Propuesta psicoeducativa de entrenamiento en habilidades sociales para niños de educación básica desde una revisión bibliográfica

The development of social skills in childhood constitutes a protective factor against problems of school coexistence and socioemotional adaptation. This study aimed to describe psychoeducational programs focused on strengthening such skills implemented in Latin America with primary school children and to design a baseline psychoeducational proposal grounded in the findings. A literature review was conducted on interventions implemented between 2010 and 2025, identifying aspects such as duration, methodologies used, and results obtained. The seven programs reviewed ranged from 10 to 36 sessions, lasting two to seven months, and employed active methodologies (role-playing, dramatizations, debates, and cooperative activities), assessing their effectiveness through pre- and post-intervention psychometric instruments. The results showed significant improvements in self-esteem, assertive communication, social integration, and reduction of aggressive behaviors, although limitations were identified related to longitudinal follow-up, methodological heterogeneity, and the integration of teachers and families. In response, a psychoeducational proposal of 24 sessions for students was designed, complemented by workshops for teachers and parents, addressing self-awareness, emotional regulation, and conflict resolution. It is concluded that the proposal is relevant, flexible, and sustainable, and its empirical validation in diverse educational contexts is recommended.