Social Development 

About: Social Development is an academic journal published by Wiley-Blackwell. The journal publishes majorly in the area(s): Prosocial behavior & Aggression. It has an ISSN identifier of 0961-205X. Over the lifetime, 1352 publications have been published receiving 72744 citations.

The Role of the Family Context in the Development of Emotion Regulation

Abstract: This article reviews current literature examining associations between components of the family context and children and adolescents' emotion regulation (ER). The review is organized around a tripartite model of familial influence. Firstly, it is posited that children learn about ER through observational learning, modeling and social referencing. Secondly, parenting practices specifically related to emotion and emotion management affect ER. Thirdly, ER is affected by the emotional climate of the family via parenting style, the attachment relationship, family expressiveness and the marital relationship. The review ends with discussions regarding the ways in which child characteristics such as negative emotionality and gender affect ER, how socialization practices change as children develop into adolescents, and how parent characteristics such as mental health affect the socialization of ER.

The Nature of Social Competence: A Theoretical Review

Abstract: Consistent with much of the research literature, social competence is defined as effectiveness in social interaction. Effectiveness is broadly considered, and includes both self and other perspectives. Social competence is viewed as an organizing construct, with transactional, context-dependent, and goal-specific characteristics. Four general approaches to the operational definition of social competence are identified: social skills, sociometric status, relationships, and functional outcomes. A Prism Model of social competence is presented, based on theoretical, index and skills levels of analyses. The implications of the Prism Model for developmental, gender, cultural, assessment and intervention issues are also discussed.

The Uniqueness of the Child–Father Attachment Relationship: Fathers’ Sensitive and Challenging Play as a Pivotal Variable in a 16‐year Longitudinal Study

Abstract: This longitudinal study of forty-four families explored fathers’ as compared to mothers’ specific contribution to their children's attachment representation at ages 6, 10, and 16 years. In toddlerhood, fathers’ and mothers’ play sensitivity was evaluated with a new assessment, the sensitive and challenging interactive play scale (SCIP). Fathers’ SCIP scores were predicted by fathers’ caregiving quality during the first year, were highly consistent across 4 years, and were closely linked to the fathers’ own internal working model of attachment. Qualities of attachment as assessed in the Strange Situation to both parents were antecedents for children's attachment security in the Separation Anxiety Test at age 6. Fathers’ play sensitivity and infant–mother quality of attachment predicted children's internal working model of attachment at age 10, but not vice versa. Dimensions of adolescents’ attachment representations were predicted by fathers’ play sensitivity only. The results confirmed our main assumption that fathers’ play sensitivity is a better predictor of the child's long-term attachment representation than the early infant–father security of attachment. The ecological validity of measuring fathers’ sensitive and challenging interactive play behavior as compared to infant proximity seeking in times of distress is highlighted. Findings are discussed with respect to a wider view on attachment in that both parents shape their children's psychological security but each in his or her unique way.

Affective Social Competence.

Abstract: 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.