Integrating theoretical, measurement, and intervention models of youth social competence

Social competence is of great interest to developmental psychopathologists and is assessed frequently in both basic and applied research. A review of the literature reveals not only significant heterogeneity in definitions of this construct but an apparent disconnect between theoretical, measurement, and intervention models of competence in youth. This paper attempts to integrate these disparate enterprises by identifying four types of predictors theorists have associated with competence--child, behavior, situation, and judge--and critiquing common models in light of these dimensions. In general, assessment and intervention approaches appear less complex than theoretical conceptualizations of competence. When considering whether to incorporate additional predictors, notably situation- and judge-level factors, into these models, researchers must weigh parsimony versus the model misspecification that results from omitting important variables. Basic research that may assist in making these decisions is identified.