Resumen El objetivo de esta investigación fue analizar la relación entre la presencia de trastornos emocionales y el acoso escolar en los estudiantes de sexto a noveno grado de las instituciones educativas públicas de la ciudad de Floridablanca (Colombia). El diseño del estudio fue cuantitativo correlacional. Los instrumentos utilizados fueron la prueba de tamizaje cyberbullying y el Sistema de Evaluación de Niños y Adolescentes (SENA). Se evaluaron 76 menores que cumplen el rol de víctima o agresor, y los resultados obtenidos indicaron que un alto porcentaje de los involucrados en el acoso escolar como víctimas o agresores cara a cara o en línea presentan desajustes emocionales. Los datos descriptivos muestran que en Floridablanca (Colombia) aún hay fracciones de acoso escolar por debajo de la prevalencia internacional; sin embargo, existe una alta proporción de estudiantes en riesgo de asumir algún rol en el acoso escolar. Se concluyó que la Psicología es una disciplina científica que aporta herramientas para abordar los trastornos emocionales adscritos al acoso escolar. Que deben recibir tratamiento psicológico todos los involucrados en el acoso escolar en cualquiera de sus roles. Esta investigación puede considerarse como insumo para futuros trabajos que pretendan formular acciones de intervención para el acoso escolar y el trabajo de los trastornos emocionales qu e genera este problema.

Abstract The main goal for this research was to analyze the relationship between emotional disorders and bullying in schoolchildren. Participants were recruited from sixth to ninth grade in public schools from Floridablanca, Colombia. The design method was quantitative and correlational. We administered an online test called Cyberbullying to detect students involved in bullying and cyberbullying and emotional disorders were assessed using the test Sistema de Evaluación de Niños y Adolescentes (SENA). Participants were 76 schoolchildren with high scores as victims and/or aggressors. Results show a high percentage of schoolchildren involved in bullying and cyberbullying either as victims and/or aggressors that are suffering from emotional problems. Descriptive data also shows that Floridablanca still maintains a lower prevalence of bullying compared to international standards, but there’s a high risk for children getting involved in these behaviors. This research can be taken as an input for future work that intends to formulate intervention actions, both for school acoso and for the work of the emotional disorders that this problem generates.

Resumo: Introdução: Comportamentos agressivos, como bullying ou Bullying Escolar (BE) na população, não são eventos isolados e afetam seriamente a saúde socioemocional daqueles que o sofrem. Objetivo: O objetivo deste estudo foi realizar uma revisão sistemática das publicações existentes sobre Educação Física (EF) e Atividade Física (AF). Materiais e métodos: Foi desenhada uma pesquisa baseada na metodologia PRISMA. A busca por informações foi desenvolvida em quatro bases de dados: WOS, PUBMED, SCIELO e ELSEVIER, entre os anos de 2015 a 2020. Resultados: Um total de 53 artigos foram encontrados; após serem analisados pelos critérios de inclusão e exclusão, 18 estudos foram considerados para análise. Espanha, Brasil e Colômbia concentram um maior número de publicações com grande variabilidade de tamanho de amostra para ambos os sexos, principalmente durante a adolescência. Os conceitos mais utilizados foram Bullying; Vitimização, Violência Escolar, Cyberbullying, Autoestima dentro do contexto de EF e AF. Conclusão: Destaca-se a necessidade de tornar visível o problema na EF e AF, devido ao seu impacto na saúde física e emocional e na aprendizagem motora.

Abstract: Introduction: aggressive behaviors such as bullying or School Bullying (SB) in the population are not an isolated event and seriously affect the socio-emotional health of those who suffer it. Objective: the aim of this study was to carry out a systematic review of existing publications on Physical Education (PE) and Physical Activity (PA). Materials and methods: a research was designed based on PRISMA methodology. The search for information was developed in four databases WOS, PUBMED, SCIELO and ELSEIVER between the years 2015 to 2020. Results: A total of 53 articles were found, after being analyzed by inclusion and exclusion criteria, 18 studies were considered for analysis. Spain, Brazil and Colombia concentrate a greater number of publications with great variability of sample size for both females and males mainly during adolescence. The most used concepts were Bullying; Victimization, School Violence, Cyberbullying, Cyberbullying, Self-esteem within the context of PE and PA. Conclusion: the need to make the problem visible in PE and PA is highlighted, due to its impact on physical and emotional health and motor learning.

Resumen: Introducción: las conductas agresivas como el bullying o acoso escolar (AE) en la población no son un hecho aislado y afecta gravemente la salud socioemocional de quienes lo padecen. Objetivo: el presente estudio tuvo por objetivo realizar una revisión sistemática de las publicaciones existentes sobre educación física (EF) y actividad física (AF). Materiales y métodos: se diseñó una investigación orientada con base en metodología PRISMA. La búsqueda de la información se desarrolló en cuatro bases de datos WOS, PUBMED, SCIELO y ELSEIVER entre los años 2015 al 2020. Resultados: un total de 53 artículos fueron encontrados, luego de analizados por los criterios de inclusión y exclusión, 18 estudios fueron considerados para su análisis. España, Brasil y Colombia concentran una mayor cantidad de publicaciones con gran variabilidad del tamaño de la muestra tanto para damas como varones principalmente, durante la adolescencia. Los conceptos más utilizados fueron bullying, victimización, violencia escolar, ciberacoso, autoestima dentro del contexto de EF y AF. Conclusión: se destaca la necesidad de visibiliza el problema en la EF y AF, por su impacto en materia de salud física, emocional y aprendizaje motriz.

ABSTRACT The use of digital means of communication and socialization among young people brings with it new stressors, risks, and forms of ag- gression, such as cyberbullying. Aim: To evaluate the relationship between cyberbullying and major depressive symptoms in young Chileans between 15 and 29 years. Methods: Survey through the StatKnows platform. Sampling was probabilistic and stratified with allocation proportional to the size of biphasic selection. The sample and the data were accessed virtually, respecting the bioethical standards of research with humans. Results: At all ages studied, the probability of experiencing depressive symptoms increases as levels of cyber aggression do, especially in the group between 19 and 24 years. Conclusions: The results reflect various factors of emerging adulthood that make this group more vulnerable, emphasizing the importance of studying the phenomenon at non-school ages since this form of aggression is not exclusive to adolescence, and neither are its effects on mental health.

