Emotional Intelligence

Department of Distance and Continuing Education
University of Delhi
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All UG Courses
Semester - III
Course Credits - 2
Value Addition Course (VAC)
EMOTIONAL INTELLIGENCE
(Department of Psychology)
As per the UGCF - 2022 and National Education Policy 2020
Emotional Intelligence
Editorial Board
Prof. N.K. Chadha, Dr. Nupur Gosain
Content Writers
Dr. Harpreet Bhatia, Dr. Shweta Chaudhary,
Dr. Dipika
.Academic Coordinator
Mr. Deekshant Awasthi
© Department of Distance and Continuing Education

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SYLLABUS
Emotional Intellience
Syllabus Mapping
Unit I: Fundamentals of Emotional Intellience

 Nature and Significance Lesson 1: Intelligence
 Models of emotional intelligence: Ability, Trait and Mixed (Pages3–22)
 Building blocks of emotional intelligence: self-awareness, self-
management, social awareness, and relationship management
Unit II: Personal Competence

 Self Awareness: Observing and recognizing one’s own feelings, Lesson 2: Personal Competence
knowing one’s strengths and areas of development. (Pages 25–39)
 Self Management: Managing emotions, anxiety, fear, and anger.
Unit III: Social Competence

 Social Awareness: Other’s Perspectives, Empathy and Compassion Lesson 3: Social Competence
 Relationship Management: Effective communication, Collaboration, (Pages 43–65)
Teamwork, and conflict management
Unit IV: Emotional Intelligence: Measurement and Development

 Measures of emotional intelligence
 Strategies to develop and enhance emotional intelligence
Note: Unit I, II and III are part of theoretical paper.

CONTENTS
UNIT I
Lesson 1 Fundamentals of Emotional Intelligence 3–22

1.1 Learning objectives
1.2 Introduction
1.3 Defining Emotional Intelligence
1.4 Historical Background
1.5 Emotional Intelligence its Significance
1.6 Understanding Emotional Intelligence
1.6.1 Ability Model
1.6.2 Mixed Model
1.6.3 Trait Model
1.6.4 Emotional Social Model
1.7 Emotional Intelligence: Building Blocks
1.7.1 Self-Awareness
1.7.2 Self-Management
1.7.3 Social Awareness
1.7.4 Relationship Management
1.8 Summary
1.9 Glossary
1.10 Answers to In-Text Questions
1.11 Self-Assessment Questions
1.12 References
1.13 Suggested readings

UNIT II
Lesson 2 Personal Competence 25–39

2.1 Learning Objectives
2.2 Introduction
2.3 Personal Competence
2.4 Components of Personal Competence
2.5 Self Awareness
2.5.1 Emotional Self-Awareness
2.5.2 Self-Assessment
2.5.3 Self Confidence
2.6 Self-Management
2.7 Motivation
2.8 Relationship Management
2.9 Social Awareness
2.10 Summary
2.11 Glossary
2.14 References
2.15 Suggested Readings
UNIT III
Lesson 3 Social Competence 43–65

3.2 Introduction

3.3 Components of Social Competence

3.4 Development of Social Competence
3.5 Social Competence Skills
3.6 Prism Model
3.7 Strategies to Enhance Social Competence
3.8 Importance of Social Competence
3.9 Summary
3.10 Glossary
3.11 Answers to In-text Questions
3.13 References

UNIT I
LESSON 1 FUNDAMENTALS OF EMOTIONAL

INTELLIGENCE
Fundamentals of Emotional Intelligence
LESSON 1 NOTES
FUNDAMENTALS OF EMOTIONAL INTELLIGENCE
Dr Harpreet Bhatia
Email-Id: hb_2906@yahoo.co.in
Structure
1.1 Learning objectives
1.2 Introduction
1.3 Defining Emotional Intelligence
1.4 Historical Background
1.5 Emotional Intelligence its Significance
1.6 Understanding Emotional Intelligence
1.6.1 Ability Model
1.6.2 Mixed Model
1.6.3 Trait Model
1.7 Emotional Intelligence: Building Blocks
1.8 Summary
1.9 Glossary
1.12 References
1.1 LEARNING OBJECTIVES
 To learn about emotional intelligence and its historical background

 To understand the significance of emotional intelligence
 To know about the different perspectives related to emotional intelligence
 To learn about the components of emotional intelligence Self-Instructional
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NOTES
1.2 INTRODUCTION
Emotional intelligence is the buzzword of today. There would be very few people
who may not have heard of this term, though not everyone has a clear understanding
of what the term denotes. We know about intelligence, what it means, and how it is
measured. However, many researchers feel that intelligence is too narrow and
conventional in its conception. There are many persons who are exceptional
academically yet are unable to be successful in their lives. They are found to be socially
and professionally incompetent. How does one explain this discrepancy?
It is now being realized that emotional quotient, often referred to as EQ, is far
more important than intelligence quotient or IQ for work-related, social, and individual
outcomes. According to Daniel Goleman – “if your emotional abilities aren’t in
hand, if you don’t have self-awareness, if you are not able to manage your
distressing emotions, if you can’t have empathy and have effective relationships,
then no matter how smart you are, you are not going to get very far”.
Emotional intelligence can be said to be an individual’s ability to effectively
manage emotions of self as well as of others around them, deal competently with
social situations, make appropriate decisions, and forge ahead in the different arenas
of life. It is the individual’s capacity to recognize, understand and manage the feelings
of self and others. It also refers to the extent of influence on the emotional responses
of others. The individual’s capacity to handle frustrations, deal with setbacks, manage
emotional reactions, and get along with others also falls in the purview of emotional
intelligence.
1.3 DEFINING EMOTIONAL INTELLIGENCE
Over the years, a number of researchers have worked in this area, which has resulted
in the emergence of several definitions of the construct. Most of the definitions have
common elements with minor variations. However, all these definitions put together
give great clarity as far as understanding of the concept is concerned. We will now
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take a look at some of the definitions given.
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The Cambridge English Dictionary defines emotional intelligence as [n] “the NOTES
ability to understand and control your own feelings, and to understand the feelings
of others and react to them in suitable ways”.
Peter Salovey and John Mayer (1990) defined emotional intelligence as “the
ability to monitor one’s own and others’ feelings and emotions to discriminate
among them and use this information to guide one’s thinking actions”.
According to Daniel Goleman, emotional intelligence is “understanding one’s
own feelings, empathy for feelings of others, and regulation of emotions in a
way that enhances living”.
Another important contributor to the understanding of emotional intelligence is
Bar-On. He describes emotional intelligence as “an array of non-cognitive
competencies, capabilities, and skills that help us to deal with demands of the
environment”.
Bradberry and Greaves (2009), in their book Emotional Intelligence 2.0,
defined it as “the ability to identify, consider, and control emotions in oneself and
to recognize them in others, brought on by a combination of self-awareness, self-
management, social awareness, and relationship management”.
1.4 HISTORICAL BACKGROUND
Although the concept of emotional intelligence is new, its history is long and fascinating.
Interestingly, the earliest mention of emotions dates back to 1872 in Charles Darwin’s
book Expression of Emotions in Man and Animals.
In 1920, E.L. Thorndike proposed the term social intelligence which is very
closely related to, and helped in the emergence of, the idea of emotional intelligence.
According to Thorndike, social intelligence can be defined as “the ability to understand
and manage men and women, boys and girls, to act wisely in human relations”.
This definition includes the ability to “understand and manage” oneself, especially in
the social context.
While defining intelligence, Wechsler (1994) recognized that a narrow definition
only related to thinking, problem-solving, skills, and abilities was insufficient. He added Self-Instructional
the component of effective dealing with the environment to his definition. He defined Material 5

NOTES intelligence as “the aggregate or global capacity of the individual to act

purposefully, think rationally, and deal effectively with his environment”. Wechsler
and other researchers recognized the importance of non-intellective abilities in predicting
the individual’s ability to succeed in life.
Most studies on effective leadership traits found that successful leaders are
those who are successful in establishing interpersonal trust, reciprocal respect, and
warmth with their teams or group members. Persons who were very proficient in
several areas and possessed skills at different tasks but lacked social skills, were not
seen to be good leaders by their group/team members.
Harvard Gardner and his theory of multiple intelligences have also played
an important role in the emergence of the concept of emotional intelligence. His
ideas of intrapersonal and interpersonal intelligences laid the foundation for the
concept of emotional intelligence which embraces both these notions (Box: 1.1).
According to Gardner, the traditional understanding of intelligence fails to explain
the social success and adaptability of persons with borderline or below average
intellectual capacity.
Box: 1.1 Multiple Intelligences Theory
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Sternberg in 1985, in his Triarchic theory of intelligence, introduced the concept NOTES
of Practical intelligence. He defined it as “the ability to accomplish personally
valued goals by adapting to the environment, shaping the environment, or
selecting a new environment”. It is the adaptation of what people have learned in
their daily lives. According to him, practical intelligence is different from academic
intelligence and one of the important bases for individual differences in performance.
Fig: 1.1 Robert Sternberg’s Triarchic Theory of Intelligence
Source: https://www.thefont.co.za/robert-sternbergs-triarchic-theory-of-intelligence/
Salovey and Mayer were the first to coin the term ‘emotional intelligence’ in
1990 which was later popularized by Goleman when he wrote his best-selling book
Emotional Intelligence: Why it Can Matter More Than IQ. Goleman, in his book,
made an interesting claim – EQ is more important than IQ. According to him, IQ only
contributes 20% to an individual’s success, while EQ contributes 80%. Since Goleman
talked of EQ in the context of the workplace, he also said that its contribution is 66%
in all jobs and 85% in leadership roles. The importance of EQ in effective leadership
has been emphasized by Goleman, in all his work.
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NOTES
1.5 EMOTIONAL INTELLIGENCE ITS
SIGNIFICANCE
For several years, psychologists have tried to find reasons for the failure of persons
with high intellectual capacity when it comes to actually entering the social arena and
industry. Highly intelligent people do not necessarily become good leaders, in fact, not
good team members either. In the 1980s, researchers began to focus on other skill
sets found to be essential not only for survival but also for success. In 1990, Mayer
and Salovey called this skill set emotional intelligence (EI).
The significance of EI can be seen in every sphere of individual functioning. It is discussed
as follows:
a. It facilitates resilience, motivation, empathy, stress management, communication,
and our ability to read, understand, and navigate social situations.
b. It affords one the opportunity to live a more fulfilled and happy life.
c. It plays an important aspect of academic and work-related success, as well as
mental and physical health.
d. It helps to form social relationships.
IN-TEXT QUESTIONS
1. The book Expression of Emotions in Man and Animals was written by
_____________.
a) Daniel Goleman
b) Charles Darwin
c) Harvard Gardner
d) None of the above
2. The ability to understand and manage emotions is _____________.
a) Emotional regulation
b) Emotional skills
c) Emotional resilience
Self-Instructional d) Emotional intelligence
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NOTES
1.6 UNDERSTANDING EMOTIONAL INTELLIGENCE
Emotional intelligence has been looked at from different perspectives by researchers

