Abstract
Social competence is an elusive construct, and there has been relatively little agreement on its operational definition. Recently, however, there as been some convergence on social effectiveness and acceptability as critical components of the competency construct (Foster & Ritchey, 1980; O’Malley, 1977; Weinstein, 1969). Ford (1982), for example, defined social competence as “the attainment of relevant social goals in specified social contexts, using appropriate means and resulting in positive developmental outcomes” (p. 324). This definition may also be used to describe the phenomenon known generally as social problem solving.
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Rose-Krasnor, L. (1985). Observational Assessment of Social Problem Solving. In: Schneider, B.H., Rubin, K.H., Ledingham, J.E. (eds) Children’s Peer Relations: Issues in Assessment and Intervention. Springer, New York, NY. https://doi.org/10.1007/978-1-4684-6325-5_4
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DOI: https://doi.org/10.1007/978-1-4684-6325-5_4
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