Abstract
The phrase social competence has been used in the literature to refer to two separate lines of research. The first line has focused on the development and maintenance of close friendships (Berndt, 1986; Furman, 1982, 1985; Gottman, 1983; Gottman & Parker, 1986; Selman, 1981; Youniss, 1980) and the second on the ability to interact effectively in a more general social environment, like the peer group (Asher & Coie, in press; Asher & Hymel, 1981; Coie, Dodge, & Coppotelli, 1982; Hartup, Glazer, & Charlesworth, 1967; Putallaz & Gottman, 1981). Such differentiation reflects researchers’ acknowledgment that both areas are important components of social competence. At the same time, it indicates their awareness that close friendships and peer relations may be quite distinct in nature and function. Furman (1985), for example, proposed that intimacy, affection, loyalty, and availability are primarily obtained in the context of close friendships, whereas a sense of inclusion is more likely to develop within the context of peer relations. In the present chapter, we will focus on the peer relations side of social competence, and we will discuss some of the aspects of poor peer relations that appear particularly problematic or are predictive of adjustment problems in later life.
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Coie, J.D., Christopoulos, C., Terry, R., Dodge, K.A., Lochman, J.E. (1989). Types of Aggressive Relationships, Peer Rejection, and Developmental Consequences. In: Schneider, B.H., Attili, G., Nadel, J., Weissberg, R.P. (eds) Social Competence in Developmental Perspective. NATO ASI Series, vol 51. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-2442-0_14
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