Social, Emotional, and Behavioral Skills: An Integrative Model of the Skills Associated With Success During Adolescence and Across the Life Span

Napolitano, Christopher M.; Sewell, Madison Nicole; Yoon, Hee Jun; Soto, Christopher J.; Roberts, Brent W.

doi:10.3389/feduc.2021.679561

Cited by 44 publications

(44 citation statements)

References 72 publications

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“…One aspect of SEB skills that has intrigued researchers, practitioners, and policymakers alike is their potential plasticity, whether through normative developmental changes or targeted interventions (Duckworth & Yeager, 2015; Kautz et al, 2014; Napolitano et al, 2021; OECD, 2015). Although the present research assessed SEB skills in samples spanning from adolescence through middle age, it did not assess changes in SEB skills.…”

Section: Discussionmentioning

confidence: 99%

“…A broader point concerns the usefulness of distinguishing SEB skills from other kinds of individual difference constructs. Here and elsewhere, we have argued that SEB skills can be conceptually distinguished from personality traits and intelligence, as well as beliefs, attitudes, and values (Napolitano et al, 2021;Soto et al, 2021). But should they be?…”

Section: Investigating Relations and Distinctions Between Individual ...mentioning

confidence: 96%

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An integrative framework for conceptualizing and assessing social, emotional, and behavioral skills: The BESSI.

Soto¹,

Napolitano²,

Sewell³

et al. 2022

Journal of Personality and Social Psychology

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122

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People differ in their social, emotional, and behavioral (SEB) skills: their capacities to maintain social relationships, regulate emotions, and manage goal-and learning-directed behaviors. In five studies using data from seven independent samples (N = 6,309), we address three key questions about the nature, structure, assessment, and outcomes of SEB skills. First, how can SEB skills be defined and distinguished from other kinds of psychological constructs, such as personality traits? We propose that SEB skills represent how someone is capable of thinking, feeling, and behaving when the situation calls for it, whereas traits represent how someone tends to think, feel, and behave averaged across situations. Second, how can specific SEB skills be organized within broader domains? We find that many skill facets can be organized within five major domains representing Social Engagement, Cooperation, Self-Management, Emotional Resilience, and Innovation Skills. Third, how should SEB skills be measured? We develop and validate the Behavioral, Emotional, and Social Skills Inventory (BESSI) to measure individuals' capacity to enact specific behaviors representing 32 skill facets. We then use the BESSI to investigate the nomological network of SEB skills. We show that both skill domains and facets converge in conceptually meaningful ways with socioemotional competencies, character and developmental strengths, and personality traits, and predict consequential outcomes including academic achievement and engagement, occupational interests, social relationships, and well-being. We believe that this work provides the most comprehensive model currently available for conceptualizing SEB skills, as well as the most psychometrically robust tool available for assessing them.

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Section: Discussionmentioning

confidence: 99%

Section: Investigating Relations and Distinctions Between Individual ...mentioning

confidence: 96%

An integrative framework for conceptualizing and assessing social, emotional, and behavioral skills: The BESSI.

Soto¹,

Napolitano²,

Sewell³

et al. 2022

Journal of Personality and Social Psychology

Self Cite

122

View full text Add to dashboard Cite

show abstract

“…The authors assert that the SEAD model is consistent with current social and family theory for the following seven reasons: The SEAD model assumes that social emotional learning occurs at all levels of social and relational development (Hoffman, 2009 ; Lane, 2000 ; Napolitano et al, 2021 ; Weissberg et al, 2015 ; White et al, 2014 ; Wilson-Mendenhall & Barsalou, 2016 ). The SEAD model assumes that adaptive intrapersonal and interpersonal social emotional ability change is continuous throughout the creation, maintenance, and dissolution of the relationship development lifecycle (Brackett et al, 2015 ; Clore & Schiller, 2016 ; Mather & Ponzio, 2016 ; Nichols & Davis, 2020 ; White et al, 2014 ).…”

Section: Situating the Sead Model Within Human Development Social And Family Theoriesmentioning

confidence: 88%

“…The SEAD model assumes that social emotional learning occurs at all levels of social and relational development (Hoffman, 2009 ; Lane, 2000 ; Napolitano et al, 2021 ; Weissberg et al, 2015 ; White et al, 2014 ; Wilson-Mendenhall & Barsalou, 2016 ).…”

