Relevant bibliographies by topics / Emotional competence

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emotional competence'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Emotional competence"

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Denham, Susanne Ayers, and Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.

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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
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Petrovic, Jelica, and Marija Zotovic. "Group acceptance and emotional competence of preadolescent children." Psihologija 40, no. 3 (2007): 431–45. http://dx.doi.org/10.2298/psi0703431p.

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This study examines contribution of emotional competence on socially competent behavior of preadolescents. The following emotional competencies were registered in 397 children: emotion recognition, emotional regulation, empathy and style of coping with aversive emotions. Discriminant analysis was conducted in order to identify emotional competencies that differentiate among the groups of participants with different levels of social preference. The data showed that groups of popular children, rejected children, and children of average sociometric status significantly differ with respect to their emotional competence. Children rejected by their peers displayed the lowest level of emotional competence. .
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Lazurenko, Elena, and Natalia Smila. "THE FEATURES OF FUTURE DOCTORS’ EMOTIONAL COMPETENCY FORMATION DURING PROFESSIONAL TRAINING." PSYCHOLOGICAL JOURNAL 6, no. 11 (November 30, 2020): 9–17. http://dx.doi.org/10.31108/1.2020.6.11.1.

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The article examines professional competence development and presents the study on psychological-pedagogical potential for future specialists’ professional competence development during modern medical professional training. The psychological-pedagogical bases for development of future doctors’ professional competence in the field of emotions in the modern medical universities are presented. The key competencies of doctors, contributing to professional identity development, professionalism formation are disclosed. The development of students’ emotional characteristics is one of the factors forming their emotional competence. The stages of emotional competence formation during professional training are analyzed. Main components of professional competency in the field of emotions are selected. The structural components of emotional competence are described. The essence and the concept of emotional competence are revealed. A general strategy, structure, the basic principles, methodological approaches and content for emotional competence development are presented. In order to form emotional competence as a doctor’s professionally significant quality, psychological and pedagogical disciplines should be changed to help future doctors to organize their activities so that they would take into account the role of emotions in treatment. In order to determine effective teaching methods, and, thus, to form the discussed skills, students’ individual differences, including those in the field of emotions, should be taken into account. The psychological features of future doctors’ emotional competence formation are: taking into account students’ age characteristics, their cognitive mental processes, general communicative skills (the ability to be attentive and observant, to understand patients’ mental states, to establish verbal, nonverbal contacts, to present themselves, etc.). We have concluded that medical students’ emotional competence can be formed by introducing of special courses, trainings and educational programs into the educational process. The findings have allowed us to presents recommendations for further research.
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Ikävalko, Heini, Päivi Hökkä, Susanna Paloniemi, and Katja Vähäsantanen. "Emotional competence at work." Journal of Organizational Change Management 33, no. 7 (August 28, 2020): 1485–98. http://dx.doi.org/10.1108/jocm-01-2020-0024.

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PurposeThe study investigated emotional competence at work and elaborated emotional competence in relation to sociocultural aspects of emotions at work.Design/methodology/approachEmotional competence at work was explored via interviews, surveys and observations. The study was conducted over one year, during which an emotion-training intervention was conducted within a medium-sized company, operating in the healthcare sector.FindingsThe study shed light on emotional competence at work, identifying three domains: individual emotional competence, emotional competence within interactions and emotional competence embedded in workplace practices.Research limitations/implicationsThis study was conducted in one organization.Practical implicationsOrganizational developers are recommended to implement activities such as training interventions in order to build emotional competence; this applies not only at the individual level but also to achieve interaction among members of the organization within collective workplace practices.Originality/valuePrevious studies on emotional competence have been limited to the individual level. The sociocultural approach to emotional competence adopted in this study recognizes – in addition to the individual and interactional level of emotional competence – emotional competence at work as related to practices at work.
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Denham, Susanne A. "“When I have a Bad Dream, Mommy Holds Me”: Preschoolers’ Conceptions of Emotions, Parental Socialisation, and Emotional Competence." International Journal of Behavioral Development 20, no. 2 (February 1997): 301–19. http://dx.doi.org/10.1080/016502597385351.

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Described preschoolers’ conceptions of the consequences of their own emotions within the family demonstrated the linkage between this aspect of social cognition and emotional competence with peers, and examined contributions of parental emotion to both child variables. A total of 77 4- and 5-year-olds enacted dollhouse vignettes depicting consequences of their emotions. Parents completed questionnaires on negative emotion and sharing of positive affect, and teachers rated children’s emotional competence with peers. Children attributed plausible parental reactions to their own emotions; affective sharing/distress relief conceptions of parents’ reactions were most strongly associated with emotional competence in the preschool classroom. Socialisation of emotion indices exerted both direct and indirect influences on emotional competence, and conceptions of parents’ positive reactions also exerted a direct effect, as expected.
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Nizielski, Sophia, and Heiner Rindermann. "Self- and External-Rated Emotional Competence." Journal of Individual Differences 37, no. 2 (April 2016): 88–95. http://dx.doi.org/10.1027/1614-0001/a000192.

