Previous research has elucidated social competence as a prominent variable contributing to psychosocial adjustment in juveniles with chronic illness. In particular, early interactions with parents and peers play a large role in the development of social competence by teaching young people how to initiate and maintain satisfying and warm relationships. The current study examined developmental differences in relations among parent-child relationship variables (parental protectiveness), peer interaction variables (social skills, social anxiety), and social competence in juveniles with asthma and diabetes. Hierarchical multiple regression was used to evaluate mediated models using data from a sample of 178 preadolescent (ages 7-11) and adolescent (ages 12-16) juveniles. Results indicated that social anxiety and social skills mediated the relation between parental protectiveness and social competence in the adolescent age group, but not in the preadolescent age group. In contrast, social skills mediated the relation between parental protectiveness and social anxiety in the preadolescent group only. Attachment security evidenced a strong direct influence on social competence, which was not mediated by social skills or social anxiety. Because protective parenting styles were found to influence social competence through peer interaction variables posited to be directly impacted by chronic illness (i.e., social skills and social anxiety), it is suggested that they are an influential illness-specific determinant of psychosocial adjustment in young people with asthma or diabetes.

The aim of this study is to investigate differences in peer preference, gender and temperamental characteristics of 5 and 6 year old children on their social competence and behavioral problems. More specifically, the present study examined whether being boy or girl, being more preferred peer or less preferred and different temperamental characteristics differentiates children&rsquo / s social competence, anger- aggression and anxiety withdrawal related behaviors. Peer preference was determined by the &ldquo / Picture Sociometry Scale&rdquo / which was an implementation conducted with children. Teachers were asked to fill the &ldquo / Social Competence and Behavior Evaluation Scale&rdquo / for each child participated in the study in their classrooms. Moreover, parents of children participated in the study were requested to complete &ldquo / Short Temperament Scale for Children&rdquo / . The participants of this study consisted of 42 5- 6 year old children from one private pre- school in Ankara. Results of this study revealed that, children with higher peer preference showed more social competence. Moreover, children with higher persistence and approach as temperamental characteristics revealed higher social competence while children with higher reactivity as a temperamental characteristic had also higher anger- aggression behavioral problems. However, gender of children did not differentiate children&rsquo / s social competence, anger- aggression and anxiety withdrawal related behaviors.

The development of social competence is a fundamental aspect of children’s adjustment and functioning (Hussong et al. 2005). Children with severe social impairments are at risk for academic and mental health difficulties, and they often require a higher degree of family support beyond childhood compared with nondisabled populations (Green et al., 2000; Tanguay, 2001). Little is known about how severe social competency deficits in children influence the family environment and how the family environment typical of this population influences the school adjustment of these children. The purpose of the study was to 1) examine differences in mothers’ perceptions of family climate among children with social competency disorders (SCD), children with Verbal Learning Disabilities (VLD), and typically developing children (TYP); 2) determine whether social competency moderated the effect of the Systems Maintenance domain of the family environment on a teacher rated school outcome. Participants were 60 children, ages 8 to 14, and their mothers selected from the University of Texas at Austin Assessment of Social Competency in Children with Developmental Disorders Research Project. Data were received from a family climate questionnaire completed by mothers, a behavioral questionnaire completed by teachers, and a social competence measure administered to children. Results found that mothers of children with VLD and SCD viewed their families similarly to mothers of typically developing children and that mothers rated their families within the normal range across almost all aspects of the family environment. The single exception to this was that mothers of children with VLD perceived their family climates to be more openly expressive than mothers of children in the SCD and TYP groups, and that mothers of children in the TYP group perceived their family as more organized compared with the clinical groups. The hypothesis that social competence moderated the effect of the Systems Maintenance domain of the family environment on child study skills was not supported by the data. Lack of differences across groups with respect to almost all aspects of the family climate suggests that mothers in the clinical groups perceived strengths and assets in the family climate similarly to mothers of typically developing children. / text

Depression is among the most prevalent comorbid conditions in children with Asperger’s Syndrome. Little research has examined the variables that may contribute to depression among such children. Children with Asperger’s show social skill deficits and are often subjected to peer victimization, including isolation and teasing by their peers. It is hypothesized that peer victimization experienced by children with Asperger’s will, in part, explain their self-perceived social competence. It is also hypothesized that self-perceived social competence and peer victimization will help explain depression among such children. Multiple regression will be used to examine these presumed effects. / text

