International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Actitudes hacia la discapacidad auditiva: temáticas analizadas
Get PDFAttitudes are constructs that are learned through the experiences we live. They can be positive or negative, so it is necessary to sensitize society to consolidate, reinforce of transform preconceived attitudes. With this scene, the study aims to analyze and review the scientific production on attitudes towards hearing impairment to extract the topics already analyzed and, in this way, know the current state of the topic and the progress made on it. For this purpose, an ex post facto retrospective study is presented, with a bibliometric and thematic analysis. The sample for statistical analysis has been collected from the contributions published in the Web of Science database, making up 399 publications extracted from the period from 2013 to 2022. Regarding the results, journal articles predominate, with English as the preferred language and have been published mostly in the United States. According to the thematic analysis, it has been possible to extract from the articles analyzed different themes of attitudes towards hearing impairment, among them the use of collaborative practices, social networks, friendships and self-determination, cognitive autonomy, and social support, among others. In conclusion, there are many advances that have been made about society’s attitudes towards hearing impairment, so detecting these advances facilitates new lines of research to continue expanding the scientific literature.Lasactitudesson constructos queseaprenden através delasexperiencias quevivimos. Pueden ser positivas o negativas, por lo que se hace necesario sensibilizar a la sociedad para consolidar, reforzar o transformar las actitudes preconcebidas. Con este escenario, el estudio tiene por objeto analizar y revisar la producción científica en materia de las actitudes hacia la discapacidad auditiva para extraer las temáticas ya analizadas y, de esta forma, conocer el estado actual del tópico y los avances realizados sobre el mismo. Ante este propósito, se presenta un estudio ex post facto retrospectivo, con un análisis bibliométrico y temático. La muestra para el análisis estadístico ha sido recabada de las contribuciones publicadas en la base de datos Web of Science, conformando 399 publicaciones extraídas del periodo comprendido entre 2013 a 2022. Respecto a los resultados, predominan los artículos de revista, con el inglés como idioma de preferencia y han sido publicados en su mayoría en Estados Unidos. Según el análisis temático, se han podido extraer de los artículos analizados diferentes temáticas propias de las actitudes hacia la discapacidad auditiva, de entre ellas se podrían destacar el uso de prácticas colaborativas, las redes sociales, las amistades y la autodeterminación, la autonomía cognitiva y el apoyo social, entre otras. En conclusión, son muchos los avances que se han realizado acerca de las actitudes de la sociedad hacia la discapacidad auditiva, por lo que detectar estos progresos facilitan nuevas líneas de investigación para poder continuar ampliando la literatura científica
Sexismo en chicas adolescentes: análisis comparativo entre población general y de medidas judiciales
Get PDFSexism is an attitude of animosity and discrimination towards people because of their sexual category or gender. This underpins the relations of inequality between men and women. The theory of ambivalent sexism of Glick and Fiske (1996) define it as a two-dimensional construct formed by hostile sexism and benevolent sexism. Furthermore, adolescence has been identified as a key evolutionary stage in the development of sexist beliefs and manifestations. In addition, there is evidence of higher levels of sexism in vulnerable populations. Thus, the aim of this study is to compare sexist attitudes between two groups of adolescent women: those under judicial measures (MJ) and the general population (PG). To this end, a qualitative study was designed using the focus group technique. The sample was composed of n=13 adolescent women with an age range between 16 and 19 years and was separated into two focus groups according to their context -MJ and PG-. From the discourse analysis, a predominance of hostile sexism was identified in the MJ group. However, the PG group presented a greater ambivalence and balance between hostile and benevolent attitudes. In this sense, in the second group a greater awareness and criticism towards sexist