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Abstract. There is a persistent discussion on the overlap between emotional intelligence and personality. This article focuses on relations between the Big Five and emotional competence (EC; comprising the perceived abilities to recognize own and others’ emotions, regulate own emotions, and express emotions). In a sample of 92 apprentices and working persons, EC was assessed by self- and external-ratings, using the Emotionale-Kompetenz-Fragebogen (EKF; Rindermann, 2009 ). The Big Five were measured with a German version of the NEO-FFI ( Borkenau & Ostendorf, 1993 ) by self- and other-reports. Using different measurement approaches to both constructs, we found that the Big Five only predicted some of the EC facets. We argue that EC is related to, but more than personality.
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Susanti, Meria, and Maria Goretti Adiyanti. "The construction of emotional competency test kits for preschoolers." INSPIRA: Indonesian Journal of Psychological Research 3, no. 2 (December 28, 2022): 79–86. http://dx.doi.org/10.32505/inspira.v3i2.4975.

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Emotional competence is one of the essential abilities to be possessed by children. Children with good emotional competence will be able to understand their emotions toward themselves or others well. This competence will help children adjust to and interact well in their social environment. This study aims to develop an emotional competency test kit for preschoolers. The items on this test kit are based on the theory of emotional competence presented by Denham. This test kit consists of eight-story scenarios that trigger the appearance of emotions in the child. The validity test on this test tool used expert judgment on 17 people consisting of early childhood care and education practitioners, child psychologists, parents, and Master of Professional Psychology students in Education, with the results of the analysis using Aiken’s V. Aiken’s V analysis results, obtained a validity coefficient of 0.71-0.95. Meanwhile, the results of the analysis of the test kit trial of 96 subjects obtained a reliability coefficient of emotional competency test kits of 0.801. This study showed that this test kit has good validity and reliability and can be used to measure emotional competence in preschoolers.
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Benke, Ivo, Maren Schneider, Xuanhui Liu, and Alexander Maedche. "TeamSpiritous - A Retrospective Emotional Competence Development System for Video-Meetings." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–28. http://dx.doi.org/10.1145/3555117.

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Video-meetings essentially determine remote work life. However, video-meetings experience challenges originating from human emotions. Therefore, emotional competence, the ability to perceive, understand, and regulate emotions, is of the highest relevance. With limited transfer capacity of emotional information and various communication challenges, developing emotional competence, however, is complex. To overcome this complexity, we present TeamSpiritous, an individual, retrospective emotional competence development system for video-meetings. TeamSpiritous allows to upload and analyze recorded video-meetings on emotional processes and provides support for individual development of emotional competence. We evaluated TeamSpiritous quantitatively and qualitatively in a six-week, longitudinal field study with 47 participants from China and Germany. Results of our study show that intra- and interpersonal emotional competence significantly increased over time for the whole sample. In particular, intrapersonal emotion regulation and interpersonal emotion perception and understanding improved. Since remote work video-meetings are often multicultural, we also investigated cultural differences and observed in our results that the effects of TeamSpiritous exist beyond cultural backgrounds (China, Germany). With our work, we contribute with the design of TeamSpiritous and understanding of its effects on emotional competence development.
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Ulloa, Maria, Ian Evans, and Linda Jones. "The effects of emotional awareness training on teachers’ ability to manage the emotions of preschool children: An experimental study." Escritos de Psicología - Psychological Writings 9, no. 1 (May 1, 2016): 1–14. http://dx.doi.org/10.24310/espsiescpsi.v9i1.13195.

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This article describes the process and results of a Randomized Controlled Trial (RCT) on teachers’ ability to manage the emotions of preschool children during a constrained play activity. Thirty early childhood education teachers participated in the study. Half of the participants were taught strategies to enhance their own emotional competence. The control group was provided with standard information on child development. The experimental group was trained in active strategies on emotion coaching, emotional schemas, reflective practice focused on emotions, and mindfulness training. The teachers’ outcomes were assessed in situ during a pretend play session with small groups of preschoolers. The dependent variables were observed occurrences of different components of emotional competence in teachers. Significant statistical differences were found between the two groups across the three different emotional competence skills (regulation, expression, and knowledge) demonstrated by the early childhood teachers during a game situation. This experimental study highlights the processes through which teachers support the emotional competence of young children, and the importance of the role of early childhood teachers' own emotional competence on the socialisation of children’s emotions. Most importantly, it provides evidence, based on the influence of emotion-focused teacher-training and reflective practices, that teachers’ emotional skills should be supported such that they can optimally meet the emotional needs of young children.
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Aykan, Ebru. "RELATIONSHIPS BETWEEN EMOTIONAL COMPETENCE AND TASK-CONTEXTUAL PERFORMANCE OF EMPLOYEES." Problems of Management in the 21st Century 9, no. 1 (May 20, 2014): 8–17. http://dx.doi.org/10.33225/pmc/14.09.08.

