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1
Novi, Martina <1993>. « Competenze emotive e sociali : Validazione di un nuovo modello ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11914.
Texte intégralRésumé :
Un tema di crescente interesse nel mercato del lavoro è quello delle competenze trasversali. L’elaborato affronta questo tema con l‘obiettivo di validare un modello delle competenze trasversali sviluppato dal Ca’ Foscari Competency Centre. In particolare sono state approfondite nello specifico alcune delle competenze di consapevolezza ed azione in esso comprese: self-awareness, self-confidence, organization awareness, resilience, initiative e self-control.
Ogni competenza è stata descritta nel più ampio contesto della letteratura internazionale e per ciascuna sono stati discussi gli studi empirici che hanno messo in relazione questa competenza con altre variabili di rilievo. La tesi successivamente propone un’analisi statistica condotta su un campione di rispondenti a cui è stato somministrato il modello, al fine di validare le competenze oggetto di studio.
2
DE, LUCA SUSANNA. « Diseguaglianze sociali e istruzione primaria in Italia. Le competenze degli studenti tra origini sociali, capitale culturale e effetto scuola ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2011. http://hdl.handle.net/10281/20212.
Texte intégralRésumé :
Obiettivo dello studio è indagare le dimensioni sottostanti i differenziali di apprendimento scolastico nei bambini che frequentano le elementari in Italia, individuando il ruolo in essi svolto sia dalle variabili del background familiare (origini sociali e capitale culturale), che dai fattori inerenti la scuola (leadership, composizione utenza, insegnanti). Dimostrare l’esistenza di forme di diseguaglianza educativa in un’epoca così precoce di studi costituisce un tassello fondamentale per lo studio delle diseguaglianze successive. I destini scolastici dei giovani studenti in altre parole si delineano nettamente sin nei primi anni di istruzione. Vi è universalità oramai nell'ottenimento della licenza elementare, ma i bambini giungono loro malgrado al termine del V anno riproducendo in modo soprendente la struttura sociale sottostante. L'indagine, al fine di indagare la complessità e le sfaccettature del fenomeno, ha fatto ricorso a tecniche di rilevazione e analisi sia qualitative che quantitative
3
Munaretto, Elena <1993>. « Metodologie e strumenti per lo sviluppo delle competenze emotive e sociali nell'ambito education ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11853.
Texte intégralRésumé :
La seguente tesi tratta dello sviluppo delle competenze trasversali, in particolar modo delle competenze emotive e sociali. Queste due tipologie di competenze sono sempre più richieste e pretese nel mondo del lavoro, poiché le aziende non richiedono più solamente le competenze tecniche-specifiche, ma soprattutto competenze che distinguono il soggetto da tutti gli altri. Inizialmente l’elaborato si occupa di un’analisi teorica delle competenze e dell’intelligenza emotiva, con il contributo degli autori più famosi, mentre successivamente viene presentato il processo di apprendimento delle competenze socio-emotive. Il percorso di apprendimento inizia dall’asilo fino ad arrivare alle high school, il quale fin da subito deve essere una base comune ad ogni disciplina. In questo elaborato si sottolinea l’importanza di anticipare l’apprendimento delle competenze emotive e sociali fin d’asilo, in quanto in questo modo è più facile che il soggetto in età adulta ha tutte le capacità per affrontare il mondo del lavoro e quindi di riuscire ad ottenere performance eccellenti, ma anche un percorso personale eccellente. La tesi illustra vari modelli di apprendimento applicati ai bambini delle primary school, middle school e high school.
4
Longhin, Ilaria <1992>. « Lo sviluppo delle competenze Emotive e Sociali attraverso l'Experiential Learning : analisi della letteratura e caso empirico ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/9272.
Texte intégralRésumé :
La presente tesi sviluppa il tema dell'apprendimento delle competenze trasversali. In particolare, partendo dall'analisi del concetto di "Soft Skills", e dalla crescente rilevanza che queste abilità assumono nel mercato del lavoro attuale, andrà ad analizzare dalla letteratura internazionale, i modelli di apprendimento diffusi per questa tipologia di competenze. Un focus particolare sarà posto nell'Experiential Learning come metodo maggiormente efficace all'interno dei corsi di formazione, proposti in ambito accademico e lavorativo. Infine verrà proposta un'analisi empirica dell'impatto di questo tipo di apprendimento su un campione di studenti dell'Università Cà Foscari,frequentanti il corso di "Competenze Emotive e Sviluppo Individuale" proposto dal Cà Foscari Competency Center.
5
SPADA, ALICE. « Education for Society in Educational Systems A Comparative Study on Social Competences ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2019. http://hdl.handle.net/10281/241101.
Texte intégralRésumé :
Educating for society means preparing young members of society for social life. This research focuses on two areas of this topic: a) the different theories regarding educating for society provided through time by different sociological models; b) a comparative empirical study conducted in Milan in order to understand the way in which education for society is currently carried out. To do so, the educational tool considered is social competences. The analysis concentrates on the parameters of definition, transmission and evaluation of social competences as described by middle school teachers and uses phenomenography as a research method. Comparison between high disadvantage index districts and low disadvantage index district is carried out. Results show teachers from high disadvantage index districts concentrate more on the intercultural aspect of social competence compared to teachers from low disadvantage index districts. Results are read both as an effect of reproductions mechanisms and as an effect of systemic normative indeterminacy.Educating for society means preparing young members of society for social life. This research focuses on two areas of this topic: a) the different theories regarding educating for society provided through time by different sociological models; b) a comparative empirical study conducted in Milan in order to understand the way in which education for society is currently carried out. To do so, the educational tool considered is social competences. The analysis concentrates on the parameters of definition, transmission and evaluation of social competences as described by middle school teachers and uses phenomenography as a research method. Comparison between high disadvantage index districts and low disadvantage index district is carried out. Results show teachers from high disadvantage index districts concentrate more on the intercultural aspect of social competence compared to teachers from low disadvantage index districts. Results are read both as an effect of reproductions mechanisms and as an effect of systemic normative indeterminacy.
6
Porcarelli, Sara <1989>. « L'importanza delle competenze sociali e personali. Dalle Life skills, passando per le Competenze chiave per l'apprendimento permanetne, sino all' Educazione interculturale : come si sono evolute nello scenario scolastico europeo e perchè le metodologie a mediazione sociale ne favoriscono lo sviluppo ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13701.
Texte intégralRésumé :
In una società sempre più globalizzata, dove i cambiamenti socio-economici si susseguono ad un ritmo vertiginoso, risulta fondamentale ripensare al concetto di istruzione e sul che ruolo deve assumere la scuola nel formare gli adulti di domani. Risulta ormai consolidata la necessità da parte della scuola di formare individui che posseggano non solo conoscenze tecniche e accademiche ma anche tutta una gamma di competenze trasversali. Queste competenze, da un lato, devono mirare a rendere il soggetto consapevole, promotore del proprio benessere psicofisico; dall’altro riguardano le conoscenze, le capacità e le attitudini necessarie allo sviluppo personale, all'inclusione sociale e alla cittadinanza attiva, nonché alla occupabilità. Questa dissertazione tratta in maniera specifica le competenze sociali e personali, le quali stanno acquistando sempre più rilevanza in materia di istruzione. Nei primi quattro capitoli viene descritto come la nozione di competenze sociali e personali è cambiata e si evoluta nello scenario educativo internazionale ed europeo. Nel primo capitolo viene affrontato il tema delle life skills, ossia quel set di abilità psicosociali che, secondo il documento del WHO (1994) riguardano person’s ability to deal effectively with the demands and challenges of everyday life. It is a person’s ability to maintain a state of mental well-being and to demonstrate this adaptive and positive behaviour while interacting with others. Nel secondo capitolo vengono tratte le competenze chiave per l’apprendimento permanente, sancite nelle Raccomandazioni del Parlamento europeo del 2006 e del 2018. In particolare si osserva come sono cambiate le competenze sociali e personali in termini caratteristiche, conoscenze, abilità e atteggiamenti essenziali legati a tali competenze. Il terzo capitolo si riferisce all’educazione alla cittadinanza, la quale sta riscontrando grande successo in Europa, benchè non ci siano delle direttive a livello europeo chiare che la disciplinino. Essa è considerata uno dei principali mezzi per aiutare i giovani a sviluppare, allo stesso tempo, sia le competenze sociali che quelle civiche; essa aspira a fornire agli studenti competenze sia per la promozione del singolo individuo sia della comunità di appartenzenza, permettendo uno sviluppo armonioso di entrambi. Nel quarto capitolo si approfondiscono i concetti di educazione interculturale e di comunicazione interculturale. In generale, l’educazione interculturale, prevista nei curricoli della maggioranza dei Paesi europei, promuove un approccio pedagogico finalizzato ad incoraggiare il dialogo tra culture diverse e a fornire gli strumenti che permettano di riconoscere e combattere il sopraggiungere di stereotipi e pregiudizi. Si approfondisce inoltre, nel campo della glottodidattica, la nozione di competenza comunicativa interculturale, proposta dalla scuola veneziana. Nel quinto ed ultimo capitolo, vengono descritte le metodologie a mediazione sociale, nello specifico l’apprendimento cooperativo e il tutoraggio tra pari, come veicolo di sviluppo delle competenze sociali. Nelle conclusioni si esplicita l’importanza che le competenze sociali e personali stanno acquisendo nell’educazione scolastica a livello europeo nonchè la loro importanza nella formazione di individui capaci di gestire se stessi e di operare in maniera efficiente nel mondo contemporaneo.
