THE JUSTIFICATION OF DEVELOPMENT OF INTEGRATIVE MODEL OF SOCIAL EMOTIONAL COMPETENCE
DOI:
https://doi.org/10.17770/sie2017vol1.2305Keywords:
social emotional competence, integrative theoretical modelAbstract
Social emotional competence (SEC) is called as one of the most needed competences of 21st century. In the past dozen years, number of researches about SEC’s relationship to many other crucial outcomes in psychosocial life of individual –performance, school readiness, success in participation and interaction with peers and adults, well-being, different clinical variables, in example, learning disabilities, depression, anxiety, withdrawal behavior etc. –have been published. Nevertheless, there is no agreement about the definition of SEC, which components comprises it, and there is no standardized measure for SEC assessment. There hasn’t been sufficient qualitative scientific discussion about the topic in Latvia as well, although SEC or its components have been frequently researched here. The aim of this article was to provide a theoretical overview of the problems and challenges in SEC research in general and to justify the need of development of integrative model of SEC. The main objective was to develop its preliminary theoretical version.Downloads
References
Arnold, K. H. & Lindner - Muller, C. L. (2012). Assessment and develompent od social competence: introduction to the special issue. Journal fo Eduactional Research Online, 4(1), 7-19.
Bajgar, J., Chiarrochi, J., Lane, R., & Deane, F. P. (2005). Development of the Levels of Emotional Awareness Scale for Children (LEAS-C). British Journal of Developmental Psychology, 23, 569-586.
Barblett, L. & Maloney, C. (2010). Complexities of Assessing Social and Emotional Competence and Wellbeing in Young Children. Australian Journal of Early Childhooh, 35(2), 12-18.
Bar – On, R. (2008). The Bar – On model of emotional – social intelligence (ESI). Psicothema, 18, 13-25.
Beck, L., Kumschick, I. R., Eid, M., & Klann – Delius, G. (2011). Relationship Between Language Competence and Emotional Competence in Middle Childhood. Emotion. 12(3), 503-14.
Denham, S. (2006). Social – Emotional Competence as Support for School Readiness: What is it and how we assess it? Early Education and Development, 17(1), 57-89.
Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The Impact of Enhancing Student’s Social and Emotional Learning: A Meta – Analysis of School based Universal Interventions. Child Development, 82(1), 405-432.
Dirks, M.A., Treat, T.A., & Weersing, V.R. (2007). Integration theoretical, measurment, and intervention models of youth social competence. Clinical Psychology Review, 27, 327-347.
Elsiņa, I. & Svence, G. (2016). Vidējās bērnības vecumposma skolēnu emocionālās apzināšanās izmaiņas sociālās kompetences un apzinātības intervences grupā bērniem. Sabiedrība. Integrācija. Izglītība. Starptautiskās zinātniskās konferences materiāli 2016. g. 27.-28. maijs, I daļa, 331-343.
Elsiņa, I. & Perepjolkina, V. (2017). Sociāli emocionālās kompetences integratīvā modeļa teorētiskais pamatojums. In press.
Ferreira, M., Simõesa, C., Matosa, M.G., Ramiroa, L., & Diniza, J.A. (2012). The role of social and emotional competence on risk behaviors in adolescence. Emotional Education, 4(1), 43-55.
Grīvza, V. (2015). X pilsētas vispārizglītojošās skolas X 1.klašu skolēnu emocionālo un sociālo kompetenču izmaiņas TANZPRO-Biodanza intervences grupā. (Maģistra darbs, RPIVA, Rīga, Latvija).
Halberstadt, A.G., Denham, S.A., & Dunsmore, J.C. (2001). Affective social competence. Social development, 10(1), 79–119.
Halle, T.G., Darling-Churchill, K.E. (2016). Review of measures of social and emotional development. Journal of Applied Developmental Psychology, 45, 8–18.
Izard, C.E., Fine, S.E., Schultz, D., Mostow, A.J., Ackerman, B.P., & Youngstrom, E.A. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12(1), 18–23.
Jennings, P. A. & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Rekation to Student Classroom Outcomes. Review of Educational Research, 79(1), 491-525.
Le Deist, F. D. & Winterton, J. (2005). What is competence? Human resource Development International, 8, 27-46.
Mancini, G., Agnoli, S., Trombini, E., Baldaro, B., & Surcinelli, P. (2013). Predictors of Emotional Awareness During Childhood. Health, 5(3), 375-380.
Mavroveli, S., Petrides, K. V., & Sangareau, Y. (2009). Exploring the relationships between trait emotional intelligence and objective socio – emotional outcomes in childhood. British Journal of Educational Psychology, 79, 259-272.
Monnier, M. (2015). Difficulties in Difining Social Emotional Intelligence, Competences and Skills – a Theoretical Analysis and Structural Suggestion. International Journal for Research in Vocational Education and Training, 2(1), 59-84.
Ozola, L. (2016). 8-9g.v. bērnu empātijas un emocionalās pašregulācijas rādītāju izmaiņas nevardarbīgās komunikācijas intervences programmā pēc M.Rozenberga. (Maģistra darbs, RPIVA, Rīga, Latvija).
Parker, J. D., Keefer, K. V., & Wood, L. M. (2011). Toward a Brief Multidimensional Assessment of Emotional Intelliģence: Psychometric Properties of Emotional Quotient Inventory – Short Form. Psychological Assessment, 23(3), 762-777.
Rieffe, C., Terwogt, M. M., Petrides, K. V., Cowan, R., Miers, A. C., & Tolland, A. (2007). Psychometric properties of the Emotion Awareness Questionnaire for Children. Personality and Individual Differences, 43, 95-105.
Rychen, D. S. & Salganik, L. H. (2006). Defining and selecting key competencies. Executive Summary. Iegūts: http://www.oecd.org/pisa/35070367.pdf
Sternberg, R. (2005). Intelligence, competence and expretise. In: A. Elliot & C. S. Dweck (Eds.), The handbook of competence and motivation (pp. 15-30). New York: Guilford Press.
Stump, K.N., J.M., Ratliff, J.P., Wu, & Hawley, P.H. (2009). Theories of Social Competence from the Top-Down to the Bottom-Up: A Case for Considering Foundational Human Needs. In J.L. Matson (Ed.), Social Behavior and Skills in Children (pp. 23-37). New York: Springer Science.
Weinert, F. E. (2001). Competencies and Key Competencies: Educational Perspective. In: N. Smelser & S. Baltes (Eds.): International Encyclopedia of the Social and Bahavioural Sciences (Vol, 4, pp. 2433-3436). Amsterdam: Elsevier.
Wilhelm, O. (2005). Measuring reasoning ability. In O. Wilhelm & R. W. Engle (Eds.), Understanding and measuring intelligence (pp. 373–392). London: Sage.
Wilhelm, O. & Nickolaus, R. (2013). Was grenzt das Kompetenzkonzept von etablierten Kategorien wie Fähigkeit, Fertigkeit oder Intelligenz ab? Zeitschrift für Erziehungswissenschaft 16(1), 23-26.
