INTRODUCTION

Adolescence is a stage of great and rapid changes at the physical, cognitive, emotional and social levels; At this stage, the family, the school and the community are important social supports against the risks that could affect the process of their development: violence, unwanted pregnancies, dysfunctional families, bullying, drug use, among others (^{Borrás, Reynaldo and López, 2017}). An impoverished and negative social environment hinders and limits the development capacities of adolescents, but some overcome these unfavorable conditions and transform it into advantages. Vera-Bachman (2015) reports that resilience in educational contexts in rural areas where challenging living conditions exist, favors learning and reduces school dropout; and, allows the consequences of marginality, poverty and exclusion to be overcome. Jiménez (2018) argues that resilience is essential for adolescent adaptation to their environment, and that in Peru there are different risk factors that could truncate their successful development at this stage.

The San Luis de Shuaro district is considered by the Ministry of Development and Social Inclusion [MIDIS] as one of the poorest at the national level (MIDIS, 2016), places it on a list of vulnerable populations that must be attended to through the Fund for Economic Inclusion in Rural Areas. In this district, adolescents experience numerous adversities, due to the fact that the town does not have the necessary resources for the execution of water and sanitation infrastructure, electrification, telecommunications and neighborhood roads, educational infrastructure, etc. There is evidence of a 12.9% delay in the education of children and adolescents, mainly at the secondary level, a fact that places this district as the second most problematic in the region (Ministry of Education of Peru [MINEDU], 2019a), a problem that coexists with family and sexual violence. According to the National Institute of Statistics and Informatics, in 2011 there were 3,517 cases registered and in 2013 it increased to 3,898, these situations negatively affect the emotional, social and cognitive development of minors (^{Alcázar and Ocampo, 2015}). Another fact that is related to the study problem is school bullying; in 2016, 380 cases were registered in Junín and in 2019 it increased to 1,269 (MINEDU, 2019b). The victims are fragile children and adolescents, with low self-esteem, feelings of inferiority, unable to defend themselves against physical, verbal or social abuse (González, 2015).

These adversities experienced by adolescents in San Luis de Shuaro, could be determining an inadequate cognitive, emotional and social development, affecting their social skills, as well as their ability to resist adversity. For this reason, it is vital to understand the facts of reality and on that basis, carry out actions to face them, seeking strengths between personal and cultural factors that could be considered favorable (^{Ortega and Mijares, 2018}).

Even though resilience is an old concept, which appeared more than 35 years ago (Gonzáles-Arratia, 2016; ^{Vanistendael and Saavedra, 2015}), it is still in force today; it refers to the capacity of resistance that a person has to not yield to the action of unfavorable external agents, face them positively and overcome them (Gonzáles-Arratia, 2016; ^{Ortega and Mijares, 2018}); Resilience arises from situations that generate great impact, collective or personal, that could be part of everyday experiences. ^{Infante (2002}) and ^{Grotberg (2006}) agree in pointing out that it is a dynamic process where the influence of the environment and the individual interact, allowing the person to adapt despite the current adversity; It is not the ability to deny the existence of a problem, wound or pain that is experienced, but to face it, overcome it, and even transform it into a positive factor that will avoid harm to the person. ^{Huertas (2017}) adds that adversity strengthens more than overprotection from danger, since it allows people to achieve high levels of competence and health; reason why ^{Cardozo (2008}) argues that it is necessary to promote the development of social, cognitive and emotional skills to successfully face the challenges.

Social skills are a set of verbal and non-verbal responses learned and issued by an individual in an interpersonal context where he expresses his feelings, attitudes, wishes and opinions or exercises his rights in a way that is relevant and appropriate to the situation; respecting others, a fact that generally solves immediate problems while minimizing the possibility of future problems (^{Alvarado, 2018}; ^{Caballo, 2000}). Social skills are acquired, sustained or modified by a process of positive reinforcement, by the social consequences of the behavior itself; In this learning process both intrinsic factors (cognitive and emotional processes) and extrinsic factors (consequences of behavior, the cultural environment in general) and mainly the interaction between both play an important role (^{Huertas, 2017}).

Adolescents' resilience is a promoter of productive and healthy development, they need to learn social skills from desirable social norms and behaviors (^{Pichardo, Justicia and Fernández, 2009}; ^{Salgado, 2005}). Resilience and social skills can reduce the harmful effect of harmful environments, prevent psychological problems that affect mental health and the social environment itself, favoring the healthy and successful development of adolescents (^{Steinberg and Morris, 2001}). ^{Cardozo, Cortés, Cueto, Meza and Iglesias (2013}) and ^{Corchado, Díaz-Aguado and Martínez (2017}), found that adolescents living in risky conditions (drug abuse, dysfunctional families, neglect, abandonment, poverty and forced displacement of their homes) show resilient factors to stand out favorably; ^{López (2015}) reports similar results, and, ^{Márquez, Verdugo, Villarreal and Sigales (2016}) found that among adolescent victims of violence, women are more resilient than men.