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BREUKER, VALERIA. « L'EFFETTO DIRETTO DELLE ORIGINI SOCIALI SULLA DESTINAZIONE OCCUPAZIONALE IN PROSPETTIVA COMPARATA ». Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/635953.
Texte intégralRésumé :
The direct effect of social origin on occupational destination in comparative perspective
Research on social stratification has extensively studied the association between parental status and children’s occupational achievement (intergenerational mobility), as well as the association between parental status and children’s educational achievement (inequality of educational opportunities), which appears to be a substantial part of the former association. In comparison, less work has been devoted to the study the direct effect of social origin (DESO) on occupational outcomes, that is the association between family background and occupational attainment which remains to be observed when education is controlled for (OD|E).
This dissertation includes 4 main sections. First of all, it outlines with an historical approach the main contributions of the literature and the main methodological paradigms concerning the relationship between social origin, education and destination. This chapter reports the major contributions in social mobility, social stratification studies and recent developments in the fields.
Secondly, this work investigates the existence of the DESO using fully comparable data including all European countries (EU-Silc 2005 and 2011 and ESS 2002-2014). It also looks at the variation of the DESO depending on individual’s education. A relevant feature of the study is that it explores whether the effect of social origin on social destination changes when different measures of occupational achievement are considered. The use of different measures of occupational outcomes is not just a robustness check, but has also a theoretical relevance, enabling us to explore the different patterns of the intergenerational transmission of different dimensions of inequality. The study compares the empirical evidence between females and males, in order to observe the gender variation of the DESO in the European context and to compare country clusters.
The third and the fourth sections deal with one of the mechanisms by which the DESO works, that is the differences in productivity related to the family of origin. It looks in two different ways to the competences required for an occupational career, including both cognitive and non-cognitive competences. The third chapter shows a common competence structure in 21 countries, and its relationships with the different dimensions of the DESO. The fourth chapter analyzes the direct effect of social origin on cognitive competences, showing how it varies as a function of changing educational institutions in Western countries.
The third chapter considers the literature which has shown that competencies are positively associated with social origin, education and occupational status (Bowles & Gintis, 1979; Heckman et.al. 2006; 2013; Brunello & Schlotter, 2011; Barone & Van de Werfhorst, 2011). Moreover, the modernization process, after three industrial revolutions and the increase of technology, changes the set of competences needed in education and in the labor market, similarly in all the western industrial economies. The aim of this work is threefold. First, it studies the factor analytic structure of 43 competencies, in three domains: literacy, numeracy and non-scholastic skills, which are homogeneous in 21 countries using PIAAC data (2013). Second, it studies the effect of parental education, education, occupation, income, age and gender on 11 skill factors. Third, it shows the variation in these relationships with competencies used at work and in daily life. A configurational and congeneric structural model of competencies is estimated for all countries with three correlated errors. There is a convergence of the competences structure across countries, related to the technological and industrial development in Western countries, but there are also country-specific characteristics due to national development paths. There are positive correlations among all the competences and the exogenous variables, except for age, which has a negative path coefficient. In the model the correlations of education and parental education (background) with most competences, but some cognitive skills, are weak in all countries. However, both cognitive and non-scholastic skills show a strong association with occupation and income (destination), confirming previous literature (Heckman, 2016; 2013). Moreover, there are higher correlations among non-scholastic skills and income and cognitive skills and occupation in all countries. In all the countries, there are differences in the magnitude of the relationship among competences’ factors and exogenous variables, holding separate work and daily life dimensions. Separating the sample by age (under 35, above 35; threshold chosen to have sufficient cases for all countries), we argue that older respondents, having had their education earlier, might show weaker correlations of education with the skill factors than younger correspondents. We could not confirm this hypothesis because in most of the countries the oldest age group shows highest correlations among education and competencies.
Finally, the fourth chapter analyzes the difference in productivity from another perspective, studying the direct effect of social origin on cognitive competences, controlling for the change of different educational institutions over time. One of the main reasons why education should matter for intergenerational attainment is its importance in the development of skills and competences, but the literature has rarely considered their links to family background. Moreover, it is well established that intelligence and cognitive competences of younger generations have been improving over time (Flynn, 2013). Researchers have identified changes in educational institutions as one of the key factors behind both trends of weakening importance of family background for education and improving cognitive skills (e.g. Williams, 2013; Baker, 2015; Pöyliö et al. 2018). The modernization process has favoured the implementation of a set of reforms aiming at opening educational institutions to children with more diverse family backgrounds: educational expansion, the removal of dead-ends in higher education pathways, rising of compulsory school age, and, as a consequence, increasing equal opportunities. The chapter studies the associations between social origin, changes in educational institutions and cognitive competences. It is argued that there is a direct effect of social origin on cognitive competences, controlling for the tertiary education, parental tertiary education and differences between educational institutions. The study uses again PIAAC (2013) data for 21 western countries, matched with cohort-specific information on educational policies concerning the removal of dead-end of secondary and tertiary education. Data are analyzed through OLS estimates for the sample, applying population weights and country fixed effects, as well as a set of country-specific estimations for the comparative purposes. The chapter shows that the competences are higher in younger age than in older age. Parental tertiary education contributes to skills over and above children’s own education or institutional changes. Educational institutional changes reduce the importance of direct and indirect effect of parental tertiary education, with the exception of reforms. On average, reforms increase the importance of family background. It has been showed that children of advantaged families are better able to exploit the possibilities of institutional change to further improve their abilities.
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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.
Texte intégralRésumé :
Thesis (M.A.) -- University of Maryland, College Park, 2007.Thesis 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.
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Meier, Lori T. « Episode 7 : Civic Competence for Young Learners ». Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/7.
Texte intégralRésumé :
In this episode, we consider the role of civics, government, and political science in K-5 classrooms. We explore related standards, connections to the NCSS, and review some essential content and topics for elementary learners. We also visit some key civic digital resources for the classroom.https://dc.etsu.edu/social-studies-education-oer/1006/thumbnail.jpg
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Bergkamp, Jude A. « The Paradox of Emotionality & ; Competence in Multicultural Competency Training : A Grounded Theory ». Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1275422585.
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Cavalli, Bertolucci Cristina. « Lo sviluppo delle competenze di modellizzazione matematica nella scuola secondaria di secondo grado. Concezioni iniziali e processi di intervento didattico ». Doctoral thesis, Università degli studi di Padova, 2015. http://hdl.handle.net/11577/3424286.
Texte intégralRésumé :
The present work investigates both the mathematical modelling competencies that high school students develop and the instructional design that teachers consider suitable to promote competencies. The research relies on the constructivist paradigm; the specific version elaborated at UC Berkeley from the group of work directed by A. di Sessa is used. In the dissertation, mathematical modelling is seen as a competence, in this way the link between “constructivism” and “competence“ is show. The investigation is exploratory and divided in two paths:
In stage 1, through the use of Clinical Interviewing the modelling competency of the students is investigated. Particularly the basic elements of knowledge are investigated (phenomenological primitives or p-prims) of mathematical modelling in real phenomena and the complex shapes of the competence, are investigated through three different activities: the Taxi, the Statue and the Travel. The phenomenological primitives are the basis elements of knowledge, on which the more complex mathematical competence are constructed. In the analysis the p-prims that the students had presented during the activities are identified; in order to understand which points mathematical competence gets stuck. The students were mainly analyzed by interview about real situations, proving to counteract their representations and their behavior in everyday life. Furthermore, students were asked to express their conceptions about learning mathematics, their motivation to learn and their perception of their self-efficacy.
