SELF-CONCEPT, INTERPERSONAL DIFFICULTIES, SOCIAL SKILLS & ASSERTIVENESS IN TEENAGERS

The literature considers the importance of social skills, self-concept and other related terms on the personal and academic development of adolescent. In this study, we use a quasi-experimental pre-test & post-test design with intentional selection of the sample, and analyse training needs on the area of social skills related to Emotional Intelligence (EI) of 142 students from seven secondary schools, who attend Initial Vocational Training Programmes (PCPI). The evaluation process use four questionnaires: The Form 5 about self-concept / AF5 by Musitu Garcia (2001), the Assessment Questionnaire about Interpersonal Difficulties in Adolescence / CEDIA by Saura, Mendez and Hidalgo (2000), Social Skills Scale / EHS by Gismero (2000) and the Assertive Conduct Self-report / ADCA by Garcia Perez and Magaz Lago (1994). The data analysis describe characteristics and needs and evaluate information obtained regarding deficits and improvements before and after intervention with these students, through an intervention programme to improve that skills. The information collected has allowed to highlight the changes needed by these young people in their socio-emotional response, since they are in constant risk, and have a lack of skills to avoid certain conflicting behaviours. The results reported show no statistically significant differences between pre-test and post-test, which raises a need to improve more profound and extensive interventions to develop these skills.