attitudes was detected, expressing the rejection towards them. In addition, the arguments offered by the MJ group show different myths of romantic love: they understand jealousy as a sign of love and accept the compatibility of love and abuse in relationships. The results are consistent with the findings obtained in quantitative studies on the same construct and indicate the relevance of implementing preventive measures at different levels that address the specific needs of vulnerable populations. This study has been carried out as part of a project funded by the Conselleria d’Innovació, Universitats, Ciència i Societat Digital (Generalitat Valenciana) [AICO/2021/143].El sexismo es definido como una actitud de animadversión y discriminación dirigida hacia las personas en base a su categoría sexual o género, sustentando las relaciones de desigualdad entre hombres y mujeres. Glick y Fiske (1996), en su teoría del sexismo ambivalente, lo conceptualizan como un constructo bidimensional conformado por el sexismo hostil y el sexismo benevolente. Asimismo, la adolescencia ha sido identificada como una etapa evolutiva clave en el desarrollo de creencias y manifestaciones sexistas, existiendo evidencia acerca de mayores niveles de sexismo en poblaciones vulnerables. Por ello, el presente estudio tiene por objetivo comparar actitudes sexistas entre dos grupos de mujeres adolescentes: las que se encuentran bajo medidas judiciales (MJ) y población general (PG). Para ello se diseñó un estudio cualitativo mediante el uso de la técnica focus group en el que participaron un total de n=13 mujeres adolescentes con un rango de edad de entre 16 y 19 años, creando dos grupos focales en función de su contexto -MJ y PG-. A partir del análisis del discurso se identificó una predominancia del sexismo hostil en el grupo MJ, mientras que el grupo de PG presentó una mayor ambivalencia y equilibrio entreactitudes hostilesy benevolentes. En este sentido,en elsegundo grupo se detectó una mayor conciencia y crítica hacia actitudes sexistas, señalando en reiteradas ocasiones el rechazo hacia las mismas. Además, los argumentos ofrecidos por el grupo MJ evidencian la interiorización de diferentes mitos del amor romántico, entendiendo los celos como una muestra de amor y aceptando la compatibilidad de amor y maltrato en relaciones de pareja. Los resultados coinciden con hallazgos obtenidos en estudios cuantitativos sobre el mismo constructo e indican la pertinencia de implementar medidas preventivas a diferentes niveles, contemplando las necesidades específicas de poblaciones vulnerables. El presente estudio ha sido realizado en el marco de un proyecto financiado por la Conselleria d’Innovació, Universitats, Ciència i Societat Digital (Generalitat Valenciana) [AICO/2021/143].
Estrategias metodológicas para trabajar el edadismo desde la educación actual
Get PDFThe arrival of the new legislative Orders in Spain for the Degrees in Early Childhood, Primary and Master’s Education in Teacher Training in ESO and Baccalaureate, causes new changes necessary to improve education and cause social change. One ofthe currently necessary changes is the need to work on social values from the classroom, in order to improve society through education. This study focuses on the social vision of aging and the role of education to prevent stigma towards old age and exclusion towards older people. It is important to keep in mind that there is an aging population, which means that different generations must live together. The attitudes, stereotypes and stigma towards older people in society lead to exclusion and, therefore, a poor society in terms of values and evolution. The purpose of this article is to help raise awareness about the value of education in the development of a person’s identity and the importance of training teachers in prevention and intervention in ageism from educational centers. In this study a descriptive analysis of the current situation of ageism in education is presented and some methodological strategies are proposed to eliminate ageism from educational institutions. La llegada de las nuevas Órdenes legislativas a España para los Grados de educación Infantil, Primaria y Máster en Formación de Profesorado en ESO y Bachillerato, origina nuevos cambios necesarios para mejorar la educación y provocar un cambio social. Uno de los cambios necesarios actualmente, es la necesidad de trabajar los valores sociales desde el aula, para así, mediante la educación mejorar la sociedad. Este