2. Elméletek, módszerek, tehetségterületek

2.6. Főbb tehetségterületek

2.6.15. A szociális tehetség és fejlesztésének lehetőségei

2.6.15.4. Összegzés (...folytatás)

Benedek László (2005). Játék és pszichoterápia. Budapest: Könyvfakasztó Kiadó.

Caldarella, P., Merrell, K. W. (1997). Common dimensions of social skills of children and adolescents: A taxonomy of positive behaviors. School Psychology Review, 26(2), 264–278.

Caprara, G. V., Barbaranelli, C., Borgogni, L., Perugini, M. (1993). The „Big five questionnaire”: A new questionnaire to assess the five factor model. Personal and Individual Difference, 15(3), 281–288.

Cefai, C., Cavioni, V. (2014). Social and emotional education in primary school. New York: Springer.

Chen, K. (2006). Social skills intervention for student with emotional/behavioral disorders: A lit­erature review from the American perspective. Educational Research and Reviews, 3, 143–149.

Crick, N. R., Dodge, K. A. (1994). A review and reformulation of social information processing mechanism in children’s adjustment. Psychological Bulletin, 115, 74–101.

Crowne, K. A. (2009). The relationship among social intelligence, emotional Intelligence and cultural intelligence. Journal of Organization Management, 6(3), 148–163.

Damasio, A. R. (1995). Toward a neurobiology of emotion and feeling: Operational concepts and hypotheses. The Neuroscientist, 1, 19–25.

Denham, S. A., Ferrier, D. E., Howarth, G. Z., Herndon, K. J., Bassett, H. H. (2016). Key con­siderations in assessing young children’s emotional competence. Cambridge Journal of Education.

Dogan, T., Cetin, B. (2009). The Validity Reliability and Factorial Structure of the Turkish Version of Tromso Social Intelligence Scale. Educational Science: Theory and Practice, 9(2), 709–720.