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Diagnostic Methods of Socio – Emotional Competence in Children

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Kristina Parhomenko
Kristina Parhomenko
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Abstract

The article provides an overview of some of the recent developments in assessing socio – emotional competence (SEC) of children. The main terms are defined, similarities and differences of the concepts are discussed. The techniques using observation, questioning, test, checklists, projective method, modeling of social situations, including emotions, are reviewed. The approach that consists in measuring each of the components of SEC and creating the profile is considered. Along with diagnostic tools designed directly for the child, the methodologies that take into account parent's and\or teacher's assessments are presented. The author points out the need of developing a complex approach to evaluation of children SEC considering the age characteristics, child's development situation, participation of adults who constantly interact with the child, implementing the principle of unity of diagnosis and correction for further work.
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Procedia - Social and Behavioral Sciences 146 ( 2014 ) 329 – 333
Available online at www.sciencedirect.com
ScienceDirect
1877-0428 © 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Selection and peer-review under responsibility of Russian Psychological Society.
doi: 10.1016/j.sbspro.2014.08.142
Third Annual International Conference «Early Childhood Care and Education»
Diagnostic Methods of Socio – Emotional Competence in
Children
Kristina Parhomenko*
Moscow State University, Mokhovaya st. 11/9, Moscow 125009, Russia
Abstract
The article provides an overview of some of the recent developments in assessing socio – emotional competence (SEC) of
children. The main terms are defined, similarities and differences of the concepts are discussed. The techniques using
observation, questioning, test, checklists, projective method, modeling of social situations, including emotions, are reviewed.
The approach that consists in measuring each of the components of SEC and creating the profile is considered. Along with
diagnostic tools designed directly for the child, the methodologies that take into account parent’s and\or teacher’s assessments
are presented. The author points out the need of developing a complex approach to evaluation of children SEC considering the
age characteristics, child’s development situation, participation of adults who constantly interact with the child, implementing
the principle of unity of diagnosis and correction for further work.
© 2013 The Authors. Published by Elsevier Ltd.
Selection and/or peer-review under responsibility of Russian Psychological Society.
Keywords: social emotional competence; components; assessment; methods; complex approach.
* Kristina Parkhomenko Tel.: +7-916-323-56-50; +7-495-632-65-00.
E-mail address: christinap@bk.ru
© 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Selection and peer-review under responsibility of Russian Psychological Society.
330 Kristina Parhomenko / Procedia - Social and Behavioral Sciences 146 ( 2014 ) 329 – 333
Studying child emotional sphere is a problem equally actual for psychologists, as for teachers and caregivers, due
to increasing social requirements for social emotional competence (SEC) that determines the degree to which a
child is capable of conscious behavior regulation, building harmonious relationships and being engaged in social
activities.
In concerning the theme reviews, terms like communicative competence, emotional competence, competence in
interaction, emotional intelligence, emotional literacy, are often used, besides social and emotional competence.
We will define them below.
Child social competence is the ability to establish and maintain social contacts in the process of interaction on the
base of positive self-attitude [1]. Communicative competence, or competence in interaction, is a system of
psychological knowledge about self and others, communication skills, behavioral strategies for social situations,
which allows building effective communication in accordance with the objectives and goals of interpersonal
interaction [1],[2], [3].
Emotional Intelligence is the ability to experience emotions, to understand own and other people's emotions and
regulate their expression [4]. Emotional literacy is a combination of knowledge and skills necessary for an
adequate perception of communicative situation, evaluation and expression of emotions [5]. Concept of social
emotional competence (SEC) seems to us to be the most integrative as the set of further abilities:
1. Self-awareness which describes knowing one’s strengths and weaknesses, distinguishing and identifying
emotions;
2. Empathy – an ability to recognize, understand and compassion feelings of another, the will to affect them
positively;
3. Motivation that indicates the capability to stay involved and engaged in an activity even if it is hard or previous
experience was partly associated with failure;
4. Self-regulation which represents conscious control above impulsive and inadequate reactions and inappropriate
emotion expressions;
5. Social skills which embraces a wide range of knowledge, abilities and competences including capacity to build
and maintain healthy relationships, be involved in social activities, interact with people in proper ways [6].
Most researchers define and measure the development level of SEC by its components. The main components of
SEC, according to many authors, include the ability to "read" the emotional state of another, to identify and
understand their emotions and feelings, and to manage their own emotions. Diagnostic tools often aim to assess
the developmental level of each of the SEC components and much rarer - to design the profile of children’s social
and emotional sphere. Methods that include checklists are mainly based on children’s self - reports, teacher’s or
parent’s assessments or on the combinations of these ratings.
