Paper One: An investigation of the social competence of pre-school children within three pre-school settings Abstract This paper is the first of two that investigates the concept of social competence in pre-school children within their pre-school and as they move onto their first year at school. Research has identified the development of social and emotional skills as key to a child’s future well being. Using a social constructionist perspective (Vygotsky, 1978; Rogoff, 1990), this project aimed to identify how pre-schools develop children’s social competence. Twenty-one children were observed in their free choice time at pre-school. Systematic observations recorded child-to-child activity and naturalistic observations recorded the children’s interactions with the adults present. Semi-structured interviews took place with the managers of the pre-schools. There were distinct beliefs amongst the pre-schools about how children’s social competence should be promoted. The observations revealed that the pre-school children were ‘sociable’ either by attaching to an adult or a peer. Adults were also communicative with the children within the ‘free choice’ periods but this was characterised by brief interactions with a broad content of making a request, ensuring a health and safety criteria was met rather than in sustained communication about play. It was concluded that pre-school practitioners may benefit from better targeted training to develop their skills in facilitating children’s social competence within play and that parental input could play a part in developing this. Paper 2 A case study of four children’s social competence during their transition from pre-school to Primary school Abstract This study undertook an examination of four children’s social competences during a period of 18 months while they experienced the transition from pre-school to Primary school. Transition has been described as a time of ‘discontinuity’ (Margetts, 2002). Using Bronfennbrenner’s (1979) ecological framework, there was a focus on the interactions of the child during transition as well as on the school level of influence. The data was explored using a case study approach; the play experiences of four children were recorded using two types of observation (both systematic and naturalistic), semi-structured interviews with pre-school and school staff were conducted and questionnaire data using the Social Competence Behaviour Evaluation, Pre-school edition (LaFreniere and Dumas, 2003) was taken from parents and teachers. In this study, schools had differing approaches to transition and there were found to be gaps in the transition process for children who had had no prior contact with the school. Social competence did not change over transition, except for a dramatic decrease in parent scores for two children. It was argued that children may benefit from more individualised approaches during transition and also better communication between pre-school settings and Primary schools.

There has been a growing discussion in the fields of education and psychology about the relationship between social skill proficiency and academic excellence. However, the presence of extracurricular involvement as promoting both academic and social development has not been thoroughly explored. The most recent literature syntheses and meta-analyses on extracurricular activity participation were conducted in the 1980??s. An updated review and quantitative look at the participation literature is due. The purpose of this study is to integrate participation studies from the 1990s and give summative information as to the impact of extracurricular activity participation on various educational and psycho-social characteristics. Of the 164 identified studies, 41 were included in these meta-analyses. The current analyses produced 6 different activity categories: general extracurricular activity, sports, work and vocational activities, performing arts, pro-social activities, and community-based activities. The current meta-analyses suggest student outcomes were significantly related to general extracurricular activity and pro-social activity participation. General activities and pro-social activities had the most impact on academic achievement, while performing arts and pro-social activities?? participants reported the largest effect on identity and self esteem related outcomes. Sports and related activities (i.e. Cheerleading) were not as strongly linked to academic achievement indicators as anticipated and student workers had more negative outcomes than any other activity participants. In conclusion, the best outcomes for children and adolescents are brought about through well-built, developmentally appropriate structured activities. Moreover, the academic and social profits of extracurricular activities that have been examined in this study can be used to inform program planning and implementation.

There has been a growing discussion in the fields of education and psychology about the relationship between social skill proficiency and academic excellence. However, the presence of extracurricular involvement as promoting both academic and social development has not been thoroughly explored. The most recent literature syntheses and meta-analyses on extracurricular activity participation were conducted in the 1980??s. An updated review and quantitative look at the participation literature is due. The purpose of this study is to integrate participation studies from the 1990s and give summative information as to the impact of extracurricular activity participation on various educational and psycho-social characteristics. Of the 164 identified studies, 41 were included in these meta-analyses. The current analyses produced 6 different activity categories: general extracurricular activity, sports, work and vocational activities, performing arts, pro-social activities, and community-based activities. The current meta-analyses suggest student outcomes were significantly related to general extracurricular activity and pro-social activity participation. General activities and pro-social activities had the most impact on academic achievement, while performing arts and pro-social activities?? participants reported the largest effect on identity and self esteem related outcomes. Sports and related activities (i.e. Cheerleading) were not as strongly linked to academic achievement indicators as anticipated and student workers had more negative outcomes than any other activity participants. In conclusion, the best outcomes for children and adolescents are brought about through well-built, developmentally appropriate structured activities. Moreover, the academic and social profits of extracurricular activities that have been examined in this study can be used to inform program planning and implementation.