estudio se centra en la visión social del envejecimiento y el papel de la educación para prevenir el estigma hacia la vejez y la exclusión hacia las personas mayores. Es importante tener en cuenta, que existe un envejecimiento en la población lo que conlleva, que distintas generaciones deban convivir juntas. Las actitudes, estereotipos y el estigma hacia las personas mayores existentes en la sociedad, propician la exclusión y, por lo tanto, una sociedad pobre en cuanto a valores y evolución. El fin de este artículo es ayudar a la concienciación sobre el valor de la educación en el desarrollo de la identidad de la persona y la importancia de formar a los docentes en prevención e intervención en edadismo desde los centros educativos. En este estudio se presenta un análisis descriptivo sobre la situación actualdel edadismo en educación y se plantean algunas estrategias metodológicas para eliminar el edadismo desde las instituciones educativas
Variables predictoras de los estereotipos hacia las personas mayores en estudiantes de educación superior de Cabo Verde, España y Portugal
Get PDFDemographic aging is one of the most significant phenomena today, with present and future repercussions in the different public and private sectors, especially in health, social support and education areas. Several studies have shown that the social image that young university students have of older people significantly influences the choice of professions related to aging. The objective of this study is to find out if there are significant differences in the perception that higher education students from a sample of the countries of Spain, Portugal and Cape Verde have about old people, studying different sociodemographic variables and the predictive level that these variables have in the formation of these stereotypes. A cross-sectional study was carried out with 408 students (341 women and 67 men), aged between 18 and 28 years old, undergraduate and postgraduate degrees in Social Education, Social Work, Psychology, Social Integration, Physiotherapy, Sport and Physical Activity, Teacher Training and Nursing. The instrument that was applied was the Questionnaire of Negative Stereotypestowards Old Age(CENVE), wherethefrequencies,correlationsand possible predictions between socio-demographic variables and the CENVE factors were studied. There are significant differences between the three countries, presenting very low and low scores in negative stereotypes towards older people, the variables “Academic course” and “Academic degree” being predictive variables. Given the importance of age discrimination, it seems essential to intervene pedagogically for a more real understanding of aging and older people.El envejecimiento demográfico es uno de los fenómenos más significativos en la actualidad, con repercusiones presentes y futuras en los distintos sectores públicos y privados especialmente en la salud, apoyo social y educación. Varios estudios han demostrado que la imagen social que los jóvenes universitarios tienen de las personas mayores influye significativamente en la elección de profesiones relacionadas con el envejecimiento. El presente estudio tiene como objetivo conocer las semejanzas y diferencias en los estereotipos que presentan los estudiantes de educación superior de los países de España, Portugal y Cabo Verde hacia las personas mayores, analizando diferentes variables sociodemográficas y el nivel predictivo que estas variables tienen en la formación de los mismos. Se desarrolló un estudio transversal con 408 alumnos (341 mujeres y 67 hombres), edades comprendidas entre 18 y 28 años, de grado y posgrado de las titulaciones en Educación Social, Trabajo Social, Psicología, Integración Social, Fisioterapia, Deporte y Actividad Física, Formación de Profesorado y Enfermería. El instrumento utilizado fue el Cuestionario de Estereotipos Negativos hacia la Vejez (CENVE), donde se estudiaron las frecuencias, las correlaciones y posibles predicciones entre variables socio demográficas y los factores del CENVE. Se encontraron diferencias estadísticamente significativas entre los tres países presentando unas puntuaciones muy bajas y bajas en estereotipos negativos hacia las personas mayores siendo las variables curso académico y titulación académica las variables que mejor predicen esta percepción. Dada la importancia que tiene la discriminación por edad, parece fundamental intervenir pedagógicamente para una comprensión más real del envejecimiento y de las personas mayores. 