In stage 2 of the research some semi-structured interviews with high school mathematical teachers are conducted. Through an initial reflection on scraps from the first stage, each interview inquires what are the obstacles faced by the students in the modeling processes and which are the possible ways to overcome such obstacles in the classroom, in order to develop in class, modelling as a competence. The qualitative analysis of content has generated nine categories for interpreting the modelling competence. The teachers’ participation gives us the chance to understand how they manage and discover students’ modelling competencies, what they think about the national framework for the curriculum, if it could help them in class and which elements could be worth considering in such a document. The teachers’ suggestions for fitting the modelling in daily practice were significant and should not be underestimated.
From the constructivism point of view, the presence of the primitive conception is considered a fundamental aspect of learning and requires the implementation of effective teaching strategies to promote the development of mathematical competence.Questa ricerca ha lo scopo di indagare le competenze di modellizzazione matematica degli studenti della scuola superiore di secondo grado e il modo in cui insegnanti pensano di adattare le loro metodologie in classe per far fronte agli ostacoli riscontrati. La ricerca si inscrive nel paradigma epistemologico costruttivista; si utilizza la versione elaborata a UC Berkeley da gruppo di lavoro di A. diSessa. Nella tesi la modellizzazione viene trattata come forma di competenza, sottolineando l’interazione fra “costruttivismo” e “competenze”. L’indagine è di tipo esplorativo e è divisa in due percorsi: Nella FASE 1, attraverso l’utilizzo dell’intervista clinica si indaga sulla competenza modellistica degli studenti, cercando di individuare i maggiori ostacoli da essi affrontati. In particolare si esplorano gli elementi di base della conoscenza (i primitivi fenomenologici o p-prims) della modellizzazione matematica di fenomeni reali e le forme più articolate della competenza attraverso lo svolgimento di tre attività di modellizzazione: il Taxi, la Statua e il Viaggio. I primitivi fenomenologici sono gli elementi di base della competenza, su cui si costruisce la competenza matematica più avanzata. Nell’analisi abbiamo identificato i p-prims presentati dagli studenti durante lo svolgimento delle attività; lo scopo di tale identificazione è capire quali sono i punti che ostacolano lo sviluppo della competenza di modellizzazione. Si è cercato di analizzare lo studente nelle situazioni concrete, provando a contrastare le sue rappresentazioni e il suo comportamento nella pratica. Inoltre, si presenta uno studio realizzato con gli studenti coinvolti in cui si presentano le loro motivazioni a imparare, la percezione della propria competenza, l’autoefficacia, quale sono le loro concezioni sull’apprendimento della matematica e le possibili connessioni dei contenuti imparati a scuola nel loro quotidiano. Nella FASE 2 della ricerca si svolge un’intervista semi strutturata a insegnanti di matematica della scuola superiore di secondo grado. Attraverso una riflessione iniziale sui frammenti riscontrati nella prima fase della ricerca, l’intervista ha indagato quali sono gli ostacoli del processo modellistico affrontato dagli studenti e quali sono le possibili vie di intervento da adattare in classe per sviluppare la modellizzazione come una competenza. L’analisi qualitativa del contenuto ha generato nove categorie per interpretare la competenza modellistica da un altro punto di vista. L’intervento con gli insegnanti ci ha permesso di conoscere come essi comprendono le competenze modellistiche degli studenti, come pensano che le Indicazioni nazionali per il curriculo possano aiutarli in classe e quali sarebbero gli elementi da considerare in tale documento. I suggerimenti per adattare la modellizzazione nella pratica didattica sono stati significativi e da non sottovalutare. Da una prospettiva costruttivista, la presenza di concezioni primitive è considerata un aspetto fondamentale e inevitabile dell’apprendimento ed esige la messa in atto di strategie didattiche efficaci per promuovere lo sviluppo della competenza indagata.
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MESSETTI, MARINA. « Le relazioni tra pari in età prescolare e scolare : un’indagine sui fattori associati al grado di accettazione e di rifiuto sociale ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2020. http://hdl.handle.net/10281/273357.
Texte intégralRésumé :
Il presente lavoro si inserisce all’interno di quel filone di ricerca che considera le relazioni sociali, in particolare quelle che il bambino instaura con i propri pari, fondamentali per lo sviluppo delle abilità cognitive, emotive e sociali. In tale prospettiva, l’accettazione e il rifiuto da parte dei membri del proprio gruppo di riferimento assumono una rilevanza specifica in quanto questa seconda condizione può facilitare l’insorgenza di difficoltà in campo scolastico e portare, nel tempo, allo sviluppo di problematiche emotivo – comportamentali. A partire da queste premesse risulta, dunque, importante comprendere quali sono i fattori che possono concorrere a determinare il grado di accettazione e di rifiuto sociale tra pari. In quest’ottica sono stati condotti quattro studi che, nel complesso, hanno inteso verificare la natura delle associazioni, dirette ed indirette, tra alcune caratteristiche e competenze individuali e gli outcomes sociali, in bambini di età prescolare e scolare, considerando altresì il possibile ruolo del fattore genere.
Nel primo capitolo vengono esaminate le relazioni che intercorrono tra il grado di accettazione e di rifiuto sociale, la capacità di regolazione emotiva e alcuni tratti temperamentali, quali l’inibizione alla novità, l’attività motoria e l’attenzione, in un gruppo di bambini di età scolare (Studio 1) ed in uno di età prescolare (Studio 2). Dai risultati emerge il ruolo chiave della regolazione emotiva nel mediare l’influenza che alcuni tratti temperamentali, differenti in funzione del genere di appartenenza dei bambini nonché della fase evolutiva in cui si trovano, esercitano sugli outcomes sociali.
Il terzo studio approfondisce il ruolo della competenza emotiva, considerandone non solo la componente regolatoria ma anche quella relativa alla comprensione delle emozioni. A partire dall’analisi delle inter – relazioni tra queste componenti e le abilità lessicali, viene esaminato il modo in cui esse, separatamente e congiuntamente, concorrono alla costruzione di relazioni tra pari più o meno positive in età prescolare.
Il quarto studio, infine, esamina le relazioni che intercorrono tra le capacità regolatorie infantili, il rifiuto sociale e le problematiche emotivo - comportamentali in età scolare, con l’obiettivo di identificare in che modo la capacità di regolazione ed il grado di rifiuto sociale contribuiscano a determinare il funzionamento comportamentale dei bambini.
Nel complesso, dal lavoro di ricerca emerge il ruolo fondamentale della competenza emotiva per lo sviluppo di relazioni sociali tra pari positive ed efficaci e, conseguentemente, l’importanza di promuovere lo sviluppo di tali capacità attraverso programmi mirati.The present work focuses on social relationships, in particular the ones the child establishes with his peers, known to be fundamental for the development of cognitive, emotional and social abilities. From this perspective, social acceptance and rejection among peers assume particular importance as they are related to children’s later well-being. In fact, studies have shown that children who are liked by their peers have positive adjustment, while numerous negative outcomes have been associated with peer rejection, including emotional and behavioral problems, school avoidance and academic failure. Therefore, it is important to better understand the factors that can contribute to influence peer acceptance and rejection. In this perspective, we conducted four studies in order to verify the nature of the associations between some children’s individual characteristics and competences and their social outcomes, both in preschool and school aged children, also considering the possible role of gender. The first chapter examines the relationships between peer acceptance and rejection, emotion regulation abilities and some temperamental traits, such as inhibition to novelty, motor activity and attention, in a group of school (Study 1) and preschool aged children (Study 2). From the results, it emerges the key role of emotion regulation which mediates the impact of temperament on social outcomes. The third study explores the role of emotional competence, not only in its regulatory aspects but also in terms of emotion comprehension. Moreover, it investigates the inter-relationships of these components with lexical abilities and the way they, separately or jointly, facilitate or hinder social relations. Conclusively, the fourth study examines the relationships between emotion regulation abilities, peer acceptance and rejection and behavioral problems in order to identify the way emotion regulation and peer rejection determine children behavioral functioning. Overall the present research work points out the role of emotional competence for the development of positive social relations among peers and appoints the importance of promoting the development of such skills through targeted programs.
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Palmer, Caroline Denton. « Social competence of children with albinism / ». [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17618.pdf.