Halberstadt A.G., Denham S.A., Dunsmore J.S. [7] posited three main components of SEC: 1. Sending emotional
message; 2. Receiving emotional message; 3. Experiencing emotion. The authors also noted a number of
additional factors that are not part of socio - emotional competence, but may affect it, such as world outlook, self
- concept, self - esteem, temperament, knowledge about the social rules, strategies of interaction, motivation of
affiliation, flexibility of behavior and attitudes etc. It is suggested to conduct assessment in ethological conditions
or with usage of a videotape reflecting different live situations. The child is asked to press a button when he
believes that the hero has to say or do something and to transmit the contents of further messages. The task
indicates child’s ability to comprehend, when and where emotions that one feels may or should be expressed, to
understand the reason for the emotion and to denote the core of the emotional signal. Halberstadt, Denham and
Dunsmore believe that manifestation of social emotional competence occurs in free interaction of children, and
observations on children emotional reactions, facial expression and behavior are the most effective tools of
diagnostics. Surveys are applied both during children leisure time with their spare activity and in specially
organized situations [7].
Pons F., Harris P.L., Marc de Rosnay [8] relying on developed by them concept of emotional competence,
according to which it embraces nine components, suggest measuring each of these components: 1. Recognition;
331
Kristina Parhomenko / Procedia - Social and Behavioral Sciences 146 ( 2014 ) 329 – 333
2. External cause; 3. Desire; 4. Belief; 5. Reminder; 6. Regulation; 7. Hiding; 8. Mixed; 9. Morality. For the first
two components the authors employ cards with painted on them faces, expressing four basic emotions: happiness,
sadness, fear, anger and neutral "all right" for diagnosis, as well as cards, depicting a little story, life situation,
and ask a child to specify which of these emotions each of the involved characters experiences. For exploring the
component “Desire” experimenters add a description of hero’s desires and preferences to the procedure.
Evaluation of “Belief” component involves a false-belief task with information open to a child, but concealed for
the hero. Assessment of “Reminder” implies a story from the past with indication of feelings that the hero
experienced then and a story of the present time connected with the previous one, the question about hero’s
emotions, with usage of the five cards, remains the same. They evaluate “regulation” by modeling an emotionally
intense situation, offering a child some strategies to cope with emotions and asking which way the hero is going
to behave. For “Hiding” assessment the authors suggest a story in which the hero finds himself in an unpleasant
situation and conceals his true emotions, a child is supposed to answer how the hero really feels. Understanding
of mixed feelings is tested relying on a story where the hero experiences ambivalent emotions, and a child is
offered cards with combinations of four basic emotions. Rating “Morality” is conducted with a story in which the
hero makes something bad, experimenters discuss hero’s behavior with a child and ask him how the hero feels
now [8].
Some researchers state that technique by Reynolds & Kamphaus, The Behavior Assessment System for Children
- 2 (BASC- 2) [9], can be applied as a diagnostic tool for the study of child’s social and emotional domain. The
method offers an integrative approach to the assessment of behavioral and psychological characteristics of a child
from 2.5 to 18 years old. Information from a perspective of a child, his parent and teacher is collected and
analyzed, besides, the data about child’s development history and the results of observation, conducted by
experimenters, are also considered. Checklist for a child composes a subjective report about emotions, perception
and behavior singularities. BASC- 2 includes the scale that reflects external problems (hyperactivity, aggression,
etc.), the internal problems (anxiety, depression, etc.), school problems (attention difficulties, learning
difficulties, etc.), adaptability (social skills, leadership, etc.). The methodology is standardized in the United
States, there are both general and clinical norm samples. Combined–sex and separate-sex norms are provided for
each norm sample [9].
The Mayer – Salovey - Caruso Emotional Intelligence Test - Youth Version (MSCEIT-YV) [10, 11] measures
the emotional intelligence through a series of objective and impersonal questions. It tests the ability of the
respondent to perceive, use, understand, and regulate emotions. Based on typical scenarios of everyday life,
MSCEIT evaluates how well people can cope with the challenges and problems of socio - emotional domain,
rather than build the assumptions on their subjective answers about their skills. The test implements a diversity
of tasks to assess a child’s capacity of dealing with emotional and social information by strictly addressing their
abilities. This model also helps overcome social desirability and the cases when a person wants to “fake good”.
