Journal ArticleDOI
Affective Social Competence.
TLDR
In this article, a theoretical model for affective social competence is described, which is comprised of three integrated and dynamic components: sending affective messages, receiving affective message, and experiencing affect.Abstract:
A theoretical model for affective social competence is described. Affective social competence (ASC) is comprised of three integrated and dynamic components: sending affective messages, receiving affective messages, and experiencing affect. Central and interconnected abilities within each component include awareness and identification of affect, working within a complex and constantly changing social context, and management and regulation. The dynamic integration of the components is emphasized and potential mediating factors are outlined. The model is placed within the context of previous research and theory related to affective social competence; how the model advances future research is also explicated for each component. Research with special populations of children is described to highlight the importance of affective social competence in social relationships and the promise of the ASC model for future research and practice.read more
Citations
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Journal ArticleDOI
The Role of the Family Context in the Development of Emotion Regulation
TL;DR: Current literature examining associations between components of the family context and children and adolescents' emotion regulation (ER) and a tripartite model of familial influence posited that children learn about ER through observational learning, modeling and social referencing.
Journal ArticleDOI
Emotional intelligence, personality, and the perceived quality of social relationships
TL;DR: In this paper, the authors explored links between emotional intelligence, measured as a set of abilities, and personality traits, as well as the contribution of both to the perceived quality of one's interpersonal relationships.
Journal ArticleDOI
Improving young children's social and emotional competence: a randomized trial of the preschool "PATHS" curriculum.
TL;DR: After exposure to PATHS, intervention children had higher emotion knowledge skills and were rated by parents and teachers as more socially competent compared to peers, and teachers rated intervention children as less socially withdrawn at the end of the school year compared to controls.
Reference EntryDOI
Socialization in the Family: Ethnic and Ecological Perspectives
Ross D. Parke,Raymond Buriel +1 more
TL;DR: In this paper, the authors reviewed advances in our understanding of socialization of children in the family context and highlighted the importance of considering how multiple social changes act together in achieving their effects on children's socialization.
Book ChapterDOI
Peer Relationships, Child Development, and Adjustment: A Developmental Psychopathology Perspective
Jeffrey G. Parker,Kenneth H. Rubin,Stephen A. Erath,Julie C. Wojslawowicz,Allison A. Buskirk +4 more
TL;DR: For instance, this paper found that children are beginning to understand that non-literal meaning can be shared by partners, and they can communicate these meanings effectively during pretense with partners.
References
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Journal ArticleDOI
A review and reformulation of social information-processing mechanisms in children's social adjustment.
Nicki R. Crick,Kenneth A. Dodge +1 more
TL;DR: In this article, the relation between social information processing and social adjustment in childhood is reviewed and interpreted within the framework of a reformulated model of human performance and social exchange, which proves to assimilate almost all previous studies and is a useful heuristic device for organizing the field.
Journal ArticleDOI
Emotion Work, Feeling Rules, and Social Structure
TL;DR: In this article, an emotion-management perspective is proposed as a lens through which to inspect the self, interaction, and structure of emotion, arguing that emotion can be and ofter is subject to acts of management.