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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.
Texte intégralRésumé :
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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DeVries, Emily Rae. « The Self-Percieved Grief Competency of Masters Level Therapists ». CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/719.
Texte intégralRésumé :
Bereavement is an experience that most people will encounter multiple times across their lifetime. Some people who experience grief are going to seek support in this process from a therapist. The NASW Code of Ethics suggests that social workers only practice in fields in which they are competent. This study will look at the self-perceived grief competency of master’s level therapists. Demographic data and a survey designed to measure the competency of a master’s level therapist was utilized to collect data to measure the self-perceived grief competency. Data collected was analyzed using descriptive statistics, one-way between groups ANOVA, and correlation analysis. The results of this study were mixed. Overall, there was no significant difference between MSWs, MFT and other therapists in their grief experience. However, among other significant findings, years in the field is associated with higher levels of training and experience. Further research will be needed to better assess for preparedness. However, findings suggest the importance of training social workers to adequately meet the needs of grieving individuals in lieu of years of experience.
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Morris, Nancy Ann. « Social competence and criminal offending over time ». College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7350.
Texte intégralRésumé :
Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Criminology and Criminal Justice. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Cummings, 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.
Texte intégralRésumé :
Thesis (Ph. D.)--University of Oregon, 2004.Typescript. 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.
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Corso, Lisa. « Social Intelligence : Social Skills Competence and Emotional Intelligence in Gifted Adolescents ». TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/647.
Texte intégralRésumé :
Two schools of thought diverge into an ongoing debate as regards to the social intelligence of gifted youth. One view holds that the gifted are often maladjusted (Chronbach, 1960; Hollingworth, 1942). The contrary view is that they are more likely to be well adjusted, with overall above average social and emotional intelligence (Allen, 2000; Chesser, 2001; Kihlstrom & Cantor, 2000; Neihart, 1999). The current research is consistent with views supporting enhanced overall social and emotional intelligence of gifted youth. Some researchers have argued that emotional intelligence and social skills competence are subsets of social intelligence (Chesser, 2000; Greenspan, 1979; Kihlstrom & Cantor, 2000; Morgan, 1996; Salovey & Mayer, 1990,1993). In order to sample the domains of social intelligence in gifted adolescents, a measure of emotional intelligence (Bar-On Emotional Quotient - Inventory: Youth Version) was combined with a measure of social skills competence (Social Skills Rating Scale- Secondary Student and Parent Forms). Participants were students (n = 100) in a very selective summer program for gifted adolescents, and parent respondents (n = 76). This research addresses the following four hypotheses as regards to the relationship between social skills competence and emotional intelligence in gifted adolescents. It was hypothesized that gifted adolescents were expected to score in the above average range on emotional intelligence. Gifted adolescents scored significantly higher than norm samples on the scales of Adaptability, Stress Management and the Total EQ composite. It was also hypothesized that gifted students have above average social skills ratings. Gifted students scored significantly higher than average on all scales of the Social Skills Rating System (SSRS) Secondary Student form. Third, it was hypothesized that the constructs of emotional intelligence and social skills competence are related as regards to the self ratings of gifted adolescents. The SSRS Total Scale and all scales of Bar-On EQ-i: YV were significantly correlated. Fourth, parental ratings were consistent with the hypothesis that they would rate their adolescents as having overall average social skills. The means for overall social skills on the Total Scale and Cooperation subscale were in the average range. The Assertion subscale was found to be below average. Parent ratings were significantly above average in the areas of Responsibility and Self-Control, which may be strengths for gifted youth. A significant positive relationship was found between the composites for social skills competence and emotional intelligence. Some differences were noted between the sub-scales of these constructs, suggesting that gifted individuals may tend to have a specific profile of strengths and weaknesses in these domains. This relationship is also consistent with hierarchical theories of social intelligence maintaining that social skills and emotional skills are separate areas of related abilities. These findings suggest that social intelligence domains are important in drawing a complete profile of differential abilities in gifted students. In talent identification, it may be useful to combine measures of social skills competence and emotional intelligence with cognitive evaluations to provide a wider range of information as regards to the abilities of the gifted.
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McCendie, Richard R. « The role of leader's social competence in children's social skills training ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq26132.pdf.
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Turner, Jacob Stephen. « Investigation of the Relationships among Socially Interactive Technologies, Communication Competence, Social Cognition, and Formal Written Discourse ». Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245352041.
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Barão, Andreia Maria do Rosário. « O retraimento social e as competências sociais em crianças do pré-escolar ». Master's thesis, ISPA - Instituto Universitário, 2013. http://hdl.handle.net/10400.12/2824.
Texte intégralRésumé :
Dissertação de Mestrado em Psicologia Clínica apresentada ao ISPA - Instituto UniversitárioO presente trabalho teve como objectivo, estudar a relação entre o retraimento social e as competências sociais nas crianças do pré-escolar. Alguns estudos indicam que o retraimento social pode influenciar de forma negativa o desenvolvimento das competências sociais. Os participantes são 98 crianças (56 do sexo feminino e 42 do sexo masculino), com idades compreendidas entre os 3 e os 6 anos (M=4.84, DP=0.78), as respectivas educadoras e mães. Os dados sobre o retraimento social foram recolhidos pelas educadoras através da Escala de Comportamentos de Brincadeira Observados no Pré-escolar – ECBOP/PPBS (Coplan & Rubin, 1998, adaptado por Monteiro e Santos, 2012). Os dados da competência social foram recolhidos junto das mães através da Escala de Competência Social e Avaliação do Comportamento (LaFreniere & Dumas, 1996). Os resultados indicam, que a manifestação de comportamentos de retraimento está relacionado com uma baixa competência social por parte das crianças. Assim como, se evidenciou que os comportamentos de retraimento e as competências sociais não são afectados pelo sexo da criança.
ABSTRACT: This paper aims study the relation between social withdrawal and the social competencies in children of preschool. Some studies indicate that social withdrawal can affect in the negative way the social competencies development. The participants are 98 children (56 females and 42 males), with ages between 3 and 6 years old (M=4.84, DP=0.78), and their kindergarten teachers and mothers. The data about the social withdrawal were collected by the kindergarten teachers through The Preschool Play Behavior Scale– ECBOP/PPBS (Coplan & Rubin, 1998, adapted by Monteiro & Santos, 2012). The data about social competencies were collected from mothers through the SCBE-30 (LaFreniere Dumas, 1996). The results indicate that manifestation of withdrawal behaviors is related to low social competencies of the children. As well as, this study also showed that the withdrawal behavior and the social competencies are not affected by the gender of the child.
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White, Sara. « An investigation of a model of social competence ». Diss., Online access via UMI:, 2005. http://wwwlib.umi.com/dissertations/fullcit/3164712.
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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.
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Settimo, Manuela. « Le competenze dell’insegnante penitenziario ». Doctoral thesis, Università degli studi di Bergamo, 2018. http://hdl.handle.net/10446/77284.
Texte intégralRésumé :
What distinguishes a teacher who teaches in jail by another who works not in this context?
What stages of the personal journey that influenced the choice of the teaching profession and the choice of teaching or continue teaching within the penitentiary?
What are the skills required to penitentiary teacher? They are different or similar to those provided by national and European legislation in force on the school system?
Often, talking about education and re-education in the penitentiary field we focus on the role of education in view of the prisoner-learner training.
We often forget the role of the teacher who, like the educator, not actively participating in the annual or multi-year education planning.
Correctional teachers, by their example, they produce subtle changes in the mindset of their counterparts and are considered as models for these.
The path followed in the search drafting allowed to address the role of the teacher of a double parallel track: what personological characterized by the development of identity which is wound into a series of learning by imitation acquired during the different identifiers contexts and the professional in reference to acquisition of skills based on the provisions of the regulations at European and national level.
The construction of identity, the ultimate goal of all education follows a certain mental and social location where the other's role becomes essential, at every stage of an individual's life cycle, learning not only knowledge, but also and above all, strategies, know-how; the other facilitates a construction of self expanding the skills and possibilities of action through the intervention of mirror neurons.
The imitative learning is that proposed by the good teacher, the teacher of life as enucleated in the first chapter, the teacher accompanying the pupil having a driver's function through the experience and the senses.
The teacher, whose first rule is: learn with the eyes.
For many of the research faculty, teaching was not a logical consequence of the degree course, but a "fall-back" to the economic needs, for business failures or to family needs.
Only a fraction of it was aware of the consequences of their choices and the significance of the work that their went choise.
