were more likely to be characterised by higher levels of emotional dysregulation (p=.002) as well as a range of behavioural adjustment problems, spanning inhibitory control problems (p=.03), hyperactivity/inattention (p=.01), conduct problems (p=.01) and emotional symptoms (p=.008). While elevated rates of behavioural adjustment difficulties were also evident amongst very preterm children within the preschool environment, group differences were not statistically significant. However, a statistical trend towards elevated risk of inhibitory control problems amongst very preterm children in the preschool environment was noted (p=.09). Further, children born very preterm were at around a four-fold risk of emotional regulation difficulties of clinical significance,as well as being around 1.5 times more likely to exhibit clinically significant externalising and internalising behavioural difficulties and interpersonal social problems at age 4 years. In contrast, the interpersonal social behaviours and the extent of social cognitive understanding were largely similar across both groups. This pattern of findings remained largely unchanged following statistical control for the selection effects of family socio-economic status. Amongst children born very preterm, significant infant clinical and sociofamilial predictors of both emotional dysregulation and externalizing behaviour were male gender (p=.008/p=.006), neonatal indomethacin (p=.002/p=.005) and elevated maternal anxiety (p=.009/p=.002). Emotional dysregulation was also predicted by low socio-economic status (p=.002). In contrast, internalising behaviour was predicted only by low birth weight (p=.03). Finally, across both groups significant associations were found between overall social competence problems at age 4 years and later school adjustment with those very preterm and full term preschoolers characterised by poor social competence being at elevated risk of a range of behavioural adjustment difficulties and poor academic functioning in reading, spelling and math at age 6 years (corrected). Links between poor social competence and later behavioural adjustment remained across both groups following statistical control for child IQ, while associations with academic functioning were largely attenuated. By age 4 years a number of very preterm children are beginning to display elevated levels of emotional dysregulation, hyperactivity/inattention, conduct problems and emotional symptoms. Further, a substantial proportion of very preterm children may be at risk of developing clinically significant difficulties with these most pronounced in terms of emotional regulation abilities. Children's abilities to regulate their emotions and behaviour represent important building blocks for their later social and emotional functioning. Further, these abilities will likely influence the extent to which children are able to successfully transition to school. Therefore,alongside other important aspects of development, these findings highlight the importance of monitoring the social abilities of preschoolers who were born very preterm across a range of developmental domains and contexts. Preschoolers characterised by emotional, behavioural and/or interpersonal difficulties could then receive targeted intervention aimed at facilitating their social competence prior to school entry.

Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2008.

Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2008.

