Książki: „Socially competent behaviour”

1

Cross-cultural competence. Abingdon, Oxon [England]: Routledge, 2005.

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Meisels, Samuel J. Assessment of social competence, adaptive behaviors, and approaches to learning with young children. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1996.

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

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Lucchini, Alfio, i Pietro D'Egidio. La società dipendente: Il sistema di competenze e responsabilità per comprendere, decidere e agire. Milano, Italy: FrancoAngeli, 2014.

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Boada, Albert Bastardas i. The relation between linguistic context, behaviour and competence: The second generation of Castilian-speaking immigrants in non-metropolitan Catalonia. Québec: International Center fot Research on Bilingualism, 1986.

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M, Nezu Arthur, red. Problem-solving therapy: A social competence approach to clinical intervention. Wyd. 2. New York, NY: Springer Pub., 1999.

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Problem-solving therapy: A social competence approach to clinical intervention. New York: Springer Pub. Co., 1986.

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Effective school interventions: Strategies for enhancing academic achievement and social competence. New York: Guilford Press, 1999.

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

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

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1942-, Horne Arthur M., red. Bullying prevention: Creating a positive school climate and developing social competence. Washington, DC: American Psychological Association, 2006.

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author, Schweitzer Maurice, red. Friend and foe: When to cooperate, when to compete, and how to succeed at both. New York: Crown Business, 2015.

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Knapczyk, Dennis R. Teaching social competence: A practical approach for improving social skills in students at-risk. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1996.

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Vasil'eva, Viktoriya, Liliya Duskaeva, Lyubov' Ivanova, Yuliya Konyaeva, Aleksandr Malyshev, Anastasiya Samsonova, Natal'ya Cvetova i Evgeniya Basovskaya. Criticism of media speech. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1863377.

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Criticism of media speech is one of the directions in media linguistics based on the assessment of the quality of speech activity in the mass media. Within the framework of this direction, several subdisciplines have already been formed, each of which has its own approaches to the development of problems of the norm and the assessment of compliance with it. The manual contains two sections. The first one is devoted to the praxiolinguistic criticism of media speech. It shows how the use of the axiological scale of speech behavior in the media "effectively — permissible (unsuccessful — unacceptable — prohibited)" can assess the quality of business, art and sports journalistic discourse. The second section explains how to assess conflict media and diagnose speech crimes in the media. In the course of working with the book, students are taught to separate professional and non—professional speech in the media, to assess the quality of language and speech in media texts, or rather, the quality of the selection of language tools and speech resources, correlating the result of journalistic activity with social, general cultural language and speech norms — appropriate, permissive, binding, prohibiting. The work with the manual is designed to form eco-speech competence in the media and contributes to the formation of speech media literacy. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of educational departments studying in the areas of "Journalism", "Advertising" and "Public Relations".

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1971-, Erickson Steven K., red. Crime, punishment, and mental illness: Law and the behavioral sciences in conflict. New Brunswick, N.J: Rutgers University Press, 2008.

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Finlay, John Reginald. Patterns of self disclosing behaviour amongst aggressive, withdrawn and socially competent teenagers. 1987.

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Carli, Linda L. Social Influence and Gender. Redaktorzy Stephen G. Harkins, Kipling D. Williams i Jerry Burger. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199859870.013.16.

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This chapter reviews current research on gender and social influence. Overall, men exert greater influence than women do. Women’s disadvantage derives from gender stereotypes that characterize men as more competent and agentic than women and that require women to be more selfless and communal than men. Both agentic and communal behaviors predict influence. As a result, women are subjected to a double bind. They may lack influence because of doubt about their competence, or they may lack influence because their competent behavior elicits concern that they are insufficiently communal. In contrast, men have greater behavioral flexibility than women do as influence agents. Men tend to be more resistant to women’s influence than women are, particularly when female influence agents behave in a highly competent manner. Resistance to female influence can be reduced in contexts that are stereotypically feminine and when women display a blend of agentic and communal qualities.

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Social Competence in Children. Springer, 2007.

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Semrud-Clikeman, Margaret. Social Competence in Children. Springer, 2010.