in this field. These perspectives have been given in the form of models which help in
better understanding the concept. This section describes the different models of
emotional intelligence.
1.6.1 Ability Model
This model was given by Salovey and Mayer (1997). The model was first described
by Salovey and Mayer in 1990, where they described emotional intelligence as “a
form of social intelligence that involves the ability to monitor one’s own and
others’ feelings and emotions, to discriminate among them, and to use this
information to guide one’s thinking and action”.
Later, they gave a more comprehensive definition as “the ability to perceive
accurately, the appraisal and expression of emotions, the ability to access and/
or generate feelings so as to assist thought, the ability to understand emotions
and emotional knowledge, and the ability to regulate emotions so as to promote
emotional and intellectual growth” (Mayer and Salovey, 1997).
The four aspects of this model are discussed as follows:
1. Perceiving emotions: It includes the ability to recognize and distinguish one’s
emotions within oneself and others.
2. Facilitating thoughts with emotions: Use emotions to facilitate cognitive
activities like reasoning, problem solving, decision making, and interpersonal
relationships.
3. Understanding emotions: It includes the ability to label emotions with accurate
language as well as the ability to differentiate between emotion labels and emotions
themselves.
4. Managing emotions: It includes the ability to accept own feelings and modulate
them in a manner so as to promote personal growth.
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NOTES
PERCEIVING
EMOTIONS
MANAGING
EMOTIONS EI FACILITATING
THOUGHTS
UNDERSTANDING
EMOTIONS
Fig: 1.2 Ability Model by Mayer & Salovey (1997)
1.6.2 Mixed Model
This model was formulated by Goleman (1998) and is one of the most comprehensive
models. It is the model most amenable to a professional set-up. According to Goleman,
emotional intelligence consists of “abilities such as being able to motivate oneself and
persist in the face of frustrations; to control impulse and delay gratification; to regulate
one’s moods and keep distressed from swamping the ability to think; to empathize,
and to hope”. He defined emotional intelligence in terms of self-awareness, self-
confidence, self-control, commitment and integrity, and a person’s ability to
communicate, influence, initiate change, and accept change.
This model is also referred to as the competency model because Goleman
considered emotional intelligence to be a combination of competencies which contribute
towards the person’s ability to monitor their own emotions, correctly assess the emotions
of others, and exert an influence over the opinions of others. Goleman was particularly
interested in the competencies of leaders and popularized his model in the corporate
sector.
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After extensive research, Goleman gave 25 competencies which could be clubbed NOTES
under five dimensions of emotional intelligence. These five dimensions, and the 25
competencies are as follows:
1. Self-awareness
 Emotional self-awareness
 Accurate self-assessment
 Self-confidence
2. Self-regulation
 Self-control
 Trustworthiness
 Conscientiousness
 Adaptability
 innovation
3. Self-motivation
 Achievement drive
 Commitment
 Initiative
 Optimism
4. Empathy
 Understanding others
 Developing others
 Service orientation
 Political awareness
 Appreciating diversity
5. Social skills
 Influence
 Communication
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 Building bonds Material 11

NOTES  Collaboration and cooperation

 Conflict management
 Leadership
 Change catalyst
 Team membership
Of these, self-awareness, self-regulation, and self-motivation are personal
competencies, whereas empathy and social skills are social competencies.
Later, another model evolved wherein the 25 competencies were reduced to 20 and
the five domains were collapsed into four quadrants (Boyatzis, Goleman, and Rhee,
2000). The four quadrants of emotional intelligence according to this model are discussed
as follows:
1. Self-awareness: This includes three competencies–emotional awareness,
accurate self-assessment, and self-confidence. Emotional awareness is the
individual’s ability to recognize one’s emotions and their effects. Accurate self-
assessment refers to the skill of knowing one’s weaknesses and strengths. The
component of self-confidence indicates a person’s capabilities and a sense of
self-worth.
2. Self-management: This includes six competencies–emotional self-control,
trustworthiness, adaptability, achievement drive, initiative, and conscientiousness.
3. Social awareness: this quadrant refers to the way people handle relationships
and are aware of others’ needs, feelings, and concerns. It includes the
competencies of empathy, service orientation, and organizational awareness.
4. Relationship management: This talks about the skill or adeptness at
managing social relationships. The competencies included in this dimension
are influencing and developing others, clarity of communication, conflict
management, leadership skills, being a change catalyst, building relationships,
teamwork and collaboration.
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NOTES
Fig: 1.3 Mixed model by Boyatzis, Goleman, and Rhee (2000)

Source: https://definitoin.netlify.app/definition-of-leadership-goleman.html
1.6.3 Trait Model
This is a relatively new model of emotional intelligence given by Petrides and Furnham
(2000) and is primarily related to the individual’s perception related to own traits and
emotional abilities. Simply stated, it is the self-efficacy of the individual with regard to
effective management of emotions. This model breaks away from the traditional view
of emotional intelligence being an ability. Rather, it focuses on the self-perception of an
individual with regard to their emotional abilities and belief that they can achieve the
desired outcomes in the emotional arena.
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Material 13

NOTES According to Petrides, there is no standard profile of an emotionally intelligent

person as the same set of traits may be adaptive and functional in one situation and not
in another. An outgoing and gregarious person may do very well as a salesman or in
social media, but would have great difficulty if working as an accountant or researcher.
The trait model focuses on specific traits that are helpful in perceiving and regulating
emotions. The four factors of the trait model are listed as follows:
1. Wellbeing
2. Sociability
3. Self-control
4. Emotionality
Fig: 1.4 Trait Model by K.V. Petrides

Source:https://selfstudyhistory.com/2015/04/05/concepts-of-emotional-intelligence/
The discussion of models of emotional intelligence would be incomplete without a

mention of the emotional social model formulated by Bar-On (2006). The basic
assumption of this model is that an individual’s social skills are separate from their
emotional intelligence skills, yet are equally important as far as achieving goals is
concerned. Hence, emotional intelligence is a combination of emotional and social
competencies and behaviors. It includes the capacity to be aware of, to understand,
and to express oneself; ability to understand, and to relate to others; ability to deal
with strong emotions and control one’s impulses; and ability to adapt to change and to
solve problems of personal or social nature, and general mood.
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Bar-On gave five components as part of the model. These components are discussed NOTES
as follows:
1. Intrapersonal: It includes self-regard, emotional self-awareness, assertiveness,
independence, and self-actualization. It highlights an individual’s level of self-
awareness and self-expression.
2. Interpersonal: It includes empathy, social responsibility, and interpersonal
relationships. This subscale gives an account of the social awareness and
interpersonal relation skills of a person.
3. Stress management: It includes tolerance and impulse control. This aspect
gives an account of emotional management and control.
4. Adaptability: It includes reality testing, flexibility, and problem solving. This
gives an account of an individual’s capacity to handle change effectively.
5. General mood: It includes optimism and happiness. This aspect highlights the
level of internal motivation of a person.
1.7 EMOTIONAL INTELLIGENCE: BUILDING

BLOCKS
The notion of emotional intelligence is a much-researched area, and different researchers

and theoreticians have contributed tremendously to the understanding of this concept.
From the different approaches, emotional intelligence is said to consist of four building
blocks. These are:
A. Self-awareness
B. Self-management
C. Social awareness
D. Relationship management
Of these, self-awareness and self-management are behaviors related to self and
social awareness and relationship management are behaviors related to others.
Self-Instructional
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NOTES SELF OTHERS
THOUGHTS
and Self-Awareness Social Awareness
EMOTIONS
Self-Management Relationship Management

BEHAVIOR
Fig: 1.5 Building Blocks of Emotional Intelligence
Self-awareness is the characteristic of self-realization. It can also be referred to as

intrapersonal intelligence. It is the individual’s capacity to accurately recognize and
understand one’s own moods, emotions, and drives, as well as their impact on self and
others. It also refers to self-realization, and self-esteem. It has been seen that individuals
who are unaware of their emotions often make irrational decisions, are unable to take
charge of their emotions, and often have problems with dealing with emotions like
anger and depression.
This competency also includes self-assessment and self-confidence. Self-
assessment comprises the ability to understand one’s own strengths as well as limitations,
explore them and increase understanding about them. The understanding can be
increased by introspection as well as by taking feedback from others.
Self-confidence is the ability to keep oneself grounded, secure, and self-assured
under all circumstances. Self-confidence can be of three different types – general,
situational, and task-specific. General self-confidence refers to the overall feeling of
positivity about self and one’s abilities. Situational self-confidence varies upon the
situation and/or context. Task-specific confidence depends upon the person’s idea
about his/her skill to perform a specific task assigned to him/her.
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NOTES
ACTIVITY: SELF-AWARENESS
Self-awareness is the ability to perceive, understand, accept, and deal with
own emotions. This is a crucial first step to understanding emotions of others
and navigating social situations effectively. One way of understanding emotions
is by becoming aware of them. This can be done with the help of the following
activity -
Given below is a list of emotions. Please mark the ones you have experienced in
the last 48 hours. You can also add emotions you may have experienced, if they
are not on the list.
1. Happy 11. Worried
2. Irritated 12. Relaxed
3. Angry 13. Annoyed
4. Peaceful 14. Uncertain
5. Envious 15. Satisfied
6. Stressed 16. Tired
7. Fearful 17. Calm
8. Disappointed 18. Frustrated
9. Curious 19. Guilty
10. Excited 20. Joyful
Self-management builds on self-awareness. It refers to the ability to handle and take

charge of emotions and not allow emotions to take control. It is the ability to regulate
and maintain equilibrium in the face of provocation. It also means being able to maintain
commitment and optimism under all circumstances. A person with the skill of self-
management is also able to stay motivated even in adversity, and remain hopeful and
enthusiastic about the final outcome.
Self-Instructional
Material 17

NOTES
ACTIVITY: SELF-MANAGEMENT
A very important component of emotional intelligence is the appropriate
management of emotions. Hence it is necessary to not only be aware of the
emotions being experienced but also develop ways of effectively dealing with
them.
Awareness of our present methods of dealing with our emotions is a necessary
precursor for replacing inappropriate methods with more appropriate ones.
The awareness related to our present way of dealing with emotions and the
appropriate methods for the same can be brought about using the following
activity -
The last time I was angry, I _____________________________
The next time I am angry, I will __________________________
The last time I was upset, I ______________________________
The next time I am upset, I will___________________________
In the same way, other emotions can also be made the focus.
This competency includes skills like being able to recognize emotions in others, by
understanding both verbal and non-verbal content of communication. This skill expands
the understanding of emotions to others as well. This ability is important because only
through understanding the reactions and feelings of others, good interpersonal
relationships can be established. This skill also helps to understand power dynamics in
work situations and relationships, besides understanding and preempting situations of
likely conflict. It can also be looked upon as the first step in adapting to the environment
and successful social relationships.
Relationship management can also be conceptualized as interpersonal intelligence.

