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Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psicoespacios is the property of Institucion Universitaria de Envigado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El siguiente estudio explora la relación entre unas variables (cognición social e ideación suicida) dentro de una población segmentada (adolescentes) en un determinado espacio. La cognición social es el conjunto de dimensiones cognitivas de nivel superior que permiten desarrollar experiencias personales en un entorno social; la ideación suicida es una fase de la conducta suicida que incluye pensamientos de muerte autoinfligida; la adolescencia es una etapa del desarrollo humano en la que surgen procesos mentales complejos, cambios físicos, emocionales y psicosociales. Objetivo: analizar la relación existente entre las variables cognición social e ideación suicida en adolescentes de 10° de una institución educativa (I.E.) del municipio de Envigado - Colombia. Método: estudio descriptivo-correlacional no experimental en una muestra no probabilística de 59 adolescentes entre 14 y 17 años, a quienes se les aplicó el test de Actitudes y Estrategias Cognitivas Sociales AECS (Moraleda et al., 1998) y el Inventario de Ideación Suicida Positiva y Negativa PANSI (Osman et al., 1998). Se emplea el coeficiente de correlación de Spearman para hallar correlación; igualmente, se aplicó una encuesta sociodemográfica para identificar diferencias significativas mediante las pruebas no paramétricas U de Mann-Whitney y Kruskal-Wallis. Resultados: la presencia de ideación suicida en la población analizada es poco considerable; las dimensiones de cognición social se encontraron en un nivel moderado y las diferencias estadísticamente significativas se hallaron en las categorías de sexo y tipología familiar; adicionalmente, se encontraron correlaciones inversas y directas entre las dimensiones del AECS y el Inventario PANSI.

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sportis: Scientific Journal of School Sport, Physical Education & Psychomotricity is the property of Sportis: Scientific Journal of School Sport, Physical Education & Psychomotricity and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gerais: Revista Interinstitucional de Psicologia is the property of Gerais: Revista Interinstitucional de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Present article is devoted to the search for an answer to the question of whether a judicial expert in Russian law should bear civil (property) responsibility for drawing up an expert opinion that does not meet the requirements of the law, or the nature of the relations connecting him with the court, the procedural position of the expert and the specifics of the function performed by him, taking into account his social and individual competence determines the granting of immunity from bringing a forensic expert to property liability. In conclusion, Despite the above arguments in support of the existence of immunity, as well as the emerging approaches of Russian law enforcement practice, it seems that a forensic expert should be a subject of property liability both to the court, which has the right to refuse to pay remuneration or reduce its amount if it finds that the expert improperly fulfilled his duties to conduct an expert study, and before the parties to the court proceedings, who have the right to file an independent tort claim against him for recovery of damages caused. [ABSTRACT FROM AUTHOR]

Este trabajo tiene el propósito de establecer las estrategias de prosocialidad de jóvenes desvinculados del conflicto armado colombiano, como un aporte a la comprensión del perfil psicológico de esta población para la implementación de procesos de intervención efectivos que permitan su reincorporación y adaptación a la vida civil. Se encontró que, las variables que conforman la prosocialidad, la sensibilidad social, la conformidad de lo socialmente correcto y las dificultades sociales, presentan relaciones importantes tanto positivas como negativas. Se confirma la hipótesis alterna que mostraba la existencia de relaciones directas entre la competencia social y el comportamiento prosocial relativo a lo que es socialmente correcto.

Resumo Os objetivos deste estudo foram: (a) realizar uma análise descritiva das habilidades sociais, suporte social e qualidade de vida de cuidadores de idosos e (b) avaliar a correlação entre cada um desses construtos. Participaram deste estudo 70 cuidadores familiares de idosos, com idade média de 57,3 anos (DP = 10,6), que responderam aos seguintes instrumentos: Questionário Sociodemográfico, Critério de Classificação Econômica Brasil, Inventário de Habilidades Sociais para Cuidadores de Idosos Familiares, Escala de Percepção do Suporte Social e Escala de Qualidade de Vida. Foram encontradas correlações positivas de magnitudes moderadas entre habilidades sociais, suporte social e qualidade de vida. Comunicar emoções de forma assertiva se correlacionou com a obtenção de suporte voltado ao enfrentamento de problemas, e esse apresentou correlação moderada com qualidade de vida. O aprimoramento do repertório de habilidades sociais pode favorecer a busca por suporte social, beneficiando a díade cuidador-idoso.