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Semrud-Clikeman, Margaret. Social Competence in Children. Springer London, Limited, 2007.

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Erikson, Thomas. Surrounded by Idiots: The Four Types of Human Behaviour. Ebury Publishing, 2019.

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Tyler, Tom R., i Rick Trinkner. Neurological Development and Legal Competency. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190644147.003.0006.

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Chapter 6 discusses recent findings in biological and neurological development that may potentially impact the legal socialization process. Although biology is of central importance when talking about development of any kind, legal socialization scholars have largely ignored the role biology plays in the process. This represents a fundamental gap within the literature as it has becoming increasingly clear that how people interface with laws and legal authority are affected by their biological maturity. In particular, recent research has highlighted multiple neurological networks following different developmental trajectories that are fundamental to people’s capacity to regulate their social and legal behavior. Although this work has not been formally incorporated into the legal socialization context, it aligns nicely with the approaches outlined in chapters 4 and 5.

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Abbott, Kenneth W., Bernhard Zangl, Duncan Snidal i Philipp Genschel, red. The Governor's Dilemma. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198855057.001.0001.

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The Governor’s Dilemma develops a general theory of indirect governance based on the tradeoff between governor control and intermediary competence; the empirical chapters apply that theory to a diverse range of cases encompassing both international relations and comparative politics. The theoretical framework paper starts from the observation that virtually all governance is indirect, carried out through intermediaries. But governors in indirect governance relationships face a dilemma: competent intermediaries gain power from the competencies they contribute, making them difficult to control, while efforts to control intermediary behavior limit important intermediary competencies, including expertise, credibility, and legitimacy. Thus, governors can obtain either high intermediary competence or strong control, but not both. The empirical chapters demonstrate that the competence–control tradeoff, and the governor’s dilemma, are common conditions of indirect governance, whether governors are domestic, international, or supranational, democratic or authoritarian; and whether governance addresses economic, security, or social issues. The empirical chapters analyze the operation and implications of the governor’s dilemma in cases involving the governance of violence (e.g. secret police, support for foreign rebel groups, private security companies), the governance of markets (e.g. the Euro crisis, capital markets, EU regulation, the G20), and cross-cutting governance issues (colonial empires, “Trump’s Dilemma”).

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Hester, Rebecca J. Culture in Medicine: An Argument Against Competence. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474400046.003.0031.

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For the last few decades cultural competence has been celebrated as the curricular response to a variety of political and social challenges in healthcare. These challenges include the persistence of race- and ethnicity-based health disparities, breakdowns in communication between the patient and provider, and issues of cultural difference around delivery and acceptance of healthcare. Commonly defined as ‘a set of congruent behaviors, attitudes, and policies that come together in a system, agency or among professionals and enable that system, agency or those professions to work effectively in cross-cultural situations’, cultural competence is meant to engender increased sensitivity, humility and awareness with regard to cultural diversity in the clinical context.

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French, Doran C., i Hoi Shan Cheung. Peer Relationships. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190847128.003.0007.

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This chapter examines how adolescents’ peer relations are contextualized within cultural norms and values. Across cultures, differences in demography, time use, and activity settings are identified as contributors to the varying patterns observed in adolescent social networks, friendships, and romantic relationships. This chapter also reviews status hierarchies related to peer acceptance and rejection, popularity, and bullying in different cultures and discusses the contributions of peers to adolescents’ academic success and engagement in deviant behaviors. We conclude with a recommendation to conduct more research on peer relationships outside of North America, especially focusing on time use and peer activities, cultural norms and values, neurological development and the impact of these on adolescent social competence and risk-taking behavior.

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Karl, Bergmann, i Bergmann R. L, red. Health promotion and disease prevention in the family: Communicating knowledge, competence, and health behaviour. Berlin: Walter De Gruyter, 2003.

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Izatt, Marilyn Laura. A study of the behavioural correlates of social competence in academically gifted early adolescents. 1996.

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Bitzer, Johannes. Teaching psychosomatic obstetrics and gynaecology. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749547.003.0002.

