Dissertations / Theses on the topic 'Socially competent behaviour'
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Finlay, John. "Patterns of self disclosing behaviour amongst aggressive, withdrawn and socially competent teenagers." Thesis, Queen's University Belfast, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317061.
Full textTeague, Rosemary Judith Patricia, and n/a. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061106.132840.
Full textTeague, Rosemary Judith Patricia. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366369.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
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Nebbergall, Allison J. "Assessment of social competence and problem behavior the psychometric properties of a social competency rating form /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7216.
Full textThesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Hoisington, Edward H. Jr. "Police Recruitment| Best Practices to Ensure a Competent, Skilled Workforce." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811880.
Full textThis researcher examined the recruitment process to identify best practices for law enforcement leaders to populate vacant positions with a competent and skilled workforce. The purpose of this qualitative exploratory case study was to identify best practices for law enforcement agencies to recruit and maintain trustworthy officers to protect local communities. The conceptual framework for this study was based on the historical evolution of recruitment practices. The researcher used a review of past and present police-recruitment practices to help identify best practices by which law enforcement administrators can select trustworthy officers. This case study was used to examine and compare recruitment practices, minimum requirements, disqualifiers, advertising campaigns, testing procedures, background investigations, and panel interviews. The researcher conducted face-to-face interviews with law enforcement officers and human resource personnel from four of Virginia’s law enforcement departments, and identified three themes based on the sample population’s responses: strategy, trends, and requirements. The researcher identified a progression of recruitment practices executed by a layered-approach. The recruitment process addressed eligibility requirements and potential disqualifiers established by hiring authorities and the State of Virginia. Through the findings of this study, law enforcement leaders may be armed with new knowledge to improve the recruitment process, with the end result of recruiting a qualified and competent workforce.
Barrett, Angelina. "Behavioural inhibition and social competence in early childhood." Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507562.
Full textSoenarso, Lany Idawati, and n/a. "Developing social competence in complimenting behaviour among Indonesian learners of English." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061108.165724.
Full textWhipple, Diane L. "Effectiveness of social competence promotion on disruptive behavior : a quantitative review /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3277010.
Full textHood, Kelly Marie. "Social Competence at Age 4 Years, of Children Born Very Preterm." Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/3673.
Full textBradshaw, Scott D. "Role of Perceived Competence in the Behavior of Socially Anxious Persons in Problem-Solving Groups." VCU Scholars Compass, 1995. http://scholarscompass.vcu.edu/etd/4376.
Full textCummings, Kelli Dawn. "Advances in the assessment of social competence /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136408.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 115-120). Also available for download via the World Wide Web; free to University of Oregon users.
Baistow, Karen Ann. "Behavioural psychology as a social project : from social engineering to the cultivation of competence." Thesis, Goldsmiths College (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264393.
Full textNelson, Helen. "Age, gender and sociodemographic differences in school entrants' social and emotional competence." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1830.
Full textHorowitz, Laura. "Conflict resolution and development of communication competence in preschool boys with language impairment /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-527-5/.
Full textShipp, Francesca. "Construct validity of teacher ratings of ADHD-IN, ADHD-HI, ODD-toward adults, academic competence, and social competence factors with Thai middle and high school students." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/F_Shipp_1061209.pdf.
Full textTitle from PDF title page (viewed on July 15, 2009). "Department of Psychology." Includes bibliographical references (p. 27-31).
Lee, Eun-Yeop. "Measuring Social Competence in Preschool-Aged Children Through the Examination of Play Behaviors." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3935.
Full textPerry, Lorraine J. "Student-teacher relationships behavior the impact of students' relationships with teachers on student school engagement, academic competence, and behavior /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
Full textMohr, Shelley. "Mothers' memories of childhood peer experiences, associations to child-rearing behaviours and children's social competence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0022/NQ37050.pdf.
Full textLau, Wing-chi Margaret, and 劉永慈. "Kindergarten teachers' rating of children's social competence and strategies they use to guide appropriate behavior." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959520.
Full textLau, Wing-chi Margaret. "Kindergarten teachers' rating of children's social competence and strategies they use to guide appropriate behavior." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810858.
Full textKarver, Christine L. "Neuropsychological Functioning, Social Information Processing, and Parent-Reported Behavior and Social Competence in Internationally Adopted Girls with a History of Institutionalization." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427797253.
Full textTate, Stephen Lee. "Effect of the Prepare curriculum on the social competency of children in residential treatment." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
Full textChoi, Yoon Kyung. "Child care effects and attachment continuity on the growth of social competence and academic achievement of children." Diss., Connect to online resource - MSU authorized users, 2008.
Find full textTitle from PDF t.p. (viewed on Sept. 9, 2009) Includes bibliographic references (p. 160-188). Also issued in print.
