The integration of young immigrants in the societies that host them highlights the need for the intervention of social workers to facilitate their adaptation and inclusion from an individualized diagnosis of their needs. The development of social skills in the immigrants is one of the main ways to make that integration happen, and therefore its diagnosis is fundamental. However, at present, there are no valid and reliable instruments that take into account the sociocultural factors that surround young immigrants for the evaluation of their social skills. It is for this reason that the purpose of this study was to adapt and validate a current and useful instrument for the diagnosis of such social skills to young immigrants welcomed in Spain. To do this, it was started on the choice and adaptation of The Social Skills Scale (Escala de Habilidades Sociales). Subsequently, the questionnaire was submitted to concurrent, predictive, and nomological validation processes. The construct validity was carried out by factor analysis first and second order to confirm the hierarchical structure of the scale. After validation with Exploratory Factor Analysis (n = 330), the structure was checked, and the model was later adjusted with Confirmatory Factor Analysis (n = 568) by means of structural equations. The reliability and internal consistency of the instrument was also tested with values in all dimensions above 0.8. It is concluded that this new instrument has 29 items and 6 dimensions, has acceptable validity and reliability, and can be used for the diagnosis of Social Skills in Young Immigrants.

The goal of this study is to analyze how religion, ethnic group, and race influence the likelihood of becoming either a cybervictim or cyberbully in intercultural educational environments. In the research, 755 students in secondary education were analyzed in the south of Spain through the Cyberbullying Scale for students with Cultural and Religious Diversity (CSCRD). The analyses were carried out using the Statistical Package SPSS and the STATA software. The results obtained from the Kruskal–Wallis H test showed significant differences according to these aspects, for both the cybervictim and cyberbully parameters. The results stemming from binary logistic regressions confirmed such differences and regarded those students who belong to the Muslim religion, the gypsy ethnic group and the Asian race as being more likely to become cybervictims. Furthermore, these analyses showed that Gypsy and Asian students were also more likely to be cyberbullies than other groups. The main conclusions state that minority groups are more likely to suffer cyberbullying in intercultural educational environments, and that students from these groups are also more likely to become cyberbullies.

This study aims to expand the existing scientific, theoretical and empirical knowledge about the influence of the variables age, gender, nationality and place of residence on the probability of developing social skills that generate social wellbeing, and, in addition, to identify the relationship between the most influential variable and the academic success of immigrant students. We hope that the educational community, in an intercultural context, can benefit from and apply this knowledge to assist immigrant students. In this study, a sample of n = 749 students aged between 12 and 18, of 41 different nationalities, is analyzed using the Social Skills Scale for Young Immigrants (SSSYI). Data analysis is performed with the SPSS and STATA statistical programs. Multiple linear regression (MLR) analyses verify that nationality is the most influential variable. In addition, when calculating the Pearson correlation, high and positive correlations are found between social skills, nationality and students’ grades, with which academic success was measured. In conclusion, we find that students who emigrated from the European continent present better social skills, better social wellbeing and greater academic success.

In this study, the variable ‘age’ was analysed in terms of its influence on the development of social skills among immigrant students enrolled in compulsory secondary education (12 to 18 years old) in the South of Spain. The social skills construct was defined with responses of N = 749 immigrant students using the Social Skill Scale for Young Immigrants (SSSYI). Six dimensions were evaluated: the ability to say ‘no’ and cut off interactions; self-expression in social situations; defending one’s own rights; ability to express anger or disagreement towards others; ability to make requests, and the ability to initiate positive interactions with the opposite sex. The analyses were carried out with the statistical software packages SPSS and STATA. The results showed that the probability of immigrant students to acquire social skills increased with age.

This study aimed to develop and validate a psychometric instrument to assess intercultural mediation among public employees of security forces in Spanish border contexts (CMIEPFS). An initial pool of 42 items was created and refined through expert judgment, resulting in a final 38-item questionnaire. The instrument was administered to two independent samples (n = 426 for exploratory factor analysis; n = 512 for confirmatory factor analysis). Construct validity was examined using structural equation modeling, and reliability was assessed through Cronbach’s alpha, intraclass correlation coefