The research reported here provides an introduction to a theoretical model of socio-affective competence. This conceptual model of social effectiveness consists of four competencies that are related to the development of effective interpersonal relationships in the workplace. These competencies include: establishing rapport, promoting acceptance of differences, developing trust and cultivating charismatic influence. The socio-affective competence model was formulated in an attempt to integrate research on social and emotional skills that have been linked to performance in organizations. The current research proposed the model and defined its competency areas, designed a socio-affective competence situational judgment test (SAC-SJT), identified the variables that were theoretically related and unrelated to the construct, and provided initial evidence in support of the criterion-related validity of the socio-affective competence framework. Results from two different studies established the foundation of the socio-affective competence nomological network and demonstrated the predictive validity of the SAC-SJT on job performance, relational behaviors, and organizational citizenship performance. The author discusses the benefits of developing interpersonal relationship skills and the relevance of these findings in organizational settings.

This qualitative single case study examined the connections between social-emotional learning and academic achievement in adolescents. Questions that formed the foundation for research include the background of how one middle school developed social and emotional practices for their student population, the ways in which those practices are implemented and sustained in the school community, how social-emotional learning practices interface with academics, and approaches which can be shared with other school sites. Qualitative research methods included formal and informal participant interviews, site and field observations, and the collection of artifacts and documents such as test scores and student work. Data was coded and analyzed by themes: 1) Building Relationships and Developing Trust; 2) Learning Engagement and Achievement; 3) Teaching Accountability and Responsibility; 4) Collaboration; 5) Resolving Conflicts; and 6) Budgets, Curriculum and Standards, and Teacher Demands. Data show convincing connections between creating caring school communities and the academic, social, and emotional development of adolescents.