SOCIAL: An integrative framework for the development of social skills.

TLDR

Despite advances in social neuroscience, the development and maintenance of social skills across the lifespan remain poorly understood, and few comprehensive multidisciplinary models exist. The authors propose the SOCIAL developmental biopsychosocial model to explain how biological, socio‑cognitive, and environmental factors shape social skill emergence from childhood to adolescence in healthy and clinical populations. The model integrates biological underpinnings, socio‑cognitive skills (attention, executive function, communication, socio‑emotional skills), and internal/external mediators, contextualized within the social brain network and supported by evidence from autism, schizophrenia, and traumatic brain injury.

Abstract

Despite significant advances in the field of social neuroscience, much remains to be understood regarding the development and maintenance of social skills across the life span. Few comprehensive models exist that integrate multidisciplinary perspectives and explain the multitude of factors that influence the emergence and expression of social skills. Here, a developmental biopsychosocial model (SOCIAL) is offered that incorporates the biological underpinnings and socio-cognitive skills that underlie social function (attention/executive function, communication, socio-emotional skills), as well as the internal and external (environmental) factors that mediate these skills. The components of the model are discussed in the context of the social brain network and are supported by evidence from 3 conditions known to affect social functioning (autism spectrum disorders, schizophrenia, and traumatic brain injury). This integrative model is intended to provide a theoretical structure for understanding the origins of social dysfunction and the factors that influence the emergence of social skills through childhood and adolescence in both healthy and clinical populations.