International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Jogo guiado: das instruções à criatividade ao construir automata
No full textPlay is a very important activity for children development and there are evidences that it can be an added value when used for educational purposes. Research about how to integrate play in education points to the importance of teacher role, namely how children play can be scaffold and guided. However, there is also lack of agreement about how to guide children playing and the impact of the guidance in the activity development and competences promoted. Given the characteristics of automata, especially the fact that they include a narrative and a mechanism, they can be used within a play based pedagogy, to implement activities related to plan and construct toys and to promote competences as observation, problem solving, creativity in the STEM areas. To explore this potential of moving toys to promote STEM in the early years of schooling is the aim of the Erasmus + AutoSTEM project. This work aims to describe the main objectives and resources of the AutoSTEM project, including the description of a workshop to construct a toy with a sliding mechanism, the Jelly Bird. The procedures involved the presentation and observation of the toy, detailed instructions on how to construct it, the decoration and the elaboration of a narrative about it. 23 children from the 2nd year of basic education participated in the workshop. The analysis of the prototypes shows that all the participants built them properly. Also some alternative ideas to the proposal initially presented emerged, as well as a diversity of narratives. These data suggest that the instructions enhanced the construction of the prototype, but did not inhibit the creativity of the work developed.Brincar é uma atividade muito importante para o desenvolvimento infantil e há evidências de que pode ser um valor adicional quando utilizada para fins educacionais. Estudos sobre a integração do brincar na educação apontam para a importância que pode assumir o papel do professor, a saber, na forma como sustenta e orienta a atividade lúdica. No entanto, há também falta de acordo sobre como orientar o brincar das crianças e o impacto dessas orientações no desenvolvimento das próprias atividades e nas competências promovidas. Dadas as características dos autómatos, especialmente o facto de incluírem uma narrativa e um mecanismo, podem ser usados numa pedagogia baseada no brincar, para implementar atividades relacionadas com a planificação e construção de brinquedos e para promover competências como observação, resolução de problemas, criatividade. O principal objetivo do projeto Erasmus+ AutoSTEM é explorar o potencial dos ‘brinquedos que mexem’ para promover a motivação pelas áreas STEM (CTEM, em português) nos primeiros anos de escolaridade. Este trabalho tem como objetivo descrever os principais objetivos e recursos do projeto AutoSTEM, incluindo a descrição de uma oficina para construir um brinquedo com um mecanismo deslizante, denominado Jelly Bird. Os procedimentos envolveram a apresentação e observação do brinquedo, instruções detalhadas sobre como construí-lo, a decoração e a elaboração de uma narrativa sobre o mesmo. Participaram na atividade 23 crianças do 2º ano do ensino básico. A análise dos protótipos mostra que todos estão construídos de forma adequada, tendo também surgido algumas ideias alternativas à proposta inicialmente apresentada, bem como uma diversidade de narrativas. Estes dados sugerem que as instruções potenciaram a construção do protótipo, mas não inibiram a criatividade do trabalho desenvolvido
Predicción de la inteligencia emocional a través de la satisfacción de las necesidades psicológicas básicas en las clases de educación física