The procedure includes four basic scales:
1. Perceiving emotions (faces, pictures);
2. Using emotions to facilitate thought (facilitation, sensation);
3. Understanding emotions (changes, blends);
4. Regulating emotions (emotion management, emotional relations) [10],[ 11].
Among the most famous Russian methods for determining the level of emotional competence of children,
Izotova’s [12] technique is related. The procedure investigates the indication’s particularities of emotions of
different modalities in children; individual features of emotional development; the qualification of the level of
voluntary emotion’s expression of different modality (joy, anger, sadness, fear, disgust, contempt, envy); the
detection of the scope of emotional experience and emotional notions; identification of emotional tension. This
technique consists in:
xdemonstrating pictograms and images of human faces with different emotional expressions, cards
depicting various situations involving emotions;
332 Kristina Parhomenko / Procedia - Social and Behavioral Sciences 146 ( 2014 ) 329 – 333
xdescribing the emotional state and relevant life situations;
xgeneralization of expressive and impressive emotion components;
xplay, verbalization , drawing the identified objects;
ximitation of emotional state, intensification of facial musculature;
xvoluntary regulation of emotional expression;
xprotocol fixation of different emotional display [12].
A few years ago Kruse - Brooks [13] approved a diagnosis method for social competence, designed by the
author for her research. The evaluation was conducted for motivational, communicative and activity components
of competence. The ratings were received from teachers who were asked to fill out a questionnaire and assess 20
especially singled out children's skills and abilities by ten – point scale. The procedure was standardized and now
allows determining the development of the child’s social competence by levels. Level 1 - start - is characterized
by the ability of pupils to establish and maintain relationships with different people, but not with different social
groups; communication proceeds rather intuitively. Level 2 - "low" one – is noted when a student is able to hear
and understand another point of view, knows how to coordinate joint actions, but has difficulties with
implementing his knowledge. Level 3 - "medium" – is marked by child’s interest in communication, leading a
productive dialogue, an ability to accept different social roles and to freely express own opinion. Level 4 - "high"
– is established when a child reveals all components of social competence; comprehends the meaning of adapting
communication style to a certain communicative situation; has his own system of behavior regulations based on
his values and meanings in dealing with people; uses previous experience in organizing joint activity and is
capable of correcting individual and cooperative actions in accordance with the intended purpose [13].
Described methods offer us the tools to estimate the developmental level of the social emotional competence’s
components in children, but do not provide an overall view of the social context and child’s place in it. Therefore,
one of the directions for further work is comparing and matching exposed by questionnaires profiles of the
various components of emotional competence with observations, based on worked out criteria, in meaningful and
emotionally saturated situations for children. The second line of future research is modeling such kind of
situations that would require natural demonstration of the developmental level of child’s social emotional
competence and manifestation of its distinct components. Such situations should be specially organized, and
observation criteria have to be singled out.
Moreover, there are few techniques aimed to work with primary school children, though it is the age of a
dynamic evolution of socio – emotional competence. Due to all the changes a child undergoes and so many
things he has to deal with, having entered school, it is also a period when a number of requests for diagnostics,
consultation and intervention, subsequently, increases greatly, as from parents, as from teachers. But even smaller
quantity of methods implementing the principle of unity of diagnosis and correction, that would allow us
conducting pinpoint intervention paths, are developed by now. For a more general and complex approach there is
a need in elaborating a technique that would enable us to create a portrait of social - emotional sphere of a child,
collating assessments made by a child himself, his parent and a social educator, constantly interacting with the
child, and then to outline an intervention program that would develop low components of SEC relying on child’s
strengths. Also the procedure needs the worked out criteria for observing child’s behavior in emotionally
significant situations which would be connected with the data collected from a survey of experimentally designed
communicative situations for a child and peers and for a child and adults to create a complete notion of the
developmental level of child’s social emotional competence.
References
[1] Andreeva G.M. Social Psychology, Moscow: Aspect Press; 1996 [in Russian].
[2] Jukov J.M., Petrovskaya L.A., Rastyannikov P.V. Diagnosis and development of communicative competence,
Moscow: MSU; 1990[in Russian].
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[3] Petrovskaya L.A. Theoretical and methodological problems of socio – psychological training. Moscow:
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[4] Mayer, J. D. & Salovey, P. What is emotional intelligence? In P. Salovey & D. Sluyter (Eds). Emotional
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[5] Weare K. Developing the emotionally literate school, London: Paul Chapman; 2004.