Hoyle, Sally G. "Stability and change in social relations of children with and without learning disabilities : social status, social networks, perceived social competence, social cognition, behavior problems, and ecological factors /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487322984315161.
Full textWeman-Josefsson, Karin Anna. "EXPLORING MOTIVATIONAL MECHANISMS IN EXERCISE BEHAVIOUR : Applying Self-determination theory in a person-centred approach." Licentiate thesis, Psykologiska Institutionen Göteborgs Universitet, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25427.
Full textMotion och fysisk aktivitet är multifacetterade beteenden som påverkas av komplexa samband mellan en mängd olika faktorer och ett sätt öka förståelsen för mekanismerna bakom hållbara motionsbeteenden är att studera motivationsrelaterade förhållanden och förutsättningar. Denna licentiatavhandling har därför en personcentrerad ansats som baseras på en deskriptiv processmodell som ingår i Självbestämmandeteorin (Self-determination theory; SDT). I Studie 1 genomfördes en tvärsnittsstudie på 1091 medlemmar i en web-baserad motionstjänst och avancerade medieringsanalyser genererade stöd för de hypotetiska relationerna mellan latenta variabler och motionsbeteende i processmodellen. Analyserna visade även modereringseffekter genom att dessa relationer skilde sig åt mellan grupper baserade på kön och ålder. Resultaten representerar därmed en första indikation på att utformandet av motionsinterventioner eventuellt kan gynnas av att anpassas till olika demografiska grupper, t ex baserat på kön och ålder. I Studie 2 genomfördes en intervention på 64 frivilliga deltagare i form av en RCT-design med två mätpunkter. Det SDT-baserade innehållet i interventionen förmedlades med hjälp av praktiska riktlinjer från metoderna Motiverande samtal (MI), Återfallsprevention (RPM) och Kognitiv beteendeterapi (CBT). Resultaten visade interventionseffekter på motionsbeteenden (mängd och intensitet), samt medieringseffekter av RAI (Relative Autonomy Index; ett index på graden av självbestämmande) och identifierad reglering i relation till motionsbeteende. Experimentgruppen uppvisade även lägre nivåer av yttre motivation än kontrollgruppen efter interventionen. Båda studierna är därmed i linje med det växande empiriska stödet för applicering av SDT inom motionsområdet och bidrar på flera sätt till kunskapsutvecklingen om motivationsrelaterade mekanismer. Det främsta bidraget är att självbestämmande motivation visade sig fungera som en medierande variabel i relationen mellan tillfredsställelse av psykologiska basbehov och motionsbeteende och att dessa latenta effekter skilde sig åt utifrån deltagarnas kön och ålder. Detta pekar på att mekanismerna i processmodellen kan variera i olika grupper, vilket skulle kunna påverka eventuella praktiska implikationer för framtida interventionsdesign. Vidare indikerar resultaten i Studie 2 att medieringsmekanismerna i processmodellen är möjliga att manipulera i en intervention, exempelvis genom att skapa stödjande miljöer som främjar internalisering och därigenom efterföljande motionsbeteenden. Båda studierna visar även att identifierad reglering har en viktig funktion i motivationsprocessen, vilket understryker betydelsen av att främja internalisering i aktiviteter som motion. Slutligen finns det argument för värdet av att anta en poly-teoretisk ansats i skapandet av motionsinterventioner, framförallt genom att kombinera SDT med andra teorier och metoder.
Campbell, Robert E. (Robert Eugene). "Academic, Behavioral, and Social Competency Characteristics of Non-Handicapped, Learning Disabled, and Emotionally/Behaviorally Disordered Adjudicated Juveniles." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331994/.
Full textWeatherill, Robin Pierce. "Does the mother-child relationship moderate the effects of domestic violence on preschool behavior problems and social competence?" online access from Digital Dissertation Consortium access full-text, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3282221.
Full textBossard, Lucas O. "Adolescent attachments to parents and peers in relation to aspects of psychological well-being and social competence a meta-analysis /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p088-0165.
Full textWalker, Susan. "Peer acceptance in early childhood : sex and social status differences in social information processing, temperament and social behaviour." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36634/1/36634_Walker_2001.pdf.
Full textField, Kristin L. "Effects of sex ratio on ontogeny of sexual behavior and mating competence in male guppies, poecilia reticulata." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1091578035.
Full textGoldetsky, Glenna Lee. "Attachment and the development of peer-related social competency from the toddler period to the preschool period /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textJentzsch, Clarice E. "An Investigation of the Construct Validity of the Preschool and Kindergarten Behavior Scales." DigitalCommons@USU, 1995. https://digitalcommons.usu.edu/etd/6078.