Get PDFThe aims of this study were: to describe the level of satisfaction of the basic psychological and emotional intelligence needs of adolescent high school students, and to verify the predictive capacity of the first over the second. For this purpose, the validated Spanish versions of the Basic Psychological Needs in Exercise Scale and the Trait Meta-Mood Scale were used. The sample was composed of 464 secondary school students from 12 to 17 years old. The results of the descriptive and correlation analysis indicated that the psychological need they felt most satisfied was their relationship with others and that it was the emotional repair dimension that scored highest. On the other hand, through linear regression analysis it was found that the psychological need that was most predictive of basic psychological needs was the relationship with others. The results obtained indicated that people with greater need to relate will tend to develop better emotional intelligence.Los objetivos de este trabajo fueron: describir el nivel de satisfacción de las necesidades psicológicas básicas y de inteligencia emocional de estudiantes adolescentes de secundaria, y comprobar la capacidad de predicción de la primera en la segunda. Para ello se respondieron a las versiones validadas al castellano de la Basic Psychological Needs in Exercise Scale y la Trait Meta-Mood Scale. La muestra estuvo compuesta por 464 alumnos de secundaria de 12 a 17 años. Los resultados del análisis descriptivo y de correlación indicaron que la necesidad psicológica que más sienten tener satisfecha fue la relación con los demás y que fue la dimensión reparación emocional la que obtuvo mayor puntuación. Por otro lado, mediante análisis de regresión lineal se halló que la necesidad psicológica que mayor predicción tuvo sobre las necesidades psicológicas básicas fue la relación con los demás. Los resultados obtenidos indicaron que las personas con mayor necesidad de relacionarse tenderán a desarrollar una mejor inteligencia emocional
Sentido de vida, bem-estar subjetivo e bem-estar espiritual em jovens portugueses e brasileiros
Get PDFIntroduction: Among the dimensions that determine the happiness of the human being, the meaning in life (ML), spiritual well-being (SpWB) and subjective well-being (SubjWB) are of particular interest. In this research, we evaluate the capacity to predict SpWB and SubjWB from the dimensions of the ML. We intend to present data with some intercultural reach, using samples from Brazil and Portugal. Method: The Brazilian sample has 300 subjects (71.3% female). As for the Portuguese sample, it consists of 298 subjects (64.1% female). In both samples, the mean age is approximately 20 years. For the data collection, we used several questionnaires adapted to the two countries. Results: In both samples, the presence of ML is predictor, with only one exception, of the factors of SpWB and SubjWB. In the Portuguese sample, the search for ML is also a predictor of some of these factors. Religion is relevant for the presence of ML, being this one significantly higher in the group of subjects who say they have a religion. It was also observed that religion influences the ML and, to a certain extent, the SpWB. There were also significantly higher results in the ML and in the transcendental dimension of SpWB in the Brazilian sample. Few differences were found according to sex, only in the Brazilian sample. Discussion: It is presented areflection on the most relevant results, their limitationsand proposals of new investigations, stressing the importance of accompanying young people in these three pillars.Introdução: Entre as dimensões para a felicidade do ser humano, assumem importância o sentido de vida (SV), bem-estar espiritual (BEE) e bem-estar subjetivo (BES). Neste estudo avalia-se a capacidade de prever o BEE e o BES a partir das dimensões do SV. Apresentam-se dados com alcance intercultural, envolvendo amostras do Brasil e de Portugal. Método: A amostra brasileira possui 300 sujeitos (71.3% do sexo feminino). A amostra portuguesa inclui 298 sujeitos (64.1% do sexo feminino). Nas duas amostras, a média de idade é de aproximadamente 20 anos. Na recolha de dados, recorremos a diversos questionários relativos aos construtos em análise, adaptados aos dois países. Resultados: Nas duas amostras, a dimensão presença de SV é preditora, apenas com uma exceção, dos fatores do BEE e do BES. Na amostra portuguesa, a procura de SV também se revela preditora de alguns destes fatores. A religião revelou-se relevante para a presença de SV, sendo esta significativamente mais elevada nos sujeitos que dizem ter uma religião. Observou-se que a religião influencia o SV e, em certa medida, o BEE. O SV e a dimensão transcendental do BEE foram significativamente mais elevados na amostra brasileira. Foram encontradas escassas diferenças em função do sexo e apenas na amostra brasileira. Discussão: Refletindo sobre os resultados mais relevantes e suas limitações, faz-se a proposta de novas investigações, salientando a importância do acompanhamento dos jovens nos três pilares em estudo
