La imagen negativa de la adolescencia presente en el mundo occidental a lo largo de las últimas décadas ha propiciado un modelo de atención a la salud adolescente centrado en el déficit y en los factores de riesgo. Sin embargo, durante los últimos años este modelo ha empezado a ser cuestionado por enfoques que enfatizan la competencia y el desarrollo positivo de jóvenes y adolescentes. En este estudio se utilizaron dos técnicas de consenso, como son el grupo nominal y la técnica delphi, para construir, a partir de la opinión de un amplio grupo de expertos, un modelo que recogiese las competencias que pueden servir para definir un desarrollo adolescente saludable y positivo. Las competencias específicas propuestas se agruparon en cinco bloques o áreas: emocional, social, cognitiva, moral y de desarrollo personal. El modelo construido representa un punto de partida que sugiere algunas líneas de investigación e intervención de cara a la promoción de la salud y el desarrollo positivo adolescente.
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