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Peer relationships play a critical role in the development of social skills and personal feelings essential for personal growth and life-long adjustment (Hansen, Nangle, & Meyer, 1998), and are a key factor in the development of personal identity and independence from the family circle (Mayseless, Wiseman, & Hai, 1998). Children and adolescents who are popular or accepted by their peers receive more social reinforcement, which improves their adaptation, not only in social areas but also in personal and school ones (Inderbitzen, Walters, & Bukowski, 1997; La Greca & Lopez, 1998). Acceptance or popularity among peers is closely connected to prosocial behavior (Markiewicz, Doyle, & Brendgen, 2001). The Teenage Inventory of Social Skills (TISS; Inderbitzen, 1992) is the only self-report designed exclusively to reflect behaviors functionally related to peer acceptance in adolescence. The psychometric properties of the TISS have proved to be satisfactory in samples of adolescents in USA (Inderbitzen, 1992; Inderbitzen & Foster, 1992; Inderbitzen & Garbin, 1992), but they have not been examined among those who are Spanish-speaking. The aim of the present work was to determine the reliability and validity of the Spanish translation of the TISS.