RESUMEN El uso de medios digitales de comunicación y socialización entre los jóvenes trae consigo nuevos estresores, riesgos y formas de agresión, como el ciberacoso. Objetivo: evaluar la relación entre el ciberacoso (CB) y la sintomatología asociada a la depresión mayor (SDM) en jóvenes chilenos entre 15 y 29 años. Métodos: encuesta a través de la plataforma StatKnows. El muestreo fue de carácter probabilístico y estratificado con afijación proporcional al tamaño de selección bifásica. Se accedió a la muestra y a los datos de forma virtual, respetando los estándares bioéticos de la investigación con humanos. Resultados: en todas las edades estudiadas, aumenta la probabilidad de experimentar sintomatología depresiva a medida que aumentan los niveles de ciber agresión, especialmente en el grupo comprendido entre 19 a 24 años. Conclusiones: los resultados obtenidos reflejan diversos factores de la adultez-emergente que otorgan mayor vulnerabilidad a este grupo, y ponen énfasis en la importancia de estudiar el fenómeno en edades no escolares, dado que esta forma de agresión no es exclusiva a la adolescencia y tampoco lo son sus efectos en la salud mental.

ABSTRACT Information and Communications Technologies (ICT), as a basic support for educational activities, have influenced the relationships between students, teachers, and the family itself, due to the ease of access to new knowledge, as well as the spread of alterations. psychological conditions that can trigger anxiety, irritation and stress behaviors. Cyberbullying or cyberharassment is an educational and social problem that negatively influences its victims. The objective was to analyze the effect of a program of socio-emotional strategies to reduce cyberbullying, in upper basic level students of an educational institution in Ecuador, during 2023. A mixed methodology with a quasi-experimental approach was used. The sample was intentional, made up of 69 8th year high school students between 10 and 12 years old. A control group and an experimental group to which a socio-emotional strategies program was applied were compared. The variables analyzed were: level of cyberbullying (electronic insults, impersonation and exclusion) and Socio-emotional strategies program. The pre-test and post-test analyze were contrasted with the non-parametric Mann Whitney U Test, after descriptive analysis. Statistically significant differences were found between the averages of the experimental group compared to the control group, with lower values in the levels of cyberbullying in the post-test in the three dimensions. The results obtained constitute a practical proposal with significant impact to reduce cyberbullying in high school students of a public institution in Ecuador.

RESUMEN Las Tecnologías de la Información y las Comunicaciones (TIC), como soporte básico para las actividades educativas, han influenciado en las relaciones entre alumnos, docentes, y la propia familia, por las facilidades de acceso a nuevos conocimientos, además por la propagación de alteraciones psicológicas que pueden desencadenar comportamientos de ansiedad, irritación y estrés. El ciberbullying o ciberacoso, es un problema educacional y social, que influye negativamente en sus víctimas. El objetivo fue analizar el efecto de un programa de estrategias socioemocionales para disminuir el ciberbullying, en los estudiantes de nivel básico superior de una institución educativa en Ecuador, durante 2023. Se utilizó una metodología mixta con enfoque cuasi experimental. La muestra fue intencional, compuesta por 69 estudiantes de 8vo año de básica superior con edades entre 10 y 12 años. Fue comparado un grupo de control y otro experimental al que se le aplicó un Programa de estrategias socioemocionales. Las variables analizadas fueron: nivel de ciberbullying (insultos electrónicos, suplantación y exclusión) y Programa de estrategias socioemocionales. Los análisis pre test y pos test, fueron contrastados con la Prueba no paramétrica U de Mann Whitney, previo análisis descriptivo. Se constataron diferencias estadísticamente significativas entre promedios del grupo experimental con respecto al de control, con valores más bajos en los niveles de ciberbullying en el pos test en las tres dimensiones. Los resultados obtenidos constituyen una propuesta práctica de impacto significativo para la disminución del ciberbullying en estudiantes de básica superior de una institución pública en Ecuador.

RESUMO As Tecnologias de Informação e Comunicação (TIC), como suporte básico das atividades educativas, têm influenciado as relações entre alunos, professores e a própria família, pela facilidade de acesso a novos conhecimentos, bem como pela propagação de alterações psicológicas. que podem desencadear comportamentos de ansiedade, irritação e estresse. O cyberbullying ou assédio cibernético é um problema educacional e social que influencia negativamente as suas vítimas. O objetivo foi analisar o efeito de um programa de estratégias socioemocionais para reduzir o cyberbullying, em estudantes de nível básico superior de uma instituição de ensino no Equador, durante 2023. Foi utilizada uma metodologia mista com uma abordagem quase experimental. A amostra foi intencional, composta por 69 alunos do 8º ano do ensino médio entre 10 e 12 anos. Foram comparados um grupo controle e um grupo experimental ao qual foi aplicado um programa de estratégias socioemocionais. As variáveis analisadas foram: nível de cyberbullying (insultos eletrônicos, falsificação de identidade e exclusão) e programa de estratégias socioemocionais. As análises pré-teste e pós-teste foram contrastadas com o Teste não paramétrico Mann Whitney U, após análise descritiva. Foram encontradas diferenças estatisticamente significativas entre as médias do grupo experimental em comparação ao grupo controle, com valores mais baixos nos níveis de cyberbullying no pós-teste nas três dimensões. Os resultados obtidos constituem uma proposta prática com impacto significativo para reduzir o cyberbullying em estudantes do ensino médio de uma instituição pública no Equador.

Resumen El trastorno dismórfico corporal (TDC) es una afección en la que las personas presentan una preocupación excesiva por defectos en su aspecto físico, causándoles un sufrimiento clínicamente significativo e interfiriendo con su calidad de vida. Con el auge de las redes sociales, muchas personas tienen ideas diferentes acerca de su cuerpo. El propósito de este escrito es analizar cómo las redes sociales promueven el TDC y qué se sabe sobre el tema. El diagnóstico de este trastorno es fundamentalmente clínico y se desconoce su causa exacta, pero se cree que contribuyen factores psicológicos, biológicos, sociales y culturales. Uno de sus principales desencadenantes son las redes sociales, donde se pueden encontrar fotos retocadas e información falsa, así como ciberacoso. Esta enfermedad psiquiátrica puede ser crónica y letal. Su tratamiento consiste en psicoterapia y farmacoterapia con inhibidores selectivos de la recaptura de serotonina como primera línea. Es importante identificarlo para que el paciente reciba un tratamiento adecuado de manera oportuna para mejorar su pronóstico, y de ser posible advertir a los padres de familia de los riesgos de las redes sociales.

Abstract Body dysmorphic disorder (BDD) is an affliction in which patients have excessive worry about defects in their physical appearance, leading to clinically significant suffering and interfering with their quality of life. With the rise of social media, many people have different views about their bodies. The purpose of this article is to analyze how social media promotes BDD and what is known about this topic. The diagnosis of this disorder is fundamentally clinical. While its real cause remains unknown, psychological, biological, social, and cultural factors are believed to contribute to BDD. One of its main triggers is social media, where you can find pictures that have been edited, false information, and cyberbullying. This psychiatric disease can be chronic and fatal. Its treatment consists of psychotherapy and pharmacotherapy using selective serotonin reuptake inhibitors as first-line treatment. It is important to identify this disorder so the patient can receive a suitable treatment to have a better prognosis and if possible, to warn parents about the risk in the use of social media.