However, it emerges as the penitentiary teachers confirm their readiness to teaching in jail for various reasons related solely to the personal gratification dictated by the relationship with the students; while such motivation does not represent the control group.
This shows a good introspective ability and the habit of questioning the sample group.
On this basis we work is divided into two parts.
In the first part, more theoretical, the issues addressed relate to the history of education in prison, the teacher's skills and learning skills.
Specifically, the first chapter analyzes the reality of prison as an educational system with particular attention to legislation that led to the creation of the CTP before and CPIA after.
The second chapter focusing on the meaning of the concept of competence highlights aspects in the Italian education system both from a legal point of view and from the point of view of teaching, focusing on prison teacher's qualifications.
The third chapter deals with the topic of learning and evolutionary path to the autonomy of a distinguishing individual identification phases, fundamental for the acquisition of skills.
The second part, experimental, describes the research carried out with the teachers working at the Prison of Lecce, Borgo San Nicola in order to identify those in personality and professional characteristics useful for a teacher who decided to pursue their own career path "inside the walls" .
It is shown, in research, that among the soft skills of a teacher who decides to teach in prison, some aspects of personality should be present such as knowing how to tolerate frustration, to have a good idea of self and knowing how to deal with life in positive way.
The teacher as a facilitator of change, which has developed its own identity during their evolutionary process, imitated and is, consciously or not, imitated and became a harbinger of new positive identity.
It poses himself as empowering model for detainees who, consciously or not, they absorb the behavioral mode.
It becomes, therefore, of paramount importance, in teacher training, gain full knowledge of both the conscious choice of profession and the role you will play is the influence of its identifier path in choosing a profession.
This is even more true for prison teachers that although they are "imprisoned" by the rules of the school and prison systems and the consequent frustration at not being able to carry out the teaching plan in the time and manner they had thought, are "free" express their educational role by focusing on the acquisition of the detained student's skills.
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Paramonova, Sandra. « Gimnazijų ir pagrindinių mokyklų 10 klasių mokinių socialinės kompetencijos ypatumai ». Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120604_125541-51668.
Texte intégralRésumé :
Tyrimo objektas. 10 klasių mokinių socialinės kompetencijos ypatumai.
Tyrimo tikslas. Atskleisti paauglių socialinės kompetencijos ypatumus.
Tyrimo uždaviniai:
1. Įvertinti gimnazijų ir pagrindinių mokyklų 10 klasių mokinių socialinės kompetencijos lygį pagal mokyklos tipą.
2. Įvertinti gimnazijų ir pagrindinių mokyklų 10 klasių mokinių socialinės kompetencijos lygį lyties aspektu.
Hipotezė: pagrindinių mokyklų 10 klasių mokinių socialinės kompetencijos lygis yra žemesnis nei gimnazijų 10 klasių mokinių.
1. Nustatyta, kad daugeliu tirtų aspektų, tokių kaip bendrojo pasitikėjimo savimi, atsparumo nesėkmėms ir kritikai, gebėjimo reikšti jausmus, nenuolaidumo, galėjimo pareikalauti ir nesijautimo kaltu gauti rezultatai statistiškai patikimai nesiskyrė (p>0,05). Gebėjimo paprašyti pagalbos atveju, gauti duomenys statistiškai patikimi (p<0,05). Todėl galime teigti, kad šiuo, gebėjimo paprašyti pagalbos atveju, socialinės kompetencijos lygis gimnazijų 10 klasių mokinių didesnis nei pagrindinių mokyklų 10 klasių mokinių.
2. Ištyrus gimnazijų ir pagrindinių mokyklų 10 klasių mokinių socialinės kompetencijos lygį lyties aspektu nustatyta, kad merginų ir vaikinų duomenys skyrėsi. Merginų bendrojo pasitikėjimo savimi atsparumo nesėkmėms ir kritikai, nenuolaidumo ir nesijautimo kaltomis gauti duomenys statistiškai patikimai nesiskyrė (p>0,05). Tačiau gebėjimo reikšti jausmus, gebėjimo paprašyti pagalbos ir galėjimo pareikalauti atvejais gauti rezultatai statistiškai patikimai skyrėsi... [toliau žr. visą tekstą]Object of a research: social competence features of 10th grade students. Goal of a research: to reveal social competence features of teenagers. Tasks of a research: 2. Investigate, based on type of school, primary school and gymnasium 10th grade student’s level of a social competence. 3. Compare, based on a gender, primary school and gymnasium 10th grade student’s level of a social competence. Hypothesis: 10th grade students in primary schools are less socially competent than 10th grade students in gymnasiums. Conclusions: 1. Research established that, social competence level of gymnasium students is not always higher than that of primary school students. In many cases results such as: general self-confidence, resistance to failures and criticism, ability to express feelings, uncompromising, the ability to request, feeling of not guilty, were statistically insignificant (p>0,05). Although, it is possible to state that in a situation when someone asks for a help, social competence level of a 10th grade student in a gymnasium is higher than that of a 10th grade student in a primary school. 2. In addition, study shows that girls and boys data differs. In girls group, half of study results (general self-confidence, resistance to failures and criticism, uncompromising, feeling of not guilty) were statistically insignificant (p>0,05) and other half of study aspects (ability to express feelings, the ability to request, in a situation when someone asks for a help)... [to full text]
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Beugnot, Sophie. « Children of chronic pain sufferers, assessing their social competence ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ30888.pdf.
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Brown, Andrea Elizabeth. « Social competence in peer-accepted children with learning disabilities ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0017/NQ55306.pdf.
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Brown, Andrea E. « Social competence in peer-accepted children with learning disabilities ». Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35986.
Texte intégralRésumé :
Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with LD obtain positive social outcomes. Accordingly, a study was undertaken addressing this request by examining the characteristics of peer-accepted children with LD from a multi-rater and multi-method perspective. Using the comprehensive model of social competence proposed by Vaughn and Hogan (1990) as the theoretical framework, data were gathered from teachers, peers, and peer-accepted children with and without LD in important areas of social functioning. Participants were grade four and five mainstreamed students meeting the following criteria: (a) having a researcher-identified learning disability in at least one academic area (reading, spelling, or arithmetic) and (b) peer-rated social acceptance as determined via a modified version of the Asher and Dodge (1986) sociometric classification system. Statistical analyses consisted of multivariate and univariate techniques. Findings indicated few significant differences between peer-accepted children with and without LD in specific areas of social competence as rated by peers. Significant interactions, however, between LD status and gender revealing variable profiles of social-behavioural characteristics for boys and girls with and without LD did emerge from the perspective of teachers. Implications for special education referral and placement, inclusive education, and interventions are discussed.
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Alsahil, Asma, et Asma Alsahil. « Social Networking Mediated Intercultural Communicative Competence : Affordances and Constraints ». Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621308.
Texte intégralRésumé :
In the last few decades, Internet mediated intercultural competence has received a great attention in the field of applied linguistics and foreign language (FL) education especially with the evolution of web 2.0 technologies and social networking sites that facilitate interaction and communication between different cultural communities and individuals. Research in the field of Online Intercultural Exchange (OIE) is extremely varied and researchers have focused their attention on various aspects of OIE such as promoting intercultural communicative competence (Belz, 2002; O'Dowd, 2003; Schenker, 2011; Muller Hartman, 2000), facilitating online relationship building (Ware, 2005; Thorne, 2003, Jin & Erben, 2007) and improving writing skills (Ware, 2005; O'Dowd, 2003), developing pragmatic competence (Kinginger & Belz, 2005). Despite the plethora of research in this area, gaps in the literature still exist. First, literature lacks studies on language learners of less commonly taught languages (e.g. Arabic), (Thorne, 2006) and more importantly most of the studies are based on western contexts mainly in Europe and the USA. Second, few studies have explored the potentials of social networking sites on OIE projects in promoting intercultural learning (Aoki, 2009; Jin, 2015). In an effort to fill the gaps in the research, this study links English language learners (Saudis) with Arabic language learners (Americans) to investigate to what extent OIE on Facebook between these two groups of learners contributes to their intercultural communicative competence (ICC), specifically, exploring how and what are the components of Byram's model (ICC) manifested in the OIE project. Furthermore, it examined the affordances of Facebook in the OIE project according to students' use, practice and perception. Informed by a sociocultural framework, this study took a constructivist mixed methods approach to analysis of data from learners' online discourse on Facebook, the researcher's journal and observations, pre-survey, semi-structured interviews, and a questionnaire. Data analysis and interpretation revealed that when students' participation were mutually compatible, the students were able to build meaningful relationships, used a range of various questioning techniques, and engaged in genuine dialogue, OIE has a great potential for developing students' intercultural competence, as many objectives of Byram's ICC model were manifested. Findings also revealed that the project has strengthened Saudi students' cultural identity as they found the space to present their culture and country beyond the stereotypical image that dominates the media. As with regard to Facebook affordances, findings showed that the semiotic design and various semiotic resources of Facebook (e.g. multimodal posts, sharing, notification, friending, semi-automated features, etc.) afford students' engagement in intercultural discussion, students' collaboration, and students' interpersonal relationship building. The study also identified some of Facebook's constraints that limited students' participation due to technological, cultural and social factors. In sum this study illuminates the nature of online intercultural communication between Arabic and English language learners, contributing to the scarce research on this population. It also uncovers the unique affordances as well as constraints of Facebook on an OIE project. Based on this study, several pedagogical implications and suggestions are made for future research in the field of online intercultural exchanges.