Three empirical studies comprising this dissertation were carried out to provide a more comprehensive understanding of concurrent measures of both predictors and outcomes of young adolescents' sibling interactions. The participants included older siblings (M age = 14.3), younger siblings (M age = 11.6), and their mothers from approximately 450 families who completed web-based surveys.Study one examined correlates of overt and relational aggression between young adolescent siblings. Family environment emerged as an important factor in explaining internalizing problems as well as overt/relational aggression for both younger and older siblings. Findings also provided partial support for the positive linkages between young adolescents' aggression and their own and siblings' internalizing problems above and beyond family and maternal variables. The main purpose of the study two was to investigate self-criticism as a potential mediating factor in the link between mother-child relationships and aggression or perceptions of social competence. Maternal self-criticism strongly corresponded to the quality of relationships with children, and an intergenerational similarity of self-criticism, particularly for older children, was found. Mother-child relationships and adolescent self-criticism were significantly related to aggression and perceptions of social competence. In addition, the link between mother-child relationships and aggression or social competence is mediated, in part, by self-criticism in adolescents. Using social control theory and attachment theory as guides, study three examined how qualities of young adolescents' social relationships (i.e., mother, sibling, and friend), and dynamic interactions among characteristics of those relationships, are associated with school involvement and delinquency. Results were largely consistent with tenets of social control theory and attachment theory. Young adolescents' social relationships were associated with their adjustment in ways that are protective or beneficial. Furthermore, these social affordances worked additively and in compensatory ways to promote positive adjustment. Positive relationship qualities tended to amplify other relational influences promoting successful development, and these findings were invariant across gender.While optimal mother-child relationships are central in nurturing the child's capacity to develop warm and harmonious sibling relationships in both a direct and an indirect manner, there is a considerable contribution of siblings to adjustment and socialization above and beyond the effects of mother-child relationships.

Master`s Theses inspect on the process of social education as strategic alteration management. The motivation of law basics of students was investigated. The methodogical material which is appointed to juridical education is collected and analysed. The analyses of SWOT juridical basics teaching is made. One project „The prevention of „Elimination“ from comprehensive school system in Siauliai education institutions“ which is carried out by Siauliai municipality is analysed as one of social educational means. The principal theses of Master Work are: juridical education – civic and social part of education, which includes different age stages; presentation of juridical information on time, the development of juridical awareness and development of this process – fundamentals of juridical education of society; timely offering of juridical information and the development of juridical awareness is an important part of andragogics; it is essential to refer to active teaching approaches and methods in teaching juridical basics, to analyze practical situations, which help not even to gain juridical knowledge but also acquire critical thinking and social skills; it is neccessary to instruct educators who are capable to do skillful work with Elimination risk and second chance students; it is neccessary to create the surrounding to study which is psychologically appealing, to give help to initiate the motivation level in studying.

Tyrime dalyvavo 132 Akmenės rajono mokytojai. (94 gimnazijos mokytojai, 14 pagrindinės mokyklos mokytojų, 16 specialiosios mokyklos mokytojų, 8 muzikos mokyklos mokytojai) Visi tiriamieji - moterys, įgiję aukštąjį išsilavinimą. Tyrimo metodai - metodika socialinei kompetencijai tirti, sudaryta iš 45 teiginių (R. Ullrich ir de R. Muynck Socialinės kompetencijos testas (Vokietija, 1994) adaptavo R.Lekavičienė, 2000). Mokytojų baimės dažnumui ir raiškai nustatyti, naudotas R.Kreitschmann, B.Weidenmann sudarytas klausimynas: „Mokytojų savijautos mokykloje, baimės turinio, dažnumo ir raiškos ypatumų klausimynas“. (1999) Subjektyvios sveikatos būklės vertinimas, pagal PSO su sveikata susijusios gyvenimo kokybės vertinimo klausimai( A.Goštautas, 2001) Tyrimo rezultatai parodė, kad aukštesnės socialinės kompetencijos mokytojai geriau vertina savo subjektyvią sveikatą ir rečiau patiria mokyklos baimę. Išsiaiškinta, kad dažniau įžeidinėjami ir kritikuojami mokytojai, dažniau jaučia mokyklos baimę. Dauguma mokytojų: informacijos stoką organizacijoje, skubėjimą, administracijos reikalavimus, nepakeliamas užduotis - įvardija svarbiausiais mokyklos baimę keliančiais veiksniais. / The purpose of the study is to analyze the subjective health of teachers, the links between social competence and fear of school. The study included 132 Akmenė district teachers (94 gymnasium teachers, 14 primary school teachers, 16 special school teachers, 8 teachers of music schools). All of the tested subjects were women, having higher education . Research methods: techniques to investigate the social competence, which consists of 45 claims (R. Ullrich, and R. de Muynck, Social competence test (Germany, 1994) adapted by R. Lekavičienė, 2000). For the identification of incidence of fear of educators and fear expressions, a questionnaire compiled by R. Kreitschmann, B. Weidenmann was used: Questionnaire of teachers’ wellbeing at school, fear content, frequency and specifics of expression. (1999). Assessment of subjective health status, according to WHO Quality of life, health-related quality of life (A.Goštautas, 2001) The study results indicate that teachers with higher social competence tend to better evaluate their subjective health and less experience the fear of school. It was found that teachers who are more often abused and criticized, more often feel the fear of school. Most teachers identify the lack of information in the organization, rush, administrative requirements, excruciating tasks as the major school fear factors.