The competencies that would be subsumed under this skill are the ability to coordinate
between several people, recognize efforts of others, empathize, negotiate solutions to
Self-Instructional complex interpersonal issues, and form positive relationships with others. It also includes
18 Material

identification, analysis, and management of relationships with members of both ingroup NOTES
and outgroup. It also incorporates the ability to communicate, persuade, and lead
others through honest and ethical behavior and without alienating them.
IN-TEXT QUESTIONS
3. Which of these is not a component of emotional intelligence?
a) Self-awareness
b) Motivation
c) Performance
d) Empathy
4. The mixed model has been formulated by ___.
a) Reuven Bar-On
b) Daniel Goleman
c) Salovey and Mayer
d) K.V. Petrides
1.8 SUMMARY
Emotional intelligence is a well-known concept today, especially in an industry. Although

a relatively new concept, its history is long and interesting. It is the result of contributions
by several researchers. The importance of well-developed emotional intelligence cannot
be emphasized enough. For many years, psychologists have tried to find an explanation
for the failure of individuals with high intellectual capacity. By the 1980s, researchers
realized the importance of skill sets other than intelligence. Salovey and Mayer called
that skill set emotional intelligence.
Different models of emotional intelligence have emerged over the years, the
most relevant among these being: (1) Ability model by Salovey and Mayer (1997); (2)
Mixed model by Goleman (1998); and (3) Trait model by Petrides and Furnham
(2000). Another model that needs to be mentioned is the emotional social model given
by Bar-On. Self-Instructional
Material 19

NOTES From these models, four building blocks of emotional intelligence have emerged.
These blocks are self-awareness, self-management, social awareness, and relationship
management.
1.9 GLOSSARY
 Commitment – being dedicated to a cause, activity, or relationship

 Emotions – feelings
 Empathy – being aware of and understanding feelings of others
 Integrity – strong moral principles and honesty
 Interpersonal – relationship or communication between people
 Intrapersonal – existing within self
 Problem solving – ability to define the problem, identify possible solutions,
and take appropriate course of action
 Leadership – leading a group of people or organization
 Motivation – goal-oriented behavior
 Non-intellective abilities – affective, personal, and social aspects
 Resilience – capacity to recover quickly from difficulties; ability to bounce
back
 Thinking – using one’s mind to reason; make a rational judgment
1.10 ANSWERS TO IN-TEXT QUESTIONS
1. (b) Charles Darwin

2. (d) Emotional intelligence
3. (c) Performance
4. (b) Daniel Goleman
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NOTES
1.11 SELF-ASSESSMENT QUESTIONS
1. Emotional quotient is more important than intelligence quotient. Explain.

2. Explain in detail the mixed model of emotional intelligence.
1.12 REFERENCES
 Bar-On, R. 2000. Emotional and social intelligence: Insights from the Emotional
Quotient Inventory (EQ-i). In R. Bar-On & J.D.A. Parker (Eds), Handbook
of Emotional Intelligence. San Francisco: Jossey-Bass
 Bar-On, R. & Parker, J.D.A. 2000. Handbook of Emotional Intelligence.
San Francisco, California: Jossey-Bass
 Boyatzis R.E., Goleman, D. & Rhee, K. 2000. Clustering competence in
emotional intelligence: Insights from Emotional Competence Inventory (ECI).
In R. Bar-On & J.D.A. Parker (Eds), Handbook of Emotional Intelligence.
San Francisco: Jossey-Bass
 Bradberry, J. & Greaves, J. 2009. Emotional Intelligence 2.0. San Diego:
Talent Smart
 Darwin, C. 1965. The expression of emotions in man and animals. Chicago:
University of Chicago Press. (Original work published in 1872).
 Gardner, H. 1993. Multiple Intelligences. New York: Basic Books
 Goleman, D. 1995. Emotional Intelligence. New York: Bantam Book.
 Mayer, J.D., & Salovey, P. 1993. The intelligence of emotional intelligence.
Intelligence, 17, 433-442
 Mayer, J.D., & Salovey, P. 1997. What is emotional intelligence? In P. Salovey
& D.J. Sluyter (Eds) Emotional Development and Emotional Intelligence.
New York: Basic Books.
 Mayer, J.D., Salovey, P., & Caruso, D.R. 2004. Emotional Intelligence: Theory,
findings, and implications. Psychological Inquiry, 60, 197-215. Self-Instructional
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NOTES  Petrides, K.V., Frederickson, N., & Furnham, A. 2004. The role of trait
emotional intelligence in academic performance and deviant behavior at school.
Personality and Individual Differences, 36, 277-293.
 Petrides, K.V. & Furnham, A. 2001. Trait emotional intelligence: Psychometric
investigation with reference to established trait taxonomies. European Journal
of Personality, 15, 425-448.
 Petrides, K.V. & Furnham, A. 2000. Gender differences in measured and self-
estimated trait emotional intelligence. Sex Roles, 42, (5/6), 449-461.
 Petrides, K.V. & Furnham, A. 2000. On the dimensional structure of emotional
intelligence. Personality and Individual Differences, 29, 313-320.
 Salovey, P. & Mayer, J.D. 1990. Emotional Intelligence. Imagination,
Cognition, and Personality, 9, 185-211.
 Sternberg, R.J. 1985. Beyond IQ: A Triarchic Theory of Intelligence.
Cambridge: Cambridge University Press.
 Thorndike, E.L. 1920. Intelligence and its use. Harper’s Magazine, 140, 227-
235.
 Wechsler, D. 1944. The measurement of adult intelligence (3rd Ed) Baltimore:
Williams & Wilkins.
1.13 SUGGESTED READINGS
Anand, P.V. 2017. Emotional Intelligence: Journey to Self-positive. New Delhi:

The Readers Paradise.
Bradberry, D. & Greaves, J. 2009. Emotional Intelligence 2.0. San Diego: Talent
Smart
Goleman, D. 1998. Working with Emotional Intelligence. New York: Bantam Book.
Passer, M.W. & Smith, R.E. 2011. Psychology: The Science of Mind and Behavior
(5th Ed). New York: McGraw-Hill.
Singh, D. 2006. Emotional Intelligence at Work: A Professional Guide. Sage
Note: Unit I, 2IIand 3are part
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Publications Pvt. Ltd.paper.
22 Material

UNIT II
LESSON 2 PERSONAL COMPETENCE

Personal Competence
LESSON 2 NOTES
PERSONAL COMPETENCE
Dr Shweta Chaudhary
Gargi College
University of Delhi
Email-Id: shweta.chaudhary@gargi.du.ac.in
Structure
2.2 Introduction
2.3 Personal Competence
2.4 Components of Personal Competence
2.5 Self Awareness
2.5.1 Emotional Self-Awareness
2.6 Self-Management
2.7 Motivation
2.8 Relationship Management
2.9 Social Awareness
2.10 Summary
2.11 Glossary
2.14 References
 To understand the importance of various competencies

 To understand personal competencies
 To explain the different components of personal competencies
 To describe the importance of competencies in personal growth and development Self-Instructional
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NOTES
2.2 INTRODUCTION
Competencies refer to the skills, knowledge, abilities, and behaviours that individuals
possess and demonstrate in order to perform effectively in a particular role or field.
Competencies can be categorized into different types, including technical or hard skills,
soft skills, and personal or behavioural competencies.
Developing and enhancing competencies is an ongoing process that involves
continuous learning, practice, and feedback. By developing a wide range of
competencies, individuals can enhance their overall effectiveness, adaptability, and
success in their personal and professional lives.
Personal competency is the ability to evolve from the accumulated knowledge
that can facilitate learning and goal achievement. Further, personal competence refers
to an individual's ability to effectively manage themselves and their interactions with
others. It encompasses a range of skills and qualities that contribute to personal growth,
success, and well-being.
2.3 PERSONAL COMPETENCE
The components of personal competence include:

1. Self-awareness: This involves having a clear understanding of one’s own
thoughts, emotions, strengths, weaknesses, values, and beliefs. Self-aware
individuals are able to accurately assess their own abilities and limitations, which
helps them make informed decisions and take appropriate actions.
2. Self-management: This component involves the ability to regulate one’s own
thoughts, emotions, and behaviors. It includes skills such as self-control, emotional
regulation, stress management, time management, and goal setting. Self-managed
individuals are able to concentrate, enthusiastic, and organized, which enables
them to achieve their desired outcomes.
3. Self-motivation: This refers to the ability to stay driven and committed to
one’s goals, even in situations of setbacks. Self-motivated individuals have a
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Personal Competence
are able to set meaningful goals, stay resilient, and take initiative to achieve their NOTES
desired outcomes.
4. Social awareness: This component involves being attuned to the emotions,
needs, and perspectives of others. Socially aware individuals show empathy
towards others, understand the dynamics of social situations, and navigate
interpersonal relationships effectively. They have good communication skills,
are able to listen actively, and are sensitive to cultural differences.
5. Relationship management: This refers to the propensity to build and maintain
positive and productive relationships with others. This includes skills such as
constructive communication, conflict resolution, teamwork, and collaboration.
Individuals with strong relationship management skills are capable of building
trust, influence others, and work well in diverse teams.
Developing personal competence requires self-reflection, practice, and
continuous learning. It involves being open to feedback, seeking personal growth
opportunities, and actively working on improving oneself. By developing personal
competence, individuals can enhance their overall effectiveness, well-being, and success
in various areas of life.
2.4 COMPONENTS OF PERSONAL COMPETENCE
The components of personal competence include:

