TY - JOUR
T1 - Social, Emotional, and Behavioral Skills
T2 - An Integrative Model of the Skills Associated With Success During Adolescence and Across the Life Span
AU - Napolitano, Christopher M.
AU - Sewell, Madison N.
AU - Yoon, Hee J.
AU - Soto, Christopher J.
AU - Roberts, Brent W.
N1 - Publisher Copyright:
© Copyright © 2021 Napolitano, Sewell, Yoon, Soto and Roberts.
PY - 2021/6/28
Y1 - 2021/6/28
N2 - Social, emotional, and behavioral (SEB) skills encompass a wide range of competencies related to how individuals build and maintain relationships, understand and manage emotions, pursue goals, and learn from experience. Despite near-consensus on the importance of SEB skills for success in life, there are numerous frameworks that simultaneously converge and diverge in how they define and measure SEB skills. In this article, we discuss our integrative model encompassing five broad skill domains: Self-Management, Innovation, Social Engagement, Cooperation, and Emotional Resilience Skills (Soto et al., 2021a). Our model defines SEB skills as skills (i.e., what someone is capable of doing) and not traits (i.e., what someone tends to do). Using this definition and model as a foundation, we argue for the importance of investigating SEB skill development during adolescence, a period where SEB skills may be both particularly amenable to change and particularly predictive of life outcomes. In particular, we highlight how SEB skills allow adolescents to take advantage of the new opportunities afforded to them as they make major cognitive and social transitions.
AB - Social, emotional, and behavioral (SEB) skills encompass a wide range of competencies related to how individuals build and maintain relationships, understand and manage emotions, pursue goals, and learn from experience. Despite near-consensus on the importance of SEB skills for success in life, there are numerous frameworks that simultaneously converge and diverge in how they define and measure SEB skills. In this article, we discuss our integrative model encompassing five broad skill domains: Self-Management, Innovation, Social Engagement, Cooperation, and Emotional Resilience Skills (Soto et al., 2021a). Our model defines SEB skills as skills (i.e., what someone is capable of doing) and not traits (i.e., what someone tends to do). Using this definition and model as a foundation, we argue for the importance of investigating SEB skill development during adolescence, a period where SEB skills may be both particularly amenable to change and particularly predictive of life outcomes. In particular, we highlight how SEB skills allow adolescents to take advantage of the new opportunities afforded to them as they make major cognitive and social transitions.
KW - adolescence
KW - big five
KW - social and emotional learning (SEL)
KW - social, emotional, and behavioral skills
KW - socioemotional skills
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U2 - 10.3389/feduc.2021.679561
DO - 10.3389/feduc.2021.679561
M3 - Article
AN - SCOPUS:85110022482
SN - 2504-284X
VL - 6
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 679561
ER -