[6] Goleman, D. P. Emotional Intelligence: Why It Can Matter More Than IQ for Character, Health and Lifelong
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[7] Halberstadt, A.G., Denham, S.A., & Dunsmore, J.C. Affective social competence, Social Development; 2001,
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[8] Pons, F., Harris, P. L., & de Rosnay, M. Emotion comprehension between 3 and 11 years: Developmental
periods and hierarchical organization, European Journal of Developmental Psychology; 2004, 1(2), p. 127-152.
[9] Reynolds, C. R. & Kamphaus, R. W. (Eds.) Handbook of psychological and educational assessment of
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[10] Peters C., Kranzler J.H., Rossen E. Validity of the Mayer - Salovey - Caruso Emotional Intelligence Test:
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[11] Rivers S.E., Brackett M.A., Reyes M.R., Mayer J.D., Caruso D.R., and Salovey P. Measuring Emotional
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[12] Izotova E.I., Nikifirova E.V. Child’s emotional sphere: Theory and practice, Moscow: Academia Publ.
Center; 2004 [in Russian].
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Bulletin of Novgorod State University; 2007, 42, p.34- 36 [in Russian].
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Full-text available
  • May 2021
Social-Emotional competence can ensure a person's success in social life and improve the quality of his relationships. The foundation of social-emotional competence forms in childhood and individuals learn socio-emotional skills during this period. however, Today, children are emotionally immature. They have few friends and their relationships with peers and adults are limited. This has had destructive consequences, such as a decrease in the level of social adjustment, behavioral problems, rejection by peers, decreased self-confidence, and, consequently, poor academic performance, anxiety, and stress. Therefore, teaching social and emotional skills to these children is a priority and can help to compensate for these problems. This study examines the socio-emotional competence, the factors affecting its growth, the consequences of weakness in social and emotional skills, the program of learning social and emotional skills, and its results.
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Contemporary Issues of Social Pedagogy in Greek Primary School
Article
Full-text available
  • Oct 2020
This article highlights the socio-pedagogical role of the school through the perceptions of schoolteachers who work in Greek elementary school, which are related to social pedagogy. The results of our research follow the literature review on socio-pedagogical issues. For the research process, a research tool (questionnaire) was developed to examine the extent to which each identified socio-pedagogical problem concerns teachers. The survey was completed by 225 teachers of all specialties, most of them primary school teachers. As a result of their responses, teachers are largely confronted with students' behavioral problems, problematic communication between school and family, child abuse and neglect, and differences in the specific learning needs of children. It is proposed to focus the socio-pedagogical research on all of the above in order to strengthen teachers in their work.
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Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV: Psychometric Properties and Relationship With Academic Performance and Psychosocial Functioning
Article
Full-text available
  • Aug 2012
Emotional intelligence (EI) theory provides a framework to study the role of emotion skills in social, personal, and academic functioning. Reporting data validating the importance of EI among youth have been limited due to a dearth of measurement instruments. In two studies, the authors examined the reliability and validity of the Mayer-Salovey-Caruso Emotional Intelligence Test-Youth Version (MSCEIT-YV), a performance test of EI. Study 1 examined psychometric attributes of the MSCEIT-YV in a large sample of fifth- to eighth-grade students (N = 756). Study 2 examined the relationship of the MSCEIT to student and teacher reports of academic, social, and personal functioning among fifth- and sixth-grade students (N = 273). The authors report that EI can be measured reliably with the MSCEIT-YV and that higher scores on the test are related to healthier psychological functioning and greater social competence based on both teacher and student ratings, as well as to academic performance in English language arts.
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Validity of the Mayer--Salovey-- Caruso Emotional Intelligence Test: Youth Version--Research Edition
Article
Full-text available
  • Mar 2009
This study examines the criterion-related validity evidence of scores on the Mayer—Salovey—Caruso Emotional Intelligence Test: Youth Version—Research Version. The authors also investigate the relationship between scores on the MSCEIT-YV and chronological age. Results provide initial support for the construct validity of the MSCEIT-YV but also raise questions for future research.