La salud emocional en el "memento" covid-19
Get PDFThe main objective of this work was to know how our emotions havefluctuated during thetime of COVID-19 pandemic,comparing them with theyear before it appeared and the year after, when we had already freed ourselves from the restrictions of the regulations imposed to protect our health. To do this, we compared the results of the study carried out during the pandemic with a previous study and a subsequent study. We used the hypothetical-deductive research method, with a comparative observational design where the data was collected through self-report psychological questionnaires. 315 people participated, students from the University of León (40%) and workers from the province of León. With the help of SPSS, univariate and multivariate comparative analyzes were performed. The results report that during the pandemic people experienced fewer positive emotions than in the non-pandemic and negative emotions reported suffering greater anxiety, envy and jealousy, and less sadness during this time. We can conclude that mental health has been affected by this powerful stressor derived from a lethal virus, as well as the stressors added by the measures imposed to combat it, as well as by the bombardment of information by the media, among others. The results of this research have both theoretical and practical implications for the field of study. From a theoretical point of view, they provideevidence on how emotionschangein theface ofastressfuland novelsituation such asthe pandemic. From a practical point of view, they can help design psychological interventions to promote the emotional wellbeing of people affected by the pandemic. En este trabajo nos planteamos como objetivo principal conocer cómo fluctuaron nuestras emociones durante el memento la pandemia COVID-19, comparándolas con el año antes de aparecer y el año posterior, cuando ya nos habíamos liberado de las restricciones de la normativa impuesta para proteger nuestra salud. Para ello comparamos los resultados del estudio realizado durante la pandemia con un estudio previo y otro estudio posterior. Utilizamos el método hipotético-deductivo de investigación, con diseño observacional comparativo donde los datos fueron recogidos a través de cuestionarios psicológicos de auto informe. Participaron 315 personas, estudiantes de la Universidad de León (40%) y trabajadores de la provincia de León. Con la ayuda del SPSS se realizaron análisiscomparativos univariadosy multivariados. Losresultadosinforman que durante la pandemialas personas experimentaron menos emociones positivas que en no pandemia y en las emociones negativas informaron desufrir mayoransiedad,envidia y celos, y menor tristeza durante este tiempo. Podemos concluir que la salud psíquica se ha visto afectada por este estresor potente derivado de un virus letal, así como de los estresores añadidos por las medidas impuestas para combatirlo, así como por los bombardeos informativos de los medios de comunicación, entre otros. Los resultados de esta investigación tienen implicaciones tanto teóricas como prácticas para el campo de estudio. Desde el punto de vista teórico, aportan evidencia sobre cómo las emociones cambian ante una situación estresante y novedosa como la pandemia. Desde el punto de vista práctico, pueden ayudar a diseñar intervenciones psicológicas para promover el bienestar emocional de las personas afectadas por la pandemia
Propiedades psicométricas del cuestionario de la percepción de dificultades del profesorado para la inclusión educativa
Get PDFThe objective of this work focuses on the design and validation of a questionnaire to examine the attitudes of university teaching staff towards students with any type of disability (physical, intellectual or sensory). The study is instrumental and cross-sectional. For the design and content of the scale, the available instruments for the assessment of attitudes and beliefs towards disability for the composition of the articles were reviewed in the published literature. In order to verify the psychometric properties, the Cronbach coefficient was used for the internal consistency of the instrument and the exploratory factor analysis. The results reflected adequate psychometric properties for the instrument designed to examine attitudes towards disability among university professors. The expectation is that the conclusions of this study offer contributions relevant enough to understand inclusive education in the current framework of higher education. El objetivo de este trabajo se centra en el diseño y la validación de un cuestionario para examinar las actitudes del profesorado universitario ante el alumnado con cualquier tipo de discapacidad (física, intelectual o sensorial). El estudio es de tipo instrumental y corte transversal. Para el diseño y contenido de la escala, se revisó en la literatura publicada los instrumentos disponibles para la valoración de actitudes y creencias hacia la discapacidad para la composición de los ítems. Con la finalidad de comprobar las propiedades psicométricas se acudió al coeficiente de Cronbach para la consistencia interna del instrumento y al análisis factorial exploratorio. Los resultados reflejaron unas propiedades psicométricas adecuadas para el instrumento destinado a examinar las actitudes hacia la discapacidad entre los docentes universitarios. La expectativa consiste en que las conclusiones del presente estudio ofrezcan aportaciones lo suficientemente relevantes como para comprender la educación inclusiva en el actual marco de la educación superior
