SOCIAL: an integrative framework for the development of social skills.

By Miriam H. Beauchamp, Vickie Anderson. Psychological bulletin, 2010

602 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/2e3a8130eaa342a2b1b11cec8b88b74dd6251683

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. L. Waters
2. R. Weissberg
3. J. Durlak
4. Kelly-Ann Allen
5. Amanda Ridd
6. S. O’Toole
7. Claire Monks
8. S. Tsermentseli

In Cognitive Neuroscience

1. Kelly-Ann Allen
2. Amanda Ridd
3. S. O’Toole
4. Claire Monks
5. J. Durlak
6. S. Tsermentseli
7. L. Waters
8. Adam Barsky

In Developmental and Educational Psychology

1. S. O’Toole
2. Claire Monks
3. J. Durlak
4. S. Tsermentseli
5. L. Waters
6. C. Domitrovich
7. R. Weissberg
8. Amy E. Cassata

Citations in the corpus

• Paranormal and Religious Believers Are More Prone to Illusory Face Perception than Skeptics and Non-believers (2013, neutral): “…and anthropomorphism is more apparent in basic social processes functional early in development and crucial in dealing with other people, such as face detection (Beauchamp & Anderson, 2010), than in less fundamental and later developing human attributes such as talkativeness and self-confidence.”
• Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools (2015, background): “In broad terms, social competence may be seen as a multidimensional construct, encompassing skills and behaviours that enable successful functioning within social contexts (Beauchamp and Anderson 2010; Waters and Sroufe 1983).”
• Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. (2017, background): “The knowledge, skills, and attitudes that are needed to demonstrate social-emotional competence require integration across affective, cognitive, and behavioral systems (Beauchamp & Anderson, 2010; Greenberg et al., 2003).”
• Executive function and theory of mind as predictors of aggressive and prosocial behavior and peer acceptance in early childhood (2017, methodology): “Despite social neuroscience models (Beauchamp & Anderson, 2010; Yeates et al., 2007) highlighting the importance of both cognitive and affective EF skills in social behavior, studies have typically focused on the role of emotionally-neutral cognitive skills.”