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The Potential of Video in the Promotion of Social Competence in Children and Adolescents

Yale University

Roger P. Weissberg

Yale University

Video training has practical and representational advantages that make it well-suited pedagogically and methodologically for use by investigators developing school-based social competence promotion programs. Pedgogically, video's visual representational medium and attention-focusing capacities help to promote the effective presentation of the process-based reciprocal flow of social understanding and behavior. Methodologically, video enables researchers to standardize training approaches and thus to evaluate more accurately the effectiveness of a given intervention, including the ability to assess the hypothesized processes of skill learning, as well as the social outcomes of such learning. In addition, video is readily accessible for classroom use. As such, it has potential both as a powerful stimulus for learning, and also as the foundation of an intervention that can be both easily disseminated and systematically evaluated. The empirical and theoretical bases of social competence video training in social learning and social information-processing theories are examined, and an agenda is set for developing and evaluating future intervention work in this area.

The Journal of Early Adolescence, Vol. 7, No. 3, 345-363 (1987)
DOI: 10.1177/0272431687073009


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