Children and adolescents with Nonverbal Learning Disabilities (NVLD) commonly experience severe social and academic difficulties. Youth with NVLD lack social competence. They display poor social perception and find it challenging to appropriately attend to the facial expressions, prosody, and body language of others. Children with NVLD are often unable to accurately interpret social exchanges. Subsequently, they have trouble determining which behaviors to enact and tend to respond to social situations with inappropriate or atypical behaviors. As a result, they are repeatedly isolated, neglected, and ostracized by their peers (Little, 1993). These negative experiences correspond with elevated levels of anxiety, depression, and suicide attempts (Fletcher, 1989; Rourke, Young & Leenars, 1989). This study sought to gain a greater understanding of how youth with NVLD process social information as their poor performance in this area increases the likelihood that they will experience detrimental life outcomes. This study examined the perspectives of children with NVLD and the perspectives of their primary caretakers and teachers. Participants consisted of 12 children with NVLD between the ages nine and 13. A parent and teacher of each child also participated. Data was collected via interviews, observations, and field notes. Grounded theory methodology was used to analyze data for significant themes and trends. Data analysis generated rich theory regarding how children with NVLD understand social interactions and nonverbal communication. Key traits of those with NVLD are detailed and findings indicate that communication across parties promotes social development. / text

Social competence expression and development possibility of Utena region pedagogues The changes in public life and the reform of education determinate new requirements to the pedagogues. Today our school needs new type teacher who has wide spectrum of competence. Especially it is very important topicality of social competence. The aim of this work was to analyze pedagogues’ social competence expression and development possibility. Whereas the construct of social competence is very complicated and various, there were elected shifts of openness, orientation value and social responsibility, communication and collaboration in education institutions, as education and competence cause as the main points. Such selection of the main points allowed to see the rapports among the pedagogies themselves, others and problematical situation. In the theory part of the work there was properly traversed conception of the pedagogues social competence and it’s topicality in current school was developed. Here was unclosed the expression of the competence. The ways of the pedagogues’ social competence development are under consideration. In this work a very big attention is given to the pedagogues shift qualification development and active position in developing education system. In the practical part of the work there were researched the motives and the opportunities of Utena pedagogues social competence development. The research showed that the students at school feel partly good... [to full text]

Research in the field of intellectual disability (ID) has long recognized that social skills and, in turn, social acceptance, are key areas of difficulty for children with ID. However, little work has been done to examine the factors that may contribute to the development of these difficulties. This study examined early childhood parent-child interactions, as well as early characteristics of both the parent and the child, in order to identify the factors that may be relevant to the later development of social competence and social integration. The study found that the social competence of school-aged children with ID affects the extent to which they are integrated within the social and academic domains. Furthermore, school-age social competence was affected by child and parent functioning in toddlerhood. The findings have important implications for intervention, as mentally healthy, well-supported parents may pose a protective factor for at-risk children. Future studies will need to further examine the role of parent-child interactions in child development. / Thesis (Ph.D, Psychology) -- Queen's University, 2009-09-24 13:50:22.687

Childhood aggression is a pervasive problem that has serious consequences for peer relationships. The relation between aggression and peer victimization has been studied extensively. Research suggests that these two constructs become intertwined in a maladaptive cycle as children age. Yet, not all aggressive children are victimized by their peers nor does aggression have the same consequences for all children. The current study seeks to investigate under what circumstances aggression leads to peer victimization and suggests that social competence is a critical moderator of this relationship. Previous research has found that levels of social competence vary among aggressive children. However, the consequences of aggression (i.e., peer victimization) at varying levels of social competence has not been previously studied. In a sample of 369 children in grades 2 through 5, the short-term longitudinal relations between physical aggression and peer victimization, and the moderating effects of social competence were examined over two time points. Social competence moderated the relation between aggression and peer victimization: At low levels of social competence, the relation between aggression and peer victimization was not significant. At moderate and high levels of social competence, a relation between aggression and peer victimization was significant. Findings demonstrate the importance of fostering social competence and prosocial conflict resolution strategies among aggressive children and intervening early in development in order to prevent the occurrence and consequences of childhood aggression. / Graduate

