<?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>1659-2913</journal-id>
<journal-title><![CDATA[Revista Costarricense de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Costarric. Psic]]></abbrev-journal-title>
<issn>1659-2913</issn>
<publisher>
<publisher-name><![CDATA[Colegio Profesional de Psicólogos de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1659-29132019000200205</article-id>
<article-id pub-id-type="doi">10.22544/rcps.v38i02.05</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Resiliencia Infantil: Intervención para promover recursos en contextos vulnerables]]></article-title>
<article-title xml:lang="en"><![CDATA[Child Resiliency: Intervention to Promote Resources in Vulnerable Contexts]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morelato]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Korzeniowski]]></surname>
<given-names><![CDATA[Celina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Greco]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ison]]></surname>
<given-names><![CDATA[Mirta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Aconcagua Facultad de Psicología Instituto de Ciencias Humanas Sociales y Ambientales (INCIHUSA), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET).]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</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>38</volume>
<numero>2</numero>
<fpage>205</fpage>
<lpage>223</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1659-29132019000200205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1659-29132019000200205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1659-29132019000200205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los objetivos de este trabajo fueron valorar la eficacia de un programa de intervención destinado a estimular recursos sociocognitivos vinculados a la resiliencia (atributos internos, solución de problemas y creatividad en el marco de su ambiente social) y comparar la efectividad de la intervención en función de dos modalidades de aplicación: en grupos completos (GC) y en grupos reducidos (GR). Diseño: cuasiexperimental, con pre - post evaluación, constituido por 95 escolares. Instrumentos: Cuestionario de Resiliencia (González-Arratia &amp; Valdez-Medina, 2011), Solución de problemas en Situaciones de Vulnerabilidad Familiar (SPVF, Morelato, 2019), Test de Creatividad Gráfica (Marín- Ibañez, 1995) y Test de Usos Inusuales (Guilford, 1950). Resultados: En los niños y las niñas que recibieron intervención en pequeños grupos hubo un incremento de las habilidades para identificar las emociones, generar alternativas, anticipar consecuencias y en la creatividad verbal. Estos resultados brindan evidencia sobre la efectividad de los abordajes preventivos en el contexto escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Our objectives were to assess the efficacy of an intervention program aimed at stimulating social-cognitive resources connected to resilience (internal attributes, problem solving and creativity within the framework of their social environment) and to evaluate the efficacy of the intervention regarding two application modes: complete groups (GC) and reduced groups (GR). Design: quasi-experimental, with pre- and post-evaluation. Sample: 95 school children. Instruments: Resiliency Questionnaire (González-Arratia &amp; Valdez-Medina, 2011), Problem Solving and Family Vulnerability (SPVF, Morelato, 2019), Graphic Creativity Test (Marín-Ibañez, 1995), and the Alternative Uses Test (Guilford, 1950). The children that were intervened with the reduced group mode showed an increase in identifying emotions, generating alternatives, anticipating consequences and verbal creativity. These results provide information about the effectiveness of preventive approaches used in the school context.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[resiliencia]]></kwd>
<kwd lng="es"><![CDATA[vulnerabilidad social]]></kwd>
<kwd lng="es"><![CDATA[programas educativos]]></kwd>
<kwd lng="es"><![CDATA[prevención]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="en"><![CDATA[Resilience]]></kwd>
<kwd lng="en"><![CDATA[Social Vulnerability]]></kwd>
<kwd lng="en"><![CDATA[Educational Programs]]></kwd>
<kwd lng="en"><![CDATA[Prevention]]></kwd>
</kwd-group>
</article-meta>
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