| مشخصات مقاله | |
| ترجمه عنوان مقاله | صلاحیت های اجتماعی و احساسی و رفاه کودکان در معرض خطر: نقش پویایی فردی و میان فردی در کودکان مبتلا به ADHD ، اختلال های احساسی و رفتاری و ناتوانی تکاملی ( مرتبط با روند رشد) |
| عنوان انگلیسی مقاله | Social and Emotional Competence and At-Risk Children’s Well-Being: The Roles of Personal and Interpersonal Agency for Children with ADHD, Emotional and Behavioral Disorder, Learning Disability, and Developmental Disability |
| انتشار | مقاله سال 2017 |
| تعداد صفحات مقاله انگلیسی | 23 صفحه |
| هزینه | دانلود مقاله انگلیسی رایگان میباشد. |
| پایگاه داده | نشریه اسپرینگر |
| نوع نگارش مقاله |
مقاله پژوهشی (Research article) |
| مقاله بیس | این مقاله بیس میباشد |
| نوع مقاله | ISI |
| فرمت مقاله انگلیسی | |
| رشته های مرتبط | روانشناسی و روانپزشکی |
| گرایش های مرتبط | روانشناسی بالینی کودک و نوجوان – روانشناسی رشد – مغز و اعصاب |
| نوع ارائه مقاله |
ژورنال |
| مجله / کنفرانس | یادگیری اجتماعی و عاطفی در استرالیا و آسیا و اقیانوس آرام – Social and Emotional Learning in Australia and the Asia-Pacific |
| دانشگاه | School of Education University of New South Wales Sydney Australia |
| کلمات کلیدی | صلاحیت های اجتماعی و احساسی، یادگیری اجتماعی و احساسی، نظریه ی اجتماعی – شناختی ، اختلال نقص تمرکز / بیش فعالی (ADHD) ، اختلال های احساسی رفتاری، عدم توانایی یادگیری، عدم توانایی رشد تکاملی |
| کلمات کلیدی انگلیسی | Social and emotional competence, Social and emotional learning, Social-cognitive theory, Attention-deficit/hyperactivity disorder (ADHD), Emotional and behavioral disorder, Learning disability, Developmental disability |
| شناسه دیجیتال – doi |
https://doi.org/10.1007/978-981-10-3394-0_7 |
| کد محصول | E11608 |
| وضعیت ترجمه مقاله | ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید. |
| دانلود رایگان مقاله | دانلود رایگان مقاله انگلیسی |
| سفارش ترجمه این مقاله | سفارش ترجمه این مقاله |
| بخشی از متن مقاله: |
| Abstract Social and emotional competence has attracted significant and increasing theoretical and research attention. Drawing on Bandura’s social-cognitive theory, social and emotional competence is defined in terms of children’s personal agency (competence beliefs, perceived control) and interpersonal agency (peer relationships, teacher–student relationships, parent/carer–child relationships, social support). Personal agency and interpersonal agency are desirable ends in themselves and also an important means to other desirable ends (e.g., academic achievement, health and well-being). A bulk of research has investigated social and emotional competence among “mainstream” populations. Relatively less systemic attention has been directed to “at-risk” children. This chapter explores the role and relevance of personal and interpersonal agency in at-risk children’s academic, personal, and social well-being. For each of four at-risk groups—children with attention-deficit/hyperactivity disorder (ADHD), emotional and behavioral disorder, learning disability, and developmental disability—the chapter identifies personal and interpersonal agency factors that are critical to well-being. The theory and research described in the chapter clearly show that social and emotional competence, by way of personal and interpersonal agency, plays a fundamental role in at-risk children’s well-being outcomes. Following from this, directions for practice are discussed.Social and emotional learning is based on practices aimed at promoting individuals’ social and emotional competence (Weissberg et al. 2015). Social and emotional learning promotes social and emotional competence by way of positive environments that foster safety, care, and mental health (Weissberg et al. 2015). In turn, social and emotional competence leads to positive academic, personal, and social well-being outcomes (e.g., Brock et al. 2008; Tarbetsky et al. 2017 this volume). This chapter explores key social and emotional competencies as relevant to at-risk children. Drawing on social-cognitive theory (Bandura 2001), social and emotional competence is defined in terms of children’s personal agency (competence beliefs, perceived control) and interpersonal agency (peer relationships, teacher–student relationships, parent/carer–child relationships, social support). A good deal of research has investigated social and emotional competence among “mainstream” populations. Less attention has been directed to “at-risk” children. The term “at-risk” has wide connotations and can traverse difficulties associated with socioeconomic status through academic, mental, and physical health status. In this chapter, the term is operationalized under an educational/academic umbrella by way of the authors’ respective areas of research specialization: attention-deficit/hyperactivity disorder (ADHD; Martin), emotional and behavioral disorder (O’Neill), learning disability (Cumming), and developmental disability (Strnadová). |