SOCIAL: An integrative framework for the development of social skills.

Abstract

Despite significant advances in the field of social neuroscience, much remains to be understood regarding the development and maintenance of social skills across the life span. Few comprehensive models exist that integrate multidisciplinary perspectives and explain the multitude of factors that influence the emergence and expression of social skills. Here, a developmental biopsychosocial model (SOCIAL) is offered that incorporates the biological underpinnings and socio-cognitive skills that underlie social function (attention/executive function, communication, socio-emotional skills), as well as the internal and external (environmental) factors that mediate these skills. The components of the model are discussed in the context of the social brain network and are supported by evidence from 3 conditions known to affect social functioning (autism spectrum disorders, schizophrenia, and traumatic brain injury). This integrative model is intended to provide a theoretical structure for understanding the origins of social dysfunction and the factors that influence the emergence of social skills through childhood and adolescence in both healthy and clinical populations.

Inclusão digital e capacidade funcional de idosos residentes em Florianópolis, Santa Catarina, Brasil (EpiFloripa 2009-2010)

“…In a neuropsychological assessment, executive functions are a translation of a broad variety of cognitive functions such as attention, concentration, stimulus selection, abstract thinking, planning, cognitive flexibility, self-control and operational memory. 29 An adequate social functioning depends on the integrity of executive functions, 30 and a decline in executive functions has early association with functional dependence. 31 The exchange of online messages, therefore, demands an adequate social and executive functioning.…”

Brain volumetric correlates of inhibition and cognitive flexibility 16 years following childhood traumatic brain injury

“…For instance, survivors of childhood TBI with inhibition deficits demonstrate difficulties regulating appropriate behavioral responses (Beauchamp & Anderson, 2010). At present, childhood TBI research has demonstrated the persistence of EF deficits up to 10 years post injury (Faber et al, 2016;Muscara et al, 2008).…”

“…Impairments in these domains have been associated with difficulties in everyday functioning, such as regulating socially appropriate emotional and behavioral responses (Beauchamp & Anderson, 2010;Ganesalingam, Yeates, Sanson, & Anderson, 2007;Gioia, Isquith, Guy, & Kenworthy, 2000).…”

“…Inhibition, the ability to monitor and control responses, and cognitive flexibility, the ability to switch attention between cognitive demands (Konrad, Gauggel, Manz, & Sch€ oll, 2000), are EF skills particularly vulnerable to childhood TBI (Anderson et al, 2001). Impairments in these domains have been associated with difficulties in everyday functioning, such as regulating socially appropriate emotional and behavioral responses (Beauchamp & Anderson, 2010;Ganesalingam, Yeates, Sanson, & Anderson, 2007;Gioia, Isquith, Guy, & Kenworthy, 2000). …”

Social Skills Program for Adolescents in Vulnerable Social Contexts

“…Once social skills are influenced by personal, situational and cultural factors there are, in the literature, various definitions and forms of implementation thereof (Beauchamp & Anderson, 2010).…”