Social Competence Research Articles

Оценка добровольческих практик студентов-наставников по сопровождению детей-сирот и детей, оставшихся без попечения родителей, методом Photovoice

<p style="text-align: justify;"><span lang="EN-US">The article presents a procedure for assessing the volunteer practices of student mentors based on the participatory approach. The focus of the students’ practices is on supporting orphans and children without parental care through mentoring. In the project, students developed and conducted events for orphans, a specialized thematic shift, and a regional festival involving delegations from 8 regional institutions. The article analyzes the concepts of social practice, theoretical approaches to project assessment, and provides an overview of the Photovoice method. The novelty of the study lies in evaluating the impact of volunteer practices of student mentors on their professional and personal development. The assessment was carried out using the Photovoice method. The use of this method allowed the researchers to obtain high-quality information presented in the form of photographic images and cases containing students’ evaluative judgments. The results of the study can be used to motivate students by revealing how volunteer practices influence the formation of professional and social competencies, as well as the personal development of students.</span></p>

KOMPETENSI GURU DALAM PENYUSUNAN INSTRUMEN PENILAIAN MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

Teacher competence is a very important aspect to improve the quality of education. The competencies that must be owned by a teacher consist of pedagogic, personality, professional and social competencies. Whereas PAI learning is a process of forming knowledge, attitudes and skills through fact-based cognitive performance and contextual socio-religious phenomena. The formulation of the problems in this study are: 1) What are the scopes of PAI learning?, 2) What competencies must a teacher have?, and 3) What are the principles and techniques in preparing PAI assessment instruments?. The purpose of this study was to determine the scope of Islamic religious education learning, describe the competencies that must be possessed by a teacher, and find out what principles and techniques are used in compiling Islamic religious education assessment instruments. This research is expected to provide benefits for all education stakeholders to be used as a reference in improving teacher competence. The method used in this research is library research with a qualitative approach.

The concept of “intercultural competence” in educational and scientific discourses

This article attempts to analyse the definition and structure of the concept of "intercultural competence" in scientific research and normative documents at the Ukrainian and European levels, to identify commonalities and differences, to characterise positive changes and, based on the analysis, to formulate a definition of the concept that would reflect today's realities and take into account modern challenges in education (general, foreign language). Starting from the end of the 20th century, scientific works of English-speaking, German-speaking, and domestic scientists were studied, but the main focus was on research from the last 20 years due to significant changes in the structure of societies due to globalisation, migration processes, and the activation of contacts in the professional and private spheres of representatives of different linguistic and cultural communities. Attention is drawn to the fact that understanding the concept of "intercultural competence" acquired new meanings at different stages of its research. Among the reasons for reconsideration and clarification are primarily the challenges that appeared under the influence of social processes in the pan-European and world dimensions, taking into account the national characteristics of countries' development. In accordance with the shift in emphasis in the definition of the concept, its structure also changed; however, despite the selection of specific components by different authors, the structure of intercultural competence retained a common core and layered new components. In the educational discourse, there is a noticeable increase in attention to the concept in the context of social competence, the development of which is aimed, among other things, at conflict-free coexistence, successful communication, and the ability to adapt to a multilingual and multicultural society.

Father–Child Relationship Quality and Social Functioning Among Children at Risk for Child Maltreatment

AbstractDespite the considerable growth and advancement in fatherhood research, relatively little is known about the effects of father–child relationship quality on social functioning among children who experience child maltreatment. Applying the strengths-based perspective, the current study sought to examine the association between father–child relationship quality and social functioning (social competence and positive peer relationships) among at-risk children, and to determine whether these associations are moderated by perpetrator type. This study included a sample of 681 US children (age 12 years) drawn from the Longitudinal Studies of Child Abuse and Neglect. We conducted a series of ordinary least squares multiple regression analyses. Higher-quality father–child relationships were associated with higher levels of social competence (B = 0.19, SE = 0.06, p = .002) and positive peer relationships (B = 0.05, SE = 0.02, p = .005). Significant interaction effects were found. The positive association between father–child relationships and peer relationships was significantly stronger among children with a history of maltreatment perpetrated by fathers with or without mothers (B = 0.16, SE = 0.05, p = .002). Findings highlight the importance of positive father–child relationships in building social resilience among children who experience maltreatment. Practitioners working with youth who are at risk for maltreatment should consider engaging fathers in services to support the development of strong father–child relationships.