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The present study was conducted to determine the relationships between the emotional competence and task-contextual performance of employees. Data were gathered from 342 employees working in state and private banks. Relationships between the variables, significant relationships between the emotional competence dimensions and performance dimensions were observed in this study. No relationship was observed between the “guilty” dimension of emotional competence and task performance.Non-hierarchical cluster analysis was selected and K-means cluster analysis was performed to determine the emotional competence levels of participant banking professionals. The seven pre-specified emotional competences were classified by using Ward’s method. Cluster analysis revealed that the emotional competences of the participants were clustered in two groups as high and low. Regression analyses revealed insignificant relationships between the emotional competence and task performance of employees, but positive significant relationships between emotional competence and contextual performance. Significant differences were also observed in the emotional competence levels and task-contextual performances of employees. In other words, individuals with high emotional competence levels also exhibited high performances. Key words: contextual performance, emotional competence, task performance.
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Dissertations / Theses on the topic "Emotional competence"

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Mirabile, Scott Paul. "Emotion Socialization, Emotional Competence, and Social Competence and Maladjustment in Early Childhood." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1159.

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In this study of preschool children and parents (N=64), we examined relations between two facets of parents' emotion socialization: direct and indirect socialization; three facets of children's emotional competence: emotion expression, regulation, and understanding; and their relations with children's social and emotional adjustment. Few associations were observed between indicators of parents' emotion socialization and among indicators of children's emotional competence, suggesting that these constructs are better understood as multi-faceted, rather than unitary processes. Additionally, aspects of children's emotional competence linked--both directly and indirectly--parents' emotion socialization behaviors and children's social and emotional adjustment. Results are discussed with regard to the role of parents' emotion socialization and children's emotional competence, especially emotion regulation, in children's adjustment during preschool.
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Bonillo, Danette Bonfield. "Developing Social-Emotional Competence Interventions that Facilitate Emotional and Behavioral Self-Regulation." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601857.

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The literature on childhood learning has shown that numerous factors lead to student achievement. A student must access personal resources to successfully navigate their educational and social world. This study sought to determine if intervention promotes students’ social, emotional, and behavioral self-regulation, as well as implications for readiness to learn. The study’s sample was comprised of 75 kindergarten students in a general education public school setting that received 90 minutes of intervention weekly in their natural classroom environment. The 10-week intervention consisted of direct instruction within the classroom for 30 minutes twice weekly by the teacher and researcher, with three 10-minute ‘check-in’ periods throughout the week to provide feedback and reinforcement. Several qualitative and quantitative tools were used to analyze the impact of the intervention, including the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), teacher surveys, a post-intervention teacher focus group, home program, researcher’s observations, and parent reports. The major findings included a statistically significant difference between pre- and post-test results following intervention. Consistency and teacher support were reported as contributing factors. Teachers, parents, and students indicated that the researcher’s lessons and intermittent reinforcement made a significant impact on the positive outcome of the intervention program. The results showed that students demonstrated the use of tools and terminology related to self-regulation in their school and home environments. Additional analysis suggested that three quantitatively identified “at risk” students, who consistently participated in the home program, were no longer in the at risk range, following intervention. Based on the Grounded Theory Framework, unique components of an effective self-regulation program emerged to provide implications for practice and further research recommendations.

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Roberts, Elizabeth Roberts. "Developing Emotional Competence in Young Children: Teachers as Socializers." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/418263.

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Educational Psychology
Ph.D.
Emotional competence is empirically associated with children’s success both socially and academically. Emotion knowledge and emotion regulation, the components of emotional competence, help children navigate interactions with peers and teachers in order to reach their goals while respecting the needs of others. An abundance of research exists on curricula to build social-emotional skills, as well as research on the role parents play in socializing children about emotional competence. However, little research exists on emotion socialization by teachers. Literature on what pre-service teachers learn about emotion socialization and emotional competence is even smaller. This study aims to learn what Early Childhood Education students at a large, urban northeastern university learn about emotional competence and emotion socialization through the use of surveys, interviews, and written reflections on the student teaching experience. A mixed-methods design elicits both breadth and depth of data on the topic. Pre- and post-measures show significant differences in self-efficacy relating to emotion socialization practices, but not knowledge or practices learned through the student teaching experience. Interview data shows pre-service teachers do believe emotion socialization to be part of their teaching role and that they influence the types of emotions felt and expressed by students in the classroom. Results will help improve the student teaching program and help the larger field of early childhood education learn about how to make the student teaching experience as helpful as possible.
Temple University--Theses
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Sundberg, Helena, and Maria Svanström. "Emotionell kompetens : om möjligheter till utveckling och betydelse för ett effektivt ledarskap." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17143.