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Gynaecologists and obstetricians are confronted with many tasks that require biopsychosocial competence, as explained in Chapter 2. Care for patients with unexplained physical symptoms, and patients with chronic incurable diseases, in various phases of their lives, require patient education, health promotion, counselling, and management of psychosocial problems. To obtain this competency, a curriculum is needed, which, besides gynaecology and obstetrics, includes elements of psychology, psycho-social medicine, and psychiatry, adapted to the specific needs of gynaecologists and obstetricians in their everyday work. A basic part of Chapter 2 shows the curriculum consists of teaching the knowledge, and skills derived from communication theory and practice including physician, and patient-centred communication with active listening, responding to emotions and information exchange as well as breaking bad news, risk-counselling, and shared decision-making. Building on these skills, trainees are introduced into the biopsychosocial process of diagnosis, establishing a 9-field comprehensive work-up using the ABCDEFG guideline (Affect, Behaviour, Conflict, Distress, Early life Experiences, False beliefs, Generalised frustration). The therapeutic interventions are based on a working alliance between the physician and the patient, and are taught as basic elements, which have to be combined according to the individual patient and the presenting situation. The overall technique for gynaecologists and obstetricians can be summarised as supportive counselling/psychotherapy. This includes elements such as catharsis, clarifying conflicts and conflict resolution, cognitive reframing, insight and understanding, stress reduction techniques, and helping in behavioural change (CCRISH).

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Palagi, Elisabetta, i Elisa Demuru. Pan paniscus or Pan ludens? Bonobos, playful attitude and social tolerance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198728511.003.0005.

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Play, especially in its social form, is an enigmatic and multifunctional behaviour that is essential for the development and maintenance of a great variety of individual and social competences in many social species. Bonobos are recognized as one of the most playful species and they can be used as a model to evaluate the importance of social play at all ages, given that they play at high frequencies even as adults, thanks to their developmental delay. By summarizing what is known about play behaviour in bonobos and in other primate species, this chapter sheds light on the importance of social play in scaffolding the socio-emotional and communicative competence of individuals. Results obtained on bonobos allow the strong links between play in adults and social tolerance, a connection that becomes evident also in other species, including our own, to be revealed. Le jeu, en groupes spécialement, est un comportement énigmatique et multifonctionnel qui est essentiel au développement d’une grande variété de compétences individuelles et sociales dans plusieurs espèces sociales. Les bonobos sont reconnus comme une des espèces plus jouantes et peuvent être utilisés comme modèle pour évaluer l’importance du jeu social à touts les âges, donné qu’ils jouent beaucoup mêmes adultes, grâce à leur retard développemental. En résumant la connaissance des comportements de jeu par les bonobos et autres primates, nous visons souligner l’importance du jeu social dans l’échafaudage des compétences socio-émotionnelles et communicatives des individus. Les résultats obtenus à propos des bonobos nous permettent dévoiler les forts liens entre le jeu des adultes et la tolérances sociale, un lien qui devient évident dans d’autres espèces, la nôtre inclus.

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Surrounded by Idiots: The Four Types of Human Behavior and How to Effectively Communicate with Each in Business. St. Martin's Essentials, 2019.

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Surrounded by Idiots: The Four Types of Human Behavior and How to Effectively Communicate with Each in Business. St. Martin's Essentials, 2019.

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Erikson, Thomas. Surrounded by Idiots: The Four Types of Human Behavior and How to Effectively Communicate with Each in Business. St. Martin's Press, 2019.

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Lego Therapy How To Build Social Competence Through Lego Clubs For Children With Autism And Related Conditions. Jessica Kingsley Publishers, 2014.

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Effective Discipline Policies: How to Create a System That Supports Young Children's Social-Emotional Competence. Gryphon House, Incorporated, 2018.

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Eisenberg, Nancy, Tracy L. Spinrad i Amanda S. Morris. Prosocial Development. Redaktor Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0013.

