Social Competence: The Definition Of Social Competence

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SOCIAL COMPETENCE

What is social competence? In this earlier work, social competence was defined broadly, to reflect individuals’ “personal and social maturity” in multiple domains (Raver and Zigler 1997). So basically, social competence define as socially effective behavior and its cognitive, affective and conative antecedents. Socially effective behavior is behavior that is instrumental in helping people achieve persona1 goals that are social in nature (Schneider, Ackerman et al. 1996). Also, social competence also reflects by having an ability to get another 's perspective concerning a situation, learn from past experiences, and utilize that learning to the changes in social interactions. In a simple word the social competence
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Individual Attributes The child is usually in a positive mood. Usually, they come willingly to do any program or activities. Also, come with rebuffs or other disappointments adequately. Showing interest in others and does not seem to be acutely lonely. Shows the capacity to empathize and display the capacity for humor.

2. Social Skill Attributes Social Skill attributes using the behavior approaches as guidelines. Social competence will be identified by demonstrating the behaviors of social skills that are compiled and are collective. Children interacts nonverbally with other children such as smiling, waving hand, and others. Expects a positive response when approaching others. Expresses wishes and preferences clearly like by given reasons for actions and positions. Asserts own rights and needs appropriately and not easily intimidated by bullies. Expresses frustrations and anger effectively, without escalating disagreements or harming others. Gains access to ongoing groups at play and work. Enters ongoing discussion on a topic that makes relevant contributions to ongoing activities. Takes turns fairly easily and showing the capacity to really care about them and miss them if they are absent. Has “give-and-take” exchanges of information, feedback, or materials with others. Negotiates and compromises with others appropriately. Able to maintain a friendship with one or more peers, even after disagreements and does
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1. Aggressive and hostile group Children with aggressive and hostile behaviors are those whose acting out behaviors negatively influence their ability to form relationships, and sustain interpersonal interactions. Aggressive and hostile children tend to have deficiencies in social information processing, and employ inappropriate social problem solving strategies to social situations. They also tend to search for fewer facts in a social situation and pay more attention to the aggressive social interactions presented in an interaction.

2. Perceptual deficits subgroup Children with perceptual deficits do not perceive the environment appropriately and interpret interpersonal interactions inaccurately. They also have difficulty reading social cues, facial expressions and body gestures.

3. The Group with difficulties in self-regulation. Children who are with self-regulation tend to have the classic difficulties in executive
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