<?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>1578-908X</journal-id>
<journal-title><![CDATA[Acción Psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Acción psicol.]]></abbrev-journal-title>
<issn>1578-908X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Educación a Distancia (UNED)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1578-908X2016000100191</article-id>
<article-id pub-id-type="doi">10.5944/ap.13.1.15787</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Dialogando sobre emociones con niños en riesgo de exclusión social: un estudio preliminar]]></article-title>
<article-title xml:lang="en"><![CDATA[Talking about emotions with children at risk of social exclusion: a preliminary study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández-Angulo]]></surname>
<given-names><![CDATA[Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintanilla]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gimenez-Dasi]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia (UNED)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valencia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>191</fpage>
<lpage>206</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1578-908X2016000100191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1578-908X2016000100191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1578-908X2016000100191&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tiene como objetivo principal probar de forma preliminar el funcionamiento de un programa de intervención para mejorar las competencias emocionales en niños de entre 9 y 10 años en situación de riesgo de exclusión social. El programa se centra en la mejora de algunos componentes del conocimiento y la regulación emocional. Para ello, se utilizó un diseño pre-experimental de un solo grupo con pretest y postest (N = 14). Los niños asistieron a las sesiones una vez por semana durante cuatro meses. Los resultados mostraron una mejora estadísticamente significativa en manejo de emociones, adaptabilidad e inestabilidad emocional, además de una utilización más efectiva de estrategias de regulación emocional. No se encontraron diferencias significativas entre niños de familias españolas e inmigrantes. En la discusión se señala la conveniencia de promover este tipo de programas para prevenir problemas de salud mental en este tipo de población.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this work was to pilot the efficacy of an intervention programme to enhance emotional competences in children aged 9 and 10 living in poverty and risk of social exclusion. The programme focuses on specific components of emotion knowledge and emotion regulation. A one group pre-experimental design with pre and posttest measures was used (N = 14). Children attended weekly sessions during four months. Results showed a significant improvement in emotion managing, adaptability and emotional instability. Children also showed a more efficient use of emotion regulation strategies. No differences were found among Spanish children and children from other countries. In the discussion section we point out the convenience of this kind of programmes to prevent mental health problems in this population.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[competencia emocional]]></kwd>
<kwd lng="es"><![CDATA[regulación emocional]]></kwd>
<kwd lng="es"><![CDATA[inestabilidad emocional]]></kwd>
<kwd lng="es"><![CDATA[niños en riesgo de exclusión social]]></kwd>
<kwd lng="en"><![CDATA[emotional competence]]></kwd>
<kwd lng="en"><![CDATA[emotion regulation]]></kwd>
<kwd lng="en"><![CDATA[emotional instability]]></kwd>
<kwd lng="en"><![CDATA[children at risk of social exclusion]]></kwd>
</kwd-group>
</article-meta>
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