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In this chapter, we distinguish between different forms of empathy-related responding (i.e., empathy, sympathy, personal distress) and prosocial behavior. The capacity for empathy and sympathy emerges in the early years of life and generally increases with age across childhood. Individual differences in sympathy and prosocial behavior covary, and both tend to be fairly stable across time. Prosocial tendencies are related to prosocial moral reasoning, social competence, self-regulation, and low aggression/externalizing problems. Although individual differences in prosocial and empathic/sympathetic responding are partly due to heredity, environmental factors are also associated with such differences. Authoritative, supportive parenting involving modeling, reasoning, and practices that help children to understand others’ internal states has been associated with higher levels of prosocial behavior. Moreover, securely attached children tend to be prosocial. In addition, peers and siblings can encourage, reinforce, and model prosocial behavior. School interventions, as well as experience with volunteering, appear to affect the degree to which children are sympathetic and engage in prosocial behavior.

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Slater, Jonathan A., Katharine A. Stratigos i Janis L. Cutler. Child, Adolescent, and Adult Development. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199326075.003.0014.

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The development of children and adolescents is characterized by abrupt discontinuities as well as continuous aspects of behavior such as individual temperament. The crucial task of the first year of life is the development and solidification of the attachment between infant and caretaker. Toddlers and adolescents tend to experience intense conflicts around autonomy and control that become resolved as they progress in the process of separation-individuation. The tasks of middle childhood include developing a sustained sense of mastery and competence, morality, and stable self-esteem; as ego functions grow and consolidate, children become increasingly able to tolerate frustration and delays in the gratification of their wishes and desires. Adolescence begins with puberty, the period of sexual maturation in which the primary sex organs develop and become capable of reproduction and secondary sex characteristics appear. Although adolescents tend to engage in risk-taking behaviors, the majority of adolescents maintain normal academic and social functioning; an adolescent whose rebelliousness includes severe disturbances in conduct, mood, or drug abuse should be evaluated for possible psychopathology requiring treatment. The main social developmental tasks for adults take place in the realms of work and intimate relationships.

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Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence. The Guilford Press, 2003.

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When Culture Impacts Health: Global Lessons for Effective Health Research. Elsevier Science & Technology Books, 2013.

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Dixon, Jane, Cathy Banwell i Stanley Ulijaszek. When Culture Impacts Health: Global Lessons for Effective Health Research. Elsevier Science & Technology Books, 2013.

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Bothner, Lori Ann. Differential effects of early attachment on social competence with friends, acquaintances, and unfamiliar peers: A meta-analysis. 1997.

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Richardson, Rita C., i Elizabeth T. Evans. Connecting With Others: Lessons for Teaching Social & Emotional Competence (Grades 6-8). Research Press (IL), 1997.

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Pirates: An Early-Years Group Program for Developing Social Understanding and Social Competence for Children with Autism Spectrum Disorders and Related Challenges. Autism Asperger Publishing Company, 2007.

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Friedman, Jeffrey. Power without Knowledge. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190877170.001.0001.

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Technocrats claim to know how to solve the social and economic problems of complex modern societies. But this would require predicting how people will act once technocrats impose their policy solutions. Power Without Knowledge argues that people’s ideas, w hich govern their deliberate actions, are too heterogeneous for their behavior to be reliably predicted. Thus, a technocracy of social-scientific experts cannot be expected to accomplish its objectives. The author also shows that a large part of contemporary mass politics, even populist mass politics, is technocratic, as members of the general public often assume that they are competent to decide which policies or politicians will be able to solve social and economic problems. How, then, do “citizen-technocrats” make these decisions? Drawing on political psychology and survey research, the author contends that people often assume that the solutions to social problems are self-evident, such that politics becomes a matter of vetting public officials for their good intentions and strong wills, not their knowledge. Turning to the more conventional meaning of technocracy, the author argues that social scientists, too, drastically oversimplify technocratic realities, but in an entirely different manner. Neoclassical economists, for example, theorize that people respond rationally to the incentives they face. This theory is simplistic, but it creates the appearance that people’s behavior is predictable. Without such oversimplifications, the author argues, technocracy would be seen by technocrats themselves to be chimerical.

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Evans, Elizabeth T., Charles Meisgeier i Rita Coombs-Richardson. Connecting With Others: Lessons for Teaching Social and Emotional Competence/Grades 9-12. Research Press (IL), 2001.

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Scott, Nicole M. Female Intrasexual Competition in Primates. Redaktor Maryanne L. Fisher. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199376377.013.7.