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Usher, Erica. « Community living, social competence and people with intellectual disabilities ». Thesis, Usher, Erica (2001) Community living, social competence and people with intellectual disabilities. Professional Doctorate thesis, Murdoch University, 2001. https://researchrepository.murdoch.edu.au/id/eprint/51287/.
Texte intégralRésumé :
The psychological literature has, historically, portrayed people with an intellectual disability as socially incompetent, with low levels of community participation being seen as a consequence of this incompetence. More recently the literature has suggested that structural features of service design and staffing practices may affect the levels of community participation achieved by people with an intellectual disability. This study contributes to the ongoing debate in the literature by evaluating levels of social interaction achieved by people with intellectual disabilities across agency settings, and by re-examining the assumption that the interactional incompetence of people with intellectual disabilities is a primary determinant of poor service outcomes.
Using a combination of quantitative and qualitative methodologies, the current study examined the community living experience of 43 service users living in supported accommodation in rural and urban locations. In Part One, quantitative results indicated few differences in service outcomes between the two locations. In keeping with the international literature, few people had a range of relationships in the wider community and most spent their time at home, in the company of staff or others with a disability.
In contrast to the existing literature, however, qualitative analyses conducted in Part Two suggest that absolute levels of service users’ interaction competence, as gauged by the quantitative measures used in Part One, do not permit the assumption that service users’ deficits per se are a necessary and sufficient cause of impoverished social relations. Conversation analysis of naturally occurring interactions between service users and members of staff indicated that many staff behaviours prohibit the display of interactional competence by intellectually disabled people.
This study serves to add weight to the growing recognition that locating people in houses in the community is not enough to meet the policy goals of service providers. The study also suggests that the current romanticising of small, rural, communities as promoting high levels of integration may be mistaken. In conclusion it is suggested that service providers may profit from directing their attention to the fine grain of staff client interaction, rather than directing resources towards individually-based social skills training, if the policy goal of increased social integration is to be realised.
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Izmaylova, Anastasia R. « Using social media to develop intercultural competence through telecollaboration ». Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5514.
Texte intégralRésumé :
Using interpretive qualitative research methods, this dissertation study examines how a telecollaboration in a social networking site affects learners’ intercultural competence development. In particular, it explores the changes in learners’ understanding of the concept of culture, as well as their understanding of their own and target cultures. Additionally, this study investigates what role the medium of the exchange plays in the project. Finally, it analyzes three individual learners’ experiences in an online intercultural exchange.
Two intact classes of college-level language learners—U.S. students learning Spanish and Colombian students learning English—participated in an eight-week telecollaboration using Facebook. Each week students shared information about their own culture and reacted to the posts about the target culture made by the students in the partner class. This study analyzed 14 U.S. students’ experiences and learning, based on their pre- and post-telecollaboration questionnaires, reflexive portfolios, and pre- and post-telecollaboration one-on-one interviews.
Data analysis demonstrated that the participants experienced a notable development in their intercultural competence. In particular, participants showed a more detailed understanding of the concept of culture, as well as the reasons for cultural learning and awareness. The activity of explaining their own culture to foreigners led the participants to an ongoing analysis of their own culture and, therefore, facilitated development in their understanding of the home culture. Specifically, participants were able to take a critical stance in their analysis and evaluate their own culture from the position of an outsider. Finally, participants gained knowledge about Colombian culture and developed an ability to analyze cultural products and practices, as well as infer information about cultural perspectives from that analysis. In general, the telecollaboration enabled participants to develop critical cultural awareness and change their worldviews from more ethnocentric to more ethnorelative.
In regard to the use of Facebook, this popular social networking site proved to be uniquely suitable for a telecollaboration. It gave the participants an opportunity to create a personal learning environment that was accessible whenever and wherever they needed it. It also facilitated a bridging between participants’ learning and leisure online activities.
The three case studies demonstrated that while any type of learner can benefit from telecollaboration, their experiences and the degree of intercultural competence development are individual. In addition, the development of intercultural competence appeared to be non-linear, which demonstrates the difficulty of its assessment.
Based on the findings, the researcher concludes that telecollaboration facilitates the development of intercultural competence and, thus, is an effective way of addressing the challenge of culture instruction in foreign language courses. Additionally, the unique properties of social networking sites make them an easily accessible platform for telecollaboration projects.
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Flynn, JoAnne Irene. « Religious social support groups : Strengthening leadership with communication competence ». CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3345.
Texte intégralRésumé :
This project involved the development of a training manual for religious small group leaders to become competent communicators of support, and to understand the nature and role of crisis groups for the purpose of supporting members in crisis.
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Swartz, Jordan L. « TRANSRACIAL FOSTER FAMILIES : SOCIAL WORKERS PERSPECTIVE ON CULTURAL COMPETENCE ». CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/475.
Texte intégralRésumé :
The following research proposal was meant to identify concerns and desired resources for transracial foster families based on the perspective of social workers. This study utilized a qualitative design and included face-to-face interviews with social workers currently working at Ark Homes Foster Family Agency. Interviews included nine social workers who had clients who were transracial foster families. Data analysis included audio recordings and written documentation. Transcription of all interviews followed after data collection was received. Findings from this study showed that social workers working with transracial foster families felt culturally competent to provide information to their clients. This study also found that the majority of social workers did not feel a need for their agency to provide additional trainings in cultural competence and that bringing the topic up to their supervisor on a need-be basis was suitable. Policy implementation surrounding social workers and transracial foster families could include foster care placement stability. If policy was implemented that required foster parents to support their foster child’s racial identity on a weekly basis, then that could increase the bond between foster child and foster parent. Policy implementation in this way could minimize the disagreements between the foster child and foster parent and have an increased likelihood of placement stability.
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Hemmeler, Megan Renee. « Social and Emotional Competency and Exclusionary Discipline ». The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1301855137.
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Barros, Izabel Cristina Ferraz. « Atitude empreendedora e competência social : uma análise com empreendedores individuais e sociais ». Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/4606.
Texte intégralRésumé :
Entrepreneurship has been consolidated as one of the pillars to country
development, through generation of incomes and work to population. However,
entrepreneurship is not centered only on the business world. Nowadays a new
branch of entrepreneurship is emerging, known as social entrepreneurship, whose
main focus is social mission. Therefore, social competence must also be part of
entrepreneurs' profile, both individual and social entrepreneurs, so that they are able
to develop cooperative work relationships. This study is inserted in this context and it
aimed to identify the relation between entrepreneur attitude and social competence
according to the perception of individual and social entrepreneurs. Thus it was
conducted a descriptive research with a quantitative approach. The population
researched consisted of 136 managers who are members of Santa Maria Young
Entrepreneurs Association and 36 managers of social organizations registered at the
Social Organização Parceiros Voluntários , to whom a questionnaire was applied,
which was developed with basis on the model proposed by Lopez Junior and Souza
in 2005, named Measurement Instrument of Entrepreneur Attitude (IMAE). The
second model consisted of questions related to social competence defined by Baron
and Shane (2007). Statistic descriptive analyses were done such as distribution of
frequencies, Correlation of Pearson and the Mann Whitney's Non-Parametric Test.