Comparación entre las actitudes de las personas con discapacidad intelectual hacia la conducta sexual y las de sus padres
Get PDFTraditionally, people with intellectual disabilities have been deprived of the right to express their opinion, dismissing their ability to reflect and making their greater dependence on reference adults prevail. In this sense, although there is an increasing awareness of the rights of these people, the prejudices of parents towards the sexuality of this group are still present. For this reason, we propose to analyse the attitudes towards sexual behaviour of people with intellectual disabilities held by both the people who make up this group and their parents. To do this, a brief scale of attitudes towards sexual behaviour was administered to a sample of 360 people with mild or moderate intellectual disabilities between 19 and 55 years old and 100 parents between 28 and 83 years old. The results reveal that people with intellectual disabilities have significantly more liberal attitudes than their parents towards the behaviours of kissing, caressing (t = 2.423; p = .016) or engaging in sexual practices without penetration (t = 2.009; p = .045), but not towards the practice of vaginal intercourse against which both groups show similar attitudes (t = .252; p = .802). These results reflect not only the importance of taking into account the attitudes about sexuality of people with disabilities when developing affective-sexual education programs adapted to their characteristics, but also the value of providing the necessary knowledge and skills to parents.Tradicionalmente, las personascon discapacidad intelectual han sido privadas del derecho aexpresarsu opinión, desestimando su capacidad de reflexión y haciendo prevalecer su mayor dependencia de los adultos de referencia. En este sentido, aunque cada vez hay una mayor conciencia de los derechos de estas personas, siguen presentes los prejuicios de sus padres hacia la sexualidad de este colectivo. Por este motivo, nos proponemos analizar las actitudes hacia la conducta sexual de las personas con discapacidad intelectual que detentan tanto las personas que integran este colectivo como sus padres. Para ello, se administró una escala breve de actitudes hacia la conducta sexual a una muestra de 360 personas con discapacidad intelectual leve o moderada de entre 19 y 55 años y a 100 padres de entre 28 y 83 años. Los resultados revelan que las personas con discapacidad intelectual presentan actitudes significativamente más liberales que sus padres hacia las conductas de besarse, acariciarse (t = 2.423; p = .016) o realizar prácticas sexuales sin penetración (t = 2.009; p = .045), pero no hacia la práctica del coito vaginal frente a la que ambos colectivos muestran actitudes semejantes (t = .252; p = .802). Estos resultados reflejan no solo la importancia de tener en cuenta las actitudes sobre sexualidad de las personas con discapacidad a la hora de elaborar programas de educación afectivo-sexual adaptados a sus características, sino también el valor de proporcionar los conocimientos y habilidades necesarios a los padres
Actitudes hacia las relaciones de pareja en personas con discapacidad: análisis diferencial entre familiares, profesionales y población general
Get PDFAttitudes toward the sexuality of people with disabilities seem to have evolved positively. However, there are still misconceptions that help to maintain a negative attitude toward the sexuality of these individuals, hindering their psychosexual development. This work analyzes the attitudes towards partner relationships of people with disabilities by their relatives, professionals, and the general population. 