Resumo Nos períodos de transição escolar ocorre mais bullying. Um dos fatores associados pode ser a existência de déficits nas habilidades sociais dos estudantes. Assim, o objetivo deste estudo foi verificar possíveis diferenças nas habilidades sociais de estudantes envolvidos e não envolvidos em situações de bullying no período de transição escolar. Participaram 408 estudantes do sexto ano do Ensino Fundamental, com média de idade de 11,3 anos (DP = 0,62). Os dados foram coletados mediante uma escala e um questionário, e avaliados estatisticamente por análises de variância (ANOVA). As vítimas-agressoras apresentaram as menores médias nas habilidades sociais e diferenciaram-se significativamente das vítimas, agressores e não envolvidos no bullying em relação às habilidades de empatia/civilidade, autocontrole e participação. Já os estudantes não envolvidos apresentaram as maiores médias nas habilidades sociais. Conclui-se que a melhoria das habilidades sociais dos estudantes em transição escolar pode ajudar a prevenir e/ou reduzir o bullying.

Copyright of Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El presente artículo plantea la importancia de las competencias emocionales de las agentes educativas, las cuales deben ser consolidadas en común unión con las competencias profesionales, para realizar una labor más allá del simple cumplimiento de lo académico. Su repercusión se manifiesta en la forma como realizan su accionar y las relaciones que establecen con los niños y las niñas. Para conseguir la formación integral, las agentes educativas deben concientizar su función y buscar un desarrollo tanto profesional como personal. Considerando los hallazgos de la investigación, se propone un recurso de aprendizaje que busca informar, motivar y despertar el interés de las agentes, para fortalecer y gestionar sus competencias emocionales. El estudio se enmarca dentro de un proceso de investigación mixto, en el cual intervienen datos cuantitativos y cualitativos, para lograr una comprensión profunda y un mayor análisis del tema de estudio.

The present research has as objective, to value the development of the social competence of the interpersonal relations in the initial university formation of teachers for the primary education. Concern acquired by verifying great concern in the education sector with aspects related to professional technical competences to the detriment of socio-personal competencies, in the sequence, we present contents about social competences, social competences of interpersonal relationships and their formation in university students of higher education of the primary education course. For this purpose, we used the analysis and respective synthesis of epistemological foundations by authors such as: Bisquerra and Pérez-Escoda (2007); Colunga, García and Blanco (2008); Martins (2012); Gola (2010); Loor Lino (2016) Gola, Colunga and García (2019). That with its postulates we present the great need for the development of the social competence of interpersonal relationships in the training of teachers for primary education, as a preparer of the base of the educational system so that it is as solid as possible, with a view to improving and developing the sector of education. [ABSTRACT FROM AUTHOR]

The objective of the present study was to establish the relationship between the profile of executive functioning and social competence that has to do with what is socially correct, in a population of 70 minors who disassociate themselves from the armed conflict in Colombia. The scope of the proposal was descriptive-correlational. The design we used was quasi-experimental, longitudinal in order to collect the data related to the neuropsychological evaluation and the evaluation of social competence. It is quantitative in nature; the variables were evaluated through standardized and valid instruments. We find positive and negative relationships between executive functions and social competence; that is, the alternative hypothesis of the research is accepted, in which we propose the existence of direct relationships between executive functioning and social competence. [ABSTRACT FROM AUTHOR]

