Social competence - the authenticity Social skills (meaning those who currently being taught at universities), a term justified by the economy? and carried out into the society. In psychological fields no recognized scientific construct, yawning emptiness about it in various professional dictionaries.
With the exception of references to social abilities / skills to the mentally and physically disabled persons in
Holtz, KL (1994). Intellectual disability and social skills. Analysis and integration of psychological constructs. Heidelberg: HVA-Edition Schindele. have this normal, pathologically disturbed people skills, such as expression (to communicate own needs), receptivity (listening to, processes can perform in the group) openness (to criticism, open to suggestions, which may relate to other settings), ability to cooperate (reflectivity their own actions and ways to identify responsibilities, can adjust to acts of others), ability to form (Can get in shape and relations), identification capability (able to solve conflicts in the group involved but also can distinguish)
These skills are available among all those who can stay alive on its own merits.
A different approach to social skills comes from Room (1978), however, as Holtz, comes from the clinical area. He brings to the aspect of the site features. So social functioning is always dependent on the situational requirements. Behavior x in situation A is assessed as competent, in situation B as incompetent. Respectively. Behavior x rated in culture A positive, B negative in culture. Thus, there is THE social skills not.
"embed the concept, however, binding in a general theory of social behavior fails, the necessity of the definition of each specific behavioral context (see also Tajfel 1952)." belongings in this regard, Kohlberg considers's moral stages in more detail
(The psychology of moral development (Suhrkamp Taschenbuch) Editor Wolfgang Althof that can be placed below with the definitions of social competence at:
The following is a hodgepodge of definitions (from sociological / educational field) + fun game: find the moral level in the relevant definition of social competence fits.
So Holtz was already established - copied again: (can communicate own needs)
expressed readiness to receive (listen to, processes can perform in the group) openness (to criticism, open to suggestions, which may relate to other settings), cooperation skills (ability to reflect on their own actions and opportunities, responsibilities, identify themselves to actions to set other) to make take the form of ability (relationships and can), identification ability can (solve conflicts in the group involved but also can distinguish)
stages of moral Judging by Kohlberg
Stage 1: focus on punishment and obedience
egocentric point of view: The agent takes into account the interests of others or not does not recognize that they are different from his.
Stage 2: Naive instrumental hedonism
concrete individualistic perspective: recognition that the various individual interests are in conflict, so that justice is relative. (Mutual benefit is fair) role-taking is lacking, behavior is based still on punishment and obedience (ie, behavior in the social group and generally is exactly correct if it is not punished, and it is running under the guidance of an authority is)
Level 3: Moral of the "good child", maintaining the good relations and recognition of the other investigated
Indivdiuums perspective that is related to other individuals. The acting is aware of common feelings, understandings and expectations which take precedence over individual interests. Agent, the golden rule (eg, treat others as you want to be treated by them), he does / they have different positions related, as he puts himself in the position of each other. The generalized "system" perspective does he / she still does not. (Brings a behavior no recognition of the immediate social environment, it is not called correctly)
Level 4: Moral of maintaining authority
Makes a difference between the social position and interpersonal agreement or the motives directed at specific individuals. Does the position of the system that defines roles and rules. Viewing individual relations as relations between system components.
Simply said, stick to rules and standards as long as he / she does not see the rights and dignity of individuals threatened by it, and tries rules, laws change, unless the latter is the case.
Level 5: Moral of the contract, individual rights and democratically accepted Law / Legal Systems
The company upstream perspective are upstream perspective of a rational individual who is aware of the existence of values and rights awareness, social bonds and contracts. Integrates diverse perspectives by formal mechanisms of agreement, the contract, the impartiality and the appropriate change. Attracts both moral legal aspects into consideration, recognizing that they do sometimes in opposition, and faced difficulties to integrate them.
Put simply, if laws and rules in the current social group are incompatible with the common good of the universal group (humanity in general and more) compatible is he / she in a conflict of conscience.
stage 6: universal ethical principles
level perspective of a moral position from which to derive social order. This is the perspective of any rational individual who recognized the nature of morality and recognizes that every person with its purpose in themselves and are treated accordingly. Follow universal principles of justice: all people have equal rights and dignity of the individual is respected. Do the rules and laws of the social group in which he / she does not move right now, rules and laws are broken, to follow the universal principles.
Now back to the social skills:
After Rampus (1947), a measure of the ability to move appropriately in a given social field Social Competence is possessing and using the ability to integrate thinking, feeling and behavior to Achieve social "
." tasks and outcomes valued in the host context and culture. In a school setting, these tasks and outcomes would include accessing the school curriculum successfully, meeting associated personal social and emotional needs, and developing transferable skills and attitudes of value beyond school "(Rampus 1947, p. 683).