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Purpose of the study was to illustrate how emotional competence can be important for leadership and to explore the possibility of improving emotion perception ability after training. Participants in this study were 40 managers, divided into control and experimental group, within public administration. The participants implemented a data-based emotion perception test, which were done twice at every occasion, with intervention consisting of information or education between test- and retest. The result showed a clear improvement after intervention, in which no difference was found between control and experimental group, which has been discussed on the basis of the likelihood of a training effect occurred between test-retest. Conclusions about emotional competence or leadership ability could not be drawn from the results of the emotion perception test. The possibility of development of emotion perception ability is however worthy of consideration in the planning of leadership training as well as in the recruitment of managers.
Studiens syfte var att belysa hur emotionell kompetens kan ha betydelse för ledarskapet samt att undersöka möjligheten till förbättring av emotionsperceptionsförmågan efter utbildning. Deltagarna i denna studie var 40 chefer, fördelade i kontroll- och experimentgrupp, inom offentlig förvaltning. Deltagarna genomförde ett databaserat emotionsperceptionstest, som gjordes två gånger vid varje tillfälle, med intervention bestående av information eller utbildning mellan före- och eftertest. Resultatet visade en tydlig förbättring efter intervention, där ingen skillnad fanns mellan kontroll- och experimentgrupp, vilket har diskuterats utifrån sannolikheten att en träningseffekt uppstått mellan före- och eftertest. Slutsatser om emotionell kompetens eller ledarskapsförmåga kunde inte göras utifrån resultatet av emotionsperceptionstestet. Möjligheten till utveckling av emotionsperceptionsförmågan är dock värd att beakta vid planering av ledarskapsutbildningar samt vid rekrytering av chefer.
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Hessler, Danielle Marie. "Family stressors, emotional competence, and adolescent risky behavior /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/8994.

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Somerwil, Tammy A. "Preschool Educators' Perceptions of Their Emotional Socialiser Role of Preschool Children's Emotional Competence." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/405195.

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Preschool-aged children spend a large proportion of their waking hours in early childhood education and care services. The preschool years span a peak phase for children’s development of many key milestones of emotional competence. Between the ages of 2 and 5, these elements of emotional competence are playing a critical role in the successful development of social competence, and more specifically the beginnings of peer relationships. Emotional competence is critical therefore for children’s well-being, navigation of social contexts, school readiness, and long-term academic success. It is understood that socialisation of a child’s complex emotional system occurs in each interaction a child shares with others: their parents, siblings, teachers, caregivers, and peers. During the preschool years, early childhood educators share a large proportion of the critical emotional socialiser role. However, while parents’ strategies for socialisation of their children’s emotional competence have been well researched, very little research has focussed on the pedagogy used by educators to promote young children’s emotional competence. This research aims to understand the role of the early childhood educator as a socialiser of preschool children’s emotional competence through the perspective of multiple educators. The research is directed through five research questions that investigate the perceptions of educators in their role as emotional socialisers of young children’s emotional competence. This research was developed through a pragmatic philosophical worldview. Additionally, Bronfenbrenner’s bioecological model (Bronfenbrenner & Morris, 2006) was used as the theoretical guide underpinning this exploration due to its suitability to the subject of emotional competence co-constructed within social contexts. Using both these lenses, an explanatory sequential mixed methods study was deemed the most suitable research method. Data were collected in two phases: first, through online surveys and then focus groups. Research participants were educators of preschool children from Queensland, Australia. In this research teachers and teaching assistants are described as educators. Preschool programs in day care services and kindergarten were included. The quantitative phase of this research analysed data from 76 participants who completed an online survey which included questions about their demographics, readiness to promote children’s emotional competence, and teaching and assessment strategies for emotional competence. The survey also included an open-response section to facilitate private responses and an invitation to engage in the focus groups that formed the second phase of this research. Only frequency and descriptive analysis were undertaken with all quantitative data. As the focus of this study was an exploration of the phenomenon, an inductive process was used to build a descriptive picture of it. In survey responses assessing perceived readiness to promote emotional competence (scale adapted from Bouillet et al. [2014]) there was a strong level of response consistency apparent across all participants. These demonstrated the unified supportive attitudes for promoting young children’s emotional competence, such as the recognised responsibility for sharing the socialiser role and perceived competence to enact activities to promote emotional competence. There was, however, some divergence in participants’ perception of the preparation through their undergraduate education for the role of promoting emotional competence. Additionally, in survey responses to a teaching and assessment strategies scale developed by this author, participants revealed a range of preferences in teaching and assessment strategies appropriate for developing emotional socialisation in the classroom. The qualitative data were interpreted through thematic analysis using a six-step process adapted from Braun and Clarke (2012). Interpretive analysis was also supported through a secondary latent or interpretive level of analysis using elements from Bronfenbrenner’s bioecological model. Major themes from data across five focus groups included emotional competence curriculum aims and goals, Prep environment, thoughts about the emotional socialiser role, shifts in children’s levels of emotional competence, shifts in observed parenting behaviours, sharing the emotional socialiser role with parents, supporting parents emotionally, pedagogical strategies for promoting emotional competence, educators’ emotional self-regulation strategies, supportive teams, assessment, and self-efficacy in the emotional socialiser role. This thesis provides insight into both the perceptions of a group of experienced educators about their emotional socialiser role and also the construction of these perceptions as structured by elements of Bronfenbrenner’s bioecological model. Most significantly, this study shows how variations in perceptual constructions of concepts occur among different service teams influenced by their siloed environments and associated socioeconomic contexts. Findings from the research will potentially inform educator training programs for promoting the socialisation of preschool children’s emotional competence.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Borowski, Sarah K. "Emotional Competence and Co-Rumination Within Early Adolescent Friendships: Implications for Emotion Socialization." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539626774.