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Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization
Article
Full-text available
  • Jun 2004
In the last 20 years, it has been established that children's understanding of emotion changes with age. A review of the extensive literature reveals at least nine distinct components of emotion understanding that have been studied (from the simple attribution of emotions on the basis of facial cues to the emotions involved in moral judgments). Despite this large corpus of findings, there has been little research in which children's understanding of all these various components has been simultaneously assessed. The goal of the current research was to examine the development of these nine components and their interrelationship. For this purpose, 100 children of 3, 5, 7, 9 and 11 years were tested on all nine components. The results show that: (1) children display a clear improvement with age on each component; (2) three developmental phases may be identified, each characterized by the emergence of three of the nine components; (3) correlational relations exist among components within a given phase; and (4) hierarchical relations exist among components from successive phases. The results are discussed in terms of their theoretical and practical implications.
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Social psychology and social changes
Article
  • Sep 2005
  • PSIKHOL ZH
One of the elements of new paradigm of the present-day social science - the inclusion of problem of social changes in a context of research is considered in the article; a specific point of view of social psychology towards social changes is denoted - viz its apprehension by a common member of society while constructing his own image of social world; specificity of radical transformations of the Russian society and originated in this connection new professional tasks of domestic social phychology both on theoretical, and at a practical level are analyzed.
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Developing the Emotionally Literate School
Book
  • Jan 2004
The book is a practical and up-to-date account of ways in which schools can use emotional literacy to realize their goals of school improvement and effectiveness, increased learning, more efficient management of teaching and learning and improved relationships.
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What is Emotional Intelligence?
Chapter
  • Jan 1997
In recent years, innovative schools have developed courses in what has been termed emotional literacy, emotional intelligence, or emotional competence. This volume evaluates these developments scientifically, pairing the perspectives of psychologists with those of educators who offer valuable commentary on the latest research. It is an authoritative study that describes the scientific basis for our knowledge about emotion as it relates specifically to children, the classroom environment, and emotional literacy. Key topics include: historical perspectives on emotional intelligence neurological bases for emotional development the development of social skills and childhood socialization of emotion. Experts in psychology and education have long viewed thinking and feeling as polar opposites reason on the one hand, and passion on the other. And emotion, often labeled as chaotic, haphazard, and immature, has not traditionally been seen as assisting reason. All that changed in 1990, when Peter Salovey and John D. Mayer coined the term emotional intelligence as a challenge to the belief that intelligence is not based on processing emotion-laden information. Salovey and Mayer defined emotional intelligence as the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use motivated scientists, educators, parents, and many others to consider the ways in which emotions themselves comprise an intelligent system. With this groundbreaking volume, invited contributors present cutting-edge research on emotions and emotional development in a manner useful to educators, psychologists, and anyone interested in the unfolding of emotions during childhood. In recent years, innovative schools have developed courses in “emotional literacy” that making; these classes teach children how to understand and manage their feelings and how to get along with one another. Many such programs have achieved national prominence, and preliminary scientific evaluations have shown promising results. Until recently, however, there has been little contact between educators developing these types of programs and psychologists studying the neurological underpinnings and development of human emotions. This unique book links theory and practice by juxtaposing scientific explanations of emotion with short commentaries from educators who elaborate on how these advances can be put to use in the classroom. Accessible and enlightening, Emotional Development and Emotional Intelligence provides ample evidence about emotional intelligence as well as sound information on the potential efficacy of educational programs based on this idea.
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Emotional Intelligence: Why it can matter more than IQ for character, health and lifelong achievement
Book
  • Jan 1995
Everyone knows that high IQ is no guarantee of success, happiness, or virtue, but until "Emotional Intelligence," we could only guess why. Daniel Goleman's brilliant report from the frontiers of psychology and neuroscience offers startling new insight into our "two minds"--the rational and the emotional--and how they together shape our destiny.Through vivid examples, Goleman delineates the five crucial skills of emotional intelligence, and shows how they determine our success in relationships, work, and even our physical well-being. What emerges is an entirely new way to talk about being smart. The best news is that "emotional literacy" is not fixed early in life. Every parent, every teacher, every business leader, and everyone interested in a more civil society, has a stake in this compelling vision of human possibility.
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Affective Social Competence
Article
  • Feb 2001
  • SOC DEV
A theoretical model for affective social competence is described. Affective social competence (ASC) is comprised of three integrated and dynamic components: sending affective messages, receiving affective messages, and experiencing affect. Central and interconnected abilities within each component include awareness and identification of affect, working within a complex and constantly changing social context, and management and regulation. The dynamic integration of the components is emphasized and potential mediating factors are outlined. The model is placed within the context of previous research and theory related to affective social competence; how the model advances future research is also explicated for each component. Research with special populations of children is described to highlight the importance of affective social competence in social relationships and the promise of the ASC model for future research and practice.
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