252 people participated in the study: 86 family members, 80 professionals and 86 people from the general population. The results show that in all cases family members have shown less tolerance towards partner relationships, while professionals werethe most tolerant. Specifically,statisticallysignificant differences are observed among the three groups in the attitude towards intimate relationships of people with intellectual disabilities (M=33; SD=3.12 in family members, M=71.09; SD=5.13 in professionals and M=63.14; SD=20.87 in the general population), sensory disabilities (M=32.48; SD=3.49 in family members, M=73.3; SD=4.06 in professionals and M=70.79; SD=17.79 in the general population) or physical disabilities (M=34.32; SD=3.02 in family members, M=80.82; SD=4.82 in professionalsand M=66.60; SD=21.15 in general population).Likewise, family members show more unfavorable attitudes when relationships are established both between different sex partners (F=275.08; p= .000) and same sex partners (F=319.92; p= .000), as well as between partners of the same age (F=424.79; p=.000) or of different ages (F=273.1; p=.000). These data emphasize the importance of including attitudinal modules in affective-sexual education programs aimed at family. In this regard, we could not only improve their attitudes but also those attitudes that their children may learn from them, and thus favor an adequate expression and development of sexuality among people with disabilities.Las actitudes hacia la sexualidad de las personas con discapacidad parecen haber evolucionado en positivo. No obstante, todavía existen creencias erróneas que ayudan a mantener una actitud negativa hacia la sexualidad de estas personas dificultando su desarrollo psicosexual. Este trabajo analiza las actitudes hacia las relaciones de pareja de personas con discapacidad que poseen sus familiares, profesionales y población general. En el estudio participaron 252 personas: 86 familiares, 80 profesionales y 86 personas de la población general. Los resultados muestran que en todos los casos los familiares presentan menor tolerancia hacia las relaciones de pareja mientras que los profesionales han sido el grupo más tolerante. Concretamente, se observan diferencias estadísticamente significativas entre los tres grupos en la actitud hacia las relaciones de pareja ya sea entre personas con discapacidad intelectual (M=33; DT=3,12 en familiares, M=71,09; DT=5,13 en profesionales y M=63,14; DT=20,87 en población general), sensorial (M=32,48; DT=3,49 en familiares, M=73,3; DT=4,06 en profesionales y M=70,79; DT=17,79 en población general) o física (M=34,32; DT=3,02 en familiares, M=80,82; DT=4,82 en profesionales y M=66,60; DT=21,15 en población general). Asimismo, los familiares muestran actitudes más desfavorables cuando las relaciones se establecen tanto entre parejas de distinto género (F=275,08; p=,000) como del mismo (F=319,92; p=,000), así como entre parejas de igual edad (F=424,79; p=,000) o diferente (F=273,1; p=,000). Estos datos remarcan la importancia de incluir módulos actitudinales en programas de educación afectivo-sexual dirigidos a los familiares puesto que permitiría no sólo mejorar la actitud de los padres sino también la que han podido aprender sus hijos favoreciendo así una adecuada expresión y desarrollo de su sexualidad
Programa "rema" y educación emocional: implementación educativa mediante aprendizaje autorregulado
Get PDFThis study has focused on a group of students belonging to the educational success program implemented in the Autonomous Community of Extremadura, called “REMA”. This new measure of attention to diversity is developed in the Primary Education stage, specifically from 3rd to 6th grade, given the need to respond to the growing problems of learning from “early” ages. In that direction and related to selfregulated learning, we propose the application of an intervention program that promotes an efficient management of emotions since they affect the daily work of each student, the interactions of the group-class, and of course the performance final academic Being fundamental for the peaceful resolution of conflicts and democratic inclusion in society. The objective, therefore, of this exploratory study is due to this current research demand, since our students must learn to properly manage their emotions, which are modulating the success of their particular educational process as another competence to develop. The results obtained have demonstrated the effectiveness of the intervention proposal applied in the 8 students of the experimental group, achieving a more positive attitude and a more adequate control of their emotions. This allows us to demonstrate that emotional education is an essential aspect of school learning, with which its specific and systematic intervention gives tremendously important value to existing self-regulated learning models.El presente estudio se ha centrado en un grupo de estudiantes pertenecientes al programa de éxito educativo implementado en la Comunidad Autónoma de Extremadura, denominado “REMA”. Esta