The results led to family influence as the main reason for entrepreneur activity choice
among individual entrepreneurs, and living with another entrepreneur as the second
reason, while to social entrepreneurs the main reasons were necessity of helping
needy people/communities and living with other entrepreneur. The analyses referring
to Correlation of Pearson indicated positive correlations among all the dimensions of
entrepreneur attitude, and social competence as well. Comparing the two groups
studied through Mann-Whitney's Test, the results led to the existence of a significant
difference between individual and social entrepreneurs regarding the social
dimension. The other dimensions showed statistically no significant results to the two
groups, and the social competence as well.O empreendedorismo vem se consolidando como um dos pilares para o desenvolvimento do país, por meio da geração de renda e empregos para a população. No entanto, o empreendedorismo não está centrado somente no mundo dos negócios. No contexto atual emerge uma nova vertente de empreendedorismo, conhecida como empreendedorismo social, cujo foco principal é a missão social. Dessa forma, a competência social também deve fazer parte do perfil dos empreendedores, tanto individuais quanto sociais para que possam desenvolver relacionamentos cooperativos de trabalho. Inserido neste contexto, o presente estudo teve o propósito de identificar a relação entre a atitude empreendedora e a competência social na percepção de empreendedores individuais e sociais. Para tanto foi realizada uma pesquisa de caráter descritivo com uma abordagem quantitativa. A população foi composta por 136 gestores de empresas associados na Associação de Jovens Empreendedores Santa Maria e 36 gestores das organizações sociais cadastradas na Organização Parceiros Voluntários, aos quais foi aplicado um questionário estruturado a partir do modelo proposto por Lopez Junior e Souza em 2005, denominado Instrumento de Mensuração da Atitude Empreendedora (IMAE). O segundo modelo abordou questões relacionadas à competência social definidas por Baron e Shane (2007). Foram realizadas análises estatísticas descritivas como distribuição de freqüências, Correlação de Pearson e o Teste não Paramétrico de Mann- Whitney. Os resultados apontaram que o principal motivo para a escolha da atividade empreendedora entre os empreendedores individuais foi a influência familiar e o segundo motivo foi a convivência com outro empreendedor, enquanto que para os empreendedores sociais a necessidade de ajudar comunidade/pessoas necessitadas e a convivência com outro empreendedor, foram os principais motivos. As análises referentes a Correlação de Pearson indicaram correlações positivas entre todas as dimensões da atitude empreendedora, assim como para a competência social. Ao comparar os dois grupos pesquisados por meio do Teste Mann- Whitney, os resultados apontaram a existência de uma diferença significativa entre os empreendedores individuais e sociais na dimensão social. As demais dimensões apresentaram resultados estatisticamente não significativos para os dois grupos, bem como a competência social.
36
Magee, Aoife. « Examination of the Social Emotional Assessment Measure (SEAM) Parent-Toddler Interval ». Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12959.
Texte intégralRésumé :
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.
37
Blunt, Leigh Ann. « Impact of social competence as protective factor for violence resiliency ». Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4185.
Texte intégralRésumé :
Thesis (Ed. D.)--University of Missouri-Columbia, 2005.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 7, 2006) Vita. Includes bibliographical references.
38
Crick, Amanda. « Emotional Intelligence, Social Competence, and Success in High School Students ». TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/649.
Texte intégralRésumé :
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.
39
Brooker, Ian. « Social competence a study of adolescents in an outdoor setting / ». Master's thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/84422.
Texte intégralRésumé :
Thesis (MEd) -- Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.Bibliography: leaves 86-89.
Introduction -- Literature review -- The challenge program -- Methodology -- Analysis of questionnaire data -- Analysis of interviews -- Discussion of results.
This study investigates the effects of a week long challenge program on adolescents' social skills and in particular social competence. Current research has shown that there can be positive outcomes for participants attending outdoor education programs, however little is known about the nature and causes of such effects for short term programs. -- Thirty six students attending schools in the Sutherland Shire, south of Sydney were nominated by teachers to attend the week long program and subsequent follow-up sessions. The Life Effectiveness Questionnaire H-1 (Neill, Marsh & Richards, 2003) was completed pre and post program and again six months later. This was used to quantify any change that occurred in the eight constructs measured by the questionnaire deemed to constitute "life effectiveness' in the post program period. -- A cohort of students (n=100) was interviewed immediately after the program and six months later. The questioning sought to determine if participants observed changes in their own social skills and those of others. Interviwees were also asked to identify specific activities that they felt were of general benefit and assisted in the development of personal social skills. The instructor and supervising teacher who attended the same program were asked to identify changes in participants and significant events that may have contributed to participants' reported changes. -- Results from the questionnaire showed significant gains in the constructs of Social Competence and Time Management. These however declined over the sixth month period after the program. It appears that the effect of short term outdoor education programs on Life Effectiveness is short lived. In contrast, the qualitative data collected from interviews showed that participants had observed changes in their social skills and attributed these to the challenge and group activities within the program. Participants reported that these benefits were long lasting. -- The findings of this study demonstrate the positive benefits of short term outdoor education programs and the need to further investigate the post program experience.
Mode of access: World Wide Web.
viii, 94 leaves ill
40
Swett, Megan L. « Early childhood education : It's long-term impact on social competence ». Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2522.
Texte intégralRésumé :
A majority of support for early childhood interventions comes from the strong evidence of the
positive impact of rigorous evaluations of three comprehensive programs: the Abecedarian
project, High Scope Perry Preschool, and the Chicago Child-Parent Centers (Issacs, 2008). There
has been no major study of the long-term impact of preschool education since the 1970s. Thus,
the purpose of the following study was to look at graduates from The Opportunity Project (TOP)
program, a current preschool program in Wichita, Kansas and follow them through their first two
years of school in the Derby USD 260 system. The study addressed social interactions of
emotional maturity, social competence, and behavioral competence. The findings indicated that
TOP second graders had the highest scores in all three areas. This indicated that second graders
used behavior competence, social competence, and emotional maturity skills more than 75
percent of the time. The study also assessed teacher ratings of TOP graduates rank on social
skills compared to other children in the classes. The findings show that the difference between
TOP graduates and the rest of the class is significant for second graders in behavioral
competence, social competence, and emotional maturity scores. This study found that these data
begin to indicate a positive difference in social skills in program children than non-program
children.Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational and School Psychology
41
Ryan, Joachim P. « The relationship between gender, social competence and aggression in adolescents ». Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514368.
Texte intégral
42
Pavliga, Gail K. « Toward a Conceptual Definition for Social Competence : An Exploratory Study ». University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1209056212.
Texte intégral
43
Dawson, Pamela J. (Pamela Jane). « Improving Communicative Competence : Validation of a Social Skills Training Workshop ». Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500667/.
Texte intégralRésumé :
The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.
44
Sethi, Geena. « Positive Parenting and Contextual Instability Influence on Children's Social Competence ». Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/244797.
Texte intégralRésumé :
Children are exposed to many different forms of instability such as economic, geographic and family instability. These forms of instability may present risks to children’s social development. This study considered the potential buffering role of positive parenting practices on children’s social competency, in the face of instability among a community sample of 53 families with children in the 4th - 6th grade. Findings do not suggest a buffering affect of positive parenting practices on children’s social competency, although a negative correlation between geographic instability and children’s social competency was found.
45
Cheek, Griffin. « The Impact of Social and Cognitive Variables on Communication Competence ». Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3627.
Texte intégralRésumé :
College students are increasingly engaged in watching online videos and using social media. Therefore, researchers should attempt to better understand how these variables as well as other social and cognitive variables, affect the communication competence of students. The researcher administered a questionnaire to 392 college students from a private medium-sized West Coast university using various modified scales examining student-to-student confirmation, social support through social media, online video viewing, self-esteem, personal reports of public speaking anxiety, and communication competence. Student-to-student confirmation and online video viewing were measured using new sets of scales developed by the researcher. The data from the surveys was analyzed to determine which independent variables have the greatest influence on communication competence. Student-to-student confirmation, social support through social media, online video viewing, and self-esteem all have a significant positive relationship with communication competence. The correlation analysis also found a significant negative correlation between personal reports of public speaking anxiety and communication competence. A regression analysis showed that the combination of social support through social media, online video viewing, self-esteem, and personal reports of public speaking anxiety demonstrated predictive power regarding communication competence. These results suggest that there are important relationships between both social and cognitive variables and communication competence.
46
Hertsberg, Naomi. « Self-perceived competence and social acceptance of children who stutter ». Thesis, University of Iowa, 2012. https://ir.uiowa.edu/etd/2893.