Correction to: Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students

Correction to: Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students

Reflective practice among pre-service teachers: the role of portfolios

ABSTRACT Background In Belgium, and elsewhere, the use of portfolios as a reflective practice for pre-service primary and secondary teachers has long been established in higher education. Reflective thinking is recognised as an effective process for examining daily practices, awakening students to the key elements of their profession, and fostering lifelong learning. With the emergence of the competency-based approach to employability, the link between portfolio-based reflective practice and the development of students’ employability competences remains to be explored. Purpose The aim of this study was to examine how portfolios, as a reflective practice, can promote pre-service physical education (PE) teachers’ reflective thinking and their employability competences, and to consider the support that might need to be offered to help pre-service teachers better reflect on their employability competences. Method Qualitative research was conducted through semi-structured interviews with 16 pre-service PE teachers in one Belgian university. Thematic analysis, based on a dual deductive and inductive coding approach, was undertaken to discover patterns in the data. To investigate the role of portfolio-based reflective practice for reflection and employability, co-occurrences between the identified codes were examined. Findings Analysis of the interview data showed that students used the portfolio as a reflective practice. The portfolio experience appeared to foster employability competences, particularly expertise, lifelong learning, social competences and efficacy beliefs. In addition, the portfolio enabled students to explore their beliefs and knowledge and to validate their assumptions and beliefs. The support of peers and tutors was crucial during this experience. Conclusion Course designers may wish to improve portfolio use by thoughtfully incorporating all phases of reflective practice, encouraging students not only to reflect on their competence development but also to take meaningful action. Organising portfolios in a way that prompts students to draw on prior knowledge, beliefs, and experiences, while facilitating with key stakeholders, such as peers and teachers, could further support their professional development.

Promoting social competence and social inclusion in the preschool: a peer-based relational intervention

ABSTRACT Reviews concerning the enhancement of preschool children’s social competencies reveal areas within which teacher approach, definitions of social competence and methods of study can be enhanced. In response, teachers and researchers co-developed and introduced a peer-based relational intervention to support children’s communication, empathic response and non-homophilic choice of friendship/work mates. Within this design-based approach, a three-phase comparison was made in 14 English preschool classrooms. Results identified changes attributed to the intervention regarding: teacher behaviour (movement from giving directions to observation and support); child behaviour (enhanced reciprocal communication, empathic response to others and engagement in cognitively challenging activities) and an expansion of socially inclusive play/work mates. Not all teachers/classes responded to the relational approach in the same manner: those that engaged actively in the approach encouraged more social competence enhancements amongst children; those with lower engagement identified support/implementation problems and children showed less social competence advances.

Adolescents’ health literacy is directly associated with their physical activity but indirectly with their body composition and cardiorespiratory fitness: mediation analysis of the Slovak HBSC study data

BackgroundHealth literacy is a core public health issue in relation to children and adolescents associated with multiple health behaviours and health outcomes. The aim of the study is to test the direct associations between health literacy, physical activity behaviour, health outcomes of body composition and cardiorespiratory fitness among Slovak adolescents and possible indirect effect of health literacy on health outcomes of body composition and cardiorespiratory fitness mediated by adolescents’ physical activity behaviour.MethodsData from the Slovak Health Behaviour in School-aged Children (HBSC) study conducted in 2022 were used. For the purposes of this study, a subsample of the adolescents (n = 508; mean age = 14.50; SD = 0.82; 54.3% boys) which provided HBSC questionnaire data on health literacy, moderate-to-vigorous physical activity and vigorous physical activity and participated in body composition (InBody 230) and cardiorespiratory fitness (20-m shuttle run test) measurements. Data were analysed using linear regression analysis.ResultsThe findings showed that higher health literacy of the adolescents was directly associated with higher frequency of physical activity represented by moderate-to-vigorous physical activity and vigorous physical activity and only with the visceral fat area in the crude model. Furthermore, there was an indirect effect of health literacy on cardiorespiratory fitness and most of the body composition variables (except the Body Mass Index) which was mediated by physical activity of the respondents.ConclusionsHealth literacy is indirectly associated to body composition and cardiorespiratory fitness through higher frequency of physical activity. It seems that health literacy as cognitive and social competencies need behavioural components to be involved in the proposed causal pathway between health literacy and health outcomes. Our findings may contribute to the process of creating a framework for future health literacy interventions in adolescents.