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Males and females compete with each other and amongst their own sex, but often for different reasons. This chapter enriches current understanding of female-female competition in humans by examining competition in other primates; it explores why females compete and discusses when affiliation and cooperation may lead to better outcomes. Socioecological constraints on a species—such as social organization, food competition, and dispersal preference—play a major role in the structure of female-female relationships; notable attention is given to factors that affect social relationships: food competition, reproduction, dispersal, and dominance. Bond maintenance behaviors and communication strategies are also discussed relative to female-female relationships. Three nonhuman primate societies are examined, and potential lessons from these structures are gleaned where possible. The chapter reviews human progress in overcoming phylogenetic and ecological constraints in favor of women’s societal liberties.

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Deaux, Kay, i Mark Snyder, red. The Oxford Handbook of Personality and Social Psychology. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195398991.001.0001.

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For decades, the relationship between personality psychology and social psychology has been defined by its contrasts: sometimes highly overlapping and intertwined, at other times conflicting and even competing. This contradiction has been ultimately counterproductive, as it has precluded the understanding of people as both individuals and social beings. The Oxford Handbook of Personality and Social Psychology captures the history, current status, and future prospects of personality and social psychology—presented not as a set of parallel accounts, but as an integrated perspective on the behavior of persons in social contexts. The articles of this book weave together work from personality and social psychology, addressing both distinctive contributions and common ground. In so doing, they offer compelling evidence for the power and the potential of an integrated approach, as well as new suggestions and directions for research.

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Adair, Lora E., Haley M. Dillon i Gary L. Brase. I’ll Have Who She’s Having. Redaktor Maryanne L. Fisher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199376377.013.2.

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Women, as with men, are in competition with one another to identify, attract, and retain quality mates. Identifying quality mates can be a difficult, risky, and costly endeavor; however, women can usefully draw on the mating preference of other women to inform their own choices. After reviewing theoretical foundations of the benefits of using female conspecifics as sources of information about potential mates, this chapter discusses evidence of mate copying, poaching, and retention behaviors across multiple species and then the parallel evidence emerging for these behaviors in humans. Of particular interest is identifying why women compete with one another for mates and under what ecological conditions such behaviors are more likely to emerge. Understanding these contextual issues leads to suggestions about the psychological mechanisms that enable women to acquire information about other women’s preferences, when that information is utilized, and the strength of social information in shifting women’s mating preferences.

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Ezell, Margaret J. M. Enacting Libertinism: Court Performance and Literary Culture. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198183112.003.0010.

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The behaviour of Charles II’s court soon scandalized many observers with its open disregard for moral and social propriety. Young men seeking influence at court, including John Wilmot, the Earl of Rochester, Charles Sackville, Lord Buckhurst, and Sir Charles Sedley, asserted aristocratic privilege to behave as they pleased in public as they competed for attention from Charles II. They were prolific poets and satirists who also wrote for the public stage. Rivalling them were the King’s many public mistresses, from the most powerful Lady Castlemaine, to actresses including ‘Moll’ Davies and Nell Gwyn, who all bore numerous illegitimate offspring, whom Charles openly supported. The court wits wrote satires and lampoons not only on each other and the court women, but even the King himself, causing temporary imprisonment for some.

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Vaillancourt, Tracy, i Jaimie Arona Krems. An Evolutionary Psychological Perspective of Indirect Aggression in Girls and Women. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0008.

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Although the effects of sexual selection on male mating competition and intrasexual aggression have been studied extensively for well over a century, female mating competition and intrasexual aggression have only begun to receive serious attention in recent decades. Here, we focus on one aspect of sexually selected competition in girls and women—rival derogation, which takes the form of indirect aggression. We argue that this tactic of intrasexual competition both reduces a rival’s ability to compete for desirable mates and helps aggressors achieve and maintain their own high social status. We further argue that physical attractiveness initiates the pathway leading to high social status, which is preserved through the use of indirect aggression and is associated with increased dating and sexual behavior.

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Orpinas, Pamela, i Arthur M. Horne. Bullying Prevention: Creating a Positive School Climate And Developing Social Competence. American Psychological Association (APA), 2005.

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