Resumen El trabajo analiza mediante una revisión integradora los modelos teóricos utilizados para analizar el cyberbullying entre adolescentes, los elementos que visibilizan y los tipos de conocimientos que producen. El corpus estuvo conformado por 47 artículos relevados en las bases de bibliografía BVS, PubMed, Scopus y SciELO. En los resultados presentamos la Teoría de la Desconexión Moral, la Teoría General de la Frustración, la Teoría de las Actividades Rutinarias, la Teoría del Comportamiento Planificado, la Teoría del Efecto del Espectador, el Modelo General de la Agresión, el Modelo de Barlett-Gentile, la Teoría Mimética y Teorías de la Identidad social. Los modelos desde una perspectiva positivista subrayan una concepción objetivista, reduccionista y causalista del cyberbullying. Discutimos estos aspectos desde la antropología de las moralidades, el interaccionismo simbólico y la violencia como origen y refuerzo de fronteras morales y sociales. Los hallazgos permiten discutir explicaciones y propuestas de prevención, a la vez que ofrecen un repertorio teórico sobre el cyberbullying útil para eludir un confinamiento explicativo y la consecuente reificación de las teorías utilizadas. adolescentes producen 4 BVS PubMed SciELO Moral Frustración Rutinarias Planificado Espectador Agresión BarlettGentile, BarlettGentile Barlett Gentile, Gentile Barlett-Gentile social objetivista moralidades sociales prevención utilizadas

Resumo Este artigo analisa, por meio de uma revisão integrativa, os modelos teóricos utilizados para analisar o cyberbullying entre adolescentes, os elementos que eles tornam visíveis e os tipos de conhecimento que produzem. O corpus foi composto por 47 artigos pesquisados nas bases de dados bibliográficas BVS, PubMed, Scopus e SciELO. Nos resultados, apresentamos a Teoria da Desconexão Moral, a Teoria Geral da Frustração, a Teoria das Atividades Rotineiras, a Teoria do Comportamento Planejado, a Teoria do Efeito Espectador, o Modelo Geral de Agressão, o Modelo Barlett-Gentile, a Teoria Mimética e as Teorias da Identidade Social. Os modelos de uma perspectiva positivista destacam uma concepção objetivista, reducionista e causalista do cyberbullying. Discutimos esses aspectos a partir da antropologia das moralidades, do interacionismo simbólico e da violência como origem e reforço dos limites morais e sociais. Os resultados nos permitem discutir explicações e propostas de prevenção, ao mesmo tempo que oferecem um repertório teórico sobre o cyberbullying útil para evitar o confinamento explicativo e a consequente reificação das teorias utilizadas. analisa integrativa adolescentes produzem 4 BVS PubMed SciELO Moral Frustração Rotineiras Planejado Espectador Agressão BarlettGentile, BarlettGentile Barlett Gentile, Gentile Barlett-Gentile Social objetivista moralidades sociais prevenção utilizadas

Abstract Through an integrative review, this paper analyzes the theoretical models used to analyze cyberbullying among adolescents, the elements they make visible, and the types of knowledge they produce. The corpus comprised 47 articles surveyed in the bibliographic databases BVS, PubMed, Scopus and SciELO. In the results we present the Theory of Moral Disconnection, the General Theory of Frustration, the Theory of Routine Activities, the Theory of Planned Behavior, the Theory of the Spectator Effect, the General Model of Aggression, the Barlett-Gentile Model, the Mimetic Theory and Theories of Social Identity. The models from a positivist perspective underline an objectivist, reductionist, and causalist conception of cyberbullying. We discuss these aspects from the anthropology of moralities, symbolic interactionism, and violence as origin and reinforcement of moral and social boundaries. The findings allow us to discuss explanations and prevention proposals while offering a theoretical repertoire on cyberbullying useful to avoid explanatory confinement and the consequent reification of the theories used. review adolescents visible produce 4 BVS PubMed SciELO Disconnection Frustration Activities Behavior Effect Aggression BarlettGentile Barlett Gentile Identity objectivist reductionist moralities interactionism boundaries

Resumen El trabajo analiza mediante una revisión integradora los modelos teóricos utilizados para analizar el cyberbullying entre adolescentes, los elementos que visibilizan y los tipos de conocimientos que producen. El corpus estuvo conformado por 47 artículos relevados en las bases de bibliografía BVS, PubMed, Scopus y SciELO. En los resultados presentamos la Teoría de la Desconexión Moral, la Teoría General de la Frustración, la Teoría de las Actividades Rutinarias, la Teoría del Comportamiento Planificado, la Teoría del Efecto del Espectador, el Modelo General de la Agresión, el Modelo de Barlett-Gentile, la Teoría Mimética y Teorías de la Identidad social. Los modelos desde una perspectiva positivista subrayan una concepción objetivista, reduccionista y causalista del cyberbullying. Discutimos estos aspectos desde la antropología de las moralidades, el interaccionismo simbólico y la violencia como origen y refuerzo de fronteras morales y sociales. Los hallazgos permiten discutir explicaciones y propuestas de prevención, a la vez que ofrecen un repertorio teórico sobre el cyberbullying útil para eludir un confinamiento explicativo y la consecuente reificación de las teorías utilizadas.

Abstract Through an integrative review, this paper analyzes the theoretical models used to analyze cyberbullying among adolescents, the elements they make visible, and the types of knowledge they produce. The corpus comprised 47 articles surveyed in the bibliographic databases BVS, PubMed, Scopus and SciELO. In the results we present the Theory of Moral Disconnection, the General Theory of Frustration, the Theory of Routine Activities, the Theory of Planned Behavior, the Theory of the Spectator Effect, the General Model of Aggression, the Barlett-Gentile Model, the Mimetic Theory and Theories of Social Identity. The models from a positivist perspective underline an objectivist, reductionist, and causalist conception of cyberbullying. We discuss these aspects from the anthropology of moralities, symbolic interactionism, and violence as origin and reinforcement of moral and social boundaries. The findings allow us to discuss explanations and prevention proposals while offering a theoretical repertoire on cyberbullying useful to avoid explanatory confinement and the consequent reification of the theories used.

Resumo Este artigo analisa, por meio de uma revisão integrativa, os modelos teóricos utilizados para analisar o cyberbullying entre adolescentes, os elementos que eles tornam visíveis e os tipos de conhecimento que produzem. O corpus foi composto por 47 artigos pesquisados nas bases de dados bibliográficas BVS, PubMed, Scopus e SciELO. Nos resultados, apresentamos a Teoria da Desconexão Moral, a Teoria Geral da Frustração, a Teoria das Atividades Rotineiras, a Teoria do Comportamento Planejado, a Teoria do Efeito Espectador, o Modelo Geral de Agressão, o Modelo Barlett-Gentile, a Teoria Mimética e as Teorias da Identidade Social. Os modelos de uma perspectiva positivista destacam uma concepção objetivista, reducionista e causalista do cyberbullying. Discutimos esses aspectos a partir da antropologia das moralidades, do interacionismo simbólico e da violência como origem e reforço dos limites morais e sociais. Os resultados nos permitem discutir explicações e propostas de prevenção, ao mesmo tempo que oferecem um repertório teórico sobre o cyberbullying útil para evitar o confinamento explicativo e a consequente reificação das teorias utilizadas.