Full textHelms, Sarah W. "Structure of Aggression among Urban Youth: Competing Factor Models of Subtypes of Physical and Relational Aggression." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/2162.
Full textYoung, Christine Andrea. "An examination of how coaching behavior influences athletes' sport-confidence and athletes' perceived coaching competence." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323894866.
Full textRentsch, Carly A. "The Consistency of Teacher Ratings on the Behavior Assessment System for Children-3 and the Child Behavior Checklist 1.5-5." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1964.
Full textAlger, Buddy Dennis. "Social Skill Generalization with "Book in a Bag": Integrating Social Skills into the Literacy Curriculum at a School-Wide Level." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3586.
Full textMenclerytė, Jurgita. "Kauno miesto turizmo organizacijų vadybininkų socialinės kompetencijos bei komunikacinės elgsenos ypatumai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060515_090742-49945.
Full textRhodes, Darson Lee. "An Exploratory Study of the Relationship among Perceived Personal and Social Competence, Health Risk Behaviors, and Academic Achievement of Selected Undergraduate Students." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/75.
Full textBradbury, Kirsten. "Peer Influences on Risk-taking in Middle Childhood." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/9747.
Full textMaster of Science
Henderson, Sandra H. "Pathways to Externalizing Behavior: The Effects of Mother's Harsh Parenting and Toddler's Emotional Reactivity." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1326.
Full textLyons, Eileen M. "The Effects Of A Leadership And Diversity Awareness Program On Adolescents' Attitudes And Behaviors." Scholar Commons, 2005. https://scholarcommons.usf.edu/etd/754.
Full textPost, Deanne. "Adult's perceptions of children's self-confidence, social competence, and caring behavior as a function of participation in the Big Brothers Big Sisters Program." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998postd.pdf.
Full textChristianson, Erika Nicole. "Program Evaluation of Behavior Management Training for Preschool Teachers: Child Outcomes." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1305.
Full textDrummond, Jason A. "The relation between playing violent single and multiplayer video games and adolescents' aggression, social competence, and academic adjustment." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1236354262.
Full textZapata, Lauren B. "Associations Between Maternal Depression and Child Social Competence and Display of Problem Behaviors: A Longitudinal Investigation of Direct, Indirect and Moderating Effects." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001174.
Full textRhodes, Darson L. "An exploratory study of the relationship among perceived personal and social competence, health risk behaviors, and academic achievement of selected undergraduate students /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967963391&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full textPinto, Ângela Daniela Moreira. "Competências sociais, problemas de comportamento e competências académicas: um estudo no 2º ciclo do ensino básico." Master's thesis, [s.n.], 2015. http://hdl.handle.net/10284/4809.
Full textO comportamento social corresponde ao conjunto de ações, atitudes e pensamentos que o indivíduo apresenta em relação à comunidade, aos indivíduos com que interage e a si próprio. As competências sociais assumem uma importância decisiva no desenvolvimento humano, pois estão relacionadas, não só com as relações entre pares, mas também, com o sucesso académico e profissional, e com o ajustamento psicossocial (Baptista, Monteiro, Silva, Santos & Sousa, 2011). Os défices nestas competências podem levar a dificuldades na aceitação social, dificuldades escolares, desajustes psicológicos na infância, problemas de saúde mental na adolescência e idade adulta, dificuldades de aprendizagem, maior risco de desenvolvimento de comportamentos antissociais, agressividade, delinquência e ao consumo de substâncias (Baptista et al., 2011; Lopes et al., 2006). Neste estudo, de abordagem quantitativa, pretendeu-se investigar a relação entre as variáveis género, idade, realização escolar e as competências sociais, os problemas de comportamento e competência académica e analisar a influência de um programa estruturado e promotor de competências sociais, aplicado a um grupo de 49 alunos do 2º ciclo do ensino básico nas habilidades sociais, nos problemas de comportamento e competência académica. Foi administrada a Escala de Competências Sociais K-6: Forma para Professores (Lemos & Meneses, 2002) em dois momentos distintos: antes e depois da aplicação do programa de competências sociais. Os resultados encontrados indicam, na perspetiva dos professores, que alunos de 5º e 6º ano não se diferenciam quanto às Habilidades Sociais (HS), Problemas de Comportamento (PC) e Competência Académica (CA); não parecem existir diferenças nas HS e nos PC entre rapazes e raparigas; os resultados indicam que alunos mais velhos parecem apresentar menos HS e mais PC; as HS e os PC parecem associar-se à realização escolar e alunos com valores mais elevados nos PC apresentam resultados escolares mais baixos; parecem existir melhorias nas HS e uma diminuição dos PC com a implementação do programa de intervenção, contudo não foram assinaladas diferenças relativas à CA.