nueva medida de atención a la diversidad se desarrolla en la etapa de E.Primaria, en concreto de 3º a 6º curso, dada la necesidad de responder a los crecientes problemas de aprendizaje desde tempranas edades. En esa dirección y relacionado con el aprendizaje autorregulado, proponemos la aplicación de un programa de intervención que promueva una eficiente gestión de las emociones ya que éstas afectan al trabajo diario de cada alumno, a las interacciones del grupo-clase, y por supuesto al rendimiento académico final. Siendo el eje emocional fundamental para la resolución pacífica de conflictos así como la inclusión democrática en la sociedad. El objetivo, por tanto, de este estudio exploratorio obedece a esa actual demanda investigadora, puesto que nuestros alumnos deben aprender a gestionar adecuadamente sus emociones, las cuales están modulando el éxito de su particular proceso psicoeducativo como una competencia más a desarrollar. Los resultados obtenidos han demostrado la eficacia de la propuesta de intervención aplicada en los 8 estudiantes del grupo experimental, consiguiendo éstos una actitud más positiva y un control más adecuado de sus emociones. Todo lo cual demuestra que la educación emocional supone un aspecto imprescindible dentro del aprendizaje escolar, y que su intervención específica sistemática otorga un valor tremendamente importante para los modelos de aprendizaje autorregulado existentes
Evaluación del funcionamiento familiar con el faces IV en adolescentes con problemática familiar
Get PDFIntroduction: Multiproblematic families have received increasing attention by public authorities, although there is a lack of specific instruments to assess its functioning. This paper proposes Olson’s Circumflex model (FACES package) as an effective evaluation instrument for this group. Method: The sample consisted of 49 Spanish teenagers from problematic families, aged between 14 and 18, whose results in family functioning (FACES-IV), family communication (FCS), family satisfaction (FSS), time shared with parents, times a week they eat with family, family stressors and physical abuse suffered, were compared with a sample of 857 adolescents from 22 educative centres in Burgos (Spain), selected by a two-stage sampling. Altogether 46.5% men and 53.5% women. Results: teenagers from problematic families show less family cohesion, less flexibility, less communication, less family satisfaction and their families are more disengaged and more chaotic than adolescents from general population. They are also characterized by the lack of availability of the father, by eating fewer times in family, by having suffered more physical abuse and by the economic difficulties and family conflicts being their main family stressors. Conclusion: the FACES IV package is an effective instrument for detection and evaluation of problematic families and can be applied to Spanish adolescents from a broad social and family spectrum.Introducción: Las familias multiproblemáticas han recibido creciente atención por los poderes públicos, aunque hay una carencia de instrumentos específicos para evaluar su funcionamiento. En este estudio se propone el modelo Circunflejo de Olson (paquete FACES) como una herramienta de evaluación eficaz para este colectivo. Método: se seleccionaron 49 adolescentes entre 14 y 18 años, con problemática familiar y se compararon sus resultados en funcionamiento familiar (FACES-IV), en comunicación y satisfacción familiar (mediante FCS y FSS), tiempo que comparten padres e hijos, número de veces que se come en familia, factores familiares estresantes y maltrato físico recibido, con un grupo general, compuesto por 857 adolescentes, seleccionados de 22 centros educativos de Burgos (España), mediante muestreo en dos etapas. En total: 46,5% varones y 53,5% mujeres. Resultados: los adolescentes pertenecientes a familias problemáticas presentan menos cohesión familiar, menos flexibilidad, más desapego, más caos, menos comunicación y menos satisfacción familiar que la población general. Se caracterizan también por la falta de disponibilidad del padre, por comer menos veces en familia, haber sufrido más maltrato físico y ser las dificultades económicas y la conflictividad familiar, los principales estresores familiares. Conclusión: el paquete FACES IV es un instrumento eficaz para la detección y evaluación de familias problemáticas y puede ser aplicado a adolescentes españoles de amplio espectro social y familiar
