Psychosocial competencies and child well-being at school: A French pilot validation study
Encinar, Pierre-Emmanuel
Psychosocial competencies and child well-being at school: A French pilot validation study - 2017.
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Psychosocial competence, as defined by the World Health Organization (WHO), designates the individual’s ability to deal effectively with the demands and challenges of everyday life. Psychosocial competencies enable the individual to maintain a state of mental well-being and to positively adapt to the situations they encounter, while interacting with others and with their culture and environment in a constructive way. Despite a growing number of research studies in this field, to date no specific measure of psychosocial competencies as defined by the WHO has been developed. The aim of our study was to develop an integrated measure of the 10 psychosocial competencies. This article focuses on the first stage of this study, which consisted in a French-language validation of a tool to measure emotional competencies in children—the Assessment of Children’s Emotional Skills (ACES; Schultz, Izard, & Bear, 2004) and the “emotional management” element of the Life Skills Transfer Survey (Weiss, Bolter, & Kipp, 2014)—which represent one of the three categories of psychosocial competencies. The implications of the development of such tools are discussed in terms of future assessment of mental health promotion interventions in schools.
Psychosocial competencies and child well-being at school: A French pilot validation study - 2017.
26
Psychosocial competence, as defined by the World Health Organization (WHO), designates the individual’s ability to deal effectively with the demands and challenges of everyday life. Psychosocial competencies enable the individual to maintain a state of mental well-being and to positively adapt to the situations they encounter, while interacting with others and with their culture and environment in a constructive way. Despite a growing number of research studies in this field, to date no specific measure of psychosocial competencies as defined by the WHO has been developed. The aim of our study was to develop an integrated measure of the 10 psychosocial competencies. This article focuses on the first stage of this study, which consisted in a French-language validation of a tool to measure emotional competencies in children—the Assessment of Children’s Emotional Skills (ACES; Schultz, Izard, & Bear, 2004) and the “emotional management” element of the Life Skills Transfer Survey (Weiss, Bolter, & Kipp, 2014)—which represent one of the three categories of psychosocial competencies. The implications of the development of such tools are discussed in terms of future assessment of mental health promotion interventions in schools.
Réseaux sociaux