Component Elements:
	Effective communication in various social relationships
	Social problem solving and decision making ability
	Constructive resolution of conflicts
	Effective use of basic social skills, e.g., starting a conversation
	Accurate identification and understanding of the social cues/rules present in one's social environment
	Self control and self-monitoring of one's behavior and how it impacts others
	Perception of self-efficacy
	A belief in the capacity to influence one's social environment
	Respect for individual differences based on gender and ethnicity
	Ability to solicit and utilize social support
	Effective coping ability
	Future-orientation, e.g., setting and working toward goals
	Sincere interest in the well-being of others shown through socially responsible behavior
	Empathy and perspective-taking ability
	Ability to initiate and maintain relationships
	Maintaining an attachment to school
	Ability to distinguish between positive and negative peer influences

Summary

Socially competent adolescents have a sense of belonging, are valued, and are given opportunities to contribute to society (Gullotta, 1990), which to a large extent is made possible within the various social environments where adolescents live such as family, school, and community. For example, family variables such as parenting style and family communication patterns are found to strongly influence adolescent social competence (for review, Peterson & Leigh, 1990). The development of social competence is facilitated by strong social support, through supportive relationships and a supportive sociocultural and physical environment; inhibitors of social competence include cultural and social barriers based upon factors such as race/ethnicity, gender, and socioeconomic status (Bloom, 1990). In addition, resiliency research (e.g., Rutter, 1987) points to individual qualities and protective processes which influence the ability to overcome adverse environments and function competently.

Social competence must first be operationally defined as a collection of specific behaviors and abilities before social competence promotion programs can be designed and implemented (Rathjen & Foreyt, 1980). Interventions intended to enhance social competence are often a combination of health promotion and problem prevention programs such as life skills training programs (e.g. Botvin, 1996; Danish, 1996) which attempt to reduce risk behaviors as well as promote healthy adjustment and development. It has been found that the most effective programs are multi-dimensional and multi-level such as the combination of skills-based approaches with environmentally-oriented approaches (Schinke, McAlister, Orlandi, & Botvin, 1990). The importance of addressing affective (e.g., stress management), cognitive (e.g., problem solving), and behavioral (e.g., social skills training) components of social competence in enhancement efforts has been suggested by many researchers (e.g., Caplan & Weissberg, 1988).

Weissberg, Barton, & Shriver (1996) cite outcome research for social competence promotion programs which show positive effects on adolescents' problem solving skills, social relations with peers, school adjustment, and reductions in high risk behaviors. They view social competence promotion in the school setting as a "highly promising and appropriate educational strategy for preventing high risk behavior" (p. 287). It has been found that the most enduring outcomes are a result of real world application to promote the generalization of skills, and consistency of intervention throughout the school years so children are allowed to build on previous learning. As with most intervention programs, the generalization of what is learned is the greatest challenge. Learned skills and desired outcomes do not always match. The more comprehensive the intervention effort, the more likely that learned skills will be applied in various contexts and behavioral changes will be sustained over time.

There is no one "picture" of a socially competent person, no specific list of skills that indicate competence, and no one way to enhance social competence. What has been found to be most effective is a unified effort to ensure that the development, maintenance and enhancement of social competence is appropriate to the variety of differing target populations and contexts, and that interventions occur as early as possible in a child's life. Social competence should be considered an important developmental goal for all children (Katz, McClellan, Fuller, & Walz, 1995).

References

Bloom, M. (1990). The psychosocial constructs of social competency. Gullotta, T. P., Adams, G. R., & Montemayor, R. (eds.). Developing social competency in adolescence, (pp. 11-27). Newbury Park, CA: Sage Publications.

Botvin, G. J. (1996). Substance abuse prevention through life skills training. Peters, R. D., & McMahon, R. J. (eds.). Preventing childhood disorders, substance abuse, and delinquency, (pp. 215-240). Thousand Oaks, CA: Sage Publications.

Caplan, M. Z., & Weissberg, R. P (1988). Promoting social competence in early adolescence: Developmental considerations. Schneider, G. H., Attili, G., Nadel, J., & Weissberg, R. P. (eds.). Social competence in developmental perspective, (pp. 371-386). Boston, MA: Kluwer Academic Publishers.

Danish, S. (1996). Interventions for enhancing adolescents' life skills. Humanistic Psychologist, 24, 365-381.

Dodge, K. A., & Murphy, R. (1984). The assessment of social competence in adolescents. Karoly, P., & Steffen, J. J. (eds.). Adolescent behavior disorders: Foundations and contemporary concerns, (pp. 61-96). Lexington, MA: Lexington Books.

Gullotta, T. P. (1990). Preface. Gullotta, T. P., Adams, G. R., & Montemayor, R. (eds.). Developing social competency in adolescence, (pp. 7-8). Newbury Park, CA: Sage Publications.

Holmes, G. R. (1995). Helping teenagers into adulthood: A guide for the next generation. Westport, CT: Praeger Publishers.

Katz, L. G., McClellan, D. E., Fuller, J. O., & Walz, G. R. (1995). Building social competence in children: A practical handbook for counselors, psychologist, and teachers. ERIC Counseling & Student Services Clearinghouse and ERIC Elementary and Early Childhood Education Clearinghouse.

Oppenheimer, L. (1988). The nature of social action: Social competence versus social comformism. Schneider, B., Attili, G., Nadel, J., & Weissberg, R. P. (eds.). Social competence in developmental perspective, (pp. 41-70). Boston, MA: Kluwer Academic Publishers.

Peterson, G. W., & Leigh, G. K. (1990). The family and social competence in adolescence. Gullotta, T. P., Adams, G. R., Montemayor, T. (eds.). Developing social competency in adolescence, (pp. 97-138). Newbury Park, CA: Sage Publications.

Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57, 316-331.

Schinke, S. P., McAlister, A. L., Orlandi, M. A., & Botvin, G. J. (1990). The social environmental constructs of social competency. Gullotta, T. P., Adams, G. R., & Montemayor, R. (eds.). Developing social competency in adolescence, (pp. 28-42). Newbury Park, CA: Sage Publications.

Weissberg, R. P., Barton, H. A., & Shriver, T. P. (1997). The social competence promotion program for young adolescents. Albee, G. W., & Gullotta, T. P. (eds.). Primary prevention works, (pp. 268-290). Thousand Oaks, CA: Sage Publications.

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