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Van, Schoiack Leihua. "Promoting social-emotional competence : effects of a social-emotional learning program and corresponding teaching practices in the schools /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7849.

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Magee, Aoife. "Examination of the Social Emotional Assessment Measure (SEAM) Parent-Toddler Interval." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12959.

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Parent-child relationships serve as the foundation for social emotional competence in young children. To support the healthy social emotional development of their children, parents may need to acquire information, resources, and skills through interventions that are based upon assessment of parent competence. This manuscript presents results from a study of parents of toddlers and the practitioners who serve them in a suburban area of the Pacific Northwest. The purpose of the study was to conduct initial psychometric studies on a curriculum-based tool, the Social Emotional Assessment Measure (SEAM), focused on improving parent-child interactions for parents of toddlers. Convergent validity and utility were investigated for the SEAM Parent-Toddler Interval. Findings suggest that the SEAM Parent-Toddler Interval is an appropriate tool that can identify the strengths and needs of parents and assist in designing quality interventions that might alter developmental trajectories, leading to improved family and child outcomes.
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Crick, Amanda. "Emotional Intelligence, Social Competence, and Success in High School Students." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/649.

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The relationship between emotional intelligence, social competence, and success was investigated. Success was operationally defined as elected leadership within a school group, club, or organization. The study sample consisted of 31 males and 89 females ages fourteen to seventeen years (grades 9 through 11) from three counties in south-central Kentucky. Student participants were characterized as Leaders, Joiners, or Non-Joiners of school groups and were asked to complete the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQi:YV) (BarOn & Parker, 2000), which assessed emotional intelligence, and the Social Skills Rating System - Secondary Student Form (SSRS) (Gresham & Elliott, 1990), which provided an evaluation of social competence. Teachers of the students in the study were also asked to complete a Social Skills Rating System-Teacher Form. Results lent support to three of the four hypotheses. Female leaders exhibited higher than chance Total EQ scores, as well as higher scores on Intrapersonal, Interpersonal, and Adaptability factors than the standardization sample. Male leaders appeared to possess more ability within the domain of Adaptability than the standardization sample. Significant mean score-differences existed between the emotional intelligence scores of those identified as Leaders, Joiners, and Non-Joiners of groups. Emotional intelligence was not shown to increase with age, as no significant correlations emerged between emotional intelligence scores and age levels. Finally, teacher ratings of social skills were significantly higher for leaders than for Joiners and Non-Joiners of groups. Implications and suggestions for further research were discussed.
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Books on the topic "Emotional competence"

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The development of emotional competence. New York: Guilford Press, 1999.

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How to promote children's social and emotional competence. London: Paul Chapman, 1999.

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Flying lessons: 102 strategies for equipping your child to face life with confidence and competence. Nashville, Tenn: Thomas Nelson, 2007.

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T, Evans Elizabeth, and Meisgeier Charles H. 1932-, eds. Connecting with others: Lessons for teaching social and emotional competence. Champaign, Ill: Research Press, 1996.

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D, Bricker Diane, ed. An activity-based approach to developing young children's social emotional competence. Baltimore, Md: Paul H. Brookes Pub. Co., 2007.

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Educational Resources Information Center (U.S.), ed. Antecedents of language competence and social-emotional adjustment of young deaf children. Atlanta, Ga: Dept. of Educational Foundations, Georgia State University, 1990.

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Brar, S. Social emotional competence of pre-school children: Relationship to intelligence and maturity. Washington, D.C: Educational Resources Information Center, 1992.

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Pathways to competence: Encouraging healthy social and emotional development in young children. 2nd ed. Baltimore, Md: Paul H. Brookes Pub., 2009.

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Focus on gender: Parent and child contributions to the socialization of emotional competence. San Francisco: Jossey-Bass, 2010.

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1948-, Davis Karen R., Swindle Faye L, and Quirk Constance, eds. Developmental therapy-developmental teaching: Fostering social-emotional competence in troubled children and youth. 3rd ed. Austin, TX: PRO-ED, 1996.

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Book chapters on the topic "Emotional competence"

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Denham, Susanne A., and Rosemary Burton. "Preschoolers’ Attachment and Emotional Competence." In Social and Emotional Prevention and Intervention Programming for Preschoolers, 33–45. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0055-1_3.