1. Self-awareness: This involves having a clear understanding of one’s own
thoughts, emotions, strengths, weaknesses, values, and beliefs. Self-aware
individuals are able to accurately assess their own abilities and limitations, which
helps them make informed decisions and take appropriate actions.
2. Self-Management: This component involves the ability to regulate one’s own
thoughts, emotions, and behaviors. It includes skills such as self-control, emotional
regulation, stress management, time management, and goal setting. Self-managed
individuals are able to stay focused, motivated, and organized, which enables
them to achieve their desired outcomes.
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NOTES 3. Motivation: This refers to the ability to stay driven and committed to one’s
goals, even in the face of challenges or setbacks. Self-motivated individuals
have a strong internal drive and are able to maintain a positive attitude and
persevere through difficulties. They are able to set meaningful goals, stay resilient,
and take initiative to achieve their desired outcomes.
4. Relationship management: This refers to the ability to build and maintain
positive and productive relationships with others. Relationship management skills
include effective communication, conflict resolution, teamwork, and
collaboration. Individuals with strong relationship management skills are able to
build trust, influence others, and work well in diverse teams.
5. Social awareness: This component involves being attuned to the emotions,
needs, and perspectives of others. Socially aware individuals are able to empathize
with others, understand social dynamics, and navigate interpersonal relationships
effectively. They have good communication skills, are able to listen actively, and
are sensitive to cultural differences.
Developing personal competence requires self-reflection, practice, and
continuous learning. It involves being open to feedback, seeking personal growth
opportunities, and actively working on improving oneself. By developing personal
competence, individuals can enhance their overall effectiveness, well-being, and success
in various areas of life.
IN-TEXT QUESTIONS
1. Personal competence include:
a) Management of relationships
b) Awareness about one's own self
c) Self- regulation
d) All of these
2. Personal competence include ___.
a) Ability to regulate emotions
b) Awareness of our own weakness
c) Motivation
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Personal Competence
NOTES
2.5 SELF AWARENESS
Casel (2002) defines self-awareness as the ability to understand one’s own

emotions, thoughts and values and how they influence behavior across contexts.
Self-awareness is one of the most important components of personal competence.
It refers to having a deeper understanding of one’s own strengths, weaknesses, drives,
emotions, and requirements. Individuals who possess high self-awareness portray
balanced approaches towards life overly i.e. they are realistic and non- critical. Instead,
such individuals tend to be very clear about others as well as themselves.
Also, these individuals who show a high level of self-awareness tend to recognize
how their emotions and feelings affect them and their surroundings. Thus, a person
with high levels of self-awareness knows pressure and deadlines can bring out the
worst in him/her, so, he/she plans his/her timings carefully and completes his/her tasks
in advance.
How can one identify self-awareness?
The main indicator is when someone is honest and able to evaluate themselves
accurately. Individuals with high levels of self-awareness can express themselves
efficiently and how it affects their work in a truthful manner, without necessarily
divulging too much or confessing extensively. For instance, a manager had doubts
about a new personal shopping service that her company, a prominent department-
store chain, was preparing to launch. She voluntarily explained her reservations to
her team and her superior, saying, “I find it difficult to support the launch of this
service because I really wanted to lead the project, but I was not chosen. However,
give me some time to come to terms with it.” True to her word, the manager took the
time to evaluate and check her feelings and a week later, she was fully supportive of
the project.
During the hiring process, such self-awareness is often revealed. Candidates
can be asked to explain a situation where their emotions got the best of them and they
did something they regret later.
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NOTES 2.5.1 Emotional Self-Awareness
Emotional self-awareness refers to the capability to recognize and understand your

own emotions, as well as the influence it has on your thoughts, behavior, and overall
well-being. It involves being in tune with your feelings, being able to identify and label
them accurately, and being aware of how they influence your actions and interactions
with others.
Being emotionally self-aware allows you to have a deeper understanding of
yourself, your values, and your needs. It helps you recognize patterns in your emotions
and behaviors, enabling you to better manage and regulate your emotional responses.
By being aware of your emotions, you can make more intentional choices and respond
to situations in a way that aligns with your values and goals.
Emotional self-awareness is a vital skill in personal growth and development. It
helps you navigate through challenging situations, build healthier relationships, and
make more informed decisions. It also allows you to have a better understanding of
the emotions of others, leading to improved empathy and communication.
Self-assessment is a crucial component of self-awareness. It involves taking the time

to reflect on your own thoughts, feelings, behaviors, strengths, weaknesses, and values.
By engaging in self-assessment, you gain a deeper understanding of yourself, your
motivations, and your actions.
Self-awareness is the ability to recognize and understand your own emotions,
thoughts, and behaviors, and how they impact yourself and others. It allows you to
have a clearer perception of your strengths, weaknesses, and areas for growth. Self-
assessment is the process by which you gather the necessary information to develop
this self-awareness.
There are various methods and tools for self-assessment, such as journaling,
mindfulness practices, personality assessments, feedback from others, and goal setting.
These approaches help you explore your thoughts and emotions, identify patterns in
your behavior, and gain insights into your strengths and areas that may require
improvement.
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Personal Competence
Through self-assessment, you can identify your core values, passions, and NOTES
interests, which can guide you in making decisions aligned with your authentic self. It
also helps you recognize any limiting beliefs or negative thought patterns that may be
holding you back, allowing you to challenge and reframe them.
Self-assessment is an ongoing process that requires regular self-reflection and
introspection. By engaging in this practice, you become more self-aware, which in turn
enhances your personal growth, relationships, and overall well-being. It enables you
to make more informed choices, understand and manage your emotions better, and
build stronger connections with others.
Self-confidence is indeed an important aspect of personal competency. It refers to

having a belief in one’s own abilities, skills, and worth. When you are self-confident,
you have a positive perception of yourself and your capabilities, which can greatly
influence your actions and interactions with others.
Self-awareness plays a significant role in developing self-confidence. By being
aware of your strengths, weaknesses, and values, you can better understand what you
bring to the table and where you may need to improve. This knowledge allows you to
set realistic goals and expectations for yourself, which in turn contributes to building
self-confidence.
Self-awareness also helps you recognize and challenge any negative self-
perceptions or limiting beliefs that may be undermining your self-confidence. By
understanding the thoughts and emotions that may be preventing you from moving
ahead, you can reframe them and cultivate a more positive and empowering mindset.
Furthermore, self-awareness brings you to identify situations or environments
that may boost or diminish your self-confidence. By understanding your triggers and
stressors, you can initiate an attempt to create a supportive and empowering environment
that nurtures your self-confidence.
Developing self-confidence through self-awareness is an ongoing process. It
involves regular self-reflection, self-acceptance, and self-compassion. It also requires
taking risks, stepping out of your comfort zone, and embracing difficult situations as
possibilities for growth. Self-Instructional
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NOTES When you have a strong sense of self-awareness and self-confidence, you
are more likely to take on new challenges, express yourself authentically, and pursue
your goals with determination. This can lead to greater success, fulfilment, and
satisfaction in various areas of your life, including relationships, career, and personal
development.
In summary, self-confidence is an important aspect of self-awareness. By being
aware of your strengths, weaknesses, and values, and challenging any negative self-
perceptions, you can cultivate self-confidence. This, in turn, empowers you to take on
challenges, express yourself authentically, and pursue your goals with belief in your
abilities.
2.6 SELF-MANAGEMENT
Self-management is another component of personal competence. Self-management

refers to the capability of an individual to control and regulate their impulses, drives
and actions. It also includes the ability to be accountable for one’s own personal
performance and keeping in accordance with their core values. Self-management is a
broader framework which includes trustworthiness, adaptability, self-control,
conscientiousness, and innovation.
According to Daniel Goleman, a renowned psychologist and author, self-management
includes diverse components which are essential for personal and professional success.
These components include:
1. Self-awareness: Self-awareness is the foundation of self-management. It
involves understanding one’s emotions, strengths, weaknesses, values, and goals.
It requires the ability to observe and reflect on oneself, thinking about how
one’s emotions and actions may impact oneself and others.
2. Emotional self-control: Emotional self-control refers to the ability to manage
and regulate one’s own emotions. It involves staying calm and composed in
difficult situations, not letting emotions dictate one’s actions or decisions, and
effectively controlling impulses or urges.
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Personal Competence
3. Adaptability: Adaptability is the capacity to be flexible and open to change. It NOTES

involves being receptive to new ideas, embracing unfamiliar situations, and
adjusting one’s behavior and strategies in response to new information or
circumstances. Being adaptable allows individuals to navigate and respond
effectively to challenges and changes in their environment.
4. Achievement orientation: Achievement orientation pertains to setting and
striving towards challenging goals. It involves having a strong desire to excel
and continuously improve oneself. Individuals with a high achievement orientation
are often motivated by a sense of accomplishment and take initiative to meet
their objectives.
5. Initiative and proactivity: Initiative refers to the ability to take action and
seize opportunities. It involves being proactive and taking responsibility for one’s
actions and decisions, rather than waiting for others to tell what to do. Being
proactive allows individuals to demonstrate leadership, take risks, and make
things happen.
6. Optimism: Optimism relates to having a positive outlook and maintaining
hopefulness even in challenging or uncertain situations. It involves interpreting
setbacks or failures as temporary and controllable, rather than permanent or
pervasive. Optimism enhances resilience and enables individuals to bounce back
from adversity.
7. Resilience: Resilience refers to the ability to recover quickly from setbacks
and bounce back from adversity. It involves facing challenges, dealing with
stress, and maintaining mental and emotional stability amidst difficult
circumstances. Cultivating resilience enhances one’s ability to overcome
obstacles and maintain focus and effectiveness.
By developing and strengthening these self-management components, individuals
can have better control over their emotions, thoughts, and actions, leading to increased
productivity, well-being, and success in various areas of life.
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NOTES
IN-TEXT QUESTIONS
3. Awareness about one's emotions, thoughts, strengths and weaknesses is:
a) Cognition
b) Self Awareness
c) Self- Regulation
d) All of these\
4. Empathy is widely known as:
a) Ability to regulate emotions
b) Awareness of our own weakness
c) Personal growth
d) Putting yourself in others shoes
2.7 MOTIVATION
Motivation is indeed a key component of personal competence. It refers to the

