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Chapter 13 - Framework for Improving the Impact of School-Based Social Competence Programs

from Part IV - Successful Implementation of Specific Programmes and Interventions:

Published online by Cambridge University Press:  05 November 2012

Barbara Kelly
Affiliation:
University of Strathclyde
Daniel F. Perkins
Affiliation:
Pennsylvania State University
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Summary

Current conceptions of social competence give equal weight to the behavioral, cognitive, and affective domains. Social competence is not only knowledge- and information-processing capacity, but also a set of component skills or procedures applied conditionally, together with a nest of emotional reactions. Social competence is one of the transferable skills constantly in high demand from employers. Social and emotional learning (SEL) programs were effective in both school and after-school settings and for students with and without behavioral and emotional problems. Promoting Alternative THinking S trategies (PATHS) incorporates four major factors: self-control, emotional understanding, problem- solving skills, and creative self-expression. The PATHS curriculum provides teachers with a systematic and developmental procedure for reducing adverse factors that can negatively affect a child's adaptive behavior and ability to profit from his or her educational experiences. PATHS is designed to help children develop specific strategies that promote reflective responses and mature thinking skills.
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Publisher: Cambridge University Press
Print publication year: 2012

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