In its initial definition proposed in the 1990s, the WHO broadly defined psychosocial competence as "a person’s ability to cope effectively with the demands and challenges of daily life. It is a person’s ability to maintain a state of psychological well-being and to demonstrate this through appropriate and positive behavior in interactions with others, their culture, and their environment” (WHO, 1994). The development of this overall psychosocial competence can be achieved through "the teaching of basic life skills" (WHO, 1994). Today, data from the literature allow us to define psychosocial competencies (PSCs) in a precise and well-founded manner. They constitute a coherent and interconnected set of psychological capacities (cognitive, emotional, and social), involving knowledge, intrapsychic processes, and specific behaviors, which enable the strengthening of empowerment, the maintenance of psychological well-being, the promotion of optimal individual functioning, and the development of constructive interactions. Based on the WHO’s theoretical framework, major international classifications, and current evidence, a new integrative CPS classification centered on key CPS is proposed. This updated CPS classification focuses on the main CPS highlighted in the literature. Thus, 9 general CPS (comprising a total of 21 specific CPS) grouped into three broad categories were identified: 3 cognitive CPS (self-awareness, self-regulation, making constructive decisions), 3 emotional CPS (awareness of one’s emotions and stress, regulating emotions, and managing stress), and 3 social CPS (communicating constructively, developing constructive relationships, and resolving difficulties).