Detta halvtidsseminarium äger rum torsdag den 14 december 2017, kl 10-12 i sal U22, Frescati Hagväg 8, plan 2.

Granskare: Professor Pehr Granqvist (senior) och Alexander Miloff (junior)

Handledare: Laura Ferrer-Wreder, Lilianne Eninger, Petra Lindfors och Kyle Eichas.


This project investigates relations between social and emotional competencies and behaviors in preschool-aged children in culturally diverse populations, and to relate empirical findings to developmental theories and contemporary research. Social and emotional competence (SEC) requires skills and knowledge which span the emotional, cognitive and behavioural domains of development (Bierman et al., 2008); often encompassing peer relationships, awareness and regulation of emotions, inhibitory control; such diverse skills provide a child with the essential tools needed for pro-social behaviour and a foundation for positive mental health and adjustment in other developmental periods (Dodge, Greenberg & Malone, 2008). There are many ways in which we can conceptualize social and emotional competence, however the theoretical basis of this dissertation is largely based on CASEL’s five competence domain model, which posits that important social and emotional competencies include self-awareness, self-management, relationship skills, social awareness, and responsible decision making (Weissberg, Durlak, Domitrovich, & Gullotta, 2015).

The unique properties of particular social and emotional competencies, how competencies work together in diverse cultures in everyday situations, as well as how competencies relate to other outcomes of importance, such as internalizing behaviors, are essential considerations in the field of SEC (Weissberg et al., 2015). This PhD project aims to evaluate and discuss how certain social and emotional competencies are valued, promoted, expressed, and how they function in a given culture, rather than assuming that SECs are universal in their expression, development, and function across cultures (Hecht & Shin, 2015). Such a discourse then also leads to the following questions: In what ways should we consider the importance of culture in developmental science and measurement? 

In my half-time seminar, I will present my progress from studying samples of children aged four to six years old in Sweden, Pakistan and the United States of America and discuss whether or not imported instruments such as the Preschool and Kindergarten Behavior Scales (PKBS, Merrell, 1994), Social Competence Scale-Teacher (SCS-T) Ratings (Conduct Problems Prevention Research Group, 1990), and the ADHD Rating Scale-Teacher  (DuPaul et al. 1998, 2016a) can achieve useful and accurate representation of social and emotional constructs in diverse ecologies.

Avdelningen för personlighets-, social- och utvecklingspsykologi ansvarar för dagens seminarium.

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