Affective Social Competence

TLDR

Affective social competence comprises sending, receiving, and experiencing affect, each involving awareness, contextual navigation, and regulation. The study proposes a theoretical model that dynamically integrates these components and identifies mediating factors. The model is situated within prior affective competence research, detailing how it extends theory for each component. Empirical work with children in special populations demonstrates ASC’s role in relationships and supports the model’s promise for future research and practice.

Abstract

A theoretical model for affective social competence is described. Affective social competence (ASC) is comprised of three integrated and dynamic components: sending affective messages, receiving affective messages, and experiencing affect. Central and interconnected abilities within each component include awareness and identification of affect, working within a complex and constantly changing social context, and management and regulation. The dynamic integration of the components is emphasized and potential mediating factors are outlined. The model is placed within the context of previous research and theory related to affective social competence; how the model advances future research is also explicated for each component. Research with special populations of children is described to highlight the importance of affective social competence in social relationships and the promise of the ASC model for future research and practice.