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Détail de l'auteur
Auteur Meryl LIPTON |
Documents disponibles écrits par cet auteur (1)
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Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children / Clark MCKOWN in Journal of Clinical Child & Adolescent Psychology, 38-6 (November-December 2009)
[article]
Titre : Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children Type de document : Texte imprimé et/ou numérique Auteurs : Clark MCKOWN, Auteur ; Laura M. GUMBINER, Auteur ; Nicole M. RUSSO, Auteur ; Meryl LIPTON, Auteur Année de publication : 2009 Article en page(s) : p.858-871 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social-emotional learning (SEL) skill includes the ability to encode, interpret, and reason about social and emotional information. In two related studies, we examined the relationship between children's SEL skill, their ability to regulate their own behavior, and the competence of their social interactions. Study 1 included 158 typically developing children ages 4 to 14 years. Study 2 included 126 clinic-referred children ages 5 to 17 years. Findings from both studies supported the conclusion that SEL skill includes three broad factors: awareness of nonverbal cues; the ability to interpret social meaning through theory of mind, empathy, and pragmatic language; and the ability to reason about social problems. Furthermore, the better children perform on measures of SEL skill and the more their parents and teachers report that children can regulate their behavior, the more competent their social interactions. En ligne : http://dx.doi.org/10.1080/15374410903258934 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=881
in Journal of Clinical Child & Adolescent Psychology > 38-6 (November-December 2009) . - p.858-871[article] Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children [Texte imprimé et/ou numérique] / Clark MCKOWN, Auteur ; Laura M. GUMBINER, Auteur ; Nicole M. RUSSO, Auteur ; Meryl LIPTON, Auteur . - 2009 . - p.858-871.
Langues : Anglais (eng)
in Journal of Clinical Child & Adolescent Psychology > 38-6 (November-December 2009) . - p.858-871
Index. décimale : PER Périodiques Résumé : Social-emotional learning (SEL) skill includes the ability to encode, interpret, and reason about social and emotional information. In two related studies, we examined the relationship between children's SEL skill, their ability to regulate their own behavior, and the competence of their social interactions. Study 1 included 158 typically developing children ages 4 to 14 years. Study 2 included 126 clinic-referred children ages 5 to 17 years. Findings from both studies supported the conclusion that SEL skill includes three broad factors: awareness of nonverbal cues; the ability to interpret social meaning through theory of mind, empathy, and pragmatic language; and the ability to reason about social problems. Furthermore, the better children perform on measures of SEL skill and the more their parents and teachers report that children can regulate their behavior, the more competent their social interactions. En ligne : http://dx.doi.org/10.1080/15374410903258934 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=881