BLOG ESSAY TWO- Social Competence

Topic: What skills, attitudes and behaviours are exhibited by people whom we understand to be socially competent? To what extent is it innate? What are the most effective methods for training people in social skills and enhancing social competence?

Word count: 1,494 (excluding abstract, content, headings, quotes, in-text referencing, reference list and appendices).

Content:

- Abstract
- To what extent is social competence is innate?
- Effective training methods to improve social competence
- Conclusion
- Reference List
- Appendix A (Self Evaluation)

Abstract

This essay will explore the skills, attitudes and behaviours that are exhibited by people who are considered to be socially competent. It will also discuss to what extent it is innate as well as some of the most effective methods for training people to improve their social skills and develop social competence.

According to theory, many different definitions of social competence have been proposed (Dodge et al, 1998). In recent years there seems to be an emerging consensus that social competence has less to do with any one set of behaviours, skills or attitudes and more to do with the coordination of cognition, affect and behaviour to successfully handle social tasks (Vaugn & Hogan, 2004). For example Ford & Waters (2003) refer to social competence as the “attainment of relevant social goals in specified social contexts, using appropriate means and resulting in positive developmental outcomes: (Ford & Waters, 2003 cited in Vaugn & Hogan, 2004). Dodge and Sroufe (1998) similarly define the competent individual as “one who is able to make use of environmental and personal resources to achieve a good developmental outcome” (Dodge & Sroufe 1998, cited in Dodge et al, 1998).
Although different cultures and contexts value different social behaviours as important, there is nevertheless some broad consensus in most societies about what is desirable (Mellard & Hogan, 2002). Social competence can be a subjective concept, as what one person believes to be a suitable social skill may be inappropriate to another. For example, the social skills a person exercises with a friend or relative are not the same as with an employee or landlord. According to Bender and Wall (2004), basic social proficiency is reflected in people having the ability to interact appropriately with others in various situations (Bender & Wall, 2004 cited in Smith, 2005). A major component of the definition of social competence is determining appropriate behaviour (Plotnik, 2002). For instance, some people may possess the correct social skill, but may use it at the wrong time or only when it is personally beneficial. A socially competent person can correctly determine which behaviours are appropriate in any given situation (Dodge et al, 1998).

Social competence is being able to possess and use the ability to integrate thinking, feeling and behaviour to achieve social tasks and outcomes valued in the host context and culture (Zins et al, 2006). Social competence plays an integral part in how well a young person transitions in to adulthood. Without adequate social skills a person may experience trouble in the areas of employment, daily living skills, independent living and participating in the community (Pray & Marley, 2004). Employees often claim that social competency is more important than actual experience in the workplace (Holmes & Fillary, 2000). Being able to organise thoughts and questions, having a sense of humour and being able to successfully communicate with co-workers have been stated by employers to be critical attributes for doing well in a working environment (Deagers, 2005). Also poor peer relationships and low social skills have been linked to drop outs, juvenile delinquency, job termination and suicide (Lad & Golter, 1998). Children and adults must display appropriate social skills within the rules of their culture to maintain relationships that will help them to become independent (Plotnik, 2002). Those who display inappropriate behaviours are less appealing to their peers and have been found to have ongoing social problems (Holmes & Fillary, 2000).

Research conducted by Lindsay et al. (2004) suggests that in community life, appropriate behaviour may be even more important than academic or job skills in determining whether one is perceived as a competent individual. For example, Holmes and Fillary (2000) investigated the ability of adult’s with mild intellectual disabilities to appropriately engage in the ‘small talk’ that is part of any workplace. They noted that workers with intellectual disabilities who demonstrate competence in social skills are generally perceived more positively than those who lack such skills regardless of any task-related skill level (Holmes & Fillary, 2000).

Moreover evidence from studies using child interviews, direct observations, and teacher ratings all suggest that popular children tend to exhibit high levels of social competence (Goetz & Dweak, 2006). These students are friendly and cooperative and can engage in conversation easily. Peers describe these students as understanding and helpful.Also, research has found that socially competent children are able to consider others’ perspectives, can sustain their attention to the play task and are able to remain calm in situations involving conflict (Lad & Golter 1998).

To what extent is social competence innate?