Família, surdez e terapia fonoaudiológica na abordagem bilingue
Get PDFThis study assumes the sociocultural perspective of a Bilingual approach in the care of the deaf person. For interventions, the Speech Language Pathologist needs to resignify his clinical practice to reflect the way that the family means deafness and sign language. The propose is that the social-skills intervention can to increase the interaction between hearing parents and deaf children. This study aimed to discuss the effect of speech therapy mediation for the family and its implications for the effects on the social deaf interactions. This is a case study of an 11-year-old deaf child. Data analyses were based on content analysis proposed by Bardin (1977). The conclusion is that the Speech-language pathology mediation helped the family to resignify ways of interacting with the child and the role of the sign languages and deaf culture. This analysis shows that the role of mediator of the speech therapist is important for the inclusion and, consequently, for the educational and social aspects. Ao assumir a perspectiva sociocultural de abordagem Bilíngue no atendimento à pessoa surda, o Fonoaudiólogo necessita ressignificar sua prática clínica para além do espaço do consultório, buscando compreender a forma como a família entende e significa a surdez e a língua de sinais. O objetivo deste texto é compreender o efeito discursivo da mediação fonoaudiológica para a família e suas implicações para as interações da pessoa surda. Trata-se de um estudo de caso de uma criança surda de 11 anos. Foi realizado uma análise de conteúdo do tipo interpretativa. A mediação fonoaudiológica ajudou a família a ressignificar formas de interação com o filho e a dar valor à língua de sinais, havendo assim impacto no desenvolvimento da linguagem do sujeito surdo, colaborando com o fortalecimento de sua identidade e cultura própria. No entanto, foi possível perceber os efeitos negativos trazidos pela pandemia, que dificultaram o acompanhamento fonoaudiológico e trouxeram regresso quanto aos aspectos já trabalhados. A análise mostra que o lugar de mediador do fonoaudiólogo é importante para a inclusão educacional e social
Deficiência intelectual: atualização do conceito, formação e práticas pedàgogicas
Get PDFThis abstract aims to present the research and continued education program named “Intellectual Disability: An update on the concept, training and pedagogical practices (FDCI)” carried out through the partnership between the National Federation of the APAEs (Fenapaes), the Special Education and Intellectual Disability Study and Research Group (GEPEEDI), the Federal University of Santa Maria (UFSM) and the Federal University of Paraná (UFPR). The course was offered in Brazil in remote mode in 2022, with eight units that had a design composed of instructional materials created based on the new American Association on Intellectual and Developmental Disabilities Manual (AAIDD, 2021), including: video classes, interactive screens, books, dissertations, articles, games and interactive systematization questions. The survey consisted of seven questions that were answered at the end of each theoretical unit. Sixty-six professionals working in the specialized units of the Association of Parents and Friends of the Disabled (APAE) from the five regions of the country and three academics of the GEPEEDI have enrolled. Of these, 44 completed the course. We justify the relevance of the discussion about the definition of Intellectual Disability (ID) addressed during the training because it presents the constructs that permeate the integrative approach. Among one of the questions, the participants were asked to reflect on the importance of the Support Paradigm in Brazil. They were unanimous as to the importance of this paradigm being put into practice, such as in the following statement: “When put into practice, this will allow even more the elaboration of person-centered teaching plans that help in the independence of students with ID, as they are articulated with their context and real learning necessities”. It has been noticed that the comprehension and systematization brought by it allowed each professional to not only understand the theoretical aspects, but also articulate them with strategies that can be used with people that have intellectual disabilities.O presente texto tem como objetivo apresentar a pesquisa realizada a partir da formação continuada intituladas “Deficiência Intelectual: Atualização do conceito, formação e práticas pedagógicas (FCDI)”, realizadas com a parceriaentrea Federação Nacional das APAEs(Fenapaes), o Grupo de Estudose Pesquisaem Educação Especial e Deficiência Intelectual (GEPEEDI), a Universidade Federal de Santa Maria (UFSM) e a Universidade Federal do Paraná (UFPR). O curso foi ofertado no Brasil na modalidade remota no ano de 2022, com oito unidades que possuíam um design composto por materiais instrucionais construídos com base no Manual da Associação Americana de Deficiências Intelectuais e de Desenvolvimento (Schalock, Luckasson & Tassé, 2021), entre eles: videoaulas, telas interativas, livros, dissertações, artigos, jogos e perguntas interativas de sistematização. A pesquisa foi composta por seis perguntas que foram respondidas ao final de cada uma das unidades teóricas. Sessenta e seis profissionais atuantes nas unidades