ABSTRACT Objective: To verify the association between bullying and awake and sleep bruxism in school teenagers. Material and Methods: A cross-sectional study was conducted from March to June 2018 with adolescents aged 14 to 19 of both sexes enrolled in the state school system of a city in Pernambuco. Students who participated in the stages of data collection and filled out the questions about bullying and bruxism were considered eligible. Those with disabilities or dysfunctions that made it impossible to fill out the questionnaire themselves were excluded. For data collection, an instrument with questions from the National Survey of Adolescent Health (PeNSE) and the "Research Diagnostic Criteria for Temporomandibular Dysfunction" (RDC/TMD) questionnaire was used. Results: A total of 2,500 adolescents participated in this study. The prevalence of possible awake bruxism among the adolescents was 20.6%, the prevalence of possible sleep bruxism was 21.9%, and 23% of the adolescents reported having experienced bullying. About 2 of 10 male students had possible sleep bruxism (SB), while a fourth of the female students had the condition (p=0.004; OR=1.1). As seen in the awake bruxism, feelings of sadness, school bullying, and cyberbullying had significant correlations with possible SB (p<0.001, OR=2.4; p<0.001, OR=1.9 and p=0.01, OR=1.7, respectively). Conclusion: The association between possible awake and sleep bruxism and bullying in school adolescents was verified, regardless of sex, age, income, and mother's education. Objective teenagers Methods crosssectional cross sectional 201 1 Pernambuco eligible excluded PeNSE (PeNSE Research Dysfunction RDC/TMD RDCTMD RDC TMD (RDC/TMD used Results 2500 500 2,50 206 20 6 20.6% 219 21 9 21.9% 23 SB, , (SB) p=0.004 p0004 p 0 004 (p=0.004 OR=1.1. OR11 OR OR=1.1 . OR=1.1) sadness p0001 001 (p<0.001 OR=2.4 OR24 4 p<0.001 OR19 OR=1. p001 01 p=0.01 OR17 7 OR=1.7 respectively. respectively respectively) Conclusion verified sex age income mothers mother s education 250 50 2,5 20.6 21.9 (SB p=0.00 p000 00 (p=0.00 OR1 (p<0.00 OR=2. OR2 p<0.00 OR=1 p00 p=0.0 25 5 2, 20. 21. (p=0.0 (p<0.0 OR=2 p<0.0 OR= p0 p=0. (p=0. (p<0. p<0. p=0 (p=0 (p<0 p<0 p= (p= (p< p< (p

Abstract This cross-sectional study assessed data from Brazil’s 2019 National Student Health Survey to investigate associations between cyberbullying and sociodemographic, family, mental health, and behavioural factors among Brazilian schoolchildren. Multivariate analysis by Poisson regression found 13.2% prevalence of cyberbullying, which was higher among adolescents who felt nobody cared about them (PR=1.47; 1.36-1.59); felt sad (PR=1.5; 1.4-1.7); reported that life was not worth living (PR=1.71; 1.59-1.84); had no friends (PR=1.68; 1.50-1.87); suffered parental aggression (PR=1.54; 1.45-1.65); missed classes without permission (PR=1.13; 1.06-1.20); used tobacco (PR=1.19; 1.10-1.30); alcoholic beverages (PR=1.16; 1.08-1.25); or illicit drugs (PR=1.14; 1.04-1.25); or had sexual intercourse (PR=1.23; 1.14-1.33). Prevalence was lower among boys (PR=0.85; 0.80-0.91); those 16-17 years old (PR=0.88; 0.82-0.95); and who reported having parental supervision in their free time (PR=0.78; 0.73-0.83). Cyberbullying has a high prevalence, highlighting the importance of monitoring this practice and establishing prevention measures in schools.

Resumo O estudo analisou a associação entre Cyberbullying e fatores sociodemográficos, familiares, de saúde mental e comportamentais em escolares (13 a 17 anos) brasileiros. Trata-se de um estudo transversal com dados da PeNSE 2019. Realizou-se análise multivariada com regressão de Poisson. A prevalência de Cyberbullying foi de 13,2% e foi maior entre os adolescentes que sentiam que ninguém se preocupava com eles (RP=1,47; 1,36-1,59); se sentiam tristes (RP=1,5; 1,4-1,7); referiram que a vida não vale a pena (RP=1,71; 1,59-1,84); não tinham amigos (RP=1,68; 1,50-1,87); sofriam agressão dos pais (RP=1,54; 1,45-1,65); faltavam às aulas sem autorização (RP=1,13; 1,06-1,20); usavam tabaco (RP=1,19; 1,10-1,30); bebidas alcóolicas (RP=1,16; 1,08-1,25); drogas ilícitas (RP=1,14; 1,04-1,25); e tiveram relação sexual (RP=1,23; 1,14-1,33). Tiveram menor prevalência os adolescentes do sexo masculino (RP=0,85; 0,80-0,91), os mais velhos (16-17 anos) (RP=0,88; 0,82-0,95) e que reportaram ter supervisão dos pais no tempo livre (RP=0,78; 0,73-0,83). O Cyberbullying tem elevada prevalência e destaca-se a importância de monitorar a prática, estabelecendo ações de prevenção nas escolas.