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Cekaite, Asta. "Emotional stances and interactional competence." In Emotion in Multilingual Interaction, 131–52. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/pbns.266.06cek.

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Lemerise, Elizabeth A., and Bridgette D. Harper. "Emotional Competence and Social Relations." In Contributions to Human Development, 57–66. Basel: S. KARGER AG, 2013. http://dx.doi.org/10.1159/000354353.

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Tamura, Leonard J. "Emotional competence and well-being." In APA handbook of ethics in psychology, Vol 1: Moral foundations and common themes., 175–215. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13271-007.

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Esau, Natascha, and Lisa Kleinjohann. "Emotional Robot Competence and Its Use in Robot Behavior Control." In Emotional Engineering, 119–42. London: Springer London, 2011. http://dx.doi.org/10.1007/978-1-84996-423-4_7.

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Denham, Susanne A. "Emotional Competence During Childhood and Adolescence." In Handbook of Emotional Development, 493–541. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17332-6_20.

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Capobianco, Nicole B., Caitlin D. Bush, and Deborah L. Best. "Emotional Development: Cultural Influences on Young Children’s Emotional Competence." In Children’s Social Worlds in Cultural Context, 55–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27033-9_5.

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Havighurst, Sophie. "Improving Children’s Emotional Competence: Parenting Interventions." In Social and Emotional Prevention and Intervention Programming for Preschoolers, 167–82. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0055-1_11.

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Gavazzi, Ilaria Grazzani. "Emotional and Metaemotional Competence: A Developmental View." In Neural Nets, 367–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-45216-4_41.

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Knapp, Samuel J. "Professional liability, quality enhancement, and emotional competence." In Suicide prevention: An ethically and scientifically informed approach., 171–97. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000145-006.

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Conference papers on the topic "Emotional competence"

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Esau, Natascha, Lisa Kleinjohann, and Bernd Kleinjohann. "Emotional Competence in Human-Robot Communication." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49409.

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Since emotional competence is an important factor in human communication, it will certainly also improve communication between humans and robots or other machines. Emotional competence is defined by the aspects emotion recognition, emotion representation, emotion regulation and emotional behavior. In this paper we present how these aspects are intergrated into the architecture of the robot head MEXI. MEXI is able to recognize emotions from facial expressions and prosody of natural speech and represents its internal state made up of emotions and drives by according facial expressions, head movements and speech utterances. For its emotions and drives internal and external regulation mechanisms are realized. Furthermore, this internal state and its perceptions, including the emotions recognized at its human counterpart, are used by MEXI to control its actions. Thereby MEXI can react adequately in an emotional communication.
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Filella, Gemma, Felicidad Barreiro, Jon Berastegui, Maria José Méndez, María Priego-Ojeda, and Agnès Ros-Morente. "EMOTIONAL AWARENESS OF ELEMENTARY STUDENTS. ANALYSIS OF NEEDS AND INTERVENTION PROPOSALS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end118.

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"The ability to master emotional vocabulary is evidenced to enhance emotional expression, as well as broaden knowledge of the world and facilitate interpersonal relationships. Also, it helps to develop critical thinking, promotes abstraction, deepens self-knowledge, emotional regulation, forge solid social relationships and improves emotional competencies: emotional awareness, emotional regulation, emotional autonomy, social competence and competences for life and well-being. Some of them are mediated by language, such as emotional awareness which is the first step towards becoming aware of one’s own emotions and the emotions of others as well as capturing the emotional climate of a particular context. This study aims to be a needs analysis to detect the level of emotional vocabulary that primary students know differentiating between positive, negative and ambiguous emotions. Consequently, the differences between gender and grades had been explored. The sample of this study was constituted of 551 primary students (335 boys and 216 girls). An instrument developed ad-hoc was implemented to measure the emotional vocabulary. A quantitative analysis was done with the program IBM SPSS Statistics 24.0 software. The results showed that as participants' ages increased, more positive emotions were detected. Apart from that, a greater number of negative and ambiguous emotions were noticed in the older participants. On the other hand, the younger participants reported an increased number of positive words. As compared to the boys, the girls reported more positive words. To explain these results, a variety of explanations and arguments could be considered. According to previous research, studies have demonstrated how relevant is to carry out emotional competence’s programmes based in emotional education in primary schools at early ages, since then exists major flexibility and capacity to acquire emotional vocabulary. These interventions also prevent bullying and aid in conflict resolution, in addition to improving emotional vocabulary."
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Slavić, Agneš, Maja Strugar Jelača, Nemanja Berber, and Radmila Bjekić. "The Relationship between Managers’ Emotional Competencies and Organizations’ Financial Performances." In Seventh International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/limen.s.p.2021.59.

