SFL 210 rough draft of 1st section

The purpose of this paper is to apply the research and theories from Brigham Young University School of Family Living 210 Human Development lectures and material into practice by describing eight socially competent characteristics of an adolescent and identifying the development or lack of these characteristics in young children. After identifying, defining, and giving a brief example of eight characteristics of a socially competent adolescent there is an analysis of the competence of these characteristics in young adults ages three to four followed by specific factors that seem to make some children more socially competent than their peers. The observations taken of from three Brigham Young University preschool children is also included at the end of the report.
Summary of Social Competence
Honest
Individuals should be honest with themselves. It is simpler to characterize the traits of dishonesty in order to define honesty, because dishonesty is to engage in behavior that the individual recognizes and defines as morally wrong (Mayhew, Hubbard, Finelli, Harding, Trevor, Carpenter, Donald, 2009, page 441). An example of dishonesty is cheating on an exam, and justifying the action either because others are doing it, out of fear of failing, or by blaming others (Rogers, 2010, page 243). In this same example an honest individual would be not cheat on the exam even if everyone else is and accept the score as a result of his or her own actions.
Develop Intimate Friendships
Socially competent individuals can develop intimate friendships. A friendship is a relationship between two people that does not demand or pretend perfection, recognizes individual thoughts and feelings, and exemplifies honesty and unity (Hanks, 1984). One example of friendship is the Varsity catcher on the school baseball team catching for Junior Varisty Pitcher outside of the regular practice time because both players want to improve (Gutierrez, 2007).
Turn-about
Turn-about is important to develop. This is the socially sequence of altering the talk and the silence among the parties in a conversation, and the way such transfers are coordinated (Sacks, Schegoloff, & Jefferson, 1974, page 696). An example of turn-about is when at parent teacher conferances the teacher asks a student how they feel about the material in class and the student not only answers the direct question but includes a follow up question or statement of the same nature, such as how the teach feels about the student’s participation (Schegoloff & Jefferson, 1974, page 696).
Delay Gratification
A social competent child can delay gratification. Delay gratification is the ability to prioritizing goals in such a manner that one can resist momentary temptations in a given situation in order to obtain longer term goals (Fish Bach & Shah, 2010, page 820). An example of delaying gratification is when someone sacrifices watching a favorite television series in order to complete term paper that will affect the individuals final grade in a class (Fish Bach & Shah, 2010, page 821).
Distribution of Justice
Individuals should reason through the motivations of the distribution of justice. The distribution of justice is the reasoning that justifies divided resources, particularly limited resources, in a group depending on need, power, or function (Froehlich & Oppenheimer, 1994, page 147). An example of the distribution of justice is if teenage students feel that a teacher should be speed more special attention, energy, and time with a student who does not understand the material or to continue to teach the entire class at the same level (Tirri, 1998).
Share
A well developed individual is able to share. An individual is able to share when that person can give personal material possessions to benefit another, particularly when sources are limited or during confrontation (Birch, 1986, page 387). An example of sharing is when a student donates a portion of his or her personal earnings to a charity (Poulos, 2010, page 403).
Compromising
Someone who can reach a compromise in a confrontational situation is socially developed. A compromise is a solution agreed to by all parties, and a compromising individual is capable of discovering and supporting mutually accepted solutions (Morrison, 2008, Page 974). An example of compromising is when a group of students who carpool to school agree that each member will pay for a portion of the monthly gas bill(Geoke, 2010).
Emotional Self-regulation
In adolescents an individual should be maintain emotional self-regulation. Someone has emotional self-regulation when that individual is able to initiate emotional and behavioral changes during emotionally intensive situations in order to meet goals and manage impulses (Dennis, 2010, 84) An example of emotional self-regulation is a part-time cashiers who works a few hours after school is dealing with a difficult customer but despite an increased heart rate the cashier remains polite and cordial with the customer (Bono, 1999, 177).
Analysis of Social/Emotional Competence in Young Children
Honest

Develop Intimate Friendships

Turn-about

Delay Gratification

Distribution of Justice

Share
A well developed individual is able to share. An individual is able to share when that person can give personal material possessions to benefit another, particularly when sources are limited or during confrontation (Birch, 1986, page 387). An example of sharing is when a student donates a portion of his or her personal earnings to a charity (Poulos, 2010, page 403).
Compromising
Someone who can reach a compromise in a confrontational situation is socially developed. A compromise is a solution agreed to by all parties, and a compromising individual is capable of discovering and supporting mutually accepted solutions (Morrison, 2008, Page 974). An example of compromising is when married couple discusses and agrees to attend one in-laws home for Thanksgiving and the other in-laws for Christmas (Geoke, 2010).
Emotional Self-regulation
In adolescents an individual should be maintain emotional self-regulation. Someone has emotional self-regulation when that individual is able to initiate emotional and behavioral changes during emotionally intensive situations in order to meet goals and manage impulses (Dennis, 2010, 84) An example of emotional self-regulation is from a cashier is dealing with a difficult customer but despite an increased heart rate the cashier remains polite and cordial with the customer (Bono, 1999, 177).