Abstract This cross-sectional study assessed data from Brazil’s 2019 National Student Health Survey to investigate associations between cyberbullying and sociodemographic, family, mental health, and behavioural factors among Brazilian schoolchildren. Multivariate analysis by Poisson regression found 13.2% prevalence of cyberbullying, which was higher among adolescents who felt nobody cared about them (PR=1.47; 1.36-1.59); felt sad (PR=1.5; 1.4-1.7); reported that life was not worth living (PR=1.71; 1.59-1.84); had no friends (PR=1.68; 1.50-1.87); suffered parental aggression (PR=1.54; 1.45-1.65); missed classes without permission (PR=1.13; 1.06-1.20); used tobacco (PR=1.19; 1.10-1.30); alcoholic beverages (PR=1.16; 1.08-1.25); or illicit drugs (PR=1.14; 1.04-1.25); or had sexual intercourse (PR=1.23; 1.14-1.33). Prevalence was lower among boys (PR=0.85; 0.80-0.91); those 16-17 years old (PR=0.88; 0.82-0.95); and who reported having parental supervision in their free time (PR=0.78; 0.73-0.83). Cyberbullying has a high prevalence, highlighting the importance of monitoring this practice and establishing prevention measures in schools. crosssectional cross sectional Brazils Brazil s 201 sociodemographic family health schoolchildren 132 13 2 13.2 PR=1.47 PR147 PR 1 47 (PR=1.47 1.361.59 136159 1.36 1.59 36 59 1.36-1.59) PR=1.5 PR15 5 (PR=1.5 1.41.7 1417 1.4 1.7 4 7 1.4-1.7) PR=1.71 PR171 71 (PR=1.71 1.591.84 159184 1.84 84 1.59-1.84) PR=1.68 PR168 68 (PR=1.68 1.501.87 150187 1.50 1.87 50 87 1.50-1.87) PR=1.54 PR154 54 (PR=1.54 1.451.65 145165 1.45 1.65 45 65 1.45-1.65) PR=1.13 PR113 (PR=1.13 1.061.20 106120 1.06 1.20 06 20 1.06-1.20) PR=1.19 PR119 19 (PR=1.19 1.101.30 110130 1.10 1.30 10 30 1.10-1.30) PR=1.16 PR116 16 (PR=1.16 1.081.25 108125 1.08 1.25 08 25 1.08-1.25) PR=1.14 PR114 14 (PR=1.14 1.041.25 104125 1.04 04 1.04-1.25) PR=1.23 PR123 23 (PR=1.23 1.141.33. 114133 1.14 1.33 . 33 1.14-1.33) PR=0.85 PR085 0 85 (PR=0.85 0.800.91 080091 0.80 0.91 80 91 0.80-0.91) 1617 17 16-1 PR=0.88 PR088 88 (PR=0.88 0.820.95 082095 0.82 0.95 82 95 0.82-0.95) PR=0.78 PR078 78 (PR=0.78 0.730.83. 073083 0.73 0.83 73 83 0.73-0.83) schools 13. PR=1.4 PR14 (PR=1.4 361 1.361.5 13615 136 1.3 159 1.5 3 1.36-1.59 PR=1. PR1 (PR=1. 41 1.41. 141 1. 1.4-1.7 PR=1.7 PR17 (PR=1.7 591 1.591.8 15918 184 1.8 8 1.59-1.84 PR=1.6 PR16 6 (PR=1.6 501 1.501.8 15018 150 187 1.50-1.87 451 1.451.6 14516 145 165 1.6 1.45-1.65 PR=1.1 PR11 (PR=1.1 061 1.061.2 10612 106 1.0 120 1.2 1.06-1.20 101 1.101.3 11013 110 1.1 130 1.10-1.30 081 1.081.2 10812 108 125 1.08-1.25 041 1.041.2 10412 104 1.04-1.25 PR=1.2 PR12 (PR=1.2 1.141.33 11413 114 133 1.14-1.33 PR=0.8 PR08 (PR=0.8 800 0.800.9 08009 080 0.8 091 0.9 9 0.80-0.91 161 16- 820 0.820.9 08209 082 095 0.82-0.95 PR=0.7 PR07 (PR=0.7 730 0.730.83 07308 073 0.7 083 0.73-0.83 1.361. 1361 15 1.36-1.5 PR=1 (PR=1 1.41 1.4-1. 1.591. 1591 18 1.59-1.8 1.501. 1501 1.50-1.8 1.451. 1451 1.45-1.6 1.061. 1061 12 1.06-1.2 1.101. 1101 11 1.10-1.3 1.081. 1081 1.08-1.2 1.041. 1041 1.04-1.2 1.141.3 1141 1.14-1.3 PR=0. PR0 (PR=0. 0.800. 0800 0. 09 0.80-0.9 0.820. 0820 0.82-0.9 0.730.8 0730 07 0.73-0.8 1.361 1.36-1. PR= (PR= 1.4-1 1.591 1.59-1. 1.501 1.50-1. 1.451 1.45-1. 1.061 1.06-1. 1.101 1.10-1. 1.081 1.08-1. 1.041 1.04-1. 1.141. 1.14-1. PR=0 (PR=0 0.800 0.80-0. 0.820 0.82-0. 0.730. 0.73-0. 1.36-1 (PR 1.4- 1.59-1 1.50-1 1.45-1 1.06-1 1.10-1 1.08-1 1.04-1 1.141 1.14-1 0.80-0 0.82-0 0.730 0.73-0 1.36- 1.59- 1.50- 1.45- 1.06- 1.10- 1.08- 1.04- 1.14- 0.80- 0.82- 0.73-