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The topic of emotional intelligence has attracted considerable in­terest from both academics and practitioners. Emotionally intelligent lead­ers have the ability to express, understand and regulate their own as well as others’ emotions. Previous evidence suggests that emotionally intelligent leaders play a crucial role in encouraging employees to perform at their best at work, which in turn can improve the financial performance of the organi­zation. Still, there is little empirical evidence to support these claims from de­veloping countries. Therefore, the research question of this paper is: Which of the leaders’ emotional competencies are required for outstanding financial performance of the organization? In this study, emotional competencies are analyzed through the self-awareness and self-management clusters. This study proposed and tested the relationship between managers’ emotional competencies and an organization’s financial performances, such as growth in profits, profitability, return on assets (ROA) and return on equity (ROE). Em­pirical data were obtained via a questionnaire survey involving 300 employ­ees from 80 organizations in the Republic of Serbia. The methodology used in the study is a well-known ESCI questionnaire. The findings revealed a weak positive correlation among emotional self-awareness, aspiration for success and adaptability as emotional intelligence competencies and financial per­formances, whereas emotional self-control and optimism did not have any statistically significant relationship with financial performances. The results provide implications regarding the development of emotionally intelligent leaders, supporting emotional competence at the organizations.
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Tartt, Erica. "Social Emotional Health Survey: Exploring Emotional Competence." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1693290.

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CIOBANU, Adriana. "Educational strategies for improving emotional regulation in children with autistic spectrum disorders." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p127-133.

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Emotion regulation is an important component of emotional competence, which develops in the first years of life and is of particular importance for the development of appropriate and flexible social behavior. Emotional regulation can be defined as the ability of an individual to regulate their emotions, both positive and negative, by attenuating, intensifying or simply maintaining them. Autism Spectrum Disorders are neurodevelopmental disorders characterized by deficits in social communication and repetitive and restricted patterns of behavior, with early onset in the child's developmental trajectory. This type of child also shows an intensified emotional reactivity, with varying degrees of difficulty in emotional regulation.
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Tolegenova, Aliya. "Emotional competence of the person." In 3th International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2015. http://dx.doi.org/10.15405/epsbs.2015.08.19.

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Savanevičienė, Asta, Lina Girdauskiene, and Rosita Jocytė. "Linkage Between the Usage of Digital Technologies and Emotional Competence." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002256.

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Emotional competence is critical for 21st century society, where digital technologies permeate all spheres of life, requiring a rethinking of human relationships in both private and working life. The need for technological detoxification is increasingly being discussed, however at the same time the inevitability of intervention of digital technologies in everyday life is understood. There is still a gap of knowledge regarding the impact of the use of digital technologies on the emotional competence. Moreover, different scholars see both the harm of digital technologies on the emotional competence and the positive impact of digital technologies on the development of emotional competence when digital technologies activate the system of human senses.The paper aims at closing this gap by examining the linkage between the use of digital technologies and the emotional competence (Self-Awareness, Self-Management, Social Awareness, and Relationship Management). In doing this, the quantitative data were collected from questionnaires distributed in Lithuania using simple random sampling (178 responses). The research has shown that the use of digital technologies can have both positive and negative effects on emotional competence. Respondents who use digital technologies as a means of communication develop their interpersonal emotional competence (social awareness, and relationship management), but it was found that the use of some social media are negatively related to the personal emotional competence (self-awareness, self-management).
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Ivanova, Veneta. "CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.178.

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This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.
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Ivanova, Veneta. "CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.16.

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This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.
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Talavera, Marta, Olga Mayoral, and Elena Zalve. "EMOTIONAL COMPETENCE: MAIN HEALTH PROBLEMS TO FACE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0160.

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Reports on the topic "Emotional competence"

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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Hernández-López, Luis Pablo, and Miriam Romero-López. Social competence and self-esteem: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0149.

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Review question / Objective: What kind of relationship exists between social competence and self-esteem in students of any age? Condition being studied: Self-esteem is understood as the evaluative dimension of self-concept, having great importance in the interpretation of opinions, behavior, and emotions. The study of the relationship between these two concepts is important because low levels of self-esteem can be a source of significant psychological distress and can diminish the individual's social competence skills. And in turn, the strengthening of self-esteem would increase the likelihood of adequate progress in social competence, which would imply a healthy development of the individual in his or her environment. Other studies reveal the association between perceived social competence, higher levels of emotional regulation, better academic performance, adequate coping strategies, and a healthier self-concept among the child and adolescent population.
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Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, February 2023. http://dx.doi.org/10.54300/928.269.

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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables.
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Rosen, Jeffrey A., Kesha Hudson, Susan Rotermund, Cheryl Roberts, and Anna-Lisa Mackey. Social Emotional Learning in Middle School: Developing Evidence-Based Programs. RTI Press, July 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0075.2207.

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This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students’ SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Learning (CASEL), and Blueprints standards for evidence. We extend our summary of these programs by noting that even when positive effects have been demonstrated, these effects were often observed in a single domain, such as substance use, or outnumbered by null effects, which undermines efforts to understand program effectiveness. We conclude by considering the unique developmental needs of early adolescents and providing recommendations for the development or refinement of SEL programs that target middle school students.
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Gandia, Natalia, Josep-Maria Losilla Vidal, and Paz Viguer Seguí. Strategies to assess and promote university students’ socio-emotional competencies in socio-educational and health fields: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2021. http://dx.doi.org/10.37766/inplasy2021.2.0076.

