Affective Social Competence in Adolescence: Current Findings and Future Directions Jordan A. Booker 1 and Julie C. Dunsmore 2 1 Emory University 2 Virginia Tech Abstract Affective Social Competence (ASC) is a conceptual framework describing comple- mentary processes of sending, receiving, and experiencing emotions in dynamic interactions. This framework may be applied across the lifespan. To date, however, empirical studies addressing ASC have focused predominantly on childhood sam- ples. In this review, we examine empirical evidence relevant to ASC in adolescence in comparison with childhood. We then discuss future directions that may promote understanding of Affective Social Competence among adolescent samples: the use of person-oriented analyses to integrate all three components of ASC; consideration of understudied social contexts that may influence and be influenced by ASC; and use of microgenetic designs to examine growth across transitions during early, mid- dle, and late adolescence. Keywords: emotion; theories; social skills; adolescence; context(s) Introduction Emotional skills—including communication and interpretation of emotion-laden messages and management of emotional experiences—are key in social interactions. Halberstadt and colleagues integrated research and theory into a conceptual model called Affective Social Competence (ASC; Halberstadt, Denham, & Dunsmore, 2001). The ASC model proposed three dynamically integrated components: (1) sending affective messages (i.e., communicating emotions through face, voice, body language), (2) receiving affective messages (i.e., recognizing others’ emotions through verbal and nonverbal cues), and (3) experiencing affect (i.e., identifying and managing one’s own emotional experience). The ASC model applies across the lifespan, yet its empirical foundation focuses on early to middle childhood. Our pur- pose is to extend the ASC model to adolescence. In particular, we examine the extent to which empirical literature supports changes in ASC in adolescence com- pared with childhood. Correspondence should be addressed to Jordan Booker, 36 Eagle Row, Psychology and Inter- disciplinary Sciences Building, Emory University, Atlanta, GA 30322, USA. Email: Jordan. Booker@emory.edu V C 2016 John Wiley & Sons Ltd Social Development Vol 00 No. 00 00–00 Month 2016 doi: 10.1111/sode.12193