Resumo O estudo analisou a associação entre Cyberbullying e fatores sociodemográficos, familiares, de saúde mental e comportamentais em escolares (13 a 17 anos) brasileiros. Trata-se de um estudo transversal com dados da PeNSE 2019. Realizou-se análise multivariada com regressão de Poisson. A prevalência de Cyberbullying foi de 13,2% e foi maior entre os adolescentes que sentiam que ninguém se preocupava com eles (RP=1,47; 1,36-1,59); se sentiam tristes (RP=1,5; 1,4-1,7); referiram que a vida não vale a pena (RP=1,71; 1,59-1,84); não tinham amigos (RP=1,68; 1,50-1,87); sofriam agressão dos pais (RP=1,54; 1,45-1,65); faltavam às aulas sem autorização (RP=1,13; 1,06-1,20); usavam tabaco (RP=1,19; 1,10-1,30); bebidas alcóolicas (RP=1,16; 1,08-1,25); drogas ilícitas (RP=1,14; 1,04-1,25); e tiveram relação sexual (RP=1,23; 1,14-1,33). Tiveram menor prevalência os adolescentes do sexo masculino (RP=0,85; 0,80-0,91), os mais velhos (16-17 anos) (RP=0,88; 0,82-0,95) e que reportaram ter supervisão dos pais no tempo livre (RP=0,78; 0,73-0,83). O Cyberbullying tem elevada prevalência e destaca-se a importância de monitorar a prática, estabelecendo ações de prevenção nas escolas. sociodemográficos familiares 13 (1 1 anos brasileiros Tratase Trata 2019 Realizouse Realizou Poisson 132 2 13,2 RP=1,47 RP147 RP 47 (RP=1,47 1,361,59 136159 1,36 1,59 36 59 1,36-1,59) RP=1,5 RP15 5 (RP=1,5 1,41,7 1417 1,4 1,7 4 7 1,4-1,7) RP=1,71 RP171 71 (RP=1,71 1,591,84 159184 1,84 84 1,59-1,84) RP=1,68 RP168 68 (RP=1,68 1,501,87 150187 1,50 1,87 50 87 1,50-1,87) RP=1,54 RP154 54 (RP=1,54 1,451,65 145165 1,45 1,65 45 65 1,45-1,65) RP=1,13 RP113 (RP=1,13 1,061,20 106120 1,06 1,20 06 20 1,06-1,20) RP=1,19 RP119 19 (RP=1,19 1,101,30 110130 1,10 1,30 10 30 1,10-1,30) RP=1,16 RP116 16 (RP=1,16 1,081,25 108125 1,08 1,25 08 25 1,08-1,25) RP=1,14 RP114 14 (RP=1,14 1,041,25 104125 1,04 04 1,04-1,25) RP=1,23 RP123 23 (RP=1,23 1,141,33. 114133 1,14 1,33 . 33 1,14-1,33) RP=0,85 RP085 0 85 (RP=0,85 0,800,91, 080091 0,80 0,91 , 80 91 0,80-0,91) 1617 (16-1 RP=0,88 RP088 88 (RP=0,88 0,820,95 082095 0,82 0,95 82 95 0,82-0,95 RP=0,78 RP078 78 (RP=0,78 0,730,83. 073083 0,73 0,83 73 83 0,73-0,83) destacase destaca prática escolas ( 201 13, RP=1,4 RP14 (RP=1,4 361 1,361,5 13615 136 1,3 159 1,5 3 1,36-1,59 RP=1, RP1 (RP=1, 41 1,41, 141 1, 1,4-1,7 RP=1,7 RP17 (RP=1,7 591 1,591,8 15918 184 1,8 8 1,59-1,84 RP=1,6 RP16 6 (RP=1,6 501 1,501,8 15018 150 187 1,50-1,87 451 1,451,6 14516 145 165 1,6 1,45-1,65 RP=1,1 RP11 (RP=1,1 061 1,061,2 10612 106 1,0 120 1,2 1,06-1,20 101 1,101,3 11013 110 1,1 130 1,10-1,30 081 1,081,2 10812 108 125 1,08-1,25 041 1,041,2 10412 104 1,04-1,25 RP=1,2 RP12 (RP=1,2 1,141,33 11413 114 133 1,14-1,33 RP=0,8 RP08 (RP=0,8 800 0,800,91 08009 080 0,8 091 0,9 9 0,80-0,91 161 (16- 820 0,820,9 08209 082 095 0,82-0,9 RP=0,7 RP07 (RP=0,7 730 0,730,83 07308 073 0,7 083 0,73-0,83 1,361, 1361 15 1,36-1,5 RP=1 (RP=1 1,41 1,4-1, 1,591, 1591 18 1,59-1,8 1,501, 1501 1,50-1,8 1,451, 1451 1,45-1,6 1,061, 1061 12 1,06-1,2 1,101, 1101 11 1,10-1,3 1,081, 1081 1,08-1,2 1,041, 1041 1,04-1,2 1,141,3 1141 1,14-1,3 RP=0, RP0 (RP=0, 0,800,9 0800 0, 09 0,80-0,9 (16 0,820, 0820 0,82-0, 0,730,8 0730 07 0,73-0,8 1,361 1,36-1, RP= (RP= 1,4-1 1,591 1,59-1, 1,501 1,50-1, 1,451 1,45-1, 1,061 1,06-1, 1,101 1,10-1, 1,081 1,08-1, 1,041 1,04-1, 1,141, 1,14-1, RP=0 (RP=0 0,800, 0,80-0, 0,820 0,82-0 0,730, 0,73-0, 1,36-1 (RP 1,4- 1,59-1 1,50-1 1,45-1 1,06-1 1,10-1 1,08-1 1,04-1 1,141 1,14-1 0,800 0,80-0 0,82- 0,730 0,73-0 1,36- 1,59- 1,50- 1,45- 1,06- 1,10- 1,08- 1,04- 1,14- 0,80- 0,73-

Deans of students are the main points of contact between the university management and the students they serve in Kenyan universities. This position exposes them to acts of hostility both online and offline. This article explores the experiences of deans of students in Kenyan universities with cyberbullying. It specifically analyses the prevalence of cyberbullying among deans of students in Kenyan universities, the nature of cyberbullying meted out to deans of students, the strategies used by the deans to counter cyberbullying, and the effectiveness of these strategies in mitigating cyberbullying. This study was qualitative. Data was collected through interviews with 25 deans of students from eight private and seventeen public universities in Kenya. The study findings show that most of the deans of students have been bullied online at some time or another by their students. Deans of students were bullied for their looks, competencies, and associations. This, in turn, has affected how they perform their duties. The deans countered cyberbullying by blocking the bullying accounts, unfriending hostile "friends", deactivating or disengaging from social media, seeking legal redress, creating rapport with the students to stem hostility, seeking counselling, or confronting the bullies directly. The study revealed that the strategies used by the deans of students to curb cyberbullying were largely ineffective. This study recommends that universities provide staff sensitization training on cyberbullying and strengthen counselling and peer support systems among staff. This would enable their staff, such as deans of students, to deal with the effects of cyberbullying. These recommendations, if implemented, could help secure a favourable online working environment for the deans of students at Kenyan universities as they interact with their students, increase their morale at work, and improve the working relationship between students and the deans of students.

Les doyens chargés des questions liées aux étudiants sont les principaux points de contact entre la direction de l'université et les étudiants qu'ils servent dans les universités kenyanes. Cette position les expose à des actes d'hostilité en ligne et sur le terrain. Cet article explore les expériences des doyens des universités kenyanes en matière de cyberintimidation. Il analyse en particulier la prévalence de la cyberintimidation parmi les doyens chargés des questions liées aux étudiants dans les universités kenyanes, la nature de la cyberintimidation subie par ces derniers, les stratégies utilisées par les doyens pour lutter contre la cyberintimidation ainsi que l'efficacité de ces stratégies pour atténuer les effets de la cyberintimidation. Cette étude était qualitative. Les données ont été recueillies par le biais d'entretiens avec 25 doyens chargés des questions liées aux étudiants, issus de huit universités privées et de dix-sept universités publiques du Kenya. Les résultats de l'étude montrent que la plupart de ces doyens ont été victimes d'intimidation en ligne à un moment ou à un autre de la part de leurs étudiants. Les doyens d'étudiants ont été malmenés en raison de leur apparence, de leurs compétences et de leurs associations. Cela a eu des répercussions sur la manière dont ils s'acquittent de leurs tâches. Les doyens ont contré la cyberintimidation en bloquant les comptes des auteurs de ces intimidations, en supprimant les « amis » hostiles, en désactivant les médias sociaux ou en s'en désengageant, en demandant une réparation juridique, en établissant une relation avec les élèves pour endiguer l'hostilité, en demandant des conseils ou en affrontant directement les auteurs de l'intimidation. L'étude a révélé que les stratégies utilisées par les doyens des étudiants pour lutter contre la cyberintimidation étaient généralement inefficaces. Cette étude recommande aux universités de sensibiliser leur personnel à la cyberintimidation et de renforcer les systèmes de conseil et de soutien par les pairs au sein du personnel. Cela permettrait aux membres du personnel, tels que les doyens chargés des questions liées aux étudiants, de mieux gérer les effets de la cyberintimidation. Ces recommandations, si elles sont appliquées, contribueront à garantir un environnement de travail en ligne favorable pour les doyens des universités kenyanes lorsqu'ils interagissent avec leurs étudiants, à améliorer leur moral au travail et à améliorer les relations de travail entre les étudiants et les doyens chargés des questions liées aux étudiants.