^{Ikesako and Miyamoto (2015}) and ^{Alvarado (2018}) argue that in the face of the various challenges and risks currently experienced, the family, the school and the state have the responsibility to promote the development of social and emotional skills to adequately face them; its role is to promote certain values and capacities such as perseverance, communication, solidarity and self-esteem, which will allow the development of better learning environments for the successful development of the adolescent. ^{Coronel, Levin and Mejail (2011}) point out that having pro-social behaviors benefits the development of self-esteem and psychological well-being, while inhibiting maladaptive interaction styles such as aggressiveness, emotional lack of control and social isolation (^{Ingles, Martinez-Gonzalez, Torregrosa, Garcia-Fernandez and Ruiz, 2012}). ^{Peréz (2015}) refers that acquiring and developing social skills is an important resource for social integration and adaptation.

A study made by ^{Bolaños and Jara (2016}) found that families able to provide an adequate family environment for their members find it easier to develop resilient behavior, healthy social skills and protectors to face adversities; ^{Velezmoro (2018}) found positive and low correlations between resilience and family cohesion. Likewise, Fleming (2005) related social skills with resilience and showed that adolescents have the power to freely express their attitudes, emotions and behaviors, because they could communicate their state of mind. Likewise, ^{Cardozo, Dubini, Fantino and Ardiles (2011}) found that adolescents who show greater consideration for others, show greater empathy, a fact that favors their adaptation and socialization in their environment. Arboleada, Del Carmen, Segura and Edit (2012), ^{Matos and Mónica (2014}) and ^{Fuentes (2013}), related resilience with social skills, finding that there is a significant positive relationship between them. However, in the studies carried out by ^{Donayre (2016}) and ^{Landauro (2015}) this relationship was not confirmed.

It can be affirmed that resilience and social skills are fundamental in the socio-emotional development of the human being, since they allow the person to adapt to their environment and successfully face adverse events that arise in human interaction (^{Dascanio et al., 2015}; ^{Donayre, 2016}; ^{Zolkoski and Bullock, 2012}). For this reason, the present study is relevant insofar as it will allow us to contribute to the existing discrepancies in the literature regarding the relationships between the two concepts; It is novel regarding the group chosen to investigate, adolescents from a very poor Andean area. On the other hand, the results obtained may help the educational institutions studied, or others with characteristics similar to the sample studied, to find out how resilience and social skills are found in adolescents in this type of population with limitations and adversities.

The objective of the study is to relate resilience and social skills in adolescents from 12 to 17 years of age in San Luis de Shuaro, La Merced, and also seeks to compare the research variables through gender and the constitution of the family with that of the adolescent lives.

METHOD

The study is associative, with a predictive design (^{Ato, López & Benavente, 2013}), which has traditionally been called correlational (^{Hernández-Sampieri & Mendoza, 2018})

RESULTS

Descriptive statistics show that the resilience variable shows that the sample as a whole reports relatively high levels, an average relatively closer (2.85) to the maximum test score (4). According to the dispersion analysis, it is observed that the scores obtained from the samples have been more homogeneous, since the coefficient of variation has been less than 30% (National Institute of Statistics and Census [INEC], 2013), it means closest to the average value.

Regarding the variable social skills, it is found that most adolescents use communication skills better, being this factor the one with the highest average score (M=2.08), followed by the means of planning skills factors (HDP=1.96) and stress facing abilities (HFE=1.86) these three factors are those that have more homogeneous scores, closer to the mean and with a coefficient of variation of less than 30% (INEC, 2013). It is also evident that there are relatively low scores on the one hand, and on the other hand, the means of all the factors are below the midpoint of the item rating (0 to 7 points). Likewise, it can be pointed out that the lowest means correspond to the subscales: feelings related skills (DRS) and proamical skills (HPA).

The Kolmogorov-Smirnov test reported that in the dimensions of the social skills variable there is an absence of normality in the distribution of scores (p <.05), on the contrary, in the resilience variable we did find normality in the only dimension (p> .05). With these results it was decided to use non-parametric tests; the Spearman test to study the correlation between the two research variables and the Mann-Whitney U test for comparisons.

The analysis of the correlations with their respective 95% confidence intervals (^{Caruso and Cliff, 1997}) of the one-dimensional variable of resilience and of the eight subscales of the social skills test, show that the resilience variable is positively and significantly associated with all dimensions of social skills. This means that a higher score on resilience is directly and proportionally associated with higher scores on the social skills test and vice versa.

Although all the correlations have statistical significance, the only relationship that could be considered strong is the one that corresponds to resilience and the skills factor against stress (HFE) that has a coefficient of .72, the others are between .46 (HP) and .61 relating RS to HDC and HDP, which could be considered moderate.

Likewise, comparative analyzes were performed using the Mann-Whitney U test, to determine if there were statistical differences between the two research variables (resilience and social skills), depending on the gender and composition of the family with which the adolescent lives (with their two parents, with one of the parents, with relatives who are not their parents). Regarding the resilience variable, no statistical differences were found between the means of men and women, and no differences were found based on who the adolescent lives with.

