The concept of child and adolescent social competence is complex and multidimensional. Dodge (1985) has attempted to summarise various aspects of the concept into a parsimonious theoretical model. It is suggested that comprehensive assessment of social competence includes measures tapping into a range of dimensions illustrated by the model. A growing body of empirical data links children's low levels of social competence to various forms of maladjustment in adolescence and adulthood. Clinical and educational interventions directed at improving child and adolescent social competence offer a valuable direction for a preventative approach that should be considered and empirically evaluated. Available social skills interventions emerge from three major theoretical foundations: Behavioural, Cognitive Problem Solving, and Structuralist. Populations targeted for intervention also vary from children or adolescents with identified problems in clinical settings, to whole school educational approaches. Empirical comparison of alternative training approaches has demonstrated that social skills training is effective, and a combination of behavioural and cognitive components is important. Issues regarding child characteristics, outcome measures and consideration of wider systems are also discussed.

This paper takes as its starting point two major reviews of young people's psychosocial development and considers the outlook for their future. In the context of growing concern about young people's prospects, it is proposed that one way to harness the vitality of youth and avert psychosocial problems is through the development of adolescent awareness and involvement with matters of social concern. It is proposed that by identifying young people's concerns and the development of their coping skills in relationship to matters that are relevant to them, it is possible to deal with stress, increase self awareness, develop communication skills, and empower young people to become altruistic/prosocial participants in the community.

This paper looks at social skills intervention programs for students. The arguments and research evidence for teaching social skills are discussed as well as the issue of which social skills should be taught. Conclusions are drawn about the most effective kind of intervention programs and arguments are presented for educational psychologist to work in collaboration with teachers to present social skills programs. The issue of peer reputations is discussed.

According to official figures, most of the trouble in schools is caused by boys. This is because boys are more openly disruptive and overtly aggressive. However, recent research has uncovered forms of aggression more common among girls. This paper reports on a study in South Australian schools which explores gender and developmental differences in aggression. A peer estimation scale was administered to students in years 2, 6, 9 and 11 in two high schools and four primary schools. Boys were found to be more physically and verbally aggressive than girls but girls used more indirect forms of aggression during the high school years. The gender differences in aggression are linked to gender differences in friendship patterns. Implications for schools are briefly discussed.

Children and their teachers were asked to nominate social situations that typically lead to children experiencing relationship difficulties with their peers. This information was then used to construct a diagnostic instrument in order to identify the particular social challenges that individual children face. The results of this study were compared to earlier investigations which sought only the views of adults, and not the ideas of the children themselves. The technique for developing inventories of problematic situations for children is explained and the uses of such procedures is also discussed.

In this paper consideration is given to the problem of bullying in Australian Schools which a recent Federal Government enquiry into violence in schools has identified as a major concern. The thrust of the paper is to describe an intervention program based around the acronym P.E.A.C.E. (Preparation, Education, Action, Coping and Evaluation). School based evaluations of the P.E.A.C.E. Programme will be described to highlight its efficacy in reducing bullying in schools.

For many counsellors and teachers who are concerned about the so-called bully/victim problem in schools, what to do with the school bully is the central issue. One might wish otherwise. It is sometimes argued that if more time and effort were spent in preventing bullying through the development of appropriate policies in schools and the encouragement of prosocial behaviour, the problem would simply not arise. Yet it must be admitted that even with the most enlightened school discipline policies and the most thoughtfully conceived human relations training programs, schools continue to report cases of bullying and harassment with which they must deal.

This paper describes a structured problem-solving approach for successfully engaging adolescents having difficulties with social interactions. Counselling is conducted on a 1-to-1 basis and aimed at increasing verbal problem-solving behaviour, such as setting relevant goals and identifying behaviour likely to result in increased, pleasurable contact with peers, consistent with the attainment of the selected goals. In addition to a number of self-report questionnaire measures, a diary was designed to monitor changes in peer interactions. Individual progress data are presented for 3 adolescents who participated in a 10-week program designed to assist them to develop improved prosocial behaviour with their peers. The data illustrate the importance of accurately determining precise goals for each adolescent and developing a collaborative approach between counsellor and adolescent to ensure that these goals accurately reflect the wishes and needs of the adolescent.

Dr Kaj Bjorkqvist, his wife and research colleague Dr Karin Osterman, and their research team have conducted the major research into gender and developmental differences in aggression in school children. In particular, Dr Bjorkqvist and his colleagues are responsible for pioneering the measurement of indirect aggression, particularly in adolescent females. Dr Bjorkqvist is Professor of Developmental Psychology at Abo Akademi University in Vasa, Finland.

Dr Arnold P Goldstein is a clinical psychologist whose work has focused on the causes and reduction of youth violence. He is currently the Professor of Special Education at Syracuse University, New York, and the Director of their Centre for Research on Aggression. He is also the Co-Director of the New York State Task force on Juvenile Gangs and a member of the American Psychological Association's Commission on Youth Violence.