This is an interesting and debatable question. Most researchers view social skills development as the result of a dynamic interplay between nature and nurture and conclude that an individual’s genetics and environment often work together in the forming of people’s social skills and social competence (Myers, 2000). The concept of social competence is best understood as a series of complex exchanges between nature and nurture that can change over a lifespan (Plotnik, 2002). Current research evidence suggests that every individual’s phenotype, or directly observable characteristics, is a product of both genetics and the environment (Smith, 2005). Thus this research implies that social competence is a result of both innate processes and personal experiences. Arguably, heritability estimates measure the extent to which individual differences in complex traits, such as social competence, in a specific population are due to genetic factors (Plotnik, 2002). Furthermore some research suggests that how an individual interacts with others often relates to innate behaviours. Arguably however, appropriate behaviours are often learned through life experiences and interaction with others (Plotnik, 2002).

Additionally, some behaviourists and personality psychologists have supported the notion that social behaviours are often learnt through experience and are not in fact innate (Myers, 2000). In social learning theory, the home, the school, the community and mass media continually provide significant models of social competence to children as well as adults (Mellard & Hazel, 2002). Research conducted by Dodge et al. (1998) suggests that children’s relationships with their parents are fundamental to developing social skills. More specifically, parental responsiveness and nurturance are considered to be key factors in the development of children’s social competence (Lad & Golter, 1998). The above evidence suggests that social competence appears to be a learned concept as well as being a result of innate processes.

Effective training methods to improve social competence

As social competence is a crucial concept in one’s personality, an individual lacking social skills can be extremely disadvantaged. Nevertheless there are a number of effective training methods and interventions available worldwide that seek to improve people’s social skills, behaviours and which will enable them to become socially competent people (Gresham & Horner, 2001).

Many programs have been developed to teach social and emotional skills and knowledge (Zins, 2006). According to Collaborative for Academic, Social and Emotional Learning (CASEL) program (2003), implementation of a social and emotional learning program is aided by taking the following steps: Establishing a steering committee, conducting a needs and readiness assessment coordinating efforts, selecting a program, reviewing and monitoring implementation process and evaluating the programs impact (Zins, 2006). There are several programs that have been developed by psychologists, counsellors and therapists for improving social skills. These include developing improved verbal skills, learning to initiate conversation, expressing positive feelings and learning to listen effectively (Pray et al, 2006).

The use of role-play and scenarios is a useful method that can be used in the classroom and in vocational training for job interviews, group project deadlines, dealing with people and clarifying questions (Dodge et al, 1998). Reward learning systems such as point or token economy systems can be set up to address appropriate work related behaviour in the classroom (Myers, 2000). In these ways classrooms can be set up to address appropriate work habits.

Often it is work related skills that are assumed to have been learned by students with learning disabilities until they have trouble moving in to adulthood (Goetz & Dweak, 2006). Research by Anderson (2000) reviewed a group of training interventions for teaching social skills to adolescents with learning disabilities. Specifically one of the training methods divides social competency into four components: positive peer relationships, appropriate social perception, absence of maladaptive behaviours and appropriate social behaviours (Anderson 2000, cited in Zins et al, 2006). It has been suggested that a teacher or academic figure should use observation to become familiar with the student and be able to specifically address the problem areas (Gresham & Horner, 2001).

As well as classroom techniques and vocational training, many centres and training programs have been found to be successful in improving social skills and social competence among individuals (Vaugn & Hogan, 2004). The Centre on the Social and Emotional Foundations for Early Learning is intended to promote social and emotional outcomes for diverse groups of people (Zins et al, 2006). Specifically this program aims to “employ a systematic, integrated combination of intervention approaches to enhance the capacities of children and adolescents to coordinate cognition, affect and behaviour so that they may effectively handle relevant social tasks and create environmental settings and resources that support the promotion of the adaptive behaviour and positive developmental outcomes” (Zins et al, 2006, p.32). The coordination of these personal and environmental resources contributes to the performance of socially competent behaviour. To be effective and worthwhile, social-skills training must result in skills that are socially relevant to every individual’s life (Gresham & Horner, 2001). Also it is important that social-skills training is versatile and maintained over time (Zins et al, 2006).

The need for social competence can be seen in almost every aspect of life. Thus, children, adolescents and adults must be able to deal with a wide range of societal situations to be able to function effectively (Smith, 2005). The mastery of social skills links directly to academic success, stable peer relationships and greater satisfaction in adulthood (Plotnik, 2002). Collectively, research suggests that how an individual interacts with others often relates to innate behaviours. However there is arguably a number of studies and research evidence to suggest that appropriate behaviours are often learned through experience and interaction (Myers, 2000). Consequently, it then can be suggested that social competence is a combination of both personal experiences and innate processes (Dodge et al, 1998). In summary, social skills are essential to both adults and children in a range of everyday settings. Cooperative learning, role-playing, and participation in social and emotional learning programs foster the acquisition of these skills (Pray et al, 2004). In addition a positive school climate supports social learning by providing an environment in which all students feel valued and respected (Goetz & Dwak, 2006). The many training programs that are available should prepare the individual to be able to maintain a range of positive social relationships, refrain from harming others, and contribute collaboratively and constructively to their peer groups, family, school, workplace and community (Deagers, 2005). It is not until such behaviours and social skills are successfully implemented can an individual be truly socially competent.