Regarding the social skills variable, no statistical differences were found between adolescents living with their two parents, with one of them, or with relatives who are not their parents. When social skills were compared by gender, only statistically significant differences in planning skills (HDP) were found (p <.05), indicating that women had greater planning skills than men. In the other factors of the test, no statistically significant differences were found (p> .05)

DISCUSSION

A first data that was found about the internal structure of the instruments could be explained by the type of sample used in this study (secondary school students residing in the San Luis de Shuaro district, La Merced), different from that of the authors of the two questionnaires used (students from Lima). Result that could be explained by a set of cultural differences between the two types of samples, from socioeconomic levels, parenting styles and upbringing; as well as the differences between the activities they carry out and face, the academic level they have, etc. An important aspect that needs to be reported is the sample size that was used in this study, especially when compared to the sample used by Tomás and Lescano (2003).

The main hypothesis suggests that there is a positive correlation between resilience and social skills in adolescents from 12 to 17 years old, is proven due to the positive relationship of resilience with all the component factors of social skills, that is, the greater the resilience, the better skills social; This hypothesis has generally been verified as soon as it has been tested (Arboleada et al., 2012; ^{Cardozo et al., 2011}; Fleming, 2005; ^{Fuentes, 2013}; ^{Matos and Mónica, 2014}) and explains that the resilient characteristics of the Adolescents strengthen the development of their social skills and vice versa. Therefore, being resilient and having adequate social skills contributes to the healthy development of the adolescent, they will be able to face social, family and emotional difficulties that arise (MINSA, 2011). According to ^{Benzies and Mychasiuk (2009}) and ^{Zolkoski and Bullock (2012}) the presence of resilience and adequate social skills brings with it the strengthening of individuals at all levels: personal, family and community, in this case the interaction of the teenager with his medium is enhanced. However, some studies do not support the data of this research, such as those of ^{Donayre (2016}) and ^{Landauro (2015}) who did not find a significant relationship between both variables, a systematic review of this type of results would be necessary and the cause of conflicting results.

However, it is convenient to comment that in the relationships found between resilience and the subscales of the social skills test, there is only one relationship that could be assumed to be strong, it is the correlation between RS and HFE, the other correlations obtain moderate coefficients. This could be related to the relatively low scores (lower than the midpoint of the scale) that was observed for social skills. Fact that should be taken into account if it is intended to develop preventive actions and training of social skills in children and adolescents from populations with the characteristics of the district of San Luis de Shuaro.

With regard to resilience by gender, it was evident that the values ​​obtained in resilience do not differ due to the fact that they are women or men. This does not coincide with results reported by some background of the present study. ^{Gonzales and Valdez (2011}) and ^{Márquez et al., (2016}) reported evidence that women are more resilient than men; Prado and ^{Del Aguila (2003}) also found significant differences in the area of interaction, with higher scores for women; results that agree with those reported by ^{Peña (2009}) who found that women have greater social competence than men, since they can express their emotions and thoughts with greater tenacity, a fact that helps them to be more empathetic and assertive during the interaction with others, and therefore achieve their goals and resolve their conflicts more effectively. These contradictory results with the present study can be explained, at least partially, by the difference between the samples used by the predecessors, who used students from the capital or large cities, places where the influence of social, economic and cultural variables they are radically different.

On the other hand, in reference to social skills, in this study it was evidenced that there are significant differences according to gender in relation to the values obtained in planning ability (HDP), which agrees with the results found by ^{Fuentes (2013}) who highlights This ability as one of the most important of all the skills proposed by Goldstein, and maintains that it is the most positive and significant to obtain resilient characteristics.

Among some of the limitations that can be considered in this study are, on the one hand, the fact that the sample was recruited in a small district of the Peruvian jungle (San Luis de Shuaro, La Merced province) does not allow us to generalize data to other types of populations; likewise, the sample size is relatively small to discuss the internal structure of the instruments, an issue that was fully evidenced in the case of social skills. On the other hand, working with questionnaires that allow self-observation does not always allow dealing with objective responses, which could lead to biases; to which must be added the uncontrolled presence of social desirability among the participants and other social and cultural factors that have not even been attempted to be controlled by the very nature of the study.

CONCLUSIONS AND RECOMMENDATIONS

There is a positive and significant correlation between resilience and social skills in adolescents from 12 to 17 years of age in San Luis de Shuaro, La Merced, that is, the greater the resilience, the better the social skills. Regarding the comparative objectives, no statistical differences were found in the resilience factor according to gender; When comparing the factors of social skills by gender, significant values were only found in planning skills, a skill that is more pronounced in women. When the fact with which adolescents live (with only one of the parents, with both, or with relatives who are not their parents) is used as a comparison criterion, it is determined that this factor does not generate differences in resilience or social skills.

It is important to carry out new psychometric studies to validate the internal structure of both instruments, especially with provincial populations (from the coast, the mountains and the jungle), consider the possibility of creating or adapting psychological tests for populations that are outside from the Peruvian capital. Likewise, the development of investigations with mixed methodologies is recommended, to obtain results that allow more detailed and precise analyzes. On the other hand, the low scores that the adolescents in this sample have in social skills, should be taken into account if you want to carry out preventive actions with this type of population, it would be necessary to influence the formation of social skills with more emphasis.