Social behavior corresponds to the set of actions, attitudes and thoughts that the person has in relation to the community, to individuals with which he interacts and to himself. Social skills play a decisive role in human development, since they are related not only with peer relations, but also with the academic and professional success and the psychosocial adjustment (Baptista, Monteiro, Silva, Santos & Sousa, 2011). Deficits in social skills can lead to difficulties in social acceptance, learning difficulties, psychological maladjustment in childhood, mental health problems in adolescence and adulthood, learning disabilities, increased risk of developing anti-social behavior, aggression, delinquency and substances abuse (Baptista et. al., 2011; Lopes et. al., 2006). This quantitative study of aims to investigate the relationship between gender, age, school achievement and social skills, behavior problems and academic competence as well as the influence of a structured program of social skills, applied to a group of 49 students of the 2nd Cycle of Basic Education, in social skills, behavior problems and academic competence. The Social Skills Scale K6: Form for Teachers (Lemos & Meneses, 2002), was administerd before and after the implementation of the social skills program. The results show that, from teachers perspective, students from 5th and 6th grade do not differ in Social Skills (SS), Behavior Problems (BP) and Academic Competence (AC); there seems to be no differences in the SS and BP between boys and girls; the results indicate that, older students seem to show less SS and more BP; there seems to be a relationship between SS and BP regarding school achievement, the students with higher BP showing lower academic results; there seems to be improvements in the SS and a decrease in BP with the implementation of the intervention program, but were not marked differences related to AC.
Bambino, Linda E. "Physician Communication Behaviors That Elicit Patient Trust." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2185.
Full textTornblad, Maria, and Marie Fäldt. "EQ-aktiviteter på förskolans dagordning : En studie om förskollärares uppfattningar av förändringar i det socioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan." Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4333.
Full textI denna studie har vi undersökt tre förskollärares uppfattning av förändringar i detsocioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan.Vi har i studien särskilt inriktat oss på följande aspekter av barnens socioemotionellaintelligens och kompetens; empati, prosociala färdigheter, relationsfärdigheter,kommunikationsfärdigheter, samarbetsfärdigheter, problemlösningsfärdigheter, självhävdelseoch självkontroll. De teoretiska begrepp som analyseras i studien är sociokulturellteori, Honneths erkännandeteori, socioemotionell intelligens och kompetens,prosocialt beteende, och socialt samspel. Datainsamlingsmetoden är kvalitativ ochbestår av semistrukturerade intervjuer. Resultatet visar att de intervjuade förskollärarnaanser att arbetet med EQ-aktiviteter på förskolan har förändrat det sociala klimatet ibarngruppen i en positiv riktning samt att barnens socioemotionella intelligens ochförmåga har utvecklats. Denna utveckling visar sig främst genom att barnen i högreutsträckning än tidigare visar benägenhet att agera på ett mer genomtänkt ochprosocialt sätt gentemot varandra i olika sociala sammanhang. I diskussionen behandlarvi kritisk reflektion, den verbala förmågans betydelse för den socioemotionellautvecklingen, samt förutsättningar för, och aspekter av ett målinriktat arbete med EQ–verksamhet på förskolan.
Zhu, Danhua. "Independent and interdependent self-construals as moderators of links between parents' beliefs about emotions and their emotion socialization behaviors in Chinese families." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90900.
Full textM.S.
Centered around the process through which parents socialize children’s social and emotional competence (emotion socialization, ES), the current study examined how parents’ beliefs about children’s emotions associated with their ES reactions, how their beliefs together with their perceptions of self (self-construal) related to their ES reactions, and how their ES reactions associated with their children’s behaviors in a Chinese sample. Seventy-five Chinese parents (65 mothers, 10 fathers) with children from 7- to 11-year-old (43 girls, 32 boys) completed Chinese versions of questionnaires about their beliefs about children’s emotions, their ES reactions, their self-construal, their perceptions of children’s behaviors, and some demographic information. The associations aforementioned were tested. Chinese parents perceived themselves as both unique entities (independent self-construal) and connected with others (interdependent self-construal), with a higher level of interdependent self-construal. Parents’ endorsement of independent self-construal may spotlight their beliefs about children’s pride and anger, which in turn induce more ES reactions that are consistent with their beliefs. Parents’ interdependent self-construal was related to their ES reactions to children’s feelings of love and shame/guilt. Parents’ nonsupportive reactions to children’s anger and pride were related to children’s higher competence, which suggests that Chinese society may endorse the inhibition of emotions. Overall, findings contributed to the understanding of cross-cultural differences of parental ES between American and Chinese families and the impact of their perceptions of self on their ES reactions.