Paauglystės amžiuje, kai siekiama įgyti autonomiškumą ir nepriklausomumą nuo šeimos, svarbūs tampa santykiai su bendraamžiais, jų įvertinimas ir pripažinimas, siekiama išbandyti naujus socialinius vaidmenis ir taip atrasti save. Tačiau visi šie gebėjimai priklauso būtent nuo šeimoje įgytos socialinės patirties, kurios pagrindu formuojasi socialinė kompetencija. Tuo tarpu paaugliai, kurių tėvai išvykę, gyvena turėdami ribotas galimybes stebėti tėvų tarpusavio santykius, mokytis problemų sprendimo, perimti socialinius vaidmenis ir tuo pagrindu plėtoti socialines patirtis. Šiame darbe pristatoma, kaip laikina tėvų emigracija įtakoja paauglio socializaciją ir kokia linkme formuojasi jo socialinė kompetencija, t.y. kaip kuriami santykiai su bendraamžiais, suaugusiaisiais, kaip formuojasi paauglio savivertė. Darbo tikslas - išanalizuoti paauglių, kurių tėvai (ar vienas iš jų) laikinai išvykę, socialinės kompetencijos raiškos tendencijas. Šiaulių miesto mokyklose atliktas kiekybinio tipo tyrimas. Iš viso apklausta 326 VI – XII klasių mokinių. Iš jų 101, kurių tėvai ar vienas iš jų laikinai dirba užsienyje ir 225 paaugliai gyvenantys su tėvais. Tiriamiesiems pateiktos analogiškos anketos su uždaro tipo klausimais, kuriais siekta išsiaiškinti paauglių santykių su bendraamžiais ir suaugusiaisiais kokybę, savęs vertinimą. Atliekant statistinę duomenų analizę grupių duomenys lyginti tarpusavyje, išskirti pasisakymų dažniai, statistiškai reikšmingi... [toliau žr. visą tekstą] / In adolescence, when one is seeking to attain autonomy and independence from family, important become relations with the peers, their evaluation and acceptance, it is sought to try new social roles and to find oneself. However all these abilities depend namely on the social experience gained in the family, which is the basis for the social competence to form on. However the teenagers, whose parents have left abroad, live having limited opportunities to observe parental interrelations, to learn problem solving, to accept social roles and to develop social experiences on this basis. This paper deals with how temporary emigration of the parents affect teenager’s socialization and what is the direction his/her social competence forms, i.e. how relations with peers and adults are created, how self-assessment is created. Aim of the paper: to analyse social competence expression trends of the teenagers whose both or one parent has temporary left abroad. Quantitative survey was performed in the schools of Siauliai City. In total 326 pupils from 6th-12th forms were interviewed, including 101 whose both or one parent has temporary left abroad and 225 teenagers living with parents. The respondents were given similar questionings with close-type questions, seeking to disclose quality of relations with peers and adults as well as self-assessment. With the help of statistical analysis data of the groups were compared in between, frequencies of expressions... [to full text]

