Gonz alez-Cabrera, J. M., Le on-Mej ıa, A., Machimbarrena, J. M., Balea, A. & Calvete, E. (2019). Psychometric properties of the cyberbullying triangulation questionnaire: A prevalence analysis through seven roles. Scandinavian Journal of Psychology, 60, 160-168.This study explores the psychometric properties of the Cyberbullying Triangulation Questionnaire (CTQ), which measures and triangulates the roles of cybervictimization, cyberaggression, and cyberbystanding. The study sample was composed of 5,036 Spanish students with a mean age of 14.19 years (SD = AE1.7; range = 10-23 years). Confirmatory factor analysis of the three correlated-factor model yielded a high goodness of fit. Reliability as measured by Omega coefficients was adequate (>0.94). The measurement model was invariant for the two age groups (10-14 years and 15-23 years). Cybervictimization and cyberaggression correlated with offline victimization and aggression (r = 0.49; p < 0.001; r = 0.57; p < 0.001, respectively). The results show that the most prevalent cyberbystanding subrole was that of the Defender of the Victim (54.6%), and that cyberaggression and cyberbystanding were more prevalent among male adolescents (p < 0.001). The lack of parental control over children's use of the mobile phone was associated with cyberaggression (p < 0.001).

Cybervictims and cyberbully-victims have worse quality of life in all the dimensions than uninvolved individuals, especially in Psychological well-being, School environment, and Bullying.

Background Mobile phones allow us to stay connected with others and provide us a sense of security. We can work, chat with family and friends, take pictures, buy clothes or books, and even control home appliances. They play such a significant role in our lives that we feel anxious without them. In some cases, the relationship between humans and these communication devices have become problematic. Nomophobia (NMP) is the fear of becoming incommunicable, separated from the mobile phone and losing connection to the Internet. Since this social phobia was coined in the first decade of the XXI century, a growing number of studies have studied it and reported the prevalence of this technology-related problem. However, this research activity has generated mixed results regarding how we assess and report nomophobia and who may be at a higher risk of suffering or developing it. Methods We conducted a systematic review of 108 studies published in English and Spanish and collected them in Parsifal. We searched for assessment and prevalence data on nomophobia. Also, we looked at gender and age differences to identify risk factors and see if these differences exist and emerge worldwide. Results In this study, we find that women and younger individuals suffer more from nomophobia. The disparity in reporting the prevalence of nomophobia is enormous since the percentages of “at-risk” participants go from 13% to 79%, and participants suffering from it are between 6% and 73%, being the score in the range of 45.5 and 93.82. Within the group of nomophobic people, moderate cases vary between 25.7% and 73.3%, and severe cases, between 1% and 87%. Such disparity is due to differences in assessment criteria. Females and young people seem to be more vulnerable to nomophobia although methodological disparity makes it difficult to reach definitive conclusions. We conclude our review by recommending some common guidelines for guiding future research.

La nomofobia es una fobia situacional en la que se experimenta un miedo intenso, irracional y desproporcionado a no poder usar el smartphone. Se realizó un estudio instrumental de la versión española del cuestionario de Nomofobia (NMP-Q) con los objetivos de: 1) analizar su estructura factorial y fiabilidad; 2) analizar su invarianza con relación al sexo y la edad, y 3) obtener puntos de cortes específicos para distintas edades y sexo. El muestreo fue incidental y no probabilístico. Hubo 5012 participantes (57.9%, mujeres) de 12-24 años (M = 18,04, SD = 3,3). El análisis factorial confirmatorio mostró un modelo jerárquico de 4 factores correlacionados y explicados por uno general de segundo orden. Los índices de fiabilidad de las dimensiones del NMP-Q fueron satisfactorios oscilando entre ,78, ,85, ,86 y ,92 (Omega ω). Un análisis multigrupo confirmó la invarianza por sexo y edad. A partir de las puntuaciones del NMP-Q se calcularon 3 puntos de corte siguiendo los percentiles 15, 80 y 95 (sin nomofobia, riesgo de nomofobia, y nomofóbico). Las mujeres de 12-15 años tuvieron las puntuaciones más altas en nomofobia. Podemos concluir que el NMP-Q nos permite identificar problemas de nomofobia por sexo y edad desde un punto de vista clínico.

This study created a Spanish triangulated version of the European Bullying Intervention Project Questionnaire and obtained indicators of its validity and reliability. This new tool allows researchers to triangulate and flexibly investigate the three main roles in school bullying, obtaining seven potential roles (pure victim, pure bully, pure bystander, bully/victim, victim/bystander, bully/bystander, and bully/victim/bystander). The sample was 2,068 adolescents and young adults aged 11–19 years (Mage = 14.2 ± 1.48 years old; 53.8% females). Confirmatory factor analysis indicated a good fit for the three‐related‐factor model and adequate reliability (ω > 0.91) in all dimensions. About 28.2% of the sample reported victimization; of whom only 2.9% were pure victims, 15.1% were victim/bystanders, and 9.8% were involved in all three roles (bully/victim/bystanders). Only 0.8% played the role of a pure bully, and 0.4% were bully/victims. The most prevalent profile was that of pure bystander (30%). These results are discussed in light of their importance for the interpretation of the prevalence of traditional bullying, and their implications for bullying assessments and interventions.

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Este trabajo se ocupa de la percepción y construcción de la muerte en el contexto de educación infantil. A pesar de la importancia que tiene un correcto afrontamiento de la muerte en los más pequeños, esta necesidad se encuentra muy desatendida debido a que la muerte se ha convertido en un tabú social y educativo. Además de presentar un recorrido teórico por este tema, ofrecemos una serie de líneas de actuación básicas que pueden ser de utilidad a la comunidad docente de cualquier centro escolar. El protocolo de actuación sobre pérdidas y duelo contempla medidas tanto preventivas como paliativas en las que una correcta pedagogía de la muerte resulta un elemento primordial.