‘Social work transformed me’: narratives of fulfillment and lessons learned of retired social workers on their practice experience

ABSTRACT This study explores the retired Bicolano social workers’ practice experiences and wisdom, emphasising their significant contributions, fulfilment, and valuable lessons. Employing a qualitative approach, the researchers utilised in-depth interviews and thematic analysis to meet its objectives. The participants’ contributions to their practice include innovating systems for better service delivery, sustaining commitment and sense of service amidst complexities, and empowering co-workers through meaningful engagement and knowledge transfer. In terms of fulfilment, the participants experienced deepening self-awareness through service, preserving and demonstrating professional values and principles, and practicing self-care for sustained professional commitment. Additionally, the participants’ valuable lessons include capitalising on the ‘oragon’ spirit, embracing individual growth and transformations, and diversifying and strengthening social work competencies. The findings may serve as guiding principles for present and aspiring social workers, motivating them to approach their work with creativity, consciousness, and competence to make a lasting impact on individuals and society.

Key attributes for effective knowledge brokering at the interface of environmental science and management

AbstractSpanning the boundaries between research and decision-making is critical for supporting environmental management. One way to do so is through knowledge brokers who, among other things, work to build social networks among decision-makers and researchers, facilitating their interaction and exchange of knowledge. While knowledge brokering has received increasing attention in the literature, critical gaps in our knowledge limit their effective recruitment and implementation, which demands for a better understanding of the personal attributes needed for their success. Such an understanding is also necessary to support the evaluation of knowledge brokering activities. Therefore, in this study, we investigate the question ‘what are the most important attributes for being a knowledge broker at the interface of environmental research and management’, and how is knowledge brokering evaluated. We do so through the study of Australia’s National Environmental Science Program (NESP) which employs a range of professional knowledge brokers, 14 of whom participated in this study. Specifically, we performed a quantitative ranking exercise (Q-methodology) and an online survey. Results show that the most important attributes to knowledge brokering were interpersonal social competencies of a unifying nature. As such, Being good at seeing opportunities for collaboration, Being able to tailor communication to different audiences, and Being able to ask questions were the most highly ranked attributes. In the dimension of evaluation, survey results show that NESP knowledge brokers are mainly evaluated through metrics relating to immediate delivery and engagement (mostly quantitative measures) and medium-term impact on end-users (qualitative measures). However, participants envisioned better options to capture the impact/value of knowledge brokering by evaluating long-term impacts and efforts throughout the full brokering process to better capture value addition in line with their goals, strategies, and required attributes. The new knowledge generated through our findings offers an applied contribution to the practice of knowledge brokering, suggesting that knowledge brokering is a distinct and complex career whereby different knowledge brokers with complementary skill sets appear relevant to perform all tasks along a knowledge brokering timeline. As such, our results also emphasize the need for bespoke approaches to evaluation that are tailored towards the diverse goals, strategies, and personal contributions of knowledge brokers to support their career progression and maximise outcomes.

Resilience, emotions, and suicidal ideation in Mexican adolescents during COVID-19 pandemic: risk factors and protective mechanisms.

