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2014 | 2013 | 2 | 64-76

Article title

The Social Competence of Police Cadets as Sociology Conception

Authors

Title variants

Languages of publication

EN

Abstracts

EN
The purpose of this paper is to clarify the definition of social competence and its application in police practice, introduction of the police officer social competence structure, the subsequent description of its components. The efficiency in problems solving, which police officer encounter in daily service, as well as the quality of cooperation between police and community directly depends on the level of social competence development, the interiorization of social norm and values in personality structure of police officer, such as tolerance, respect of human rights, motivation for social interaction, culture of communication, social intelligence, emotionally-volitional stability etc. Therefore, the objectives of educative work in police high school have to include the purposeful formation of social competence as a requirement of contemporary democratic society. Another aspect of social competence formation in police cadets through educational means is utilization of moral potential of education, which is essential in rapidly changing societies for efficient socialization of such professional group as police officers.

Publisher

Year

Volume

Issue

2

Pages

64-76

Physical description

Dates

online
2014-11-05

Contributors

  • University of internal affairs, Kharkov. Ukraine

References

  • Dodge, K.A., Asher, S.R., & Parkhurst, J.T. (1989). Social life as a goal-coordination task. In C. Ames and R. Ames (Eds.), Research on Motivation in Education. San Diego, CA: Academic Press, Inc.
  • Dodge, K.A., Pettit, G.S., McClaskey, C.L., & Brown, M.M. (1986). Social competence in children. Monographs of the Society for Research in Child Development, 51(2, No. 213).
  • Elias, M. J., and R. P. Weisberg. 1994. The school based promotion of social competence: Theory, practice and policy. In Stress, risk and resiliency in childrenand adolescents, R. J. Haggerty and L. R. Sherrod, eds., pp. 268-316. Cambridge: University Press.
  • Eraut, M. 1994. Developing professional knowledge and competence. London: Falmer Press.
  • Giddens, A. 1991. Modernity and self-identity; self and society in late modern age. Cambridge: Polity Press.
  • Gresham, F.M., & Reschly, D.J. (1987). Dimensions of social competence: Method factors in the assessment of adaptive behavior, social skills, and peer acceptance. Journal of School Psychology, 25, 367-381.[Crossref]
  • Raven, J. & Stephenson, J. (Eds.), (2001). Competence in the Learning Society., Chapter 1, Learning societies, learning organisations, and learning: Their implications for competence, its development, and its assessment - Raven, J., In New York: Peter Lang.
  • Rubin, K.H., & Rose-Krasnor, L. (1992). Interpersonal problem solving and social competence in children. In V.B. Van Hasselt and Michel Hersen, Handbook of Social Development: A Lifespan Perspective. New York: Plenum Press, 283-323.
  • Raven, J. (2001). The assessment of competence (Chapter 28). In J. Raven & J. Stephenson (Eds.), Competence in the Learning Society. New York: Peter Lang.
  • Slot, N. W., & Spanjaard, H. J. M. (1999). Competentiegerichte residentiĆ«le hulp voor kinderen en adolescenten [Competence-based residential care for children and adolescents]. Baarn: Intro.

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.doi-10_2478_scs-2014-0169
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