La identificación de conductas disociales que anteceden al trastorno antisocial de la personalidad y los factores protectores asociados al mismo, se ha convertido en un objetivo prioritario en los contextos de violencia que actualmente se viven en México por su contribución al establecimiento de mecanismos de prevención. Este estudio busca identificar la relación entre las competencias socioemocionales y algunas variables sociodemográficas con las conductas disociales en adolescentes. Se aplicaron el Inventario de Cociente Emocional (EQ-i) y la Escala de Conductas Disociales (ECODI-27) a una muestra de 471 adolescentes residentes de la Zona Metropolitana de Guadalajara, México. Los resultados confirmaron la hipótesis de que escasas competencias emocionales (específicamente manejo del estrés y competencias interpersonales) predicen la presencia de conductas disociales.  Palabras claves: Conducta Disocial, Competencias, Competencias Socioemocionales, inteligencia Emocional, Adolescentes, Psicología Adolescente. AbstractIdentification of antisocial behaviors that precede the antisocial disorders and protective factors associated with them, has become a priority in the context of violence currently experienced in Mexico, due to its contribution in establishing preventive mechanisms. This study aims to identify the relationship between socio-emotional skills and socio-demographic variables concerning to antisocial behavior in adolescents. A sample of 471 adolescents living in Guadalajara metropolitan area, were assessed with the Emotional Quotient Inventory (E Q-i), and the 27-item Dissocial Behavior Scale (ECODI27). The hypothesis that lower emotional competences (specifically, stress management and  interpersonal skills) predict the presence of dissocial behavior was confirmed by the results.  Keywords: Dissocial Behavior, Competence, Socio Emotional Competences, Social Skills, Emotional Intelligence, Adolescents, Adolescent Psychology.

Introduction: Anxiety symptoms in young children can have negative consequences such as the deterioration of family and interpersonal functioning, and may lead to the development of an anxiety disorder; therefore, the importance of prevention. Objective: The aim of this study was to evaluate the effectiveness of the Fun FRIENDS program in the reduction of children’s anxiety symptoms and the promotion of emotional and behavioral competences as a protective factor in a sample of Mexican children. Methodology: The participants included 49 children from the first grade at elementary school along with their teachers. The program was implemented by teachers as twelve consecutive one-week sessions conducted in the classroom. The outcome was measured with a pretest-posttest quasi-experimental design. Measures included the Preschool Anxiety Scale (PAS), for parents, Behavioral and Emotional Rating Scale (BERS-2), for parents, and Strengths and Difficulties Questionnaire (SDQ), for parents and teachers. Results: Findings showed a decrease in the subscale of separation anxiety of the PAS, an increase in the interpersonal, intrapersonal and affective strengths subscales of the BERS-2, and an increase in prosocial behavior as measured by the SDQ. Conclusions: Results indicate promise for the effectiveness of the Fun FRIENDS program as an early intervention program based on the promotion of resilience for Mexican children.

Abstract This research paper shows a descriptive correlational study is to identify the role of the social and emotional competences as a protective factor against anxious and depressive symptomatology in adolescents. Participants were 840 Mexican adolescents that completed the Emotional Quotient Inventory, Youth Version: EQ-I:YV by Bar-On, the Revised Children’s Manifest Anxiety Scale, RCMAS by Reynolds and Richmond, and the Children’s Depression Inventory, CDI by Kovacs. We found a negative relationship between variables. In the same way, it was observed that social and emotional competences had a predictive value of 14% on the anxious symptomatology and 39% on the depressive symptomatology. The results support the importance of developing programs emphasizing socio-emotional skills training to prevent early onset of affective disorders. Resumen El presente artículo de investigación presenta un estudio de tipo descriptivo correlacional que buscó identificar el papel de las competencias socioemocionales como un factor protector ante la sintomatología ansiosa o depresiva en adolescentes. La muestra se compuso de 840 adolescentes mexicanos a los que se les aplicó el Inventario de Coeficiente Emocional de Bar-On (EQ-i: YV), la Escala de Ansiedad Manifiesta en Niños Revisada (RCMAS), de Reynolds y Richmond, así como el Inventario de Depresión Infantil (CDI) de Kovacs. Se observó una relación negativa entre las variables, y un valor predictivo de las competencias socioemocionales de un 14% para sintomatología ansiosa y de un 39% para sintomatología depresiva. Estos resultados avalan la importancia de desarrollar programas que, a partir del entrenamiento en competencias socioemocionales, contribuyan a prevenir la aparición temprana de trastornos afectivos.

The purpose of this study was to identify the predictive level of socio-emotional skills on resilience. The Inventory of Socioemotional Skills (EQi-YV) and the Resilience Scale for Adolescents (READ) were applied to a sample of 840 Mexican adolescents. The results obtained through a structural equation analysis, indicated that adaptability, optimism and selfsteem, promote personal competences, while interpersonal skills and generating a positive mood, facilitate social competence associated with resilience. The management of negative emotions, like anger, lost significance in the model. The results are discussed in light of the importance of positive adolescent development.

Introduction: Research has shown that the number of children and adolescents experiencing emotional difficulties such as anxiety is escalating, especially for those groups at risk. Living in an orphanage has been considered a risk factor for delays in an individuals’ social, emotional and behavioral development. Objective: The aim of this study was to evaluate the effectiveness of the Spanish version of the FRIENDS program, a CBT-based resilience program, with 57 girls from low socioeconomic status (SES) background that were living in an orphanage. Method: Participants received the program for 10 consecutive weeks, and pre- and post-test measures were collected.  Measures evaluated participants’ anxiety symptoms, level of self-concept, hope, coping skills, and psychosocial difficulties. Social validity was also assessed. Results: Results showed positive changes, including a decrease in anxiety symptoms and psychosocial difficulties, as well as an increase in their proactive coping skills. Several subscales and items of the self-concept and hope outcome measures also reported statistically significant improvements. Conclusions: Participants and parents/caregivers reported that the program was both enjoyable and useful. Implications of the findings and directions for further research are discussed.