Resumen El cyberbullying y el bullying son fenómenos interrelacionados que se dan en nuestros centros escolares, que se entienden como los actos intencionales, repetidos en el tiempo y con desequilibrio de poder para hacer daño de una o varias personas a otra, a través de medios digitales (cyberbullying) o cara a cara (bullying), con consecuencias negativas para quien las sufre. La pandemia y los confinamientos han constatado un aumento de los casos de acoso escolar en forma de cyberbullying. Además, el estudio del acoso escolar no se entiende sin una de sus formas más frecuentes, como es el acoso digital. En el presente estudio se pretende presentar los datos obtenidos de la panorámica de conductas de acoso escolar en un grupo-aula antes de la pandemia y posteriormente, tras un periodo de confinamiento. Se busca mostrar los cambios originados entre un escenario y otro, indagando en los factores que determinan las formas en las que se interrelacionan en una nueva realidad. A su vez, comprobar la extrapolación de unas formas de acoso escolar hacia otras que muestran una evolución desde el bullying más convencional, cara a cara o presencial hacia el cyberbullying, que se amplifica por darse en el espacio disponible donde los estudiantes se articulan durante el confinamiento sin asistencia presencial a las aulas.

Abstract Cyberbullying and bullying are interrelated phenomena that occur in our schools, which are understood as intentional acts repeated over time and with an imbalance of power to harm one or more people to another, through digital media (cyberbullying) or face-to-face (bullying), with negative consequences for those who suffer. The pandemic and lockdowns have seen an increase in cases of bullying in the form of cyberbullying. In addition, the study of bullying is not understood without one of its most frequent forms, such as digital bullying. The present study aims to present the data obtained from the overview of bullying behaviors in a group-classroom before the pandemic and after a period of confinement to show the changes between one scenario and the other classroom before the pandemic and later after a period of confinement to show the changes originated between one scenario and the other, to investigate the factors that determine how they interrelate in a new reality and to check the extrapolation of some forms of bullying towards others that show an evolution from bullying towards cyberbullying that is amplified by occurring in the available space in which the students are articulated during the confinement without classroom attendance.

Resumo Cyberbullying e bullying são fenômenos inter-relacionados que ocorrem em nossas escolas, os quais são entendidos como atos intencionais, repetidos ao longo do tempo e com desequilíbrio de poder para prejudicar uma ou mais pessoas a outra, por meio de mídias digitais (cyberbullying) ou presenciais (bullying), com consequências negativas para quem as sofre. A pandemia e os confinamentos viram um aumento nos casos de bullying na forma de cyberbullying. Além disso, o estudo do bullying não é compreendido sem uma de suas formas mais frequentes, como o bullying digital. O presente estudo tem como objetivo apresentar os dados obtidos a partir do panorama dos comportamentos de bullying em uma sala-grupo antes da pandemia e após um período de confinamento. Busca mostrar as mudanças originadas entre um cenário e outro, investigando os fatores que determinam as formas como eles se inter-relacionam em uma nova realidade. Por sua vez, verificar a extrapolação de algumas formas de bullying para outras que mostram uma evolução do bullying para o cyberbullying, que se amplia por ocorrer no espaço disponível em que os alunos se articulam durante o confinamento sem atendimento presencial nas salas de aula.

Resumen: La expansión aplicativa de las nuevas tecnologías -en el sentido amplio que permite incluir en ellas la infocomunicación, la digitalización, la robótica, la nanotecnología y la Inteligencia Artificial- así como sus repercusiones en el ámbito laboral y de prestación de servicios, en general, han sido objeto de continuos análisis desarrollados por plurales instancias y organismos, cuyas conclusiones sirven a nuestro ensayo de naturaleza jurídico-normativa con dos finalidades: presentar el estado de la cuestión desde una perspectiva socioeconómica y, a partir de ella, indagar acerca de las medidas adoptadas por los distintos niveles políticos para afrontar las derivas perniciosas que la implementación de estas nuevas tecnologías pudiera ocasionar para la empleabilidad de la ciudadanía, más concretamente para colectivos vulnerables en el contexto de la IV revolución industrial, como podría acontecer con la mujer. Los objetivos apenas referidos justifican que la estructura de este estudio esté compuesta por dos grandes apartados destinados, el primero, a ofrecer una reflexión asentada en los datos proporcionados por los informes existentes al respecto. Con ello pretendemos no sólo compilar las conclusiones alcanzadas por los distintos grupos de investigación que han abordado la cuestión, sino especialmente detectar hallazgos comunes y diferenciados que, en conjunto presentados, contribuyan a dotar de transparencia al estado de la cuestión. Como de seguida se observa, hemos procurado a este respecto traer a colación análisis procedentes de actores internacionales -OIT, OCDE y Foro Económico Mundial-, comunitarios -órganos comunitarios e institutos de investigación europeos, así como entidades privadas que han desarrollado informes al respecto en el ámbito europeo- y nacionales españoles -representados, en este caso, por el Instituto de las Mujeres, el Consejo Económico Social, Eurostat, el Servicio Público de Empleo Estatal y alguna entidad privada-, de modo que sea posible el contraste y, por ende, cierta objetividad. El segundo apartado queda consignado a indicar los aspectos ventajosos, pero también los perjudiciales que las nuevas tecnologías comportan para el ámbito laboral, si bien tomando como perspectiva de estudio el colectivo femenino y, como guía estructuradora, los tres momentos que tradicionalmente la doctrina iuslaboralista distingue en la relación contractual laboral; id est, su nacimiento, vigencia y terminación. Las propuestas conclusivas, destinadas a ofrecer algunas sugerencias al legislador nacional respecto de actuaciones a adoptar en este ámbito de la empleabilidad femenina en el contexto de las nuevas tecnologías, se incluyen en el último de los apartados que configuran este ensayo.