Validação do questionário de avaliação de competências socioemocionais para alunos de 1º e 2º ciclo do ensino básico
Get PDFIn the last two decades, Social and Emotional Learning had become a global phenomenon. However, the growth that took place in program creation has not been matched by an equivalent growth in the development of evalutation instruments. The lack of proper assessment tools creates several problems for the evaluation of programs’ effectiveness. The present study displays the validation of an instrument (already validated for older students), to a younger student population (nine to 12-year olds); the Social and Emotional Competencies Evaluation Questionnaire (Coelho, Marchante, and Sousa, 2014). Seven-hundred-sixty-five 4th to 6th grade students (52.7% boys) filled out the instrument; students’ age ranged nine to 12 years (Midade = 10.07; SD = 1.26). A Confirmatory Factor Analysis was conducted, as well as internal consistency and concurrent validity analyses. Gender and age effects were also analyzed. Results indicate that this version of the QACSE is composed by 39 items and has a bifactorial structure, composed by four correlated social and emotional competencies; self-control, social awareness, relationship skills and responsible decision making. The QACSE also includes two dimensions of social and emotional difficulties; social isolation and social anxiety. All the dimensions of the current version of the questionnaire displayed very high levels of correlation with their respective counterpart in a similar questionnaire. Gender differences were also found, girls reported higher levels of self-control, social awareness, responsible decision making and social anxiety. Therefore, it is possible to conclude that QACSE was shown to be a quick, valid and reliable instrument to assess the multiple dimensions of social and emotional competencies of nine to 12-year old students.Nas últimas décadas, a Aprendizagem SocioEmocional tem-se tornado num fenómeno global. No entanto, à expansão existente na criação de programas não tem correspondido um equivalente crescimento no desenvolvimento de instrumento de avaliação de competências socioemocionais, o que acarreta problemas na correta avaliação dos efeitos dos programas SEL. O presente estudo apresenta a validação de um instrumento (que já apresentava qualidades psicométricas junto de uma faixa etária mais alta), o Questionário de Avaliação de Competências SocioEmocionais (Coelho, Marchante e Sousa, 2014), a alunos de nove a 12 anos. Assim, o instrumento foi aplicado a 765 alunos (52.7% rapazes) do 4º e 6º ano de escolaridade, com idades entre os nove e os 12 anos (Midade = 10.07; DP = 1.26). Foi conduzida uma Análise Fatorial Confirmatória e análises de consistência interna e de validade concorrente, bem como análises dos efeitos de género e desenvolvimentistas. Os resultados indicam que esta versão QACSE é composto por 39 itens e apresenta uma estrutura bifatorial, composta por quatro dimensões socioemocionais correlacionadas; autocontrolo, consciência social, competências relacionais e tomada de decisão responsável. O QACSE apresenta ainda duas dimensões de dificuldades socioemocionais correlacionadas; isolamento social e ansiedade social. As dimensões do presente questionário apresentam níveis elevados de correlação com as dimensões correspondentes de outro questionário similares. Foram ainda encontradas diferenças de género, com as raparigas a apresentarem níveis mais altos de autocontrolo, consciência social, tomada de decisão responsável e ansiedade social. Desta forma, é possível concluir que o QACSE se mostrou um instrumento válido, fiável e de preenchimento rápido, adequado para avaliar as competências socioemocionais e as dificuldades socioemocionais de alunos dos nove aos 12 anos, na sua multidimensionalidade
Riesgo social como factor de riesgo para la no adherencia farmacológica en pacientes con DM2 mayores de 65 años