Suicide is the second leading cause of death among adolescents worldwide. Suicidal ideation (SI) in adolescents may be influenced by factors such as resilience, anxiety, and depressive symptoms. The COVID-19 pandemic served as a significant stressor with documented impacts, yet further research is needed to clarify its effects. While stressful events are known to be associated with increased SI, direct evidence linking COVID-19 specifically to elevated SI remains limited. The aim of this study was to identify the risk and protective factors associated with SI in Mexican adolescents during the COVID-19 pandemic. A cross-sectional, correlational descriptive study was conducted between May and June 2022 with a sample of 2,194 high school students, with a mean age of 16.6 years (SD = 1.2). Among the participants, 58.9% were female and 41.1% were male. They completed inventories to assess stress, anxiety, depressive symptoms, and resilience. Of 2194 adolescents, 15.5% presented SI, with females showing a higher prevalence of SI, anxiety, and depressive symptoms compared to males. In contrast, resilience was lower in females. Furthermore, depressive symptoms were identified as a risk factor for SI (OR 1.212; 95% CI 1.186, 1.240), whereas social competence was highlighted as a protective factor (OR 1.046 95% CI 1.044, 1.078). The findings underscore the importance of preventing SI in adolescents by addressing anxiety and depressive symptoms, which were identified as risk factors, and by promoting social competence as a protective factor. Therefore, an integrated approach that addresses both individual mental health and the social context must be considered for preventing SI in adolescents.

Promotive factors associated with reduced anxiety and depression across three years in a prospective clinical cohort of adolescents: Examining compensatory and protective models of resilience.

The rates of anxiety and depression increase across adolescence, many experience recurrence after treatment, yet longitudinal studies examining promotive factors are scarce. We prospectively examined the role of the promotive factors structured style, personal and social competencies, family functioning, and social resources in homotypic and heterotypic continuity and discontinuity of anxiety and depression across three years in a clinical sample. Participants were adolescents with anxiety or depressive disorders aged 13-18 years at T1 (N = 717, 44% initial participation rate) and aged 16-21 years at T2 (N = 549, 80% follow-up participation rate). At T1, diagnoses were collected from medical records and participants responded to questionnaires. At T2, semi-structured diagnostic interviews were conducted. Higher levels of all promotive factors were associated with reduced probability of anxiety or depression three years later. The promotive factors were not associated with homotypic continuity of anxiety, whereas personal competence beliefs, social competence, and, less strongly, family functioning were associated with reduced homotypic continuity of depression and heterotypic continuity from depression to anxiety. Analyses with interaction terms did not indicate moderation by the promotive factors. Our findings suggest that bolstering promotive factors may be vital for increasing treatment success and preventing recurrence of anxiety and depression in the transition toward adulthood.

The Possibilities of Integrating Career Guidance into Teacher Training

Society and the profession formulate complex professional expectations for career guidance professionals. Possessing an interdisciplinary approach and having the necessary social competencies is important. The development of the teaching profession is closely related to social expectations. The effective functioning of school-based career education can only be successful if this activity is integrated into the system of daily pedagogical tasks.

Not ready in the ways that count- a qualitative exploration of junior doctor's perceived preparedness for practice using Legitimation Code Theory.

Despite demonstrating the required competencies to graduate, many newly qualified doctors find the transition to internship difficult. There is a concern over whether their preparation is aligned with the expectations of the role. This study aimed to gain a better understanding of the competencies needed for legitimate practice as junior doctors and explores their perceived preparedness for practice. A qualitative, descriptive study using focus groups was undertaken with first year internship doctors. Thirty-two junior doctors in their first year of internship took part in five focus groups. The data were analysed using a reflective thematic analysis approach with a subsequent analysis using the Legitimation Code Theory (LCT) specialisation dimension coding framework to aid interpretation. Personal attributes including adaptability, organisation and proactivity form the basis of achievement in internship. While graduates felt ready in some ways, it was not in the ways that counted. Participants felt well prepared in terms of their clinical knowledge and skills, but legitimacy came from being able to take responsibility, communicate effectively and apply knowledge confidently and efficiently to all aspects of patient care, something that they did not feel ready to do. Using LCT has revealed a shift in the basis of achievement between medical school, where individual academic performance is rewarded, and internship, where personal and social competencies are legitimised. There is a clash between what graduates feel well prepared for and the expectations and demands of the internship role, resulting in a difficult and stressful transition from student to doctor.

