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Social Intelligence Theory and Schools (GT)
This initial or rough draft of a summary (formatted in an Glossary Term format) has been started by the International School Health Network from a previous Canadian project. Visitors to and members of this wiki-based web site are welcome to edit the draft (using the Easy Edit" tool found at the top of the page or to comment on the draft by using the "thread" tool found at the bottom of the page. (All previous versions of this page are automatically saved by the system, so don't hesitate to edit this page). Eventually, when time and resources permit, this initial draft will be formatted in accordance with the outline for glossary terms, encyclopedia entries and handbook sections used in this knowledge exchange program for health,safety, educational and social development interventions.
This summary discusses one behavioural theory that underpins school health promotion, safety, social development and other similar programs. The summary is one of several that are being developed within this wiki-based web site. Please see our Call for Writers/Contributors/Sponsors on Behaviour Theories for a full listing of this series of summaries.
Social intelligence according to the original definition of Edward Thorndike, is "the ability to understand and manage men and women, boys and girls, to act wisely in human relations" [1]. It is equivalent to interpersonal intelligence, one of the types of intelligences identified in Howard Gardner's Theory of multiple intelligences, and closely related to Emotional intelligence. Some authors have restricted the definition to deal only with knowledge of social situations, perhaps more properly called social cognition.
There are various types of intelligence. As society became more complex, intellectual competences became more sophisticated. This competence is social intelligence and can be defined as the intelligence that lies behind group interactions and behaviours.
This type of intelligence is closely related to cognition and emotional intelligence, and can also be seen as a first level in developing systems intelligence.
Research psychologists studying social cognition and social neuroscience have discovered many principles which human social intelligence operates. In early work on this topic, psychologists Nancy Cantor and John Kihlstrom outlined the kinds of concepts people use to make sense of their social relations (e.g., “What situation am I in and what kind of person is this who is talking to me?”), and the rules they use to draw inferences (“What did he mean by that?”) and plan actions (“What am I going to do about it?”)
In 2005, business writer Karl Albrecht proposed a five-part model of social intelligence in his book Social Intelligence: the New Science of Success, presented with the acronym "S.P.A.C.E." - 1) Situational Awareness, 2) Presence, 3) Authenticity, 4) Clarity, and 5) Empathy.
More recently, popular science writer Daniel Goleman has drawn on social neuroscience research to propose that social intelligence is made up of Social Awareness (including empathy, attunement, empathic accuracy, and social cognition) and Social Facility (including synchrony, self-presentation, influence, and concern).
Psychotherapy often involves helping people to modify their patterns of social intelligence, particularly those that cause them problems in their interpersonal relations. Some efforts are also underway to use computer-based interventions to help people develop their own social intelligence. Paul Ekman, for example, has created the MicroExpression Training Tool, to allow people to practice identifying the brief emotional expressions that flit across people’s faces. The website MindHabits.com offers a research-based software program with which people learn to modify their mind habits, focusing attention on positive social feedback and inhibiting attention to the social threats and rejections that can cause stress. Other interventions, for example to help autistic individuals develop social perception and interaction skills, are also in development.
Measuring social intelligence
Social IQ is a measure of social intelligence compared to other people of their age. Like IQ, Social IQ is based on the "100 point" scale, in which 100 is the average score. Scores of 140 or above are considered to be very high. Social IQ has until recently been measured by techniques such as question and answer sessions. These sessions assess the person's pragmatic abilities to test eligibility in certain special education courses, however some tests have been developed to measure social intelligence. One of these is the EQ Test, which stands for Emotional Intelligence. This test is often useful in diagnosing autism spectrum disorders, including autism and Asperger's Syndrome.
Other, non-autistic or semi-autistic conditions such as Semantic Pragmatic Disorder or SPD, Schizophrenia, dyssemia and ADHD, are also of relevance. People with low social IQ will be considered "child like" and immature, even at the adult age group. This test could also be used to assess people that might have some sort of a personality disorder such as Schizophrenia or ADHD. A good way to measure Social IQ is to use the basic IQ system, adapted for social skills. Most people have social IQ's from 85-115, but many exceed these limits. People with social IQ's below 80 may show symptoms of autism spectrum disorders such as Asperger's Syndrome and have trouble with making friends, and with communication, and might need some social skill training or extra support from specialists. People with social IQ's over 120 are considered very socially skilled and well adjusted and will work well with very social jobs such as social work, education, and law enforcement.
Social Emotional Learning
Social and emotional learning evolved from theories about social intelligence. SEL largely evolved from research on prevention and resilience and interest in SEL sparked in the mid-1990s with the publication of Goleman’s Emotional Intelligence (1995) and Gardner’s Multiple Intelligences (1993).
SEL as a System of Support
Instruction in SEL is provided in the context of caring, safe, well-managed, and participatory classroom, school, and other learning environments. These learned skills are then reinforced in the school, home, and community. All children might benefit from social–emotional instruction, including those who are at risk, those beginning to engage in negative behaviors, and those already displaying
significant problems. The focus of most SEL programs is universal prevention and promotion—that is, preventing behavior problems by promoting social and emotional competence—rather than direct intervention. Smaller numbers of students may require moderate to intensive treatment that focuses on social–emotional competence, but SEL programming is intended to enhance the growth of all children, to help them develop healthy behaviors, and to prevent their engaging in maladaptive and unhealthy behaviors.
Such efforts should be viewed within the context of systems of support that provide a comprehensive continuum
of services based on student needs. As a system of support, SEL is a unifying concept for organizing, coordinating, and integrating school-based programs.
