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Social competence, mental health and disablity

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Social competence, mental health and disablity

SGSCC (Serious Games for Social & Creativity Competence) project organised a dedicated workshop “Social competences & creativity as a stepping stone towards personal growth, social development and employability” on 17 December 2014 in Brussels, Belgium at VLEVA premises, focusing on the importance of social skills and creativity for people with disabilities which is fundamental to both social integration and professional self-realisation.

http://games4competence.eu/

The SGSCC (Serious Games for Social & Creativity Competencies – 531134-LLP-1-2012-1-BG-KA3-KA3MP) project has been partially funded under the Lifelong Learning program. This web site reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Social competence, mental health and disablity

  1. 1. Social competence, mental health and disablity Prof. Dr. Manfred Pretis Presentation for the SGSCC Workshop Brussels, 17.12.2014 Dieses Projekt wurde mit Unterstützung der Europäischen Kommission finanziert. Die Verantwortung für den Inhalt dieser Veröffentlichung (Mitteilung) trägt allein der Verfasser; die Kommission haftet nicht für die weitere Verwendung der darin enthaltenen Angaben.
  2. 2. Take home messages
  3. 3. • In the disablity and mental health area social competence plays a key role • The „functionning“ of a persons with disabilty and/or mental health problems to a high extent is correlated to his/her social competences
  4. 4. • Most frequently cited is the Rubin and Rose- Krasnor (1992) definition: • Social competence is “the ability to achieve personal goals in social interaction • while simultaneously maintaining positive relationships with others over time • and across situations” (p. 285).
  5. 5. Social Competence Semrud-Clikeman (2007) describes that social competence is the foundation upon which “expectations for future interaction with others is built, and upon which individuals develop perceptions of their own behaviour (p. 1).”
  6. 6. Schoon (2009) summarises in a broad sense that “social competencies reflect adjustment in the family, school, work, in society at large, and in old age, requiring more context specific definitions of the construct , as well as a focus on particular facets of social competence, such as empathy, self control, trust, respect for other people, or civic engagement” (p.2).
  7. 7. So what?
  8. 8. DSM IV diagnosis: where can we identify aspects of social competence Social competence – disability and mental health
  9. 9. • 2. Deficits or impairments in adaptive functioning • This includes skills needed to live in an independent and responsible manner. Limited abilities in these life skills make it difficult to achieve age appropriate standards of behavior. Without these skills, a person needs additional supports to succeed at school, work, or independent life. Deficits in adaptive functioning are measured using standardized, culturally appropriate tests. • Various skills are needed for daily living: • Communication: This refers to the ability to convey information from one person to another. Communication is conveyed through words and actions. It involves the ability to understand others, and to express one's self through words or actions. • Social skills: This refers to the ability to interact effectively with others. We usually take social skills for granted. However, these skills are critical for success in life. These skills include the ability to understand and comply with social rules, customs, and standards of public behavior. This intricate function requires the ability to process figurative language and detect unspoken cues such as body language Intellectal disability
  10. 10. Depression
  11. 11. Video message from Max, 22 years, VLBW, cerbral palsy, visual impairment, calculation dycalculia What is social competence for Max? What is needed to behave in a social competent way? How could social competence and creativity be trained? Further important aspects Social competence from a beneficiairies point of view
  12. 12. Social competence is seen as a major pre-requist towards professional training Social competence is not only about training the beneficiaries but also to expect respect from OTHERS. Social competence is ALSO an issue of the OTHERS Training of social competence might also include broader support processes IT is the WAY of INCLUSION and not primarily the effort of a PWD to learn competencies!! Lessons learnt from Max
  13. 13. Perspective for the pilot runs: Trainers/Mentors will be able to observe, that the training of social compentences and creativity makes a difference for the beneficiaries We will be able within the project to enable transfer effects between cognitions and emotions of beneficiaries (concerning their social competence and creativity) and daily life/employablity Discussion
  14. 14. Please visit our projects www.icf-training.eu www.games4competence.eu MSH Medical School Hamburg GmbH Fachhochschule für Gesundheit und Medizin Tel.: 040 / 36 00 65 - 42 Fax: 040 / 36 00 65 - 43 E-Mail: info@medicalschool-hamburg.de www.medicalschool-hamburg.de oder folgen Sie uns zu , und This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Thanks and a „SERVUS“ from Austria http://www.google.de/imgres?imgurl=http%3A%2F %2Fdiepresse.com%2Fimages%2Fuploads%2F6%2F d%2Fa%2F583386%2Fparteirevolten_steiermark_en de_querdenker_steirerhut20100724192043.jpg&im grefurl=http%3A%2F%2Fdiepresse.com%2Fhome%2 Fpolitik%2Finnenpolitik%2F583386%2FSteiermark_ Das-Ende-der-politischen- Querdenker&h=300&w=500&tbnid=uAPZbpuzewO A3M%3A&zoom=1&docid=hLFg- tg9tdWIoM&ei=TJbXU4flLsWGOIWkgZAP&tbm=isch &iact=rc&uact=3&dur=2029&page=1&start=0&ndsp =20&ved=0CF4QrQMwEw

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