WeAreEurope SD – A playful Sustainable Development Education Approach for Primary School Level

Sustainable Development (SD) has been in the EU’s political Agenda for the past decades. In 2001, the EU established a SD Strategy and more recently contributed to the UN’s 2030 Agenda for SD, reaffirming the political importance it attributes to this pressing matter. Education for Sustainable Development (ESD) plays a vital role in pushing forward the Agenda for SD. The WAE-SD project has been designed so as to offer a variety of complementary learning solutions that use active learning, game-based learning, and storytelling, among others. These solutions have the potential to engage children, address more complex concepts in a comprehensive manner, contribute to the development of other XXI century and basic competencies, like literacy, teamwork, social competences, ICT skills, among others. The WAE-SD project addresses the educational needs of children (6-10 years old) at 3 levels: a) Envision the future: depict what might happen if we don’t change our lifestyles, so that they better understand what’s at stake, b) What needs to change: learn about the UN’s SD Goals, so that they better understand what should be addressed/emended to create a more sustainable world, and c) Call to Action: learn what we can do as individuals and as part of a community to reach the UN’s SD Goals, and act. To this purpose, the project delivers three results: a) an eBook to illustrate a future scenario for the Planet if we keep up with our lifestyle, b) A Game Add-on to the pre-existing WeAreEurope Digital Game, to introduce and explore the UN’s SD Goals, thus presenting children with what needs to be changed for a more sustainable Planet, and c) an Action Kit, consisting of guidelines for the implementation of SD projects/activities for schools and other settings, thus promoting real change in behaviours and attitudes. This paper focuses on the designed material and the proposed ways of utilizing them in classroom settings

Anxiety in children and adolescents with autism spectrum disorder: behavioural phenotypes and environmental factors

BackgroundAnxiety is the most prevalent comorbidity among children and adolescents with autism spectrum disorder (ASD), yet little is known about the associated risk factors.MethodsIn a heterogenous cohort of children aged 5–18 years old (n = 262, 42% ASD), participants and their parents completed standardized questionnaires to assess anxiety, ASD symptom severity, inattention/hyperactivity, emotional problems, depressive symptoms, parental styles and stress, and demographic factors.ResultsAn artificial neural network analysis using a self-organizing map, a statistical technique used to cluster large datasets, revealed 3 distinct anxiety profiles: low (n = 114, 5% ASD), moderate (n = 70, 64% ASD) and high (n = 78, 96% ASD) anxiety. A recursive feature elimination analysis revealed that depression and peer problems contributed the most to differences between the anxiety profiles. Difficulties with peers in individuals with ASD who experience anxiety may be related to challenges with social competence and this may heighten depressive symptoms.ConclusionFindings highlight the importance of assessing depressive symptoms in children and adolescents with ASD who experience anxiety. Identifying anxiety profiles among children and adolescents with ASD may prove beneficial in clinical practice by facilitating the development of tailored interventions that aid in managing anxiety and depressive symptoms. Furthermore, strengthening social communication skills may improve peer relationships and could aid in managing depressive symptoms among children and adolescents with ASD who experience anxiety.

