<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0124-0137</journal-id>
<journal-title><![CDATA[Psicogente]]></journal-title>
<abbrev-journal-title><![CDATA[Psicogente]]></abbrev-journal-title>
<issn>0124-0137</issn>
<publisher>
<publisher-name><![CDATA[Universidad Simón Bolívar]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-01372019000200083</article-id>
<article-id pub-id-type="doi">10.17081/psico.22.42.3490</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre habilidades para la vida y riesgos vitales en adolescentes escolarizados de la ciudad de Armenia]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between life skills and vital risks in adolescents who attend school in the city of Armenia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade Salazar]]></surname>
<given-names><![CDATA[José Alonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Portillo Sandoval]]></surname>
<given-names><![CDATA[Juan Gonzales]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calle]]></surname>
<given-names><![CDATA[Diego Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de San Buenaventura  ]]></institution>
<addr-line><![CDATA[Armenia ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de San Buenaventura  ]]></institution>
<addr-line><![CDATA[Armenia ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de San Buenaventura  ]]></institution>
<addr-line><![CDATA[Armenia ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>22</volume>
<numero>42</numero>
<fpage>83</fpage>
<lpage>105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-01372019000200083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-01372019000200083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-01372019000200083&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo:  Analizar la relación entre habilidades para la vida y riesgos vitales en adolescentes escolarizados.  Método:  Esta es una investigación cuantitativa descriptiva-correlacional, en la que se aplicó la escala de habilidades para la vida de Díaz, Rosero, Melo y Aponte (2013), y se diseñó un cuestionario de identificación de riesgos vitales y una ficha de caracterización. La muestra fueron 107 estudiantes (adolescentes entre 12 y 17 años) de 9°, 10° y 11° de bachillerato de una institución educativa pública de la ciudad de Armenia, y fueron seleccionados a través de un muestreo no probabilístico.  Resultados:  En las habilidades para la vida prevalecen: empatía (65,4 %), toma de decisiones (57,9 %), solución de problemas y conflictos (62,6 %). Los riesgos psicosociales identificados son: relacional (81,3 %), intergrupal (95,3 %), personal (97,2 %), psicológico (96,3 %), y comunitarios (96,3 %). Existe correlación entre manejo de sentimientos y emociones, tensiones y estrés con regulación emocional y reconocimiento de fuentes de estrés (p=0,566); manejo de tensiones y estrés, y comunicación efectiva y asertiva con humildad y estrategias específicas (p=0,5) como respirar profundamente y tener pensamientos saludables (p=0,605).  Conclusiones:  Una relación sana con los padres mejora sus habilidades para la vida, pero disminuye el reconocimiento de riesgos en el hogar y el ambiente; interacciones conflictivas con los padres afectan las habilidades para la vida; manejar sentimientos y emociones se relaciona con la regulación y expresión emocional, así, quien aprehende afectivamente a explorar su vida emocional tiene mejores habilidades para identificarlas, implementarlas y expresarlas al momento de tomar decisiones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective:  This paper aims to analyze the relationship between life skills and vital risks in adolescents who attend school.  Method:  This is a quantitative correlational descriptive-research; in this research a scale based on life skills by Diaz, Rosero, Melo and Aponte (2013) was applied, and also a vital risk identification questionnaire and a sheet of characterization were designed. 107 from ninth, tenth and eleventh grade students (adolescents aged 12-17) of a public high school from Armenia (Col) through a non-probabilistic were selected and sampled.  Results:  As result, life skills such as: empathy (65,4 %), decision-making (57,9 %), problem and conflict solving (62,6 %). Identified psychosocial risks are, as follows: relational (81,3 %), intergroup (95,3 %), staff (97,2 %), psychological (96,3 %), community (96,3 %). There is a correlation between feelings and emotions, tensions and stress with emotional regulation and recognition of sources of stress management (p = 0,566); tension and stress management, and effective and assertive communication with humility (p = 0,5) and specific strategies such as breathing deeply and thinking healthy thoughts (p = 0,605).  Conclusions:  A healthy relationship with parents improves life skills, but the recognition of risks at home and the environment decreases. Conflicting interactions with parents affect life skills. To cope with feelings and emotions is related with regulation and emotional expression, thus, who apprehends affectionately to explore on its own emotional life, has better skills to identify, implement and express them when making decisions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[adolescencia]]></kwd>
<kwd lng="es"><![CDATA[habilidades para la vida]]></kwd>
<kwd lng="es"><![CDATA[conductas de riesgo]]></kwd>
<kwd lng="es"><![CDATA[riesgo social]]></kwd>
<kwd lng="es"><![CDATA[riesgo ambiental]]></kwd>
<kwd lng="es"><![CDATA[riesgo familiar]]></kwd>
<kwd lng="en"><![CDATA[adolescence]]></kwd>
<kwd lng="en"><![CDATA[life skills]]></kwd>
<kwd lng="en"><![CDATA[risk behaviours]]></kwd>
<kwd lng="en"><![CDATA[social risk]]></kwd>
<kwd lng="en"><![CDATA[environmental risk]]></kwd>
<kwd lng="en"><![CDATA[family risk]]></kwd>
</kwd-group>
</article-meta>
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