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Social Competent Analysis

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Competence can be defined as the ability to do something well or effectively. In the same context, social competence is defined as one’s ability to effectively engage in social interactions. According to Ma (2012), there are three aspects to social competence, which are the ability to deal with interpersonal conflicts and develop positive interpersonal relationship, the establishment of a clear self-identity and group identity, and the inclination of being a responsible and serving citizen in one’s society. The ability to develop positive relationships with different people in society serves as a very important aspect that affects the overall development of an average person, especially children and adolescents who go through different developmental …show more content…

(2002), cognitive competence refers to the ability to develop and apply the cognitive skills of self-talk, the reading and interpretation of social-cues, using steps for problem-solving and decision-making, understanding the perspective of others, understanding behavioral norms, a positive attitude toward life, and self awareness. Social competence is interrelated with cognitive competence in a positive way, meaning that as the cognitive competence rises, social competence also rises, and vice versa. M. H. Beauchamp and Anderson introduced a model called “The Socio-Cognitive Integration of Abilities Model (SOCIAL),” which assumes that the development of social skills is dependent on one’s cognitive functions. According to M.H. Beauchamp and Anderson (2010), the model has two components, the first one is the mediator, and the second one is the cognitive function. The mediator refers to environmental factors, both internal and external. Internal factors include one’s personality and temperament. External factors include family environment, cultural background, and so on. The second component is the cognitive functions, which does not only mean one’s knowledge or intelligence, but it also points to one’s cognitive skills, such as selective attention, communication, problem-solving skills, moral reasoning, and so on. The two components of the model mutually affect each other to determine one’s social competence. For example, when a baby is newly

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Social and emotional learning and development for students is promoted through the Kids Helpline in “four main social and emotional competencies which include self-awareness, self-management, social awareness, relationship skills and responsible decision making” (Kids Helpline, 2016). The Kids Helpline addressed to schools ways where they can achieve social and emotional development for their students. Firstly providing students with direct information forms the kids helpline in regards to the four main social and emotional competencies. Secondly they support teachers who co-facilitated the sessions to integrate the information learned into their curriculum with a key focus on social and emotional learning. Lastly they provide session booklets, topics, and informative resources which can be given to parents who can then use the knowledge at

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Social skills is a skill that isn’t what people will learn, but a matter of when. The importance of social skills in the real world sometimes goes over looked. “Through their teams, they can connect with other children their age and begin to make friends and build lasting relationships.” Says the YMCA in their article (7). These friendships are incredibly important because they introduce kids to new cultures and environments that they otherwise haven’t seen.

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Socializing is a skill everyone must have. You may not be good at it, but you need it. " Somebody said because she's too fat, somebody because of the three flights of stairs, but I believe she doesn’t come out because she is afraid to speak English, and maybe this is so since she only knows eight words." (Document C).

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DISCUSSION The results of qualitative data gathering techniques have revealed discrepancies in how evaluators assessed social skills. The largest changes were observed by the adolescents themselves. Previous research (Forness and Kavale, 1996; Renk and Phares, 2004) has shown that on average the participants themselves notice more social skills improvement than other evaluators.

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