Različiti nivoi i metode procene socijalne kompetentnosti kod dece

Abstract

U radu preglednog karaktera razmatramo fenomen socijalne kompetentnosti u kontekstu različitih metoda i nivoa procene socijalne kompetentnosti kod dece. Analiza izdvojenih radova organizovana je oko odgovora na dva pitanja (1) Koje pokazatelje i nivoe socijalne kompetentnosti možemo procenjivati kod dece? (2) Kojim metodama i postupcima možemo procenjivati određene pokaza- tele socijalne kompetentnosti? Analizom radova o socijalnoj kompetentno- sti kao moguće teškoće pri proceni socijalne kompetenosti izdvojili smo: ne- usaglašenost oko definisanja pojma socijalne kompetetnosti, odnosno širok opseg različitih pokazatelja socijalne kompetentnosti. U drugom delu rada izloženi su Integrativni model socijalne kompetentnosti, odnosno teza o tri nivoa procene socijalne kompetentosti, te mogućnost operacionalizacije i merenja socijalne kompetentosti. Na kraju rada ukazano je na implikacije za praksu u smislu preduzimanja ciljne intervencije u skladu sa procenom socijalne kompetenosti na sva tri nivoa, kao organizovanog sistema.

In the work of a review character, we consider the phenomenon of social competence in the context of different methods and levels of assessment of social competence in children. An analysis of the selected papers is organized around the answer to two questions (1) What indicators and levels of social competence can we evaluate in children? (2) What methods and procedures can we estimate certain indicators of social competence? By analyzing papers on social competence as a possible difficulty in assessing social competence, we have identified: nonconformity about defining the notion of social competence, as well as a wide range of different indicators of social competence. In the second part of the paper, the Integrated Model of Social Competence is presented, through the three levels of social competence assessment, as well as the possibility of operationalization and measurement of social competence. At the end of the paper, it is pointed out the implications for the practice in terms of undertaking a targeted intervention in accordance with the assessment of social competence at all three levels, as an organized system.