This definition seems almost incompatible with the 6th stage of Kohlberg's moral, as though through a skills development the current social environment is required beyond the main viewpoint, however, the social skills in the adaptation of feelings, thoughts and behavior in the present context, the current culture provides (seemingly regardless of whether this behavior, thinking, feeling, a universally appropriate.
Another definition of social skills comes from Tajfel (1952) (need-drive concept): If self-interest conflict with the situational (social) requirements, socially incompetent, the manager or, the / the self-interests without regard to societal interests / " standards prevail "(eg self-interest is much Ge .... cereals hoard - Interest the public is not to starve, - I, the other is nothing to be desired to follow the model of social incompetent)
clean by definition, would be here a level 6 can not be achieved. Except under social interest / standards is a universality assumed therefore all the norms and interests globally, so each group / company / life form has this same match.
Here are more definitions, but without reference to morality, because firstly it can itself be made and secondly, I have no time to do it through here.
Hellman's (1963) definition of social skills: "Very different social competencies are required and valued in different contexts. Behaviours which are dysfunctional and disapproved of in one context might be functional and approved of in another. Through thinking and feeling, the socially competent person is able to select and control which behaviours to emit and which to suppress in any given context, to achieve any given objective set by themselves or prescribed by others. This relativistic definition deliberately omits any specification of a particular outcome. However, populist conceptions of social competence often assume specific outcomes, implying but not making explicit culturally based value judgements".
Hinsch und Pfingsten (1983, 1998) soziale Kompetenz ist die Verfügbarkeit und Anwendung von kognitiven, emotional and motor behaviors, which lead in certain social situations to a long-term favorable ratio of positive and negative consequences for the actor. Saying no, reject temptations to react to criticism, request changes in disruptive behavior, opposition to express, interruptions stop having the conversation, apologize, admit weaknesses to terminate unwanted contacts, accept compliments, react to contact offers, talks begin talks continue to end talks Desirable arrange contacts to ask for favors, compliments, show their feelings openly.
Scala (2001) :
1.Selbstwahrnehmung and self-reflection: refers to situations in working life: so watch yourself when you work and reflect and if necessary, initiate changes to ensure optimal functioning further.
2.Social diagnostic capacity: refers to differentiated perception of complex processes in work situations.
3.Gesprächsführung: refers to meetings, negotiations, individual interviews of all kinds ....
4.Teamfähigkeit: refers to the integration into the group, role-taking, and creates an optimum balance in order to promote efficiency of the team
5.Steuern work process: refers to knowledge about developing importance of team work in different professional contexts, where it is used sensibly and what requirements are placed on team-like work. to structure working processes into individual steps and appropriate social contexts, themes for all types working together to moderate social processes.
6.Organisationskompetenz: organizational capacity, in its importance in the advanced industrial societies has increased enormously, because the performance of the company is more and more of the performance of the organizations have become dependent. How can we be guided in organizations and organizations understand? Even self-organization in communication
7.Kompetenz with new media, referring to himself, eh scho wissner
Hubbard and Coie (1995) social competence in the disability literature. the role of transfer capability that perspective-taking and appropriate problem-solving strategies (see Affleck, 1975; Bender & Carlson, 1982; Devries, 1970). Achievement of social objectives defined (cf. Dodge, 1986).
By summer (1977 and references therein. After Holtz, 1994) social competence as the availability and appropriate use of behaviors (motor, cognitive and emotional) to effectively deal with specific life situations that are relevant to the individual and / or its environment. "What is positive for the environment and Society, it is scientific but not to determine exactly and depends on individual values. "
Holtz, Eberle, Hillig and Marker (1982) Social skills as a behavior, make the permanent institutionalization unlikely.
Holtz (1994) presents a taxonomy of social skills from Ford: to preserve, develop identity, control their own lives, make social comparison processes and the handling of their own and other resources (Holtz, 1994, p. 143).
Ford: Social competence consists of two pages, the integration (adaptation to social groups) and autonomy (self-assertive skills). Rooms (1978b) describes therefore socially competent Behavior as a successful compromise between self-realization and social adjustment.
Howard Gardner: social skills come as a particular form of intelligence "Among the social intelligence of Gardner, three forms of intelligence..
intrapersonal intelligence, the ability itself (he) know
interpersonal intelligence, the ability to understand other
spiritually existential-property, ie the sensitivity for primary and border issues of life. "
Petermann and Petermann (1989, 1992) social competence as a positive self-concept. "The self concept is the cognitive or internal representations of oneself dar. from a positive self-concept creates self-confidence, which in turn is a precondition for self-assurance. (Petermann & Petermann, 1989) "
Schwartz (1999) discusses social competence with regard to the prevention of aggressive behavior and more
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