Ikimokykliniu amžiaus tarpsniu ypač svarbu organizuoti vaiko šokio veiklą kaip vientiso asmenybės ugdymo būdą, padedantį pamatus judesių raiškos, jų meninės kokybės tolesnei plėtotei, o šio proceso metu teigiamos socialinės ir emocinės patirties įgijimas, pažinimo motyvacijos žadinimas, kūrybiškumo skatinimas darželyje yra viena iš socialinės kompetencijos ugdymo prielaidų. Vadinasi, ikimokyklinio amžiaus vaikų šokio veiklą būtina organizuoti ir įgyvendinti taip, kad ji savo tikslų sistema, turiniu, organizacinėmis formomis, technologijomis, ugdymo sistemų pobūdžiu, jų vidinėmis ir išorinėmis savybėmis realizuotų kiekvieno vaiko asmenybės vystymosi raidos ir socializacijos idėją. Todėl ikimokyklinio amžiaus vaikų socialinės kompetencijos ugdymo šokio veikloje galimybių atskleidimas yra aktuali pedagoginė problema. Tyrimo tikslas – atskleisti ikimokyklinio amžiaus vaikų socialinės kompetencijos ugdymo šokio veikloje galimybes bei ypatumus. Šiam tikslui įgyvendinti kelti uždaviniai: remiantis pedagoginės, psichologinės, metodinės literatūros bei švietimo dokumentų analize atskleisti socialinės kompetencijos sampratą bei ikimokyklinio amžiaus vaikų socialinių gebėjimų ugdymo prielaidas; išryškinti vaiko socialinės kompetencijos ugdymo šokio veikloje galimybes; įvertinti tėvų požiūriu šokio veiklos svarbą vaikų socialinės kompetencijos ugdymui; pateikti ir eksperimentu patikrinti socialinės kompetencijos ugdymo šokio veikloje modelį. Tyrimo objektas – ikimokyklinio amžiaus vaikų... [toliau žr. visą tekstą] / It is particularly important to organize child’s dance activity to make it a solid means of person education, which gives base to movement expression, development of its artistic quality and, in this process, gaining positive social and emotional experience, stimulating familiarity motivation, encouraging creativeness in the kindergarten is one of social competence education presumptions. Consequently, it is necessary to organize and implement preschool children dance activity insomuch that it would realize the idea of every child’s personal development and socialization by its aim system, content, organizational forms, technologies, nature of educational systems, their internal and external features. Therefore, potentiality revelation of social competence development during dance activity of preschool children is a relevant pedagogical problem. The aim of the research is to reveal the potentiality and peculiarities of social competence development during dance activity of preschool children. Specific objectives were set in order to realize this aim: to reveal the concept of social competence and presumptions of social competence development of preschool children using analysis of pedagogical, psychological, methodic literature and educational documents; to highlight possibilities of preschool children social competence development during dance activity; to evaluate parents attitude towards dance activity importance to children social competence development; to propose and... [to full text]

Raktažodžiai: socialinė kompetencija, studijų programa „Turizmo ir sporto vadyba“. Nuolat besikeičianti verslo aplinka ne tik kelia iššūkius vadybai, bet ir suteikia naujas galimybes vadybininkams pertvarkant vadybos procesą ir siekiant užsibrėžtų tikslų. Efektyviai dirbančiose organizacijose pasikeitė požiūris į vadybą. Vadovai efektyviai ieško būdų, kaip skatinti darbuotojų iniciatyvas ir kūrybiškumą, kaip jiems suteikti daugiau pasirinkimo laisvės ir įgaliojimų priimti sprendimus. Šiuolaikinėje organizacijoje iš esmės pasikeitė ir vadybininko vaidmuo. Rinka reikalauja išskirtinių vadybininko kompetencijų, jis turi tapti permainų agentu, kuriančiu darbotvarkę permainoms, pasveriančiu riziką, vystančiu kultūrą ir technologijas. Vadybininkas privalo greitai orientuotis besikeičiančioje aplinkoje, kaupti informaciją ir skleisti ją tiek organizacijos išorėje, tiek ir viduje, kurti ateitį ir siekti unikalumo naujose veiklos srityse. Jis turi gebėti bendrauti ir bendradarbiauti. Kompetencija leidžia žmogui veikti skirtingomis, nuolat kintančiomis veiklos sąlygomis ir siekti kuo aukštesnių tikslų. Socialinė kompetencija tampa vienu svarbiausiu dalyku žmogiškųjų išteklių vadyboje, ypač dabar, kai padidėjo konkurencija išaugus darbo jėgos srautams tarp šalių. Todėl ir personalo politikoje padidėja socialinės kompetencijos, susijusios su darbuotojų elgsena, šalies papročiais, tradicijomis, svarba. Tyrimo objektas. Lietuvos Kūno Kultūros Akademijos turizmo ir sporto vadybos studijų... [toliau žr. visą tekstą] / Keywords: social competence, study program “Tourism and sport management”. The goal of the research – to identify the singularity of students social competence of the study program „Tourism and sports management“ The analysis of nonfiction, questionnaire and statistical analysis was used in this research. According to R. Lekavičienė‘s (2001, 2004) research of students social competence, we have made the hypothesis, that men more than women trust in oneself, but they express their feelings worse than women. The women have bigger feeling of guilt then men. The students of the study program “Tourism and sport management” Lithuanian Academy’s of Sports Education participated in this research. The respondents were chosen by the method of undenominational researching group choice – when the repartition of investigative in the population group is unknown. We picked all the students which study the program “Tourism and sport management”. It was questioned 173 students – 135 women and 38 men. We have used the method of questionnaire to find the singularity of social competence and the social competence assessment methodology prepared by R.Lekavičienė (2001) (potted by Ullrich and de Muynck questionnaire) to value them. This methodology shows seven factors: F1 – the grand trust in oneself; f2 – the hardiness to disaster and critics; F3 – the ability to express feelings; F4 – the ability to ask favor; F5 – intractability; F6 – the ability to require; F7 – non feeling guilty. To process... [to full text]