Get PDFAims: The aim of this study was to establish the influence of social risk and itsrelation on therapeutic adherence to pharmacological treatment of diabetes mellitus type 2 (DM2) in people older than 65 years. Method: A cross-sectional descriptive study based on the electronic clinical records of primary care in people over 65 years of age with DM2 of north area of Madrid (n = 26703). Multivariate logistic regression analysis was performed for Non-Adherence to Treatment (Non-AdhT) and for poor control of DM2, disaggregated by sex. Results: A 33,7% had poor control of DM2 and 3.1% Non-AdhT. In regression models for poor DM2 control, the Non-AdhT increased (OR: 1.64; 95% CI: 1.07-2.51). In both sexes, social risk causes a greater lack of adherence, in women (5.7% vs. 1.9%, p = 0.000), men (7.5% vs. 2.3%, p = 0.000). In the regression models for non-AdhT, it was increased to have a social risk (OR: 2.92, 95% CI: 1.61-5.30) in women; social risk (OR = 3.52, 95% CI 1.90-6.52) was associated with non-adherence also in men. Discussion: In those older than 65 years with DM2, although the No AdhT is low, the prevalence of poor control is high. For Non-AdhT, social risk is a risk factor for both sexes, but having depression increases Non-AdhT in women, and anxiety symptoms in men. No AdhT raises the risk of poor control of DM2, especially in women; as well as not dieting and being overweight/obese.Objetivos: Establecer la influencia del riesgo social en la adherencia terapéutica al tratamiento farmacológico de la diabetes mellitus 2 (DM2) en mayores de 65 años. Método: Estudio descriptivo transversal a partir de las historias clínicas electrónicas de Atención Primaria en personas mayores de 65 años con DM2 de la Dirección Asistencial Norte de Madrid (n=26703). Se realizó análisis multivariante de regresión logística para la No Adherencia al Tratamiento (No AdhT) y para mal control de DM2, desagregado por sexo. Resultados: Un 33,7% tenían mal control de la DM2 y un 3,1% No AdhT. En modelos de regresión para el mal control de la DM2, lo aumentaba la No AdhT (OR: 1,64; IC95%: 1,07-2,51)). En ambos sexos, el riesgo social provoca una mayor falta de adherencia, en mujeres (5.7% vs. 1.9%, p = 0.000), hombres (7.5% vs. 2.3%, p = 0,000). En los modelos de regresión para la no AdhT, la aumentaba tener riesgo social (OR: 2.92, IC 95%: 1.61-5.30) en mujeres; riesgo social (OR = 3.52, IC 95% 1.90-6.52) se asoció con la no adherencia también en hombres. Conclusiones: En los mayores de 65 años con DM2, aunque el No AdhT es bajo, la prevalencia de control deficiente es alta. Para la no AdhT, el riesgo social se presenta como factor de riesgo para ambos sexos, pero tener depresión aumenta la no AdhT en las mujeres y los síntomas de ansiedad en los hombres. Sin AdhT aumenta el riesgo de un control deficiente de DM2, especialmente en mujeres; además de no hacer dieta y tener sobrepeso/obesidad
Estudio preliminar de la utilidad de un programa de realidad virtual contra el estigma en salud mental
Get PDFThis study shows the results of the application of a new virtual reality program, designed to raise awareness of stigma towards people with mental health problems. Specifically, the software, called Inclúyete VR, shows first a person who is suffering from hallucinations (graphically represented by “monsters”) and, later, different psychosocial rehabilitation programs that are used for the social inclusion of people with severe mental disorder.A sample of 12 psychologists who were currently taking the Master of General Health Psychology use Inclúyete VR. The results obtained showed that stigma was reduced in a statistically significant way in these professionals.Likewise, they valued with more than 8 points (on a scale of 1-10) the interest and usefulness of the program. The importance of these results and future lines of research are discussed.En el presente estudio se presentan los resultados de la aplicación de un nuevo programa de realidad virtual, diseñado para sensibilizar sobre el estigma hacia las personas con problemas de salud mental. Específicamente, el software, denominado Inclúyete VR, presenta primeramente una persona que está sufriendo diversas alucinaciones (representado gráficamente por “monstruos”) y, posteriormente, diferentes programas de rehabilitación psicosocial quese utilizan paralainclusión social de personascon trastorno mental grave. Inclúyete VR se aplicó a una muestra 12 psicólogos que estaban cursando en la actualidad el Máster de Psicología General Sanitaria.Los resultados obtenidos mostraron que se redujo el estigma de un modo estadísticamente significativo en estos profesionales. Asimismo, valoraron con más de 8 puntos (sobre una escala de 1-10) el interés y utilidad del programa. Se discute la importancia de estos resultados y las líneas de investigación futuras