Social competence is essential to the mental and physical well-being of all humans, no matter their age. Yet as many as one in ten children has trouble keeping friends or even making friends. In Social Competence in Children, readers will discover a developmental view of social functioning in children at different stages, with an emphasis on clinical conditions that may confound this development.

At the outset, the author provides detailed information on theories of social competence and the contexts in which core skills (e.g., appropriate comments, reading verbal cues) are learned. Later chapters address specific challenges to competence and feature case examples illustrating typical patterns of deficits and presenting the latest data on the topic, including: assessment practices; parenting and family issues; social competence problems specific to children and adolescents in this population; effective and promising interventions; treatment guidelines; and areas deserving future study.

This volume offers much-needed information on: The growth of social competence in the context of normal development; Commonly used instruments for assessing social competence; Social impairments in children with ADHD, autism/PDDs, learning disabilities, and mental retardation; Social competence challenges specific to children with chronic diseases (e.g., diabetes, asthma, seizures), acquired disorders (including cancer and brain injuries), and genetic syndromes; The latest findings on social development in gifted children and the “twice exceptional” – gifted and with learning disabilities; Social competence as it affects – and is affected by – conduct and mood disorders.

The empirical findings and therapeutic insights found in Social Competence in Children make it essential reading for clinicians working with children and families as well as for school psychologists and other educational and mental health professionals.

Social competence is essential to the mental and physical well-being of all humans, no matter their age. Yet as many as one in ten children has trouble keeping friends or even making friends. In Social Competence in Children, readers will discover a developmental view of social functioning in children at different stages, with an emphasis on clinical conditions that may confound this development.

At the outset, the author provides detailed information on theories of social competence and the contexts in which core skills (e.g., appropriate comments, reading verbal cues) are learned. Later chapters address specific challenges to competence and feature case examples illustrating typical patterns of deficits and presenting the latest data on the topic, including: assessment practices; parenting and family issues; social competence problems specific to children and adolescents in this population; effective and promising interventions; treatment guidelines; and areas deserving future study.

This volume offers much-needed information on: The growth of social competence in the context of normal development; Commonly used instruments for assessing social competence; Social impairments in children with ADHD, autism/PDDs, learning disabilities, and mental retardation; Social competence challenges specific to children with chronic diseases (e.g., diabetes, asthma, seizures), acquired disorders (including cancer and brain injuries), and genetic syndromes; The latest findings on social development in gifted children and the “twice exceptional” – gifted and with learning disabilities; Social competence as it affects – and is affected by – conduct and mood disorders.

The empirical findings and therapeutic insights found in Social Competence in Children make it essential reading for clinicians working with children and families as well as for school psychologists and other educational and mental health professionals.