An integrative approach to the study of social competence in adolescence

The purpose of this research project was 1.) to examine the relationship between social cognitive problem solving skills and social competence (assessed through self-report, teacher report, and ratings of competence in behavioral interactions), 2.) to evaluate the utility of combining constructs from social cognitive theories and psychodynamic theories for understanding cognitive problem solving skills, and 3.) to examine the joint influence of cognitive problem solving skills and the psychodynamic constructs on behavioral competence. Eighty-four adolescents between the ages of 14 and 19 were evaluated in this project. Social cognitive problem solving was assessed through responses generated to sixteen hypothetical situations involving a conflict between two same-sex peers. Behavioral competence was evaluated through the Achenbach Youth Self-Report Form, teacher ratings of Prosocial, Aggressive, and Socially Isolated behaviors, and videotaped interactions with a same-sex peer