1332 - SOCIAL COGNITIVE SKILLS PROMOTE SOCIAL-EMOTIONAL HEALTH IN CHILDREN AND ADULTS

Session: P_D14S002 - Poster Session 2 - Division 14
AUTHORS:
Birch Susan (University of British Columbia ~ Vancouver ~ Canada) , Kataria Ashali (University of British Columbia ~ Vancouver ~ Canada) , Stewardson Charlotte (University of British Columbia ~ Vancouver ~ Canada) , Rho Kate (University of British Columbia ~ Vancouver ~ Canada) , Craig Shannon May (University of British Columbia ~ Vancouver ~ Canada)
Abstract text:
This presentation shares our recent research showing how improving social cognitive skills—like understanding others' thoughts, feelings, and perspectives (also known as social perspective taking abilities)—can boost social-emotional well-being in both children and adults.


In one line of research, we examined how these skills relate to different aspects of children's social-emotional development using a multi-faceted, multi-measure, approach. We studied 768 children (ages 3-12) and found that those better at understanding others had stronger friendships, better communication, more cooperation, and were more likely to help others. Social cognition strongly predicted positive traits like communication and cooperation, and also predicted social-emotional difficulties such as conduct problems and hyperactivity-impulsivity.


In other research, we explored whether strong social cognitive skills could protect children during stressful times—specifically, during the COVID-19 pandemic, when many experienced increased stress and fewer peer interactions. Parents of 120 children completed surveys on their child's social-emotional health, social skills, and social interaction changes. For some children, we had data from both before and after pandemic restrictions. As expected, children with fewer in-person interactions during the pandemic showed more emotional and behavioral difficulties showing the importance of social interaction on wellness. However, those with stronger social cognitive skills were less affected, suggesting these skills protect against stress.


In other research, we investigated whether social cognitive skills protect university students' mental health (e.g., reducing anxiety and depression) and whether teaching strategies to enhance social cognition and reduce cognitive biases can improve their well-being.


Together, our findings highlight the value of fostering social cognition in children and adults to promote emotional resilience and well-being. We highlight practical applications of this work for researchers, clinicians, educators, and policymakers.