Combining crystallisation and creative non-fiction to develop new insights on the politically astute use of humour in sports coaching

ABSTRACT Through adopting a crystallisation approach, this paper provides original insights into the ways in which players and coaches used humour to astutely navigate the everyday challenges and opportunities of organisational life at Senghenydd City Football Club (pseudonym). Specifically, we revisited and re-analysed a previously existing ethnographic data set that focused on the use of humour in a semi-professional football club. Our analytical efforts were inspired by Ellingson’s (2009) four stage typology of ‘crystallisation’. This allowed us to generate new insights and different interpretations of a particular phenomenon (i.e. humour). Complementary dramaturgical and micropolitical concepts regarding the presentation of the self, protective and defensive acts, and the management of emotion, were employed to facilitate the iterative analysis that was undertaken. The findings are presented through creative non-fiction in the format of composite vignettes. The composite vignettes illustrate how humour was variously used as a defensive (for the self) and protective (for the other) strategy for dealing with numerous interactive challenges in the workplace, as well as how emotion such as embarrassment, anger, and frustration were inextricable features of these interactions. The paper concludes with a reflexive discussion on a) the social-cultural role of humour and the need for sport coaches, athletes, sports administrators to be more aware of how they develop, advance and deploy their social competencies (e.g. humour) to juggle the demands of their job; and b) the utility of using composite vignettes as a valuable means for critical reflection on the interactive and micropolitically challenging features of coaching practice.

Sexuality and Gender Issues in Autistic Youth: A Series of 6 Cases and a Literature Review

Autism Spectrum Disorder (ASD) involves challenges in social communication and repetitive behaviors, impacting daily functioning. Individuals with ASD face unique difficulties regarding sexuality, often experiencing mismatches between sexual development and social maturity, leading to potential inappropriate behaviors. Social competence deficits may limit their understanding of sexuality, increasing risks of offending or victimization. Gender differences in sexual behavior are evident, with males showing earlier and more frequent sexual activity, while females demonstrate greater flexibility in sexual orientation. This paper presents six clinical cases highlighting the diverse experiences of sexuality and gender identity in autistic individuals, offering insights into the complex interactions between ASD, gender, and sexual behavior.

The Influence Of Moving Teacher Management In Improving The Quality Of Learning In State Primary Schools Of Bireuen District

<p>One of the policies of the independent learning program is that teachers can be innovative in implementing learning, position themselves as leaders who are sensitive to students' learning situations and conditions and become independent learning leaders. Driving teacher management aims to improve the quality of learning through developing teachers' pedagogical, personality, social and professional competencies. The aim of this research is toknow about the Management of Driving Teachers in Improving the Quality of Learning in Bireuen Regency Public Elementary Schools. This research uses an experimental approach with research design One Group Pretest-Posttest Design. Data collection techniques use observation, interviews and tests. The data analysis technique carried out in this research uses qualitative and quantitative data analysis. The results of this research show that: (1) The stages in driving teacher management consist of: planning, driving teachers, participating in coordinating in preparing the school's vision and mission according to the demands of the independent curriculum and developing the latest learning strategies, implementing driving teachers in improving the quality of learning, namely inviting other fellow teachers. to design learning based on students' needs so that they are able to determine appropriate learning styles, and driving teacher evaluation in improving the quality of learning, namely preparing evaluation instruments, carrying out initial, middle and final (as, of & for) assessments of learning to determine students' progress in a material and carry out reflection as a follow-up to improve further learning; 2) The results of the t test show a significant score of 0.02, which shows that there is an influence of driving teacher management on the quality of elementary school learning in Bireun Regency with an increase of around 40%.</p>

Analisis Kompetensi Pedagogi Guru Pendidikan Agama Hindu Jenjang Sekolah Dasar Di Kabupaten Bangli

The teacher is one of the determining factors of education quality. A professional teacher understands and can apply four competencies: pedagogical, professional, social, and personal competencies. This study aims to describe and analyze the pedagogical competencies of Hindu Religion subject teachers at the Elementary School level in Bangli regency. This research is classified as quantitative descriptive research. The research instrument used was a questionnaire on pedagogical competency consisting of five indicators. Data were analyzed descriptively. The results of the study indicate that the pedagogical competency of Hindu Religion subject teachers at the Elementary School level in Bangli regency overall falls within the category of sufficient. Among the five indicators, the indicator of deep understanding of the subject taught is categorized as good, while the other indicators are categorized as sufficient. This research can serve as a reference for formulating models or strategies for developing the competencies of Hindu Religion and Ethics teachers.