internal drive and desire to achieve goals, take action, and persist in the face of
challenges. Motivation plays a significant role in personal growth, success, and overall
well-being. Here are some ways in which motivation contributes to personal
competence:
1. Goal setting: Motivation helps individuals set meaningful and achievable goals.
When individuals have a clear sense of purpose, motivation and direction, which
allows them to set specific and realistic goals. Motivated individuals are more
likely to stay focused and committed to their goals, which increases their chances
of success.
2. Initiative and action: Motivation provides the energy and drive to take initiative
and take action. Such individuals are proactive and take responsibility for their
own growth and development. They are more likely to seek out opportunities,
take risks, and step out of their comfort zones. This willingness to take action
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Personal Competence
3. Persistence and resilience: Motivation helps individuals stay persistent and NOTES
resilient in the face of obstacles and setbacks. Motivated individuals are more
likely to bounce back from failures, learn from their mistakes, and keep going
despite difficulties. This resilience is a key aspect of personal competence, as it
allows individuals to persevere and ultimately achieve their goals.
4. Confidence: Motivation enhances self-belief and confidence. When individuals
are motivated, they have a strong belief in their own abilities and potential. This
self-belief and confidence enable them to take on challenges, overcome self-
doubt, and push through barriers. Motivated individuals are more likely to have
a positive mindset and believe in their capacity to succeed, which contributes to
personal competence.
5. Continuous learning and growth: Motivation drives individuals to seek out
new knowledge, skills, and experiences. Motivated individuals are more likely
to engage in continuous learning and personal development. They actively seek
opportunities to expand their knowledge, acquire new skills, and grow as
individuals. This commitment to learning and growth enhances personal
competence and enables individuals to adapt to changing circumstances and
challenges.
Overall, motivation is a vital component of personal competence. It provides
the drive, energy, and resilience needed to set and achieve goals, take action, and
continuously grow and develop. By cultivating and maintaining motivation, individuals
can enhance their personal competence and achieve greater success and fulfillment in
various areas of life.
2.8 RELATIONSHIP MANAGEMENT
Relationship management is a key component of personal competence that involves

building and maintaining positive and productive relationships with others. It
encompasses a range of skills and behaviors that contribute to effective communication,
collaboration, and conflict resolution. Here are some important aspects of relationship
management:
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NOTES 1. Effective communication: Effective communication is essential for building

and maintaining relationships. It involves actively listening to others, expressing
oneself clearly and respectfully, and being able to adapt communication styles
to different individuals and situations. Good communication skills help in
understanding others’ perspectives, conveying ideas and information effectively,
and resolving conflicts.
2. Empathy and understanding: Empathy implies the propensity of the individual
to understand and express the feelings and views of others. It involves being
able to put oneself in someone else’s shoes and respond with understanding
and compassion. Developing empathy helps in building trust, fostering positive
connections, and resolving conflicts in an efficient and constructive manner.
3. Conflict resolution: Conflict is a natural part of any relationship, and effective
conflict resolution skills are crucial for maintaining good relationships. This involves
being able to identify and address conflicts in a constructive manner, actively
listening to different perspectives, finding common ground, and seeking win-
win solutions. Conflict resolution adeptness can help in managing disagreements,
reducing tension, and preserving the overall quality of relationships.
4. Collaboration and teamwork: Collaboration and teamwork skills are important
for working effectively with others towards a common goal. This involves being
able to contribute ideas, share responsibilities, and work cooperatively with
others. Collaboration skills include being capable of communicating and
negotiating more effectively, respecting diverse perspectives, and building
consensus. Strong collaboration skills result in successful teamwork and positive
relationships.
5. Building trust and rapport: Trust is the pillar of any healthy relationship. Building
trust involves being reliable, honest, and consistent in one’s actions and words.
It also involves being able to maintain confidentiality, demonstrate integrity, and
follow through on commitments. Building rapport involves establishing a positive
connection with others, showing genuine interest, and being approachable and
supportive.
Developing relationship management skills requires self-awareness, empathy,
and practice. It involves being mindful of one’s own communication style and behaviors,
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Personal Competence
connect and collaborate with others. By enhancing relationship management skills, NOTES
individuals can build strong and positive relationships, foster effective teamwork, and
navigate interpersonal dynamics more successfully.
2.9 SOCIAL AWARENESS
Social awareness is indeed a crucial component of personal competency. It refers to

the propensity to empathize and comprehend others’ situations, as well as being aware
of the social dynamics and norms in different situations. Social awareness involves
being in touch with the emotional needs, and perspectives of others, and being able to
evaluate social interactions effectively. Having social awareness allows individuals to
build and maintain positive relationships, as they are able to understand and respond
appropriately to the emotions and needs of others. It also enables individuals to navigate
social situations with sensitivity and respect, avoiding misunderstandings or conflicts.
Furthermore, social awareness is essential for effective communication and
collaboration. By being aware of the social dynamics and norms in a given context,
individuals can adapt their communication style and behavior to ensure effective and
respectful interactions. This is particularly important in diverse and multicultural settings,
where understanding and respecting different cultural norms and perspectives is crucial.
In addition, social awareness helps in personal growth and self-awareness. By
creating awareness that one’s actions and words impact others, individuals can reflect
on their own behavior and make necessary adjustments. This self-reflection and self-
awareness are essential for personal development and growth.
Overall, social awareness is a vital component of personal competency as it
enables individuals to navigate social interactions effectively, build positive relationships,
communicate and collaborate successfully, and promote personal growth and self-
awareness.
2.10 SUMMARY
Personal competence refers to the individual skills, and qualities that bestow to one’s
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overall effectiveness and success in various aspects of life. It encompasses both self- Material 37

NOTES awareness and self-management, which are key components of emotional intelligence.
Personal competence is indispensable for the complete fulfilment and success in various
areas of life, including relationships, career, and personal development. When you
have a strong personal competence, you are better equipped to understand and manage
yourself, navigate challenges, build healthy relationships, and achieve your goals. It
encompasses self-awareness, self-management, and various skills and qualities that
contribute to an individual’s effectiveness and success.
It involves understanding oneself, managing emotions and behaviors, and
developing important skills such as communication, empathy, problem-solving, and critical
thinking. By cultivating personal competence, you can enhance your overall effectiveness
and achieve greater success and fulfilment in life.
2.11 GLOSSARY
 Empathy: Empathy is the capacity to comprehend and express the emotions

of others
 Social Skills: Social skills encompass the abilities to communicate, collaborate,
and build relationships effectively.
 Emotional Awareness: Having emotional awareness means being in tune with
and recognizing one’s own emotions in various situations.
1. (d) All of these

3. (b) Self-awareness
2. (d) All of these
4. (d) Put yourself in someone else’s shoes
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Personal Competence
NOTES
1. Explain the different components of personal competencies.

2. Elaborate on the dimension of self-awareness with the help of examples
3. Self-regulation is an important construct of personal competencies. Explain.
4. How important is the management of relationships in present times? How can
we improve relationships?
2.14 REFERENCES
 Goleman, D. 1995. Emotional Intelligence (13th ed.). Bloomsbury Publishing.
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UNIT III
LESSON 3 SOCIAL COMPETENCE

Social Competence
LESSON 3 NOTES
SOCIAL COMPETENCE
Dr. Dipika
Assistant Professor
Mata Sundri College
E Mail Id: dgsangwan@gmail.com
Structure
3.2 Introduction
3.3 Components of Social Competence
3.4 Development of Social Competence
3.5 Social Competence Skills
3.6 Prism Model
3.7 Strategies to Enhance Social Competence
3.8 Importance of Social Competence
3.9 Summary
3.10 Glossary
3.11 Answers to In-text Questions
3.13 References
 To introduce the concept of social competence

 To develop an insight into skills and components of social competence
 To understand the importance of social competence in effective functioning
3.2 INTRODUCTION
A person’s social effectiveness is generally referred to as social competence. It has

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been defined variously by different thinkers. It may be characterized as one’s capacity Material 43

NOTES to create and sustain relationships of high caliber and mutual satisfaction while fending
against abuse or victimization at the hands of others. It refers to the capacity for creating
and sustaining intimate bonds with others, getting along with others, and adjusting
under trying social circumstances. It is regarded as the capacity for managing social
situations. It entails the social, emotional, behavioral, and cognitive abilities a person
requires to successfully adjust to social situations. Social competency is influenced by
both social skills and emotional intelligence. A person with high emotional intelligence
shows knowledge of others’ aims, is more socially aware and competent, and generally
has the capacity to comprehend others’ emotions, recognize complicated social
situations, and pay attention to particular social signs. The term “social skills” refers to
a person’s knowledge of and aptitude for a range of social actions that are suitable,
agreeable, and advantageous to others in a particular circumstance. Also, it may be
impacted by social context and the degree of compatibility between a person’s skills
and his environment. For instance, if a person enjoys computers or quiet activities, he
may feel inadequate around peers or adults who engage in vigorous physical activities.
Cultural traits, social contexts, and developmental traits all influence social
competency. Keeping these factors in mind, Orpinas and Horne (2006) defined social
competence as ‘a person’s age appropriate knowledge and skills for functioning
peacefully and creatively in his or her own community or social environment’. It is
crucial to include a number of interrelated aspects, such as cognitions, emotions,
behavioral skills, values, and awareness, in order to have a thorough knowledge of
social competence. Even if these components overlap, it is crucial to fully comprehend
their individual qualities. The next section discusses some components of social
competence.
3.3 COMPONENTS OF SOCIAL COMPETENCE
The components of social competence are discussed as follows:

 Cognitive abilities
Social competence encompasses a range of cognitive skills. One is resolving problems.
It involves recognizing the issue, coming up with a number of goals connected to the
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Social Competence
also involves accepting the results of the solution and its role in achieving the goal. NOTES
Another cognitive skill focuses on how beliefs, emotions, and behaviors interact.
Understanding how ideas affect emotional responses is crucial. If a belief has unfavorable
effects, it must be changed. Moreover, cognitive ability entails using several conflict-
management techniques, such as apologizing, avoiding a situation, and resolving the
disagreement.
 Emotional abilities
Many emotional processes are part of social competence. It encompasses the capacity
to interpret verbal and nonverbal clues, as well as one’s own and other peoples’
emotions. Another emotional skill is the capacity to remain composed even under
trying circumstances, exercise self restraint when necessary, and consider one’s actions
before acting in a given circumstance. Maintaining relationships with people, identifying
shared interests, and feeling at ease while communicating both happy and negative
feelings are also included. An empathic attitude, or adopting a perspective via
comprehending the viewpoint of another person, is another characteristic of emotional
abilities.
 Behavioral abilities
Communication skills, the capacity to initiate a discussion, the ability to communicate
emotions, the ability to gently interrupt others when necessary, and the ability to refrain
from criticizing others during conversation are all behavioral traits of social competence.
Also, it entails having good listening abilities, paying attention to people, keeping eye
contact, and summarizing what the other person is trying to express. The ability to
cooperate with others, express gratitude, provide assistance when required, and
maintain cordial and polite relationships with others are all examples of behavioral
skills.
According to N. C. Lang (2010), social competence is the result of a variety of social
learning experiences that people have at different ages. Moreover, he included the
following elements of social competence:
 Understanding oneself and one’s skills
 Respect for people and an awareness of their strength
 Self-control and internal self-discipline
 Degree of independence and self-direction Self-Instructional
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NOTES  A propensity for socially acceptable behavior and pleasant interpersonal

interaction
 Maintaining civil contacts with others
 Being able to act in a sensitive and empathic manner
 Being able to uphold social standards and recognize signs that develop during
conversation
 Being able to listen and collaborate with others when necessary
Being pliable, social competency may be influenced by a variety of factors, thus
a good understanding of these factors is essential. Perhaps, it needs to be addressed.
A child’s requirements should be taken into account while designing an intervention in
order for it to be effective. Our ability to create or frame treatments effectively depends
on our in-depth grasp of the fundamental abilities of social competence. However,
even prior to the start of school, there are significant changes in children’s social and
environmental settings, internet addiction, media exposure, separation from the primary
carer, experience, and interaction with peers and older adults. Due to the development
of educational applications and video games, media exposure may start as early as 3
to 5 months of birth (Valkenburg and Piotrkowski, 2017). Even yet, well created
instructional media may boost cognitive learning and advance social-competence abilities.
3.4 DEVELOPMENT OF SOCIAL COMPETENCE
The development of social competence is influenced differently by different life phases.

For instance, throughout infancy, family is crucial (Jones et al., 2014). Although the
ability to see things from another person’s point of view is there even in childhood, it
develops more fully in adolescence when teenagers begin to comprehend and value
the perspectives of others. Children’s social skills are shaped by their classmates and
the educational setting. Adolescence is a time when cliques dominate social interaction
(Moffitt, 1993). It’s crucial to understand how social competence develops across
various time frames and how certain skills relate to various phases of social competence.
Understanding the varied aspects of social competence in each age group or how it
develops during infancy is necessary for gaining a comprehensive perspective.
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 Infancy (birth–1 year): The mother and father, who serve as the child’s primary NOTES
carers, create a prominent social backdrop. A key indicator of social competency
is parent-child interaction and a parent’s reaction to a youngster. Infancy is a
crucial time for social reactions including smiling, praising, encouraging,
vocalization, imitating expressions, and showing nonverbal facial expressions.
These qualities point to the early development of social awareness.
 Early Childhood (2–5): Social interactions throughout this time are diverse
and varied. At this point, perspective-taking ability begins to develop. As play
behavior changes from being self-centered to being social in character, it becomes
significant and is essential to the development of social interaction. When they
learn how to share and assist one another, pro-social behavior also begins to
emerge. The basis for collaboration, justice, and social competency is laid by a
child’s developing sensitivity to peers and younger people.
 Middle School (6-12 years): At this moment, school becomes the principal
focus of the social environment. As friendship is so valued at this period, kids
develop a high threshold for acceptance, rejection, retreat, and isolation from
others. They develop a grasp of the negative sides of social competence, such
as retreat and no acceptance, and how it fosters adaptability, flexibility, the
capacity to see things from many perspectives, and social situational awareness.
Approval from peers helps people become more confident and socially adept.
 Adolescence (12-18 years): Now that a child is progressing towards
independence, social engagement is less restricted to the environment of school.
Even if a youngster is more concerned with developing their individuality,
friendship is still crucial for social skills. Group interaction occurs, and
perspective-taking matures as it begins to take into consideration the demands
of others. Here is where romantic partnerships begin.
3.5 SOCIAL COMPETENCE SKILLS
A person’s capacity to successfully navigate and engage with people in a variety of

social circumstances is referred to as social competence. It includes a variety of
abilities and actions that allow people to establish and sustain healthy relationships, Self-Instructional
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NOTES communicate well, and adjust to various social situations. Here are some essential
social skills:
 Understanding of social patterns
This skill comprises social memorization of interaction patterns, deciphering significant
indicators, and comprehension of both verbal and nonverbal emotional cues.
Interventions designed to improve skills also include social encoding, which has been
linked to an increase in social competence (Trentacosta and Fine, 2010).
 Decision-making and problem-solving skills
At an early age, a kid learns how to interact with others, resolve conflicts, participate
in peer play, and make social decisions. Aggressive and faulty conflict resolution results
in detrimental social competence consequences including peer rejection and retreat.
Making wise decisions and being able to solve challenges not only facilitate problem
solving but also enhance social skills and competency (Merrill et al., 2017).
 Emotional regulation and management
The majority of researchers concur that emotional control skills exist. The majority of
them thought it was crucial for social skills. When someone can’t manage their emotions
and acts impulsively, it results in negative outcomes and other people’s dislike. Weak
emotional control abilities are related with unfavorable indices of social competence
and produce trouble. A balanced response to a circumstance or a person is generated
via emotion control. Throughout the preschool year, children grow in ability, although
it gradually steadily becomes better as they get older. One becomes socially competent
and performs better overall when he/she can control and manage his/her emotions.
 Communication skills
A socially adept person uses communication successfully and responsibly in many
contexts. Good communication skills, especially the ability to read nonverbal cues, are
crucial for social competency. It might be challenging for kids who struggle with
communication to start a discussion. One who has strong communication abilities tends
to represent oneself more favorably, is more inclined to explain and articulate them,
and exhibits self-assurance in a variety of social settings.
 Empathy
It is a broad talent that involves awareness of other people’s viewpoints. This ability
Self-Instructional
48 Material enables one to comprehend the emotional circumstances of others. It is a highly regarded

Social Competence
quality that includes responding appropriately to other people’s emotional states. It is NOTES
pertinent to social intelligence since this quality aids in the maintenance of connections.
Social competency is influenced by both effective and affective empathy, which is the
way in which people respond to other people’s situations.
 Cultural and group values
Values held by a group or culture might affect how socially competent action is seen.
For instance, a diligent youngster will feel comfortable socializing with a group of other
intelligent people but may find it difficult to relate to other students who value partying
more than academic accomplishment. The acceptance or rejection of particular values
and behaviors, such as assertiveness, self-expression, collaboration, hostility, and
independence, is also influenced by cultural values. Moreover, culture has an impact
on a variety of developmental values, including friendship, dating, and other personal
behaviors as well as relationships with elders. So, awareness of culturally appropriate
skills strengthens social competence.
 Self regulating
Self-regulation encompasses emotional management since it entails the capacity to
restrain urges, postpone gratification, and withstand peer pressure and temptation
(Kostelnik et al., 2002). According to studies, self-control and emotional competence
both contribute to long-term social competence (Denham et al., 2003). In addition to
temperament, interactions with primary carers also help children acquire emotional
self-regulation (Calkins, 1994). In the presence of peers, a child also learns how to
manage diverse emotions including pleasure, happiness, wrath, and fear. Teachers and
educational institutions also aid in the development of social skills because they teach
kids how to handle difficulties and control their emotions and urges.
 Interpersonal Skills
Understanding others’ wants and feelings, cooperating and negotiating, expressing
emotions, comprehending social circumstances, adapting to others, and keeping
friendships are just a few examples of interpersonal abilities that fall under the category
of social competence (Odom et al., 2002). Not only is it crucial to acquire social
skills, but it’s also crucial to understand when, and how to apply them (McCay &
Keyes, 2002). Personal experiences, parenting advice, and encouragement from peers
and instructors all help to shape these abilities.
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NOTES  Positivity and self identity

It relates to the interpersonal category of social competency and comprises one’s
sense of power, purpose in life, value, and competence (Kostelnik et al., 2002).
Youngsters who have strong, positive self-identities report stronger interpersonal
relationships, are more successful, and get along with others. It improves social
acceptability, which has a beneficial ripple effect on one’s sense of self-worth and
social confidence. Cheerful individuals are more endearing, and the majority of people
value their work. Those with low self-esteem, on the other hand, typically encounter
failure and rejection and struggle to contribute meaningfully to society.
 Cultural competence
One may act maturely in a range of situations by possessing culturally competent skills,
such as having a thorough understanding of others’ cultures, respecting their cultural
norms, and being at ease among individuals from different backgrounds. In addition, it
alludes to a concern for social justice. This proficiency is crucial since a lack of cultural
awareness might lead to confusion and anarchy. A person can lay a strong foundation
for social and cultural competency (Fry, 1994) if they are receptive to new knowledge
and given the chance to interact with a range of others.
 Social ethics
Honesty, respect, compassion, empathy, a sense of justice, a healthy lifestyle and
sexual attitude, and flexibility are the determinants of social ethics. Although these
values may differ from culture to culture, they are still universally cherished by all
civilizations and help foster social competency. Youngsters become conscious of their
connection to a wider group when they experience a sense of community, affection,
and belongingness. They learned the value of showing consideration for others and
how doing so may benefit the entire neighborhood. Since childhood, this ethic has
been ingrained, and it promotes efficient societal functioning. Children should be taught
skills related to social ethics in order to improve their social abilities.
 Decision-making skills
Planning, recognizing, and addressing issues are all part of it. Making thoughtful and
relevant decisions after carefully weighing all options is typically seen as a crucial part
of social competence. Effective planning and decision-making are crucial for anything
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Social Competence
from basic play behavior to finishing schoolwork and job endeavors. It aids in NOTES
accomplishing social objectives and develops social skills in individuals.
IN-TEXT QUESTIONS
Q1. Social competence is_____.
a) Handling interaction
b) Social effectiveness
c) Forming and maintaining a relationship
d) All of these
Q2. Which of the following components/abilities is required for social competence?
a) Cognitive
b) Emotional
c) Behavioral
d) All of these
Q3. Social competence skills include _________.
a) Decision-making and problem-solving skills
b) Communication skills
c) Interpersonal skills
d) All of the above
3.6 PRISM MODEL
A theoretical model of social competency was provided by Linda Rose-Kranor (1997).

