New challenges in the use of the Internet and social networks among adolescents and young people: state of the art, consequences and future prospects

JOANA JAUREGUIZAR ALBONIGA-MAYOR

COORDINATOR

Short CV

Joana Jaureguizar is Lecturer Professor in the Department of Developmental and Educational Psychology at the Faculty of Education in Bilbao at the University of the Basque Country (UPV/EHU). She is the principal investigator of the consolidated research group PSIDES-Developmental Psychology in the face of new social challenges.

Her lines of research have focused on emotional and behavioural problems in childhood and adolescence, more specifically, on violent behaviour in adolescents (dating violence, child-to-parent violence, violence towards teachers and among peers) and child-adolescent depression. In recent years she has focused on the use of new technologies (Internet, social networks…) by children, adolescents and young people, and the new ways of exercising violence through these media (cyber-dating violence, cyberbullying…) or the misuse of these (online pornography consumption). It is worth highlighting its experience in the design and validation of prevention programmes: the most recent have been the POZIK BIZI programme, a programme for the prevention of childhood depression, funded by the Alicia Koplowitz Foundation, and the programme for the prevention of cyber-dating violence (CDASTOP) funded by the UPV/EHU. The CDASTOP programme is being implemented and validated in the adolescent population of residential centres and in adolescents and young people in various Latin American countries.

His participation in various regional, national and international research projects has allowed her to obtain an extensive scientific production, both in scientific journals of impact and in scientific forums, as well as in journals and forums for transfer to society.

Symposium abstract

The scientific literature shows that there is currently great interest in well-being of students with high abilities. In this regard, research results are contradictory; some studies defend the greater resilience of this group and others point out their vulnerability.

This symposium focuses on analyzing some elements that may influence this variability of results.

Firstly, social representations about their psychological and subjective well-being (life satisfaction, positive affect and negative affect) have been studied, which condition the detection of the teaching staff and families, the identification and subsequent educational intervention with these students.

Secondly, the concerns and challenges perceived by parents whose children have high abilities regarding the educational environment were studied.

The analysis of the different responses provided to these students in schools once they have been identified and their impact on their well-being are presented in the third place.

Finally, the impact on their well-being of other extracurricular activities, offered outside school hours, by educational institutions: schools, music conservatories, academies, sports clubs, etc., has been evaluated.

On the basis of the results obtained, we reflect on the educational keys that enhance the well-being of highly gifted students and their families.