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SOCIAL COMPETENCE AS RESILIENCE
FACTOR IN MENTAL HEALTH AND DISABILITY RESEARCH AND PRACTICE
Presentation within the
Plovdiv Conference
4.6.2015
Prof. Dr. Manfred Pretis
Dieses Projekt wurde mit Unterstützung der Europäischen Kommission finanziert. Die Verantwortung für den Inhalt dieser Veröffentlichung (Mitteilung) trägt allein der Verfasser; die Kommission haftet nicht für die weitere Verwendung der darin enthaltenen Angaben
Servus – Moin-Moin - Stravo
My work
My heartt
My work
About do I wish to talk
The importance of social competence as a resilience factor
The importance to belong to some one
The importance of social contacts to typically developped persons as resilience factor
What will be the „TAKE HOME MESSAGE“?
Social competence is all about
a) coming into contact with other persons
b) Keeping contact (in terms of creating a joint reality)
c) Solving conflicts
We need social competences to BELONG to others
Social competence can be understood as use of appropriate and effective social strategies in carrying out one’s interpersonal goals in the peer context (Gurlanick 2014).
• Resilience is tied to the ability to learn to live with
ongoing fear and uncertainty, namely,
• the ability to show positive adaptation in spite of
significant life adversities and the
• ability to adapt to difficult and challenging life
experiences (see Rutter 1985, 1999)
Lessons learnt from early resilience research
- Social contacts to „well functioning“ peers are seen as
one major resilience factor (Werner/Werner 1993,
Petermann & Schmidt 2006).
Margalit (1994) Loneliness among Children with Special
Needs: Theory, Research, Coping and Intervention
(2011), personal communication)
Most of young persons with disability feel lonely (in the
classroom). More important than increasing cognitive or
academic skills (about 5 IQ points etc.) is the feeling of
HAPPINESS for each young person (with or without
disability).
Social contacts trigger the feeling of Belonging
Despite INCLUSION especially parents of
children/youngsters with complex learning difficulites
sometime prefer „segregated settings“ (special schools) as
they recognize, that their children perceive a feeling of
BELONGING to somebody (to the group of peers).
Also within the pilot run in Austria within SGSCC project
some participants report, that within the group of (disabled)
peers they BELONG to somebody.
In mainstream (secondary) school they mostly felt excluded
Steps back to separation?
Guralnick 2014
To promote social competence we need the
OTHERS, especially well functionning OTHERS
A developmental heuristic model towards self-efficacy and self-control
I have „factors“ I have people, who take care of me I have people who give feedback to me I have people who protect me I have people who give me feedback about my sucess and about what I might have to improve
I can „factors“ I can do thinks by myself
I am „factors“ I am self-confident I am proud of my self I am a kind person ….
Social competence and the OTHERS
How to foster social competence?
Fostering social competence is necessary (from
the very beginning of the life) Guralnick, 2014
The importance of „translation processes“
a) Hands-on strategies (parents or professionals as
facilitators/mediators)
b) Creating supportive surroundings (inclusive settings)
c) https://www.bifie.at/buch/1024/4 only 0,45% (1 in 200
children with special needs in special schools), only
1,57% all over AT segregated
d) Fostering specific competences through strategy
training (e.g. within the SGSCC-project)
Resulting strategies
With friendly permission of Guralnick (2014)
Parents as moderators (Guralnick et al. 2003)
We are not able to „produce“ social competence
In the best case we are able to make bridges
Limitation of moderator model
Categorisation of children with disability in kindergarten
systems (
Ytterhus (2008)
- The kind peers
- The „strange“ peers (concerning behavioural pattern)
- The strange and sick peers (children with DS)
- The strange and weird ones (do not respect rules, hurt)
Social competence and peers
The importance of contact towards typically
develloped peers (Gutalnick et al (1996)
Sucessful communication for children with communication disorders was More likely if it happened with typically develloped peers.
Most young children learn prosocial skills through the natural process of observing and engageing in social interactions with socially competent peers.
• Odom, 2005
Translational Models (Guralnick (2014)
Who is benefiting from programs?
Example of translational processes (Guralnick
2014)
SGSCC games initiate „translational“ processes
On the level of cognitions
On the level of executive functions (memory, attention)
On the level of motivation (within „games“ in terms of a
quest)
We are looking forward to our evaluation data.
Personal feedback from participants are promising
SGSCC within translationals processes
www.games4competence.eu
Please visit our Lifelong learning Projects
www.icf-training.eu
www.games4competence.eu
MSH Medical School Hamburg GmbH
Fachhochschule für Gesundheit und Medizin
Tel.: 040 / 36 00 65 - 42
Fax: 040 / 36 00 65 - 43
E-Mail: [email protected]
www.medicalschool-hamburg.de
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This project has been funded with support from the European Commission. This publication
[communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Thank you and „SERVUS“ from AUSTRIA
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