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psico-USF is the property of Universidade Sao Francisco, Programa de Pos-Graduacao Stricto Sensu em Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psico-USF is the property of Universidade Sao Francisco, Programa de Pos-Graduacao Stricto Sensu em Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An emerging (yet still scant) body of research has linked interparental hostility to youth compromised social competence over time among adolescents. Moreover, little is known about the conditions under which and the processes through which this association might occur. Using prospective data from 878 youth (50.23% females) and their parents and teachers, this study examined how interparental hostility and cooperative conflict might work in conjunction with each other to predict youth social competence over time via parent–child relationship quality. Results demonstrated that interparental cooperative conflict at grade 5 buffered the negative association between interparental hostility at grade 5 and mother–child but not father–child relationship quality at grade 6. Mother–child relationship quality, in turn, was associated positively with youth social competence at age 15. As such, interparental hostility at grade 5 was negatively related to youth social competence at age 15 via mother–child relationship quality at grade 6 only when interparental cooperative conflict at grade 5 was low. This study represents a more nuanced and specific examination of the implications of interparental hostility for child later social development by highlighting underlying moderating and mediating mechanisms. Relevant implications for the development of more targeted and effective interventions are also discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sport & Health Research is the property of Journal of Sport & Health Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La competencia social como capacidad para crear y mantener relaciones saludables supone comportamientos valorados positivamente por la comunidad en la que un sujeto se desenvuelve. En la escuela, la competencia social cobra una gran importancia, por lo que se estima necesario analizar las tipologías sociométricas del estudiantado en función del sexo y curso académico. En esta investigación participaron 772 estudiantes de 26 cursos diferentes, pertenecen a 8 comunas de la región de Ñuble, 420 niños (54.4 %) y 352 niñas (45.6), 250 cursan 4° año, 274 cursan 5° año y 248 cursan 6° año de primaria. El instrumento utilizado es el Cuestionario sociométrico de nominaciones entre iguales, instrumento que proporciona información sobre la niñez rechazada, ignorada, controvertida y medios preferidos en sus cursos. Los datos fueron analizados con el software SOCIOMET. Los resultados indican un mayor porcentaje de niños rechazados, ignorados y preferidos, que de niñas en estas tipologías, hecho que se reitera también por curso académico. Se puede observar, además, que los índices de amistad en los distintos cursos superan los índices de enemistad. A partir de estos resultados, se estima que pueden proyectarse intervenciones ajustadas a los requerimientos contextuales.

It is relevant to do a review of the scientific literature on social competence in the school environment, since it is the capacity of an individual to relate and interact appropriately with other people, which is based on basic social, cognitive and affective skills such as respect, selfcontrol and effective communication, which allow to create an appropiate environment for learning. The purpose of this study was to analyze the studies on social competence and school climate published in the Web of Science database from 2014 to 2019. 56 articles were selected based on the aim of this study, these documents were analyzed with different bibliometric indicators, such as the analysis of temporal productivity, the most productive journals and authors on the topic and the co-authored index, as well as an examination and discussion of the identified themes. The results showed an increase in temporary productivity and scientific interest in the areas of classroom climate (89%) and the socio-emotional variable (45%) followed by peer violence (12, 5%) and the characterization of behavior (5.3%). In addition, a tendency was observed to perform the investigations in collaboration with a co-authorship rate of 3.5%. This bibliometric study provides information about the evolution of research on social competence and school climate during the last 5 years. It serves as a framework for future research serving as a frame of reference for future research.

The Social Skills Inventory for Caregivers of the Elderly People (SSI-CE) was developed to assess the interpersonal repertoire of family caregivers. The instrument presents evidence of internal and external validity. However, the existence of a social desirability bias is questioned. The aim of this study was to verify the evidence of discriminative validity in relation to the social desirability and the reliability of the IHS-CI. The sample comprised 252 caregivers of elderly people, mean age of 50 years-old (SD = 14.4), who answered the following instruments: Sociodemographic Questionnaire; Brazil Criteria; IHS-CI; and Marlowe-Crowne Social Desirability Scale. Social skills did not correlate with social desirability, which indicates that the IHS-CI presents evidence of discriminative validity. The precision values found were: Affective Expressiveness (ω=.85); Assertive Communication (ω=.77); Training/Information Search (ω=.68) and General Score (ω=.90). The IHS-CI is adequate for use and has strong evidence of validity. [ABSTRACT FROM AUTHOR]

