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kompetencji społecznych. Warszawa: Wydawnictwo Liberi Libri; 2012, s. 33-70. 9. Gadecka W, Piskorz-Ogórek K, Regin K, Kowalski I. Social competence of mental health nurses. Pol. Ann. Med. 2015; 22: 105-109. 10. Zaborniak-Sobczak M, Walicka-Cupryś K, Ćwirlej-Sozańska A. i wsp.: Kompetencje społeczne fizjoterapeutów – wyniki badań pilotażowych. Post. Rehabil. 2014; 2: 5-12 11. Tyszkiewicz-Bandur M, Walkiewicz M, Tartas M, Bankiewicz-Nakielska J. Kompetencje społeczne i emocjonalne wśród studentów kierunków medycznym. Med. Rodz. 2017; 20(1): 25-30. 12. Gotlib J, Cieślak I

References Aro, T., Eklund, K., Nurmi, J., & Poikkeus, A. (2012). Early language and behavioral regulation skills as predictors of social outcomes. JSLHR, 55, 395-408. Bishop, D. (2006). Children’s communication checklist (2nd U.S. ed.) (CCC-2). TX: Pearson Education. Brinton, B., & Fujiki, M. (2005). Social competence in children with language impairment: making connections. Seminars in Speech and Language, 26(3), 151-159. Brinton, B., Spackman, M. P., Fujiki, M., & Ricks, J. (2007). What should Chris say? The ability of children with specific language

., Laudadio, A., & Legg-Rodriguez, L. (2003). Humor: an Essential Communication Tool in Therapy. International Journal of Mental Health – INT J MENT HEALTH, Vol. 32, 74-90. Gedvilienė, G. (2012). Social Competence of Teachers and Students. The Case Study of Belgium and Lithuania . Kaunas, Lithuania: Vytautas Magnus University. Hymes, D. (1972). On communicative competence. In Pride, J. B., & Holmes, J. (Eds.), Sociolinguistics (pp. 269-293). Harmondsworth, UK: Penguin. Kostelnik, M. J., Whiren, A. P., Soderman, A. K., Stein, L. C., & Gregory, K. (2002). Guiding

Abstract

Emotional and social competencies are important skills to cultivate in developing leaders. This study examined pre-post findings from the Hay Group Emotional and Social Competence Inventory among 18 undergraduate students enrolled in a leadership programme while they concurrently completed their traditional academic courses. Correlations and paired t-tests were conducted using Statistical Package of Social Sciences 20.0 for data analysis. Statistical significance was found in students’ self-assessed functional behaviour in a number of competencies - emotional self-awareness, positive outlook, empathy, organisational awareness, coach and mentor, systems thinking, and pattern recognition. Pedagogical strategies that intentionally focus on development of emotional and social competencies aid in students’ abilities to understand, internalise, and make use of skills essential to a variety of leadership roles, specifically, how they are able to relate effectively with others. Graduating students who are better prepared to serve in leadership roles - on teams and in the community are an investment in the future of healthcare.

Abstract

The military leader is the central pillar of the military structures whose functionalism is sustained and enhanced by the exercise of effective leadership. Explaining the role and place of the military leader in an organizational context creates prerequisites for the identification of his/her action aspects, in situations specific to the military organization at peace or during war. On this basis, it is possible to outline the sphere of competences of the military leader from the point of view of the defining features of the reference level at which the leader exercises his prerogatives. The content of the competences and the correlations established in their integrated system are the basis for operational and formative investigations and substantiation

, T. (2014). Creating Innovators. The Making of Young People Who Will Change the World. Bucharest: Three Publishing. Welsh, J.A. și Bierman, K.L. (2001). Social competence. În B.R. Strikland (ed). Gale Enciclopedia of Psychology . Detroit: Gale Group. (pp. 597-604).

. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211. Waters, E., & Sroufe, L. A. (1983). Social competence as a developmental construct. Developmental Review, 3, 79-97.

Can We Talk about European Public Policy in the Field of Sport?

Despite the continuous deepening, development and enlargement, the members of the European Union still diverge in their policies and have to find a way to diminish this divergence. The social, economical and cultural significance of sport is well known in the whole of Europe. Accordingly, in the recent past, the various institutions of the European Union have come to pay more attention to sport issues. An important milestone of this was the European Commission issuing a White Paper on sport, and the inclusion of sport in the Lisbon Treaty. However the question is raised: Is there a European public policy of sport? The author's objective was to investigate this question. This paper aims to highlight the European sport policy and tries to find the answer to the following question: can we talk about European public policy in the field of sport? The research examines through the analysis of documents whether sport can be regarded as an element of public policy. We can talk about common public policy of a certain area if it corresponds to the following five criteria: content, social competence, coercive factor, normative orientation and programme. In the first part, the content and the social competence are analyzed, and then some critical issues of the definition, namely of the public policy will be discussed. In the opinion of the author, the most problematic criterion is the programme, which presumes at least a mid-term European sport conception. It is especially important that sport could fulfil its community building, identity-forming role to which it is suited in the continuously enlarging Europe. Finally the author draws the conclusion that the European sport policy corresponds partly to the above-mentioned criteria; however, the realization of the Pierre de Coubertin Action Plan included in the White Paper, and the ratification of the Lisbon Treaty can create opportunities for sport to become a public policy of the European Union.

Abstract

The gaming industry has dramatically increased the range of choices for different game genres and content. Despite this, research on psychosocial factors in children and electronic gaming has primarily focused on time spent on games rather than on content preferences. The present study goes beyond the traditional focus on electronic game frequency by investigating whether children’s personal gaming content preferences are associated with psychosocial factors (self-concept, social competence and parental monitoring). This is accomplished by surveying 825 schoolchildren between ten and twelve years of age (5th, 6th and 7th grade) in Norway. A preference for violent games was moderately associated with low social acceptance among peers. Preference for pedagogical games was associated with high scholastic and athletic competence as well as perceived levels of parental monitoring. A preference for fantasy gaming was positively related to scholastic competence. Finally, preference for competitive games was strongly associated with experienced athletic competence.

Abstract

The purpose of the present study is to examine the life satisfaction levels in two groups of women - with excess body weight and normal weight and the relationship between life satisfaction and the level of social competences The study involved 70 women (35 with excess body weight and 35 with normal weight). The Life Satisfaction Questionnaire, Social Competence Questionnaire and Social Approval Questionnaire were used in the study. The study revealed no significant differences in terms of overall life satisfaction among women with excess weight and normal weight and a number of other relationships between the variables (like the importance of the need for social approval for the assessment of life satisfaction in those who have excess body weight).