ABSTRACT
This chapter begins with a review of definitions of social competence and social skills, and a description of important skill dimensions. The concept of self-regulation is underlying and closely linked to social competence and is central to the understanding of adolescent social functioning. The chapter reviews theoretical approaches that have contributed to the understanding of social development and functioning, and the most influential among these are the social information processing model and social learning theory. A distinction is often made between the social–cognitive approach and the interpersonal or social skills approach to training, although they are increasingly combined in practical applications. The chapter presents developments that are promising programs with multilevel interventions, and the idea of expanding from programs to strategies. It concludes with Organization for Economic Co-operation and Development perspectives on the importance of promoting children and adolescents' development of social and emotional competence to succeed in the educational system, in work life, and social life in families and communities.