Abstract: The application expansion of new technologies -in the broad sense that allows them to include info-communication, digitization, robotics, nanotechnology and Artificial Intelligence- as well as its repercussions in the workplace and the provision of services, in In general, have been the subject of continuous analyzes developed by multiple instances and organizations, whose conclusions serve our essay of a legal-normative nature with two purposes: to present the state of the matter from a socioeconomic perspective and, from it, to inquire about the measures adopted by the different political levels to face the pernicious drifts that the implementation of these new technologies could cause for the employability of citizens, more specifically, for groups that are especially vulnerable in the context of the IV industrial revolution, as could happen with women. The objectives just mentioned justify that the structure of this study is composed of two large sections intended, the first, is to offer a reflection based on the data provided by the existing reports on the matter. Through it, we intend not only to compile the conclusions reached by the different research groups that have addressed the issue but especially to detect common and differentiated findings that, presented together, provide transparency to the state of the issue. As can be seen below, we have tried in this regard to bring up analyses from international actors -ILO, OECD and World Economic Forum-, community -community bodies and European research institutes, as well as private entities that have developed reports on the matter in the European sphere- and Spanish nationals -represented, in this case, by the Women’s Institute, the Social Economic Council, Eurostat, the State Public Employment Service and some private entity-, so that the contrast is possible and, therefore, some objectivity. The second section is consigned to indicate the advantageous aspects, but also the harmful ones that the new technologies entail for the workplace, although taking as a study perspective the female group and, as a structuring guide, the three moments that the labour law doctrine traditionally distinguishes in the labor contractual relationship; id est, its birth, validity and termination. The conclusive proposals, aimed at offering suggestions to the national legislator regarding actions to be adopted in this field of female employability in the context of new technologies, are included in the last sections that make up this essay.

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ABSTRACT Introduction: the use of the Internet carries risks, such as the appearance of different forms of harassment or cyberbullying. Objectives: To determine the frequency of different forms of cyberbullying victimization in adolescents. Materials and Methods: This was an observational, descriptive and prospective study. Adolescents from 12 to 18 years of age, who consulted at Pediatric Referral Hospital, were invited to participate in a survey via Google form, sent by WhatsApp, using a validated questionnaire in Spanish from March to October 2020. Variables: demographic data, exposure to threatening messages, humiliating images, jokes, rumors, online dissemination of personal information or images of a sexual nature, and exclusion from their peer group. The results were analyzed in SPSS. The ethics committee approved the study with the informed consent of the participants and their parents. Results: 406 respondents were included, with a mean age of 15.4 ± 1.99. 60.1% female, 88.4% urban residence. 22.5% suffered at least one episode of cyberbullying. 19.7% and 26.6% received threatening messages, vía instant messaging and social networks, respectively. 14.5% were humiliated with images on the internet and 30.3% with exposure of personal data. 10.3% were stripped of their passwords. 7.9% have been recorded in humiliating situations and 1% have been recorded in situations of physical violence. 49.3% of those surveyed have been excluded from their peer group. Conclusion : 22.5% of adolescents were subjected to some type of online bullying. The most frequent were the exposure of personal information and exclusion from their peer group.

RESUMEN Introducción: la utilización de internet conlleva riesgos, como la aparición de las diferentes formas de acoso o ciberbullying. Objetivos: Determinar la frecuencia de diferentes formas de victimización por ciberbullying en adolescentes. Materiales y Métodos: Estudio observacional, descriptivo, prospectivo. Adolescentes de 12 a 18 años edad, que concurrieron al Hospital pediátrico, fueron invitados a participar de una encuesta vía formulario de Google, enviada por WhatsApp, utilizando un cuestionario validado en español en el periodo dé marzo a octubre del 2020. Variables: datos demográficos, exposición a mensajes amenazantes, imágenes humillantes, bromas, rumores, difusión online de información personal o imágenes de índole sexual y segregación del grupo. Los resultados fueron analizados en SPSS. El comité de ética aprobó el estudio con consentimiento informado de los participantes y sus padres. Resultados: Fueron incluidos 406 encuestados, con edad media 15,4±1.99. El 60,1% de sexo femenino, 88,4% de residencia urbana. El 22,5% sufrieron al menos un episodio de ciberbullying. El 19,7% y 26,6% recibieron mensajes amenazantes mensajes y redes sociales respectivamente. El 14,5% fueron humillados con imágenes en internet y el 30,3% con exposición de datos personales. El 10,3% fueron despojados de sus contraseñas. El 7,9 que han sido grabados en situaciones humillantes y el 1% ha sido grabado en situaciones de violencia física. 49,3% de los encuestados han sido apartados del grupo. Conclusión: El 22,5% de los adolescentes fueron objeto de algún tipo de acoso en línea. Los más frecuentes fueron la exposición de información personal y segregación del grupo.

Resumen El discurso de odio contra las mujeres está ampliamente documentado en la literatura. Sin embargo, el impacto de las nuevas tecnologías de la comunicación y de la información desde una perspectiva de género es una cuestión que a menudo no se aborda. Este estudio analizó el acoso cibernético contra las mujeres en la plataforma Instagram con el objetivo de conocer los comportamientos de los usuarios (hombres, mujeres y cuentas falsas) en la red social objeto del estudio. De forma secundaria, se observaron las difamaciones más frecuentes realizadas en contra de las mujeres. Para desarrollar la búsqueda se escogieron en total 8 personalidades femeninas pertenecientes a cuatro categorías diferentes a nivel laboral: política, comunicación, deporte y empresa; se estudiaron todas sus publicaciones y comentarios en Instagram entre noviembre de 2021 y abril de 2022. Se recopilaron un total de 393 publicaciones y 61.703 comentarios. Instagram solo permitió leer el 89,33% del total de los comentarios. Según la categoría correspondiente a cada mujer, se visualizaron grandes diferencias en los insultos totales reunidos. En general se contabilizaron 1144 insultos y otras expresiones insidiosas, que suponen el 2,08% de los comentarios legibles. Se recogen dos formas para llevar a cabo el insulto: de forma directa (76,75%) e indirecta (23,25%). Existe una evidencia clara de la presencia del discurso de odio en Instagram. Por ello, se requiere realizar más investigación, con ensayos bien diseñados, para valorar el alcance del movimiento antifeminista en redes sociales.

Abstract The discourse of hate against women is widely documented in literature. However, the impact of new technologies of communication and information from a gender perspective is an issue that is often overlooked. This study analyzed cyberbullying against women on the Instagram platform in order to understand the behaviors of users (men, women and fake accounts) on the social network under study. Secondarily, the most frequent defamations carried out against women were observed. To develop the search, a total of 8 female personalities belonging to four different categories at the professional level were chosen: politics, communication, sports and business; all their publications and comments on Instagram were studied between November 2021 and April 2022. A total of 393 publications and 61,703 comments were compiled. Instagram only allowed reading 89.33% of the total comments. According to the corresponding category for each woman, large differences were observed in the total insults gathered. In general, 1,144 insults and other insidious expressions were counted, representing 2.08% of readable comments. Two ways of insulting are collected: directly (76.75%) and indirectly (23.25%). There is clear evidence of the presence of hate speech on Instagram. Therefore, further research is required, with well-designed trials, to assess the scope of the antifeminist movement on social media.