This model essentially outlines many components needed to build strong social
competence and interaction. Three hierarchical levels of social competency analysis
are included in the prism model, along with one depth dimension that essentially
corresponds to context.
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NOTES
Effectiveness
in Social
Interactions
Indexical Layer
Indices of social
Competence (e.g.
friendships, pro-social
behavior, peer
popularity) assessed by
different raters
Skills Layer
Empathy
Communication
Emotion regulation
Social Problem solving
Social encoding
Development in contents
Fig: 3.1 Rose-Krasnor’s (1997) Model of Social Competence
The top layer of analysis is theoretical in nature which basically considers

social competence's effectiveness in interaction. The second layer is an indexical
level, and it is mostly focused on measuring social competency. Examples include
evaluating how well-liked peers are or how helpful they are using different raters
(Smith and Flanery, 2017). The bottom layer of the prism model is the skill
dimension, which describes the fundamental abilities that are critical in the various
contexts in which social interaction occurs, such as empathy, communication,
perspective taking, emotion management and emotion awareness. The depth
dimension of the prism model relates to interaction that takes place in different
contexts, such as the home versus the classroom, the elder against the younger,
and offline versus online.
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NOTES
3.7 STRATEGIES TO ENHANCE SOCIAL
COMPETENCE
When we are socially competent, we are able to form and sustain lasting connections
with others. Gaining social skills is crucial for future societal functioning as well as for
lowering the likelihood of behavioral and emotional issues. Indeed, there is plenty of
evidence to suggest that differences in social competence throughout childhood are
related to talent in other areas both now and in the future. There are several ways to
improve social skills.
Environmental context
Early environment influences a child’s ability to acquire social skills which are essential
for social competency. The environment encompasses the physical layout, contents,
and planning of the classroom and academic activities. Children’s daily schedules at
school, their participation in school-related activities, and the emotional climate of the
environment as a whole all support the development of their social skills. A smaller
group of children is a good example of how to design the physical space appropriately
so that social needs may be regulated. Play and other social activities give kids great
opportunities to develop their social skills since they are inherently social and call for
adaptability and flexibility from them. Activities that involve cleaning the house, playing
with blocks, acting out scenes, etc., all help to improve social skills. These activities
offer age-appropriate difficulty, which ultimately helps individuals develop good self-
identities. Giving children free choice time is crucial because it helps them to socialize,
let go of their displeasure, and deal with their overstimulation (Moore, 1996). As
adolescents learn to control their activities within a given time frame, a well-organized
daily routine, well-planned daily activities, and timetable offer ideal opportunities for
self-regulation. In addition, they discover productive ways to spend their leisure time.
Naturalistic strategies
The interactions that occur naturally in the classroom are combined with naturalistic
tactics (Kemple, 2004). These strategies include attention, attentiveness, rapid thinking,
and making one’s sentiments conscious. Naturalistic tactics include approaches like Self-Instructional
on-the-spot support and conflict resolution. Material 53

NOTES Modeling or spontaneous molding of a youngster is an example of on-the-spot

support. Affective reflection may be a part of it (Kostelnik et al., 2002), which enables
a youngster to articulate how he/she is feeling at the time. When a teacher, for instance,
observes a youngster acting furious and says, “You’re feeling angry right now,” the
child is made aware of both his physiological reactions and the meaning of the term
‘anger’. Other than this, self-regulation is another exercise that teaches kids to postpone
their feelings of accomplishment. For instance, people must wait in line or queue in
order to receive the item of their choice. If they get positive reinforcement, they are
more likely to repeat a specific social act. A youngster might be inspired to embrace
social ideals by a simple smile, compliment, and pat on the back.
Through conversation and involvement, children’s social skills are developed in
conflict mediation. They gain the ability to resolve disputes by comprehending the flow
of events, recognizing issues, and appreciating other people’s perspectives.
Coordination, adaptability, flexibility, understanding, and respect for the rights of others
are also part of it.
Daily usual task
One has to establish daily routines in order to become socially competent. It includes
a variety of activities that improve social skills, such as peer-assisted learning, cooperative
learning, sharing of knowledge and information, engaging in group affection activities,
developing bonds, listening, using humor, modifying singing and rhyme, and engaging
in group discussion to address social issues. Through engaging in friendly conduct and
engaging in enjoyable, agreeable activities, social interaction is improved in group
affection activities (Twardosz, Nordquist, Simon & Botkin, 1983). They aid in the
development of interpersonal skills since they entail showing affection, taking care of
one another, and sustaining a relationship. Also, it improves cultural competency since
the kid develops friendships and bonds with others from many cultures.
Peer-supported learning is another method that is employed on a regular basis.
To maximize their social competencies, it entails setting up a play scenario for a small
group of kids and giving them several chances to practice a range of social skills
(Chandler, 1998). For this, a teacher must choose certain peer participants and clearly
communicate the expectations and objectives to them. When one’s presenting skills,
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interpersonal abilities, self-control, and cultural competency are improved, these
54 Material activities help promote positive self-identity.

Social Competence
Intense interventions NOTES
This intensive technique comprises preparation, teacher-monitored methods, direct

instruction in social skills to youngsters, and purposeful manipulation of social settings
to bring to the child’s attention various aspects of social competence. A functional
evaluation of a child’s behavior is also necessary for this intervention (Chandler &
Dahlquist, 2002). As less intense interactions such as environmental context and on-
the-spot education have been demonstrated to be insufficient in their context, this
high-intensity intervention is typically selected for children who struggle with social
competence. One particular social behavior can be addressed through both adult-
and peer-mediated interventions.
With adult-oriented interventions, chances for social engagement are offered, and reward
is given. Adults instruct a group of peers in peer-mediated interventions to reward or
promote a child’s target behavior. Here, the instructor continues to work with a group
of chosen peers rather than the child who is the goal. Intense adult- and peer-mediated
interventions can assist in improving a variety of social competence domains, including
interpersonal abilities, self-control, planning, and decision-making.
Social skills training
It has been observed that kids who are liked and respected by their peers tend to be
kind and compassionate people. In essence, social skill instruction seeks to teach
unpopular or rejected children how to treat their classmates and friends nicely.
Depending on the child’s age and level of participation, several social skills training
methods are used. In addition to assisting, sharing, and cooperating, social skills training
teaches kids how to join a group, become a good and productive member by adhering
to group norms, and interact socially with their peers. It also encompasses
communication, problem solving, conflict resolution, and the control of one’s emotions
and stress. Although it may be done alone, most often it is done in small groups. For
instance, any talent may be discussed, and activities relating to its utility, such as watching
videos and role-playing, can be carried out.
Lowering undesirable conduct
The reduction of inappropriate conduct, such as aggressiveness, is the emphasis of

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NOTES desired thing, such as grabbing a toy by pushing, yelling, or hitting. Parental or adult
criticism can be useful in reducing this kind of undesirable conduct. Many positive
skill-building techniques, such as reinforcing alternative skills, negotiating with peers,
positive communication techniques, anger management techniques, and a point system
to deter undesired conduct, can be used for behavior management. Parents can
participate in this class to learn effective communication and disciplining techniques.
Ensure good social niche
A suitable social niche should be established since kids who struggle with their
peers may not feel at ease in a big, unstructured group environment like recess. If
adult help and supervision are offered to facilitate good peer contact, more organized,
smaller peer interaction settings appear to be more suited and beneficial. Although it
is challenging, it is important for kids to find a strong social niche. For instance,
setting up a cooperative learning activity in which a youngster who is alone may
participate or make friends. In order to get to know one another and get their kid
interested in social activities, parents may also create any event or celebration by
inviting possible friends. It is crucial to give these kinds of tiny chances for the growth
of friendship since they create an environment that is suitable for the development of
social skills.
Steps for effective social competence