Section: Situating the Sead Model Within Human Development Social And Family Theoriesmentioning

confidence: 99%

Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies

2022

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Social emotional abilities (i.e., specific skills), defined as the set of cognitive abilities, emotion-based knowledge, and behavioral competencies (i.e., skill levels) that facilitate adaptively employing prosocial processes and behaviors (i.e., “actions”), such as emotional regulation and sympathetic and empathetic response behaviors, is contemporarily modeled and measured as emotional intelligence. This conceptualization can be problematic, however, as the two concepts are not the same and traditional methods of measuring emotional intelligence can have limited practical utility. The social emotional ability development (SEAD) theoretical model introduced in this treatise represents a pragmatic and simplified approach to the development of social emotional ability and competency as abstracted from constructs of emotional intelligence, social intelligence, and sociocultural learning theory. Further, the SEAD model reaches beyond the individual as the unit of analysis to explore, conceptualize, differentiate, investigate, and define the hierarchal, bi-directional, and contextual nature of the dimensions of social emotional ability within close relationships. Implications for how the SEAD model can be used by researchers, practitioners, educators, individuals, families, and couples across a broad spectrum of domains and interventions are discussed.

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“…From a psychological perspective, professional competencies: "those qualities of personality that allow the selfregulation of the subject's self-regulation of the subject's behaviour based on the integration of scientific knowledge, skills, and abilities related to the scientific knowledge, skills, and abilities related to the exercise of a profession, as well as the motives, feelings, needs, and values associated with it, allowing as well as the motives, feelings, needs, and values associated with it, which allow, facilitate, and promote the performance of a profession, facilitate, and promote an effective and efficient professional performance within a given social context. It expresses a holistic approach to personality in the unity of the cognitive, affective, and behavioral" [21].…”

Section: Literature Reviewmentioning

confidence: 99%

An Approach to Cultural Competence Education into the Pharmacy Curriculum: Glances from the Cuban Framework

Sánchez

Salmon

2022

Education Research International

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Cultural competence is crucial for improved health outcomes in populations. In addition to knowledge and skills, cultural competence involves a confident attitude that underlines regard across all cultures. The importance of cultural competence training has been considered in several pharmacy education statements as part of the Pharmacists’ Patient Care Process. Nevertheless, there is a significant discrepancy in the implementation of cultural competence in a curriculum. There is no consensus on how this could be implemented from a view of logical and pedagogical coherence. Consequently, a cultural and interdisciplinary approach should be considered in the curriculum design process respecting the laws and pedagogical principles that guide the process of training professionals at the universities and pharmacy schools. The main purpose of the study is to describe a cultural background to implement cultural competence education in the Cuban pharmacy curriculum. The data for this study was collected through an overall literature review. Using terms specific to Cuban health care, culture, and education, combined with terms linked to cultural competence, global health, and pharmacy education. Relevant statements by the Pan American Health (PAHO) and World Health Organizations (WHO) were extracted. Electronic sites for the American Journal of Pharmaceutical Education, Currents in Pharmacy Teaching and Learning, and Pharmacy Education were reviewed. Scopus, Google Scholar, EBSCO Host, International Pharmaceutical Abstracts, and Web of Knowledge databases were examined. The outcomes of this study reveal that Cuba is a culturally rich country with complex and diverse perspectives on health. Cuban culture is the result of extremely broad and tedious transculturation processes; therefore, it is not possible to exhaust the subject in a single inquiry. Health and education in Cuba are politically entwined; statistical data, arguments, and related information are not always available to be studied or compared. This study identifies the need for a sincere effort toward global pharmacy education’s purpose; respect for religious values, traditional beliefs, historic and political factors were also taken into consideration to design a framework for cultural competence with Cuban pharmacy curricula. The repercussions of the current study will be valuable to developing curricular improvement processes aimed at implementing cultural competency in pharmacy education taking into consideration an essentially cultural perspective. Furthermore, this study offers a background to simplify culturally sensitive exchanges among practitioners, undergraduates, stakeholders, and other faculties of pharmacy members from Cuba and other nations when they involve health care and pharmacy practice or education.

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Social, Emotional, and Behavioral Skills: An Integrative Model of the Skills Associated With Success During Adolescence and Across the Life Span

Cited by 44 publications

References 72 publications

An integrative framework for conceptualizing and assessing social, emotional, and behavioral skills: The BESSI.

An integrative framework for conceptualizing and assessing social, emotional, and behavioral skills: The BESSI.

Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies

An Approach to Cultural Competence Education into the Pharmacy Curriculum: Glances from the Cuban Framework

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