Social Competence in Developmental Perspective

Abstract

Social competence promotion (SCP) during childhood and adolescence has been identified as an important means of fostering adaptive behavior and preventing psychopathology (Kent & Rolf, 1979; Kornberg & Caplan, 1980; Long, 1986; Report of the Prevention Task Panel, 1978). As a result, a variety of school-based SCP programs have been developed (see reviews by Durlak & Jason, 1984; Pellegrini & Urbain, 1985; Spivack & Shure, 1982; Weissberg & Allen, 1986). Many of these programs are designed for preschool- and elementary school-age children (ages 4–10), based, in large part, on the assumption that the earlier the intervention, the greater the likelihood of promoting social competence and precluding more serious problems later in life (Durlak & Jason, 1984).