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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
Emotional competence as a positive youth development construct: a conceptual review
Patrick S Y Lau1, Florence K Y Wu
1Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong. patricklau@cuhk.edu.hk
Thescientificworldjournal
|June 6, 2012
Summary
This review explores emotional competence (EC) in positive youth development, differentiating it from emotional intelligence. It examines EC
Area of Science:
- Psychology
- Developmental Psychology
- Adolescent Development
Background:
- Emotional competence (EC) is a key construct in positive youth development.
- Distinguishing EC from emotional intelligence (EI) is crucial for targeted interventions.
- Understanding EC's role is vital for supporting adolescent well-being.
Purpose of the Study:
- To review the concept of emotional competence within positive youth development.
- To define and operationalize emotional competence for research and practice.
- To explore theories, antecedents, outcomes, and promotion strategies for EC.
Main Methods:
- Literature review and conceptual analysis.
- Examination of assessment methodologies for emotional competence.
- Synthesis of theoretical perspectives (functionalist, developmental).
Main Results:
- Emotional competence is distinct from emotional intelligence, with specific assessment methods.
- Functionalist and developmental theories provide frameworks for understanding EC.
- Early child-caregiver relationships and educational settings are key influences.
Conclusions:
- Emotional competence is a significant factor in positive youth development.
- Antecedents like early relationships and outcomes like well-being require further study.
- Parents and teachers play a critical role in fostering adolescent emotional competence.
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