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Magdolna Szabadi: An Overview of the Components and Development of Social Competence within the Framework of Music Therapy

The social competence model is approached by researchers from three directions. These are observable behaviour, cognitive processes and structures, and emotions. The development of social competence is determined by the following factors: personality, environmental impact and the family represent the main areas for the socialization of children. The attachment patterns formed in the family impact on the future social relations system and influence socio-emotional development. The recognition, expression and regulation of emotions have a strong impact on our interpersonal behaviour and aid in navigating the social world. Research in social-neuroscience studies (e.g. Caccioppo, 2003) has shown that emotions can form part of thinking as well. A number of researchers treat emotional competence as separate from social competence, but the interrelationship of the two systems has not been fully elucidated. Further studies are needed to determine the combined components, their mutual impact and their role in development. Social skills form an important part of social competence. Testing and developing methods are well known and defined. Further studies are needed to take into account age, period and conditions that significantly enhance our social skills. In school, with well-trained teachers, these skills can be developed, especially if the teacher is involved in training programmes during the study period. Music therapists use the elements of music, but they focus on other targets, frameworks and conditions. The various elements of music may be incorporated into developmental programmes with experiential content. If one of your life events can be connected to musical elements, it can be converted to music. Thus music can take on a behavioural form, and we can display it objectively. This creates an opportunity for music therapy to be used as an instrument in social skills training. Musical elements not only form the structural part of the sessions, but also offer communication tools that can be connected to selected social components. Because the use of elements in music therapy is not tied to the musical profession and musical elements move onto the preverbal level, music therapy is available to anyone.

MAGYAR PEDAGÓGIA 114. Number 3. 149-188. (2014)

Levelezési cím / Address for correspondence: Szabadi Magdolna, SZTE BTK Nevelés¬tudo¬má¬nyi Doktori Iskola, H–6722 Szeged, Petőfi S. sgt. 30–34.


Magyar Tudományos Akadémia