This study aimed to conduct a literature review of 20 years of empirical research (1997 to 2017) that studied the relationship between social skills and social anxiety in childhood and adolescence. Searches were carried out in the BVS, Scielo, Eric, PsycINFO, PsycNet, PubMed and Science Direct databases, using the keywords: social skills, social competence, social anxiety, social phobia, children and adolescents. A previous selection, based on titles and abstracts, recovered 40 potentially eligible articles. After the application of the inclusion and exclusion criteria by two judges, 16 articles were selected to be fully read and analyzed based on general categories. In addition, studies were grouped into three sets based on the results presented. Overall, the results pointed to a negative correlation between some specific classes of social skills and social anxiety. The results of this review have implications for conducting future studies, as well as for planning interventions focused on social skills deficits in children and adolescents with social anxiety. [ABSTRACT FROM AUTHOR]

Service-Learning (SL) aims to improve students' academic knowledge and performance, as well as their civic and social competencies. This study uses the meta-analysis technique to summarise up-to-date research findings on SL in scientific papers that used mixed methods research. The findings indicate that SL leads to significant improvements in students, especially in terms of knowledge acquisition (d=1.07), with a similar effect size for the few studies using a control group (d=0.89), although this effect size is smaller in terms of attitude toward service (d=0.45). There are no significant effects when these variables are compared with dependent variables such as programme duration, gender, or sample size. Moreover, there is high heterogeneity in the evaluation methods and measurement instruments used in the articles. Although research on SL is increasing significantly, the methodological quality of most of the studies reviewed is quite low. It can be concluded that SL is beneficial to the students involved in the service, however, in order to properly appreciate the different scenarios of the findings, more rigorous research designs are required. We would recommend creating uniform research protocols and extending SL using mixed methodology across every discipline, including the arts, and at every level of education. [ABSTRACT FROM AUTHOR]

Caring for a dependent elderly person is an increasingly common task. To assess social skills of elderly person caregiver's, the Social Skills Inventory for Elderly Caregivers (SSI-EC) was developed. The aim of this study was to verify additional validity evidences related to the internal structure of the items and those based on the relationship with other variables. Participants were 252 caregivers of elderly family members, with a mean age of 50 years (SD = 14.4) and most females (86.9%), who answered the SSI-EC and a sociodemographic questionnaire. Of these, 74 also responded to the Empathy Inventory. The SSI-EC factorial structure was adequate (RMSEA = 0.07, CFI = 0.92 and χ²/df = 2.35) and correlated positively with empathy scores. The SSI-EC is a relevant instrument and its interpretation can serve to evaluate caregiver interventions as well as guide which social skills classes need to be improved. [ABSTRACT FROM AUTHOR]

Uno de los aspectos principales, durante el proceso de formación del alumnado y de su inserción en el mercado laboral, es el nivel de desarrollo social del mismo. Mediante este estudio, con un diseño descriptivo, exploratorio y de corte transversal; se analizan las habilidades sociolaborales autopercibidas por el alumnado de formación profesional de un instituto de Ceuta. La muestra estaba formada por 100 individuos (86 mujeres y 14 hombres). El instrumento empleado fue el Test de factores sociopersonales para la inserción laboral de los jóvenes de Martínez-Rodríguez y Carmona (2010). En cuanto al nivel de estudios, el alumnado que procede de ciclos formativos de grado superior cuenta con mayor nivel de habilidades sociolaborales que aquel que accede con otras titulaciones. Respecto a la situación laboral del alumnado, quienes trabajan cuenta con mayores niveles de habilidades sociolaborales que los alumnos desempleados.

Se considera que en el currículo escolar la enseñanza de la Historia ha sido incorporada para que cada alumno logre tomar conciencia de su historicidad y a partir de allí adquiera, en un proceso gradual, un saber sobre el legado social recibido, que lo motive y guíe en su actuar y en sus decisiones como miembro responsable de la comunidad que integra. Para enseñar esto se forma al docente. Este trabajo tiene como objetivo pensar en la formación de ese docente por competencias, poniendo énfasis en la necesidad de que adquiera durante se lapso formativo la competencia social. Se ha trabajado desde un corpus documental conformado por 104 documentos que emanan de organismos internacionales vinculados con el quehacer educativo, cuyas ideas fuerza fundamentan la propuesta, habiéndose recorrido cada uno desde la perspectiva del análisis del discurso y utilizando la técnica de cita textual. Se reúnen y explican cinco competencias para esa instancia formativa y se sugiere, además, la utilización fundamentada de la Historia regional y su metodología de investigación.

