Social competence in children

By M. Semrud‐Clikeman. 2007

444 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/974754d0ec0de981ce3f4535b937a04d0ae2f6aa

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. Brian H. Smith
2. I. Holsen
3. Karin S. Frey
4. Adam Gledhill
5. C. Harwood
6. Theresa L. Estrem
7. Rebecca J. Collie

In Education

1. Brian H. Smith
2. Karin S. Frey
3. Adam Gledhill
4. C. Harwood
5. Theresa L. Estrem
6. I. Holsen
7. Rebecca J. Collie

In Social Psychology

1. Adam Gledhill
2. C. Harwood
3. Brian H. Smith
4. I. Holsen
5. Karin S. Frey
6. Theresa L. Estrem
7. Rebecca J. Collie

Citations in the corpus

• A Framework for Planning Youth Sport Programs That Foster Psychosocial Development (2005, unknown): “…teaches skills that have considerable value in adult life, there is evidence that life skills do not transfer automatically from one domain to another (Caplan, Bennetto, & Weissberg, 1991; Danish et al., 2002; Dodge, Pettit, McClaskey, & Brown, 1986; Petitpas, Danish, McKelvain, & Murphy, 1992).”
• Relational and Physical Aggression among Preschoolers: The Effect of Language Skills and Gender (2005, background): “For example, if receptive language skills are important to the understanding of social cues (Dodge et al., 1986), a young child whose understanding of language is diminished may resort to physical aggression to conceal the language limitation.”
• Outcomes of the Social Competence Program Second Step in Norwegian Elementary Schools (2008, background): “Second Step makes extensive use of social learning theory (Bandura, 1986) and social information-processing models of children’s social behaviour (Crick and Dodge, 1994; Dodge et al., 1986).”
• The development of social and emotional competence at school: An integrated model (2020, background): “Across the various definitions, a common theme is that social/emotional competence is an umbrella term that subsumes a variety of social or emotional abilities and/or behaviors (e.g., Saarni, Campos, Camras, & Witherington, 2006; Semrud-Clikeman, 2007).”
• A holistic perspective on career development in UK female soccer players: A negative case analysis (2015, background): “This can be evidenced by players recognising that their lifestyles were not those required of an elite level player, yet did not apply that learning to make adaptive changes in social interactions (Semrud-Clikeman, 2007).”