especializadas da Associação de Pais e Amigos dos Excepcionais (APAE) das cinco regiões do país e três acadêmicas do GEPEEDI se inscreveram. Destes, 44 concluíram o curso. Justificamos a relevância da discussão acerca da definição de Deficiência Intelectual (DI) abordada durante a formação por apresentar os constructos que permeiam a abordagem integrativa. Dentre uma das questões, foi solicitado que os participantes refletissem sobre a importância do Paradigma de Apoio no Brasil. Eles foram unânimes quanto à importância desse paradigma na prática, a exemplo da fala: “Quando colocado em prática, este permitirá cada vez mais a realização de planejamentos de ensino centrados na pessoa que auxiliem na independência dos estudantes com DI, poisestão articulados com seu contexto e necessidades reais de aprendizagem”. Percebeu-se que a compreensão e sistematização trazidas permitiram que cada profissional pudesse não apenas compreender os aspectos teóricos, mas também articulá-los com estratégias que podem ser utilizadas junto às pessoas com Deficiência Intelectual.
Programas de desenvolvimento de competências emocionais e cognitivas para crianças do 1º ceb: uma revisão narrativa
Get PDFInterventions in the area of promoting mental health and well-being can play a decisive role in the positive development of children and adolescents, namely socio-emotional and cognitive learning programs developed in schools. Cognitive skills are about understanding ideas and how to apply them. They involve both physical and mental aspects, such as motor skills and perception, and can be improved as part of the school curriculum. Socio-emotional skills relate to the student’s ability to manage their own emotions, relate to others and improve self-knowledge. The objective of this work was to analyze programs for the development of socioemotional and cognitive skills for primary school children. A qualitative methodology was followed and a literature review was carried out for data collection, using the keywords programs, development of emotional skills and development of cognitive skills. The search was done in several databases, namely scientific journals, university repositories, specific websites for the theme and researchers’ platforms. The steps of scoping review were followed. After selecting the articles, a corpus o fanalysis was constituted, including ten programs. From the selected programs, it became evident the importance of adopting strategies that facilitate the emotional and cognitive development of students, for mental health promotion. Results demonstrated that the benefits obtained in the constant practice of exercises, tasks, games and activities in the areas of neuroeducation, psychomotricity and emotional education reveal essential gains in terms of the development of socio-emotional and cognitive skills in children, namely: promotion of self-awareness, social awareness, self-management, relationship management, responsible decision-making,sources of resilienceand healthier behaviours. In conclusion, the programs provide better the physical, psychological and emotional development of children, they work as a strategy in the promotion of mental health and stimulate emotional and cognitive skills in children.As intervenções na área da promoção da saúde mental e do bem-estar podem desempenhar um papel decisivo no desenvolvimento positivo das crianças e dos adolescentes, nomeadamente os programas de aprendizagem socioemocional e cognitiva desenvolvidos nas escolas. As competências cognitivas referem-se a entender ideias e como aplicá-las. Envolvem tanto o aspeto físico como o mental, como habilidades motoras e perceção, podendo ser aperfeiçoadas como parte do currículo escolar. As competências socioemocionais dizem respeito às capacidades do aluno de gerir as próprias emoções, relacionar-se com os outros e aprimorar o autoconhecimento. O objetivo deste trabalho consistiu em analisar programas de desenvolvimento de competências socioemocionais e cognitivas em crianças do 1ºCEB. Seguiu-se uma metodologia qualitativa e como técnica de recolha de dados procedeu-se a pesquisa bibliográfica, utilizando as palavras-chave Programas, Desenvolvimento de Competências Emocionais e Desenvolvimento de Competências Cognitivas. A pesquisa foi feita em várias bases de dados, nomeadamente de revistas científicas, repositórios de universidades, sites específicos para o tema e plataformas de investigadores. Seguiram-se as etapas da Scoping Review. Após a seleção dos artigos, constituiu-se um corpus de análise, composto por dez programas. Dos programas selecionados tornou-se evidente a importância de adoção de estratégias que facilitem o desenvolvimento emocional e cognitivo dos alunos, para promoção da saúde mental. Os resultados obtidos demonstram que os beneficios obtidos na prática constante de exercícios, tarefas, jogos e atividades nas áreas de neuroeducação, psicomotricidade e educação emocional revelam ganhos essenciais ao nível do desenvolvimento de competências socioemocionais e cognitivas nas crianças, nomeadamente: a promoção de autoconsciência, consciência social, autogestão, gestão de relacionamento, tomada de decisão responsável, fontes de resiliências e comportamentos mais saudáveis. Conclui-se que os programas proporcionam melhor desenvolvimento físico, psicológico e emocional das crianças, funcionam como estratégia na promoção da saúde mental e estimulam habilidades emocionais e cognitivas nas crianças.