References

Deagers, J. (2005). Social skills and personality types that are necessary for workplace environments. Journal of Personality and Social Psychology, 2, 114-126.

Dodge, F.A., McClaskey, C.L., & Brown, M.M. (1998). Social competence in children. Journal of Personality and Social Psychology, 312-327.

Goetz, T.E., & Dweak, C.S. (2006). Learned helplessness in social situations. Journal of Personality and Social Psychology, 39, 246-255.

Gresham, F.M., & Horner, R.H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 321-344.

Holmes, J., & Fillary, R. (2000). Handling small talk at work: Challenges for workers with intellectual disabilities. International Journal of Disability, Development and Education, 476, 273-291.

Lad, G.W., & Golter, B. (1998). Parents’management of preschoolers’ peer relations: Is it related to children’s social competence? Journal of Developmental Psychology, 57, 1168-1189.

Lindsay, E.W., Mize, J., & Pettit, G.S. (2004). Mutuality in parent-child play: Consequences for children’s peer competence. Journal of Social and Personality Relationships, 5, 212-218.

Mellard, D.F., & Hazel, J.S. (2002). Social competencies as a pathway to successful life transitions. Journal of Learning Disabilities, 15, 251-271.

Myers, D.G. (2000). Psychology. (7th ed.). NY, Worth Publishers.

Plotnik, T.M. (2002). Personality in psychology (6th ed.). Pacific Grove, CA: Wadsworth Group.

Pray, B.S., Hall, C.W. & Marley, P. (2004). Social skills training: Analysis of social behaviours selected for individual education. Journal of remedial and Special Education, 13, 430-49.

Smith, J.O. (2005). Getting to the bottom of social skills deficits. Journal of Educational Psychology, 21, 23-29.

Vaughn, S., & Hogan, A. (2004). Social competence and learning disabilities: A prospective study. Journal of Learning Disabilities, 3, 175-191.

Zins, J. E., Elias, M.J., Haynes, N.M., & Frey, K. (2006) Enhancing learning through social and emotional education. Journal of Creative and Critical Thinking, 9, 18-44.

Appendix A: Self Evaluation

Theory and Research

There is a considerable amount of theory and research in regards to social competence. To adhere to the word limit I had to select the information which I thought to be the most interesting, relevant and valid for my essay topic. The reference list contains fourteen sources, twelve of which are psychological journals from the Psych Articles database and the other two are psychology textbooks. On average my sources are recent and academic. I am happy with the amount of effort I have put in to research and theory for my second blog.

Written Expression

Word Count: 1494

I believe that my blog is comprehensible, concise and interesting. The abstract, body, conclusion, reference list and appendices are set out in a clear format making it simple to follow. I think I have answered the question in much detail and have successfully adhered to the word limit. I used APA style referencing throughout the entire essay and in my reference list and feel I did a good job. I don’t usually include headings in my essays (normally only in lab reports) but I thought an abstract and some headings would make it easier for the reader to follow in the form of a blog. I believe that my expression, spelling and grammar is of a high standard.

Online Engagement

From weeks 8-15 of the semester I feel I have put a much bigger effort into online engagement. As blogging has become more familiar to me, I have enjoyed commenting on other people’s blogs as well as keeping my blog up-to-date with regular posts. Since week 8, I have made 11 comments on other social psychology student’s blogs (I’ve created the separate links for these on my blog however due to some technical difficulties I was unable to make a link to the comment I posted on Brett’s page so I’ve provided the link below instead:
https://www.blogger.com/comment.g?blogID=5914738559119839403&postID=6752581816001941315

I have also posted 9 posts on my own blog regarding social competence theory and research, allowing viewers to keep track of my ideas and progression. My posts have had many comments which were great to receive. I tried to make my comments insightful and interesting to help others with their blog topics. I also made a poll for people to have their say regarding a question dealing with my essay topic. I have tried to make my blog interesting by welcoming comments to my posts and adding pictures and visual inspiration to it. I have enjoyed blogging this term and feel I have contributed a great deal of time and effort to online engagement.