国立情報学研究所で電子化したコンテンツを使用している。

Very preterm birth is an important developmental and public health concern, with clear evidence to suggest that very preterm children may be at long term risk of neurodevelopmental impairment and educational difficulties. Although a great deal is known about the neurodevelopmental outcomes associated with very preterm birth,comparatively little is known about the social competence of children born very preterm during the important early childhood period. Therefore, as part of a prospective, longitudinal study, this research examined the social competence of 105 children born very preterm (birth weight <1,500 g and/or gestational age ≤33 weeks) and 108 full term comparison children (gestational age 37-40 weeks) at age 4 years (corrected for extent of prematurity at birth). The aims of this study were 1) to examine the social competence of a regional cohort of children born very preterm and full term comparison children at age four years, 2) to identify infant clinical factors and socio-familial characteristics associated with poor social competence amongst children born very preterm, and 3) to examine the predictive validity of social competence problems amongst both very preterm and full term preschoolers in relation to school academic functioning and behavioural adjustment at age 6 years. At age 4, children were assessed using a range of parent and/or teacher completed questionnaires, spanning emotional regulation, behavioural adjustment and interpersonal social behaviour. Measures included the Emotion Regulation Checklist, the Infant-Toddler Symptoms Checklist, the Strengths and Difficulties Questionnaire, the Behaviour Rating Inventory of Executive Functioning “ Preschool version and the Penn Interactive Peer Play Scale. In addition, as part of a structured research assessment, children completed a battery of false belief tasks and a short form version of the Weschler Preschool and Primary Scales of Intelligence. Two years later at age 6, school teachers qualitatively rated children's behavioural adjustment and academic achievement in math, reading, spelling and language comprehension compared to their classroom peers. Results showed that relative to their full term peers, some children born very preterm tended to score less well across several areas of social competence. Specifically, parent report showed that children born very preterm were more likely to be characterised by higher levels of emotional dysregulation (p=.002) as well as a range of behavioural adjustment problems, spanning inhibitory control problems (p=.03), hyperactivity/inattention (p=.01), conduct problems (p=.01) and emotional symptoms (p=.008). While elevated rates of behavioural adjustment difficulties were also evident amongst very preterm children within the preschool environment, group differences were not statistically significant. However, a statistical trend towards elevated risk of inhibitory control problems amongst very preterm children in the preschool environment was noted (p=.09). Further, children born very preterm were at around a four-fold risk of emotional regulation difficulties of clinical significance,as well as being around 1.5 times more likely to exhibit clinically significant externalising and internalising behavioural difficulties and interpersonal social problems at age 4 years. In contrast, the interpersonal social behaviours and the extent of social cognitive understanding were largely similar across both groups. This pattern of findings remained largely unchanged following statistical control for the selection effects of family socio-economic status. Amongst children born very preterm, significant infant clinical and sociofamilial predictors of both emotional dysregulation and externalizing behaviour were male gender (p=.008/p=.006), neonatal indomethacin (p=.002/p=.005) and elevated maternal anxiety (p=.009/p=.002). Emotional dysregulation was also predicted by low socio-economic status (p=.002). In contrast, internalising behaviour was predicted only by low birth weight (p=.03). Finally, across both groups significant associations were found between overall social competence problems at age 4 years and later school adjustment with those very preterm and full term preschoolers characterised by poor social competence being at elevated risk of a range of behavioural adjustment difficulties and poor academic functioning in reading, spelling and math at age 6 years (corrected). Links between poor social competence and later behavioural adjustment remained across both groups following statistical control for child IQ, while associations with academic functioning were largely attenuated. By age 4 years a number of very preterm children are beginning to display elevated levels of emotional dysregulation, hyperactivity/inattention, conduct problems and emotional symptoms. Further, a substantial proportion of very preterm children may be at risk of developing clinically significant difficulties with these most pronounced in terms of emotional regulation abilities. Children's abilities to regulate their emotions and behaviour represent important building blocks for their later social and emotional functioning. Further, these abilities will likely influence the extent to which children are able to successfully transition to school. Therefore,alongside other important aspects of development, these findings highlight the importance of monitoring the social abilities of preschoolers who were born very preterm across a range of developmental domains and contexts. Preschoolers characterised by emotional, behavioural and/or interpersonal difficulties could then receive targeted intervention aimed at facilitating their social competence prior to school entry.

abstract: Studies of peer victimization typically focus on behavioral characteristics of the victims, and frequently overlook the role that peers may play. The current study extended previous research by examining how time spent with two types of peers (externalizing and socially competent) can serve as a risk or protective factor for preschoolers' victimization, and how victimization may differ for boys and girls. In addition, the study explored how affiliating with same-sex and other-sex externalizing and socially competent peers may differentially relate to victimization. Results showed that girls who affiliated with externalizing female peers were significantly more at risk for victimization. In addition, boys and girls who spent time with socially competent male peers (but not female peers) negatively predicted victimization. The results indicate that children's peers, in certain circumstances, may play an important role in victimization. These findings also highlight the importance of considering children's and peers' gender when studying peer processes. / Dissertation/Thesis / M.S. Family and Human Development 2011

abstract: This dissertation examined how anxiety levels and social competence change across the course of early elementary school, as well as how individual differences at the transition to kindergarten may influence these trajectories. Previous research has supported unidirectional relations among anxiety and social competence, but few studies explore how inter- and intra-individual changes in social competence and anxiety may be related across time. From a developmental perspective, studying these trajectories following the transition to kindergarten is important, as cognitive and emotion regulation capacities increase markedly across kindergarten, and the relative success with which children navigate this transition can have a bearing on future social and emotional functioning across elementary school. In addition, given gender differences in anxiety manifestation and social competence development broadly, gender differences were also examined in an exploratory manner. Data from parent and teacher reports of a community sample of 291 children across kindergarten, 1st, and 2nd grades were analyzed. Results from bivariate growth models revealed steeper increases in anxiety, relative to peers in the sample, were associated with steeper decreases in social competence across time. This finding held after controlling for externalizing behavior problems at each time point, which suggests that relations among anxiety and social competence may be independent of other behavior problems commonly associated with poor social adjustment. Temperament variables were associated with changes in social competence, such that purportedly "risky" temperament traits of higher negative emotionality and lower attention control were associated with concurrently lower social competence in kindergarten, but with relatively steeper increases in social competence across time. Temperament variables in kindergarten were unrelated with changes in anxiety across time. Gender differences in relations among anxiety in kindergarten and growth in social competence also were revealed. Findings for teacher and parent reports of child behavior varied. Results are discussed with respect to contexts that may drive differences between parent and teacher reports of child behavior, as well as key developmental considerations that may help to explain why kindergarten temperament variables examined herein appear to predict changes in social competence but not changes in anxiety levels. / Dissertation/Thesis / Doctoral Dissertation Psychology 2016