LAUSR

ABSTRACT Children’s social competence is important for their general wellbeing and life satisfaction. Often it is an area identified as problematic for children brought to the attention of a psychologist, particularly for children with brain injuries. However, it can be difficult to pin down exactly where social difficulties lie, and therefore how best to help. The current article draws together the literature on social competence from brain injury and from more general developmental research. A hierarchical model is presented with three layers: social adjustment, social functioning, and social cognition. Additional factors likely to be relevant for children with brain injuries are noted. This framework can be used to guide psychologists’ casework around social competence, aiming to provide a practical and coherent structure for assessment that can then support formulation, person centred planning, and tailored interventions.