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Osadchyi, Viacheslav, Hanna Varina, Evgeniy Prokofiev, Iryna Serdiuk, and Svetlana Shevchenko. Use of AR/VR Technologies in the Development of Future Specialists' Stress Resistance: Experience of STEAM-Laboratory and Laboratory of Psychophysiological Research Cooperation. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4455.

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The scientific article deals with the analysis of peculiarities of the use of innovative AR/VR technologies in the process of developing future special- ists’ stress resistance. Based on the analysis of the introduction of AR/VR tech- nologies in the context of the implementation of a competency-based approach to higher education; modern studies on the impact of augmented reality on the emotional states and physiological features of a person in a stressful situation, the experience of cooperation of students and teachers at the Laboratory of Psy- chophysiological Research and STEAM-Laboratory has been described. Within the framework of the corresponding concept of cooperation, an integrative ap- proach to the process of personality’s stress resistance development has been designed and implemented. It is based on the complex combination of tradition- al psycho-diagnostic and training technologies with innovative AR/VR technol- ogies. According to the results it has been revealed that the implementation of a psycho-correction program with elements of AR technologies has promoted an increase of the level of personality’s emotional stability and stress resistance. The level of future specialists’ situational and personal anxiety has decreased; the level of insecurity, inferiority, anxiety about work, sensitivity to failures has also decreased; the level of flexibility of thinking and behavior, ability to switch from one type of activity to another one has increased; general level of person- ality’s adaptive abilities has also increased. The perspectives of further research include the analysis of the impact of AR/VR technologies on the future profes- sionals’ psychological characteristics in order to optimize the process of im- plementing a learner-centered approach into the system of higher education.
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Marold, Juliane, Ruth Wagner, Markus Schöbel, and Dietrich Manzey. Decision-making in groups under uncertainty. Fondation pour une culture de sécurité industrielle, February 2012. http://dx.doi.org/10.57071/361udm.

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The authors have studied daily decision-making processes in groups under uncertainty, with an exploratory field study in the medical domain. The work follows the tradition of naturalistic decision-making (NDM) research. It aims to understand how groups in this high reliability context conceptualize and internalize uncertainties, and how they handle them in order to achieve effective decision-making in their everyday activities. Analysis of the survey data shows that uncertainty is thought of in terms of issues and sources (as identified by previous research), but also (possibly a domain-specific observation) as a lack of personal knowledge or skill. Uncertainty is accompanied by emotions of fear and shame. It arises during the diagnostic process, the treatment process and the outcome of medical decision making. The most frequently cited sources of uncertainty are partly lacking information and inadequate understanding owing to instability of information. Descriptions of typical group decisions reveal that the individual himself is a source of uncertainty when a lack of knowledge, skills and expertise is perceived. The group can serve as a source of uncertainty if divergent opinions in the decision making group exist. Three different situations of group decisions are identified: Interdisciplinary regular meetings (e.g. tumor conferences), formal ward meetings and ad hoc consultations. In all healthcare units concerned by the study, only little use of structured decision making procedures and processes is reported. Strategies used to handle uncertainty include attempts to reduce uncertainty by collecting additional information, delaying action until more information is available or by soliciting advice from other physicians. The factors which ultimately determine group decisions are hierarchy (the opinion of more senior medical staff carries more weight than that of junior staff), patients’ interest and professional competence. Important attributes of poor group decisions are the absence of consensus and the use of hierarchy as the predominant decision criterion. On the other hand, decisions judged to be effective are marked by a sufficient information base, a positive discussion culture and consensus. The authors identify four possible obstacles to effective decision making: a steep hierarchy gradient, a poor discussion culture, a strong need for consensus, and insufficient structure and guidance of group decision making processes. A number of intervention techniques which have been shown in other industries to be effective in improving some of these obstacles are presented.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Priorities for Child and Adolescent Mental Health Research and Services in South Africa webinar. Academy of Science of South Africa (ASSAf), 2022. http://dx.doi.org/10.17159/assaf.2022/0010.

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Children and adolescents under the age of 18 years comprise 34% of the population, and child and adolescent Mental, Neurological and Substance Use (MNS) disorders are common and an important cause of disability and distress. Providers at all levels should be competent to screen for and identify common childhood mental disorders, which usually present with developmental delay, emotional and/or behavioural symptoms and/or learning difficulties. Given the burden of disease, the fact that many mental disorders begin in childhood, and that early intervention is most effective in childhood and adolescence, it is essential that effective promotion, prevention, treatment, care and rehabilitation interventions should be provided for children and adolescents. In this webinar, hosted by the Academy of Science of South Africa, leading experts in child and adolescent mental health presented their priorities for child and adolescent mental health services and research in South Africa.
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