References
Thorndike, E. L. (1920). "Intelligence and its use". Harper's Magazine 140: 227–235.
This summary discusses one behavioural theory that underpins school health promotion, safety, social development and other similar programs. The summary is one of several that are being developed within this wiki-based web site. Please see our Call for Writers/Contributors/Sponsors on Behaviour Theories for a full listing of this series of summaries.
Social Intelligence and Social-Emotional Learning
(Adapted from http://en.wikipedia.org/wiki/Social_intelligence, CASEL and other Sources and )
(Adapted from http://en.wikipedia.org/wiki/Social_intelligence, CASEL and other Sources and )
Social intelligence according to the original definition of Edward Thorndike, is "the ability to understand and manage men and women, boys and girls, to act wisely in human relations" [1]. It is equivalent to interpersonal intelligence, one of the types of intelligences identified in Howard Gardner's Theory of multiple intelligences, and closely related to Emotional intelligence. Some authors have restricted the definition to deal only with knowledge of social situations, perhaps more properly called social cognition.
There are various types of intelligence. As society became more complex, intellectual competences became more sophisticated. This competence is social intelligence and can be defined as the intelligence that lies behind group interactions and behaviours.
This type of intelligence is closely related to cognition and emotional intelligence, and can also be seen as a first level in developing systems intelligence.
Research psychologists studying social cognition and social neuroscience have discovered many principles which human social intelligence operates. In early work on this topic, psychologists Nancy Cantor and John Kihlstrom outlined the kinds of concepts people use to make sense of their social relations (e.g., “What situation am I in and what kind of person is this who is talking to me?”), and the rules they use to draw inferences (“What did he mean by that?”) and plan actions (“What am I going to do about it?”)
In 2005, business writer Karl Albrecht proposed a five-part model of social intelligence in his book Social Intelligence: the New Science of Success, presented with the acronym "S.P.A.C.E." - 1) Situational Awareness, 2) Presence, 3) Authenticity, 4) Clarity, and 5) Empathy.
More recently, popular science writer Daniel Goleman has drawn on social neuroscience research to propose that social intelligence is made up of Social Awareness (including empathy, attunement, empathic accuracy, and social cognition) and Social Facility (including synchrony, self-presentation, influence, and concern).
Psychotherapy often involves helping people to modify their patterns of social intelligence, particularly those that cause them problems in their interpersonal relations. Some efforts are also underway to use computer-based interventions to help people develop their own social intelligence. Paul Ekman, for example, has created the MicroExpression Training Tool, to allow people to practice identifying the brief emotional expressions that flit across people’s faces. The website MindHabits.com offers a research-based software program with which people learn to modify their mind habits, focusing attention on positive social feedback and inhibiting attention to the social threats and rejections that can cause stress. Other interventions, for example to help autistic individuals develop social perception and interaction skills, are also in development.
Measuring social intelligence
Social IQ is a measure of social intelligence compared to other people of their age. Like IQ, Social IQ is based on the "100 point" scale, in which 100 is the average score. Scores of 140 or above are considered to be very high. Social IQ has until recently been measured by techniques such as question and answer sessions. These sessions assess the person's pragmatic abilities to test eligibility in certain special education courses, however some tests have been developed to measure social intelligence. One of these is the EQ Test, which stands for Emotional Intelligence. This test is often useful in diagnosing autism spectrum disorders, including autism and Asperger's Syndrome.
Other, non-autistic or semi-autistic conditions such as Semantic Pragmatic Disorder or SPD, Schizophrenia, dyssemia and ADHD, are also of relevance. People with low social IQ will be considered "child like" and immature, even at the adult age group. This test could also be used to assess people that might have some sort of a personality disorder such as Schizophrenia or ADHD. A good way to measure Social IQ is to use the basic IQ system, adapted for social skills. Most people have social IQ's from 85-115, but many exceed these limits. People with social IQ's below 80 may show symptoms of autism spectrum disorders such as Asperger's Syndrome and have trouble with making friends, and with communication, and might need some social skill training or extra support from specialists. People with social IQ's over 120 are considered very socially skilled and well adjusted and will work well with very social jobs such as social work, education, and law enforcement.
Social Emotional Learning
Social and emotional learning evolved from theories about social intelligence. SEL largely evolved from research on prevention and resilience and interest in SEL sparked in the mid-1990s with the publication of Goleman’s Emotional Intelligence (1995) and Gardner’s Multiple Intelligences (1993).
SEL as a System of Support
Instruction in SEL is provided in the context of caring, safe, well-managed, and participatory classroom, school, and other learning environments. These learned skills are then reinforced in the school, home, and community. All children might benefit from social–emotional instruction, including those who are at risk, those beginning to engage in negative behaviors, and those already displaying
significant problems. The focus of most SEL programs is universal prevention and promotion—that is, preventing behavior problems by promoting social and emotional competence—rather than direct intervention. Smaller numbers of students may require moderate to intensive treatment that focuses on social–emotional competence, but SEL programming is intended to enhance the growth of all children, to help them develop healthy behaviors, and to prevent their engaging in maladaptive and unhealthy behaviors.
Such efforts should be viewed within the context of systems of support that provide a comprehensive continuum
of services based on student needs. As a system of support, SEL is a unifying concept for organizing, coordinating, and integrating school-based programs.
References
Thorndike, E. L. (1920). "Intelligence and its use". Harper's Magazine 140: 227–235.
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