Uso de redes sociales y aplicaciones para ligar en la adolescencia temprana
Get PDFThe 21st century has been full of technological advances. One of the most relevant has been social media. Such applications can put younger users in potentially dangerous situations if not used in an age-appropriate manner. For this study, we asked 250 adolescents (50% girls) between 12 and 16 years of age to report on their experiences with these kinds of applications. Between 86-98% of the 12- to 15-year-olds, and the entirety of the 16-year-old sample, use social networks. On average, the adolescents use social media between 4-7 hours per week. WhatsApp (≈99%), TikTok (80%) and Instagram (≈76%) were the most used social media apps. Regarding flirting apps, at such young ages, already 4% reported using them. The data show that adolescents use social media in the company of friends, acquaintances or their couple. Regardless of gender and age, the most common reason for using them seems to be for entertainment. As they get older, there is an upward curve for relaxation and stress management. Romantic or sexual interest was rarely mentioned as a reason for use. However, 35% have met face-to-face with someone they have gotten to know through social media, and around 6% of minors even have had sexual relations with these people. For adolescents, connecting online can be stimulating, but they may not yet have developed the necessary skills to cope with problems that can arise when establishing and managing online relationships. Therefore, it is especially important to provide education about safe online behavior at these age groups.El siglo XXI ha venido cargado de avances tecnológicos. Uno de los más relevantes han sido las redes sociales. Dichas aplicaciones pueden poner a los usuarios más jóvenes en situaciones potencialmente peligrosas si no se usan de forma apropiada para su edad. Para este trabajo, pedimos a 250 adolescentes (50% chicas) de entre 12 y 16 años que nos informaran sobre sus experiencias con este tipo de aplicaciones. El 86-98% de los jóvenes entre 12 a 15 años, y toda nuestra muestra de 16 años utilizan las redes sociales. De media, los adolescentes usan las redes sociales entre 4-7 horas a la semana. WhatsApp (≈99%), TikTok (80%) e Instagram (≈76%) fueron las redes sociales más utilizadas. Respecto a las aplicaciones para ligar, a estas edades tan tempranas, ya un 4% informó usarlas. Los datos muestran que los adolescentes usan las redes sociales en compañía de amigos, conocidos o pareja. Independientemente del género y la edad, la razón más común para usarlas parece ser la de entretenerse. A medida que crecen, se aprecia una curva ascendente para la relajación y la gestión del estrés. Pocas veces el interés romántico o sexual se mencionó como motivo de su uso. Sin embargo, el 35% ha llegado a quedar cara a cara con alguien que ha conocido a través de redes sociales, y alrededor del 6% delos menoresllegó a mantener relaciones sexuales con estas personas. Para los adolescentes, conectarse online puede ser estimulante, pero pueden no haber desarrollado aún las habilidades necesarias para hacer frente a los problemas que pueden surgir al establecer y gestionar relaciones online. Por ello, es especialmente importante proporcionar una educación sobre el comportamiento seguro online en estas edades.