Texte intégralRésumé :
Young children who stutter have shown the capability of developing an awareness of stuttering as early as age two (Ambrose & Yairi, 1994; Yairi & Ambrose, 2005; Boey et al., 2009; Ezrati-Vinacour, Platzky, & Yairi, 2001). The child's awareness of both his communication difficulty and the response of listeners to his speech has the potential to adversely affect his cognitive and social-emotional development, as well as his self-perception of overall competence. The purpose of this study was to examine self-perceived general competence and social acceptance in children who stutter (CWS) and children who do not stutter (CWNS), and to assess the extent to which temperament, speech disfluency, expressive and receptive language abilities, and home environment both co-vary and predict children's perception of their own competence. Participants included 16 CWS and 16 CWNS between the ages of 4;0 and 5;10. Results of the MANOVA revealed no significant between-group differences in perceived competence or social acceptance, language abilities, temperament, or home environment between the two groups; because stuttering severity and time since onset of stuttering were not calculated for CWNS, these two values were not included in the MANOVA. Results of the backwards linear regressions revealed that the best two-regressor model for predicting perceived general competence in all subjects included the temperament constructs of surgency and negative affectivity; in CWS only, surgency and expressive language together were the most predictive of perceived general competence. The best two-regressor model for predicting perceived social acceptance in all subjects included negative affectivity and receptive language; in CWS only, receptive language and stuttering severity together were most predictive of perceived social acceptance. However, none of these relationships reached significance. Taken together, results suggest that as a group, CWS present with similar temperamental profiles as CWNS, and that a child's speech and language skills are linked to his perception of peer acceptance, while a tendency for risk taking and a generally positive view of new situations may be more important for self-perception of overall competence in the world. Theoretical and clinical implications are discussed.
47
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.
Texte intégral
48
Green, Vanessa A. « Gender and social competence as predictors of social interaction in a limited resource situation ». Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36566/1/36566_Digitised%20Thesis.pdf.
Texte intégralRésumé :
The Movie-Box paradigm has been used to study the strategies children use to access limited resources. In this approach, one or more children are required to operate a Movie-Box (e.g., press a switch, pull a string to reveal the screen) so that a peer can view a movie (e.g., cartoon). The task involves cooperation and competition. The present dissertation examined the influence of group composition (i.e., samevs.mixed-sex) and social competence on the strategies used by unfamiliar children to view cartoons displayed in a Movie-Box. One hundred and fifty-six Grade 1 children were assigned to groups of four. Groups were mixed- or same-sex, and included high or low social competence children. Each group was observed for 10 minutes using a Movie-Box arrangement that allowed for only one child to view the cartoon at any single time, but required that two other children help by operating the equipment. Four studies were conducted. Girls in same-sex groups had more viewing time than boys in same-sex groups. However, girls in mixed-sex groups appeared to be at a disadvantage because they gained less viewing time than boys. Boys used a greater number and range of strategies than girls. Boys' strategies were also more self-assertive and agonistic. More low social competence children used the push strategy than high competence children. The strategies children used to enter the viewing position were more indirect than those used to maintain the viewing position. Children who gained the most viewing time in each group showed less helping behaviour than those with low viewing time. They used a greater quantity of strategies and were more demanding than low viewing children. Children who gained more than the average amount of viewing time, but helped less than average, used more selfassertive strategies than those who viewed and helped more than average. Girls in same-sex groups were more likely to help and view more than average. Overall, the results suggest that cooperation and competition is influenced by gender and group composition. Theoretical and implied implications are discussed.
49
Dean, Jennifer Kaye. « Quantifying Social Justice Advocacy Competency : Development of the Social Justice Advocacy Scale ». Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/40.
Texte intégralRésumé :
Social justice advocacy has been a force throughout the history of Counseling Psychology and has been described as more critical to the field than any other time in its long history (Toporek & McNally, 2006). Accordingly, in 2002, the American Counseling Association endorsed the Advocacy Competencies in an effort to advance the status of social advocacy by defining competency for counselors engaged in social advocacy (Lewis, Arnold, House, & Toporek, 2002). However, at the writing of this article, these competencies had not yet been operationalized. Therefore, a comprehensive review of the multidisciplinary literature was conducted and seventy- three skills consistent with these competencies were identified and used to further describe what it means to be a competent social justice advocate. These skills were then used to create a measure of social justice advocacy. Content validity of the items was addressed through the use of expert ratings. One hundred participants were recruited to take this measure. Exploratory factor analysis yielded a four-factor model of social justice advocacy skills: Collaborative Action, Social/Political Advocacy, Client Empowerment, and Client/Community Advocacy. Evidence for construct validity was found in the expected positive correlations between the social advocacy survey and the Multicultural Knowledge and Awareness Scale (Ponterotto et al., 2002) and the Miville-Guzman Universal-Diverse Orientation Scale- Short Form (Fuertes et al., 2000). The resulting 43- item survey serves as a starting point for operationalizing and assessing counselors’ competence in social justice advocacy.
50
FRANZINI, MANILA. « FORMAZIONE ALLE COMPETENZE INTERCULTURALI NELL'ADOZIONE INTERNAZIONALE ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2010. http://hdl.handle.net/10280/697.
Texte intégralRésumé :
La formazione alle competenze interculturali nasce dalla volontà di approfondire una tematica particolarmente discussa nell’ambito internazionale. Affrontare il tema della formazione alle competenze interculturali, e ancor di più nell’ambito dell’adozione internazionale, rappresenta una sfida ed un’enorme potenzialità per coloro che sono direttamente impegnati nelle attività di adozione internazionale. Lo studio ha posto in evidenza la necessità della formazione delle coppie aspiranti all’adozione e dei genitori adottivi, per poter rendere possibile una trasformazione profonda. La ricerca si compone di una parte sperimentale che ha visto il coinvolgimento della maggior parte degli enti autorizzati italiani che si occupano di formare le coppie all’adozione. Nella seconda parte dello studio, si è compiuta un’analisi in profondità dei percorsi formativi progettati e realizzati da tre enti autorizzati italiani, quali AFN (Azione per Famiglie Nuove), AIBI (Associazione Amici dei Bambini) e CIAI (Centro Italiano Aiuto all’Infanzia). E’ stato possibile delineare degli approcci specifici e degli elementi caratterizzanti tali percorsi, emersi nel confronto tra le realtà associative. Gli interrogativi iniziali e gli approfondimenti effettuati con lo studio di casi, hanno reso possibile il riconoscimento dell’incidenza della dimensione educativa nel percorso adottivo e l’individuazione di tre orientamenti formativi. I presupposti indicati, che hanno favorito l’individuazione di un quadro concettuale di riferimento ed un assetto applicativo, hanno aperto nuove prospettive di sviluppo sul tema delle competenze interculturali nell’ambito dell’adozione internazionale. Nell’ultima parte del testo si sono approfondite le definizioni intorno al concetto di competenze, ed in particolare di competenze interculturali. L’analisi sulle competenze ha mostrato l’esistenza di differenti modelli di competenze culturali, transculturali ed interculturali. Questa ricerca ha approfondito sia il significato delle competenze interculturali per le coppie e i genitori adottivi, sia le caratteristiche di una formazione alle competenze interculturali, indicando delle possibili modalità di applicazione.Training in intercultural matters arises from the need of going into depth of a subject particularly discussed in international circles. To face the subject of training in intercultural matters and, even more in the matter of international adoption, represents a challenge and an enormous potential for those who are directly involved in the activity of international adoption. Studies have underlined necessity of training prospective and adoptive parents, in order to ensure a transformation. The research is made up of an experimental method which involves a large number of Authorised Italian Organizations which deal with training of adoptive families. In part of this study, was made a analysis of training systems realised by three Authorised Organizations, such have AFN (Azione per Famiglie Nuove), AIBI (Associazione Amici dei Bambini) and CIAI (Centro Italiano Aiuto all’Infanzia). It was possible to identify some specific approaches and some characteristic elements of these approaches, which arose when comparing realities. The initial questions and studies made when cases were examined made it possible to recognise the incidence of the educational size of the adoption schedule and the indication of three training methods. The indicated suppositions, which favoured the selection of a conceptual item of reference and possible application, opened a new prospective for development of the subject of intercultural matters in international adoption circles. In the last part of the text, the definition of the concept of competences was thoroughly defined and in particular intercultural competences. The analysis of competences showed the existence of different forms of cultural, transcultural and intercultural competences. This research has explained the significance of intercultural duties for prospective and adoptive parents. Be they the characteristics in the training of intercultural duties, indicating possible ways of application.