 Say ‘NO’ if don’t feel comfortable.
 Offer help if you can.
 Join and celebrate with others.
 Acknowledge others’ contribution and give compliment.
 Focus on facial expression, posture and eye contact.
 Focus on speech. Be clear and specific, adopt appropriate volume and tone,
and avoid repetition and interruption.
 Develop listening skills.
 Give a response, smile and communicate effectively. Avoid lengthy replies, and
frequently asking questions.
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NOTES
3.8 IMPORTANCE OF SOCIAL COMPETENCE
Learning social skills is essential for future societal functioning as well as for lowering
the likelihood of behavioral and emotional issues. It is crucial to cultivate strong social
skills as it is one of the protective factors for healthy mental health. It aids in our ability
to forge solid social bonds and collaborate well with others. We increasingly inhabit a
complicated and interconnected environment, and the means by which we connect
are becoming more hurried and dispersed. High levels of social competency are
required due to the issues of social media, moving far from family members and familiar
communities, needing to create new social supports, and working with groups of people.
It is undeniable that those with social competence issues are more likely to have trouble
building trusting, long-lasting relationships.
People who are more socially adept typically perform better in several facets of
life. Strong social competence has been linked to both greater general psychological
health and superior academic performance. Several studies have demonstrated that
socially competent kids do better in school (Denham, 2006), are happier (Ryan and
Desi, 2001), deal with mental health problems better, and perform well in society.
Children who are socially competent exhibit greater school preparedness and outperform
their peers academically (Piotrkowski, Botsko, and Matthews, 2001). Conversely, a
lack of social skills makes people feel more alone and unsatisfied, which worsens
adjustment issues like withdrawal. Deviations in social skills can result in a number of
issues, including social anxiety (La Greca and Lopez, 1998), bullying, and
aggressiveness (Warden and MacKinnon, 2003), as well as peer rejection (Larson et
al., 2011). Social competence serves as a protective factor for mental health by fostering
strong social networks and productive work habits (Alduncin et al., 2014). Social
competence also plays a role in future functioning. Many studies have demonstrated a
relationship between early social competence and functioning in different spheres of
current and later life. For instance, those who were good and comfortable at forming
relationships as children are more likely to have better health as adults, better
communication and bonding skills, and generally function effectively in society (Luthar,
2006). Social skills early in childhood are linked to social skills later in life (Monahan
and Steinberg, 2011). According to studies, persons who were good at making friends
early in life also were likely to become more adept at doing so later in life, whereas Self-Instructional
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NOTES those who were less successful in making friends early in life found it difficult to do so
later in life (Flannery and Smith, 2017). There appears to be a reciprocal relationship
between the underlying social competence abilities and friendship development, as
positive early-life friendship-building experiences tend to promote feelings of prosaic
conduct, which in turn raises the likelihood of friendship development later in life
(Flannery & Smith, 2017). Social competency and prosocial behavior are related.
Prosocial behavior is displayed often by adolescents with high levels of competence.
Emotional skill appears to be linked to social competence as well. Children’s
understanding of emotions is favorably correlated with their social abilities and social
efficacy. Children who showed a more nuanced grasp of emotions were believed to
be more accepted by their peers and to be better at navigating social settings.
A vital combination of skills and capacities known as social competence enables people
to communicate effectively with others in a variety of social contexts. Along with
emotional intelligence, empathy, and flexibility, it comprises a wide spectrum of
interpersonal and communication abilities. The following factors illustrate the significance
of social competence:
 Relationship development: The ability to build and maintain connections with
friends, family, coworkers, and spouses requires social competence. The key
elements of social competency that support successful relationships include
effective communication, active listening, and conflict-resolution abilities.
 Success in the workplace: Social skills are highly regarded in the workplace.
These skills assist people in collaborating with coworkers, functioning well in
teams, and navigating workplace disputes. Leadership qualities may also be
improved by having strong interpersonal skills since effective leaders are able to
connect with and relate to their teams.
 Emotional regulation: People who are socially adept are frequently better at
controlling their own emotions and comprehending those of others. Due to their
emotional intelligence, they are able to handle stress, annoyance, and
disagreement in more productive ways. They can also offer people emotional
assistance when it’s required.
 Resolution of conflict: Conflicts often arise in both personal and professional
relationships. People with social competence are skilled at mediating disputes
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amicably and identifying win-win outcomes. By doing this, the damaging effects NOTES
of conflict on relationships and organisations are lessened.
 Effective communication: Part of being socially competent is having the
confidence to state one’s opinions and feelings. Information-transmission,
decision-making, and persuasion are all key life skills that must be mastered in
order to influence others.
 Adaptability: People who are socially adept are frequently better able to adjust
to various social circumstances. They are able to modify their behaviour,
communication style, and tone to suit the situation and the individuals they are
engaging with. This versatility is useful in a variety of social settings and in cross-
cultural communication.
 Higher well-being: Strong social skills are associated with a higher level of
well-being in general. For mental and emotional wellness, it is crucial to have
fulfilling interactions and social ties. Good social skills are associated with less
loneliness and a more robust network of friends and family.
 Better parenting skills: Social skills are important for both parents and
educators. They aid them in developing surroundings that are loving and
encouraging for kids and pupils, encouraging positive social development. Socially
adept kids are more likely to do well in social surroundings, school and on the
playground.
 Community and society: On a more general level, social competence supports
the operation of both communities and society at large. People are more inclined
to take part in community affairs, volunteer, and contribute to the welfare of
their neighbourhoods if they can interact with people in a pleasant and polite
way.
In conclusion, social competence is a broad range of abilities that are essential
for success on all levels—personal, professional, and societal. It serves as the foundation
for happy relationships, clear communication, emotional well-being, and adaptation in
a world that is becoming more linked. The quality of life of people and their capacity to
make meaningful contributions to their communities and society at large may be greatly
impacted by developing and improving social competence.
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NOTES
IN-TEXT QUESTIONS
Q4. Intense intervention is required when a ____.
a) Child has difficulty in social competence
b) Child is good in good at interaction
c) Child is good at making friends
d) All of these
Q5. Who gave the Prism model?
a) Denham (2006)
b) Lang (2010)
c) Linda Rose- Krasnor (1997)
d) All of these
Q6. Social competence is crucial for____.
a) Psychological health
b) Academic performance
c) Productive work habits
d) All of these
3.9 SUMMARY
Social competency refers to knowing how to handle social situations. It makes it

possible for a person to assess social situations and ascertain what is expected of them
in a given social setting. A successful adaptation is aided by a mix of social, emotional,
behavioral, and cognitive skills. Understanding how social competence changes across
different time periods and how particular skills connect to social competence is essential.
To get a holistic scenario, one needs to be aware of the many facets of social
competence in each age group. One must take into account the stage another person
is in when creating an intervention since different life phases contribute differently to
social competence. The numerous tactics to improve social competence are highlighted
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NOTES
Time for reflection
 Write down two situations when you resolved conflicts amicably and
maintained relationships with others.
 Discuss with your friends how you improved your interaction with others.
 Introspect about any past event where you helped others and how you felt
about it.
 Consider the effects of your decision to say 'No' on both your personal
well-being and your relationships with others.
3.10 GLOSSARY
 Problem solving: the process of finding solutions to difficult issues

 Empathy: ability to feel others’ pain, emotional situation
 Perspective taking: understanding a concept from an alternative point of view
 Social competence: a set of skills necessary to get along well with others
 Social niche: to find a suitable position
1. (d) All of these

2. (d) All of these
3. (d) All of these
4. (a) Child has difficulty in social competence
5. (c) Linda Rose- Krasnor (1997)
6. (d) All of these
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NOTES
Q1. What do you understand by social competence?

Q2. Discuss various skills required for social competence.
Q3. Elaborate on various strategies to enhance social competence.
Q4. What is the importance of social competence?
Q5. Discuss the growth of social competence as per different life stages.
3.13 REFERENCES
 Orpinas, P., & Horne, A. M. 2006. Bullying prevention; Creating a positive

school climate and developing social competence. Washington, DC: American
Psychological Association.
 Denham, S.A. 2006. Social-emotional competence as support for school
readiness: What is it and how do we assess it? Early Education and Development,
17(1), 57-89.
 Ryan, R.M., Deci, E.L. 2001. On happiness and human potentials: A review of
research on hedonic and eudaimonic well-being. Annual Review of Psychology,
52(1), 141-166.
 Larson, K., Russ, S.A.,Kahn, R.S.,Halfon, N. 2011. Patterns of comorbidity,
functioning and service use for US children with ADHD. Pediatrics, 127(3),
462-470.
 Warden, D.,Mackinnon, S. 2003. Prosocial children, bullies and victims: An
investigation of their sociometric status, empathy and social problem-solving
strategies. British Journal of Developmental Psychology, 21 (3), 367-385
 La Greca, A. M.,Lopez, N. 1998. Social anxiety among adolescents: Linkages
with peer relations and friendships. Journal of Abnormal Child Psychology, 26(2),
83-94
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 Alduncin, N., Huffman, L.C., Feldman, H.M., & Loe, I.M. 2014. Executive NOTES
function is associated with social competence in preschool-aged children born
preterm or full term. Early Human Development 90.6 299-306.
 Piotrkowski, C.S., Botsko, M., & Matthews, E. 2000. Parents’ and teachers’
beliefs about children’s school readiness in a high-need community. Early
Childhood Research Quarterly, 15(4), 537-558.
 Lang, N. C. 2010. Group work practice to advance social competence: A
specialized methodology for social work. New York: Columbia University Press.
 Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-
Major, S. and Queenan, P. 2003. Preschool emotional competence: Pathway
to social competence, Child Development, 74(1), 238–256.
 Kostelnik, M. J., Whiren, A. P., Soderman, A. K., Stein, L. C. and Gregory,
K., 2002. Guiding children’s social development: Theory to practice (4th ed.).
New York: Delmark
 Calkins, S. D. 1994. Origins and outcomes of individual differences in emotional
regulation. In N.A. Fox (Ed.), The development of emotion regulation: Biological
and behavioral considerations. Chicago: University of Chicago Press, 53–72.
 Odom, L., Zercher, C., Marquart, J., Li S., Sandall, S. R., Wolfberg P. 2002.
Social relationships of children with disabilities and their peers in inclusive
preschool classrooms. In S. L. Odom (Ed.), widening the circle: Including
children with disabilities in preschool programs (2001). New York: Teachers
College Press, Columbia University, 61-80.
 McCay , L. O., Keyes, D. W. 2002. Developing social competence in the
inclusive primary classroom Childhood Education, 78(2), 70–78
 Fry, P. G. 1994. Expanding multicultural curriculum: Helping children discover
cultural similarities. Social Studies and the Young Learner, 6(3), 12–15.
 Moore, G. T. 1996. A question of privacy: Places to pause and child caves
.Child Care Information Exchange, 112, 91–95.
 Kemple, K. M. 2004. Let’s be friends: Peer competence and social inclusion
in early childhood programs. New York: Teachers College Press.
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NOTES  Twardosz, S., Nordquist, V. M., Simon, R., Botkin, D. 1983. The effect of
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Emotional Intelligence

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Department of Distance and Continuing Education

© Department of Distance and Continuing Education

© Department of Distance & Continuing Education, Campus of Open Learning,

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Unit I: Fundamentals of Emotional Intellience

Unit II: Personal Competence

Unit III: Social Competence

Unit IV: Emotional Intelligence: Measurement and Development

Note: Unit I, II and III are part of theoretical paper.

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Lesson 1 Fundamentals of Emotional Intelligence 3–22

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Lesson 2 Personal Competence 25–39

Lesson 3 Social Competence 43–65

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3.3 Components of Social Competence

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LESSON 1 FUNDAMENTALS OF EMOTIONAL

FUNDAMENTALS OF EMOTIONAL INTELLIGENCE

1.1 LEARNING OBJECTIVES

 To learn about emotional intelligence and its historical background

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1.3 DEFINING EMOTIONAL INTELLIGENCE

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1.4 HISTORICAL BACKGROUND

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NOTES intelligence as “the aggregate or global capacity of the individual to act

Box: 1.1 Multiple Intelligences Theory

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Fig: 1.1 Robert Sternberg’s Triarchic Theory of Intelligence

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© Department of Distance & Continuing Education, Campus of Open Learning,