A large body of research has examined if early psychopathology symptoms predict continued social difficulties into adolescence; however, few studies have examined whether early social competence predict which children will develop and maintain psychopathology symptoms across childhood and adolescence. Utilizing the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development dataset, this study included a multi-method assessment of social competence in preschoolers and examined whether these social competency measures predicted internalizing and externalizing psychopathology symptom trajectories throughout childhood and adolescence. Additionally, it examined whether social competency measures predicted narrowband measures of attention-deficit/hyperactivity disorder, oppositional defiant disorder, depression, and psychopathy in 3rd - 9th grade. Exploratory factory analyses could not identify underlying factors among the social competency measures; as such, these were examined individually. Two to four classes were identified using Growth Mixture Modeling for parent- and teacher-reported internalizing and externalizing trajectories. Generally, children who had worse preschool social competence were more likely to be in the various moderate and high psychopathology symptom trajectory classes. Some measures of social competency were predictive of parent and teacher-reported ADHD and ODD and self-reported psychopathy, with differing relations for males and females; no measures were predictive of self-reported depression. This study has important implications with regard to early identification of and intervention for at-risk youth. Identifying these youth during the preschool years can result in improved developmental trajectories and significantly decreased societal costs. / M.S. / A large amount of research has looked to see if early atypical mental or behavioral symptoms (known as psychopathology symptoms) predict continued social difficulties into adolescence; however, only a few studies have looked at whether early social skills and performance (social competence) predict which children will develop and continue to show psychopathology symptoms across childhood and adolescence. Using the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development dataset, this study included multiple ways to assess social competence in preschoolers and wanted to see if these measures predicted psychopathology symptoms over time as the child grows up. Additionally, it looked to see whether social competency measures predicted symptoms of attention-deficit/hyperactivity disorder, oppositional defiant disorder, depression, and psychopathy in 3rd - 9th grade. Generally, after running analyses on the data, children who had worse preschool social competence were more likely to have moderate and high psychopathology symptoms over time. Some measures of social competency were shown to be related to parent and teacher-reported ADHD and ODD and self-reported psychopathy, with different connections for males and females; no measures were connected to self-reported depression. This study has important possibilities when looking at early recognition of and treatment for at-risk youth. Finding these youth during the preschool years can lead to better paths over time.

<p>The present dissertation takes the multi-faceted phenomenon of deception as its point of departure. The aim is to make a case for deception as a social phenomenon, and to frame theoretically and define the skills and abilities that make deception possible.</p><p>A theoretical model based on a number of ideal types is constructed. The purpose of the model is to differentiate particular aspects of deception, and the model is illustrated with examples of actions of more or less well-known impostors. The examples were collected from a variety of sources, such as autobiographies and television programs.</p><p>As a first step, the legal definition of deception, i.e. fraud, and statistics on crimes of deception in Sweden are presented. Different theoretical approaches are also discussed; deception as a personality trait, and deception as communication and interaction.</p><p>In order to illuminate the social dimensions, it is emphasized that deception constitutes a particular type of relationship between deceiver and deceivee. This particular form of interaction exploits elementary forms, and it is also asymmetrical in terms of the intentions of the parties involved.</p><p>The concept of social competence is used to describe the skills and abilities required for successful acts of deception. It is argued that the social competence of deceivers consists of three types: strategic, normative, and dramaturgic competencies. The strategic competency involves being goal-rational and strategic, for example, the ability to predict the actions of the potential addressee. In the normative competency, norms and reference to norms are used strategically. The dramaturgic competency represents an operationalization and enactment of the two other competencies, and resembles the preparation and performance of an actor.</p><p>The different contexts in which deception can occur are also discussed. A preliminary typology is presented, with the aim of demonstrating the difficulties in drawing clear lines between various types of deception. The extended approach to deception also means that it can be viewed as a part of everyday social interaction.</p><p>Finally, some thoughts on deception in the light of societal changes are presented. It is argued that the increasing demands on people to promote themselves in various ways in today’s society can be perceived as an invitation to deception and fabrication. These demands can generate feelings of inferiority and a fear of eventually being unmasked as an impostor, or a phony.</p>

Early childhood represents a critical period for the development of social skills and abilities that enhance social competence. One of the main aspects that contribute to this development is the parent-child relationship. The purpose of this study is to explore this area of the parent-child relationship by focusing on parenting personality and parents’ perceptions. The aim of this study was to investigate whether parents’ personality could influence the parent-child relationship and consequently predict social competence in young children. Parents’ personality related to the five personality dimensions as delineated by the Five Factor Model. Parents’ perceptions focused on Attachment, Discipline Practices, Involvement, Parenting Confidence, and Relational Frustration. The study consisted of 62 parents of children between the ages of three and six years old. Participants were asked to fill out three questionnaires, the Parenting Relationship Questionnaire for Pre-schoolers (PRQ-P), the Neuroticism Extraversion Openness-Five Factor Inventory (NEO-FFI), and the Social Competence Scale (SCS). The five personality dimensions were found to be significantly correlated with parenting perceptions of the parent-child relationship and the preschool child’s social competence. For example Neuroticism, Extraversion, Agreeableness and Conscientiousness were significantly related to Parenting Confidence, however only Neuroticism and Agreeableness correlated significantly with social competence in children. More specifically, Neuroticism was negatively related to Emotional Regulation and Agreeableness was positively related to Prosocial Behaviour. In addition to this regression analyses showed that the parent-child relationship, personality, and social competence were strongly mediated especially with regards to Neuroticism, Parenting Confidence as well as Relational Frustration and Emotional Regulation. Implications of the findings and recommendations for future research were discussed.