That's actually what comes to mind when I think of social competencies. As a teenager, I had to figure out my role at home, at work, and in my group of friends. I had to get used to the questions every adult seems bound to ask a teenager --Where are you going to college? What are you going to major in? -- and learn how to answer "I don't know; how should I know what I want to do with my life now?" in a socially acceptable way. I had to figure out what my role was, what I wanted it to be, and how to articulate that.
In Avalon High, Ellie has to do the same. I think it's no accident that readers can figure out who everyone "is" by page 30. Ellie (Elaine), after all, has to be Lady of Shalott. It only makes sense. It's who her mother named her after, and what Mr. Morton -- and, to some extent, the reader -- expects. "Everything" seems to point there. The role is ready for her. She just has to step up and do it. The only problem is that she doesn't want it. She refuses to accept that she really is the Lady of Shalott, and in the end, that's why she succeeds. Because of her empathy for Will, she refuses to stay out of the way like she "should." As a result, history isn't repeated. I also loved that she refused to believe that she had to play a role. Even after handing the sword to Will and being revealed as the Lady of the Lake, she refuses to be defined by that: " 'I'm not the Lady of the Lake,' I said firmly....Besides, what if it is true? If you really are Arthur; and I really am Lady of the Lake. . .well, then this isn't how the story's supposed to go, is it? With us, I mean. Together. Like this" (287-288).* Elaine was a pretty independent character to begin with, but what she and the reader learn is that you don't have to accept the role that everyone thinks is designed for you. You need to make your own way.
A lot of what I've said so far can really be said for the next asset we're going to discuss, "Positive Identity," but I think that, especially as a teenager, these two are linked. Much of the way I figured out who I was and what I wanted to be was in my interractions with my friends. What did they expect of me? Is that what I wanted? Decision-making was partially wrapped up in what I wanted, partially in what everyone else wanted or expected. Resisting peer pressure is easier when you know who you are, or as in Elaine's case, who you aren't.
Cabot, Meg. Avalon High. New York: HarperCollins, 2006.