Having friends and feeling accepted by those one feels as significant is a key factor in healthy psychosocial development. However, a significant number of students are rejected by their peers, which may have a considerably negative impact on their development and well-being. There are several causes for this social rejection. The present study specifically explores the relationship between aggressiveness and rejection. Two objectives are set to this piece of work: first, identifying the percentage of socially rejected students in a sample of school children in the second cycle of Infant Education; second, checking for differences in social relations and externalized problems relating to sociometric types. To this aim, eight classes in three different schools of Asturias (two public schools and a state-funded private school) were selected, consisting of a total of 160 students aged four-six. The eight teacher-tutors, all female, also participated in the study. The instruments used in gathering information were a positive and negative nominations sociometric test, implemented with the students, and a reduced version of the Preschool and Kindergarten Behaviour Scales completed by the teachers. Results show a significantly high number of socially rejected students. It is also shown that rejected students have more externalised problems and problems of social interaction if compared to the more widely accepted students in the group. Practical implications of these findings are discussed.

Este trabajo aborda el estado del conocimiento de las habilidades sociales y la competencia social. Es una síntesis del proceso de investigación desarrollado en la tesis doctoral: “Adaptación del Social Skills Improvement System-Rating Scales al contexto español en las etapas de Educación Infantil y Educación Primaria” (Losada, 2015). El propósito de este artículo es aportar una construcción de conocimiento teórico de los conceptos competencia social, habilidades sociales y asertividad, por sus implicaciones en el desarrollo de las habilidades sociales en la escuela y su utilidad en la evaluación y la intervención educativas. También, se presenta un recorrido histórico en cuanto al origen del estudio científico y sistemático de las habilidades sociales y revisa el significado del concepto habilidades sociales, y su relación con otros afines. Finalmente, se presentan sus implicaciones en el ámbito escolar y los beneficiosos efectos de la intervención educativa en el ajuste escolar y en el éxito académico.

Identification of the basic competencies needed to address the challenges that today's society presents has always been central to educational research. Contemplative education is a recent field of research that is based on the development of spiritual competence in educational contexts. Its purpose is to promote useful social and personal skills to foster a more aware, harmonious and sustainable future society. This article outlines a conceptual approach to spirituality and spiritual competence based on the field of educational psychology, and describes their main components and their definition. Contemplative education is associated with a particular way of understanding the relationship between subject and object of knowledge. The scientific evidence available on the effectiveness of training programmes based on one of its most widespread secular manifestations (mindfulness) is critically reviewed, and the relationship between contemplative education and spiritual tradition is briefly addressed. Finally, the authors comment on some interesting aspects to consider for the design of future research. [ABSTRACT FROM AUTHOR]

The present case for teaching is based on Ron Howard's film, "A Beautiful Mind", which is based on the real story of mathematician John Forber Nash (1928-2015). It is sought through the reporting of two scenes of the film, to stimulate the students to reflect on the concepts of competence and social skills and the central role of these concepts in human development and interpersonal relations. The case has its application destined to the disciplines of the area of administration and management of people in contents that focuses behavioral competences and intends to assist the professional of education in the work of this theme in the classroom. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the repertoire of social skills of students of Exact Sciences before and after an Interpersonal Relations discipline. Twenty-one university students participated in this study, of which 17 were from Electrical Engineering and 4 from Industrial Chemistry, enrolled in the discipline of Interpersonal Relationships for the Electrical Engineering Course. The theoretical-practical discipline was based on experiences and the students answered the Social Skills Inventory (IHS) and the Discipline Final Assessment Questionnaire (QAFD). The results showed statistically significant differences in the general social skills score and the mean in the QAVD between the pre and post-test evaluations. Positive and strong correlations were also observed between the QAVD before and after the discipline. In addition, (b) the overall QAVD post-discipline score was positively and moderately related to the overall social skills score (IHS) in the post-test. [ABSTRACT FROM AUTHOR]

Universities have, at present, generally taken on as their own the role of providing comprehensive training that contributes to academic, professional, and social development. As a result, civic and social competences have become increasingly important, given their potential contribution to optimising university students' transition to the labour market. The objective of this work is to study the psychometric properties of a scale for assessing a range of civic and social competences in higher education and to analyse whether students' cycle and field of knowledge shape how these competences develop. To this end, after randomly dividing the sample of 996 university students, we performed an exploratory factorial analysis followed by a confirmatory factorial analysis. We then conducted a 2 × 2 Multivariate Analysis of Variance (cycle × field of knowledge), taking as dependent variables the factors obtained previously. In addition to a satisfactory solution of the scale, both in factor structure and in levels of internal consistency, the results reveal differences regarding the study variables. While first-cycle students display a high level of development of these competences, we found no differences regarding field of knowledge. However, significant effects were apparent in the interaction of these two variables, as first-cycle students from Health Sciences and Engineering-Architecture and second-cycle students from Social-Legal Sciences and Arts-Humanities displayed higher scores. This paper concludes by highlighting the need for higher education institutions to promote the development of civic and social competences to a greater extent. To do so, they should consider methodological strategies and programs that react to this need so that levels of social participation and transition to employment can be enhanced. [ABSTRACT FROM AUTHOR]

El espacio y tiempo de recreo resulta un escenario privilegiado en el desarrollo socioafectivo, cognitivo y motor, y es probablemente uno de los momentos de la jornada escolar en el que los alumnos tienen más oportunidades para relacionarse y disfrutar con sus compañeros en un contexto natural. Los estudiantes con trastorno de espectro autista (TEA) pueden presentar dificultades en la interacción y la comunicación social, por lo que, sin los apoyos adecuados, es posible que queden al margen de estos potenciales beneficios. En el presente trabajo se realiza una revisión bibliográfica de las investigaciones sobre las posibilidades y eficacia de diferentes modelos de intervención mediados por pares, orientados a mejorar la competencia social y las relaciones interpersonales del alumnado de Educación Primaria con TEA.

The determination that the work establishes with the education is a principle of the pedagogy based on the social reproduction. However, because of conflictive situations, education has not been allowed to be effective, so this article aims to give an account of the educational system's shortcomings in the link with work, as well as methodological responses that can avoid mistakes in the theme. To achieve this, this research carries out the bibliographic analysis of the tendencies of the didactic orientation and its transcendence. The results reveal that there is a positioning on labor education as a dimension of the usefulness of the acquired knowledge, and its contribution to the field of knowledge, that everyday life is useful and critical, as well as expressive of qualitative practices; That the critical character tribute to the construction of a competition whose collective view makes the individual better inhabitant of its surroundings.

El presente estudio tuvo como objetivo conocer la relación entre temperamento, competencia social y problemas de conducta en niños y niñas preescolares. Para ello, se contó con una muestra de 66 participantes: 40 niños y 26 niñas, entre 2 y 6 años de edad (M = 3.92, DE = 1.01) y sus madres. Para medir temperamento se utilizó el Cuestionario sobre Conducta Infantil, versión corta (CBQ; Putnam & Rothbart, 2006), el cual brinda información sobre las dimensiones de extraversión, afecto negativo y control intencional o esforzado. Además, se usó el Inventario de Evaluación de Competencia Social y Comportamiento (SCBE-30, LaFreniere & Dumas, 1996) para medir competencia social, problemas de ansiedad y de agresividad del niño o la niña. En primer lugar, los niños obtuvieron puntaciones menores en afecto negativo y control intencional que las niñas. El análisis principal del estudio identificó una asociación negativa y significativa entre extraversión y ansiedad. Además, las tres dimensiones del temperamento se asociaron con los problemas de conducta agresiva: extraversión y afecto negativo de manera positiva y control intencional de forma negativa. Finalmente, el control intencional, que fue el único predictor, correlacionó positiva y moderadamente con competencia social. Los resultados obtenidos son consistentes con lo reportado por las evidencias teóricas y empíricas contemporáneas sobre el tema; sin embargo, es necesario llevar a cabo futuros estudios con muestras de mayor tamaño para ampliar la información sobre características de temperamento y competencia social en preescolares. DOI: https://doi.org/10.24265/liberabit.2017.v23n1.05

El Espacio Europeo de Educación Superior (EEES) exige el desarrollo de competencias clave para dar respuesta a las demandas de la sociedad y del mercado de trabajo. La Competencia Social incluye destrezas fundamentales para las relaciones sociales de calidad en el ámbito personal y profesional. Se identifica el Aprendizaje Cooperativo como método apropiado para lograr tal fin. En este artículo se presenta la experiencia de una investigación cualitativa durante los cursos 2009-2015 en la que se vertebra la investigación acción participativa como una técnica adecuada, puesto que investiga a la muestra, se diseña una metodología docente en base a las carencias y se vuelve a investigar la eficacia del aprendizaje debido a la metodología. Exponemos un caso en el que la investigación acción participativa ha sido aplicada al campo de la Educación universitaria en la que se asegura más la adecuación a la diversidad precisamente por la adecuación que otorga al aula investigada. Además, se exponen los resultados del análisis de esta investigación e innovación, en concreto, la percepción expresada por los alumnos acerca del grado en que el trabajo en equipo cooperativo contribuye al desarrollo de su Competencia Social tras participar en una experiencia de Aprendizaje Cooperativo. Se diseña un tipo de investigación aplicada, desde una perspectiva cualitativa, no experimental, en el ámbito de la evaluación de resultados para la toma de decisiones. Participan 126 estudiantes de Grado de primer y cuarto curso. A través de un cuestionario tipo Likert, se recoge su percepción sobre competencias emergentes al desempeño de la Competencia Social: Empatía, Consenso o Participación Democrática y Asertividad. Este estudio aporta novedad en tanto que explora sobre una muestra de estudiantes con perfiles diversos, tomando como punto de partida de manera integrada diversas variables y sobre la percepción que los propios estudiantes expresan de manera explícita. Se confirma que los estudiantes perciben que, a través del Aprendizaje Cooperativo, se desarrolla su Competencia Social. Las habilidades mejor valoradas son las que se relacionan con el ámbito cognitivo y se relega a un segundo plano otras de carácter emocional, axiológico y paradigmático.

Copyright of Working Papers on Culture, Education & Human Development / Papeles de Trabajo Sobre Cultura, Educacion y Desarrollo Humano is the property of Papeles de Trabajo Sobre Cultura, Educacion y Desarrollo Humano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The changes experienced in the last decades in the industrialized societies have led us towards a gradual disconnection with the environment, a lack of relationship both with nature and with the people who inhabit it, leading us towards a horizon that, for many, is worrying. Despite this reality, the labor market is increasingly demanding collaborative skills that favor interpersonal relationships. For this reason, the school, as one of the responsible agents for the development of student's competences, has been involved in a process of transformation adapting itself to the new challenges of today's society. One of these changes become materialize in the implementation of active methodologies that conceive learning as an active and dynamic process in which students become the protagonists of their own learning process. Cooperative Learning (CL) is an active methodology in which students work in small groups to maximize their learning, favoring the development of their social competence, the inclusion and the reduction of bullying. This document is a review about publications developed in the last ten years taking into account contributions of the CL facing the new educational challenges of this century. [ABSTRACT FROM AUTHOR]

A well-developed repertoire of social skills permits higher quality social interactions. As such, social skills affect access to social support, but little is known about factors that increase or diminish the effectiveness of social skills in gaining this support. The objective of this study was to identify factors that influence the strength of the relationship between social skills and social support. The Scielo, Lilacs, Medline, PsycNET, and Web of Science databases were consulted, recovering articles published in Spanish, English or Portuguese, between 1997 and 2017. Fifteen articles were selected. Age, gender, and source of support were some of the factors that influenced the relationship between social skills and social support. In future studies, it will be important to test a model of the relationship between social skills and social support, that includes these intervening variables. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Comunicación 'Vivat Academia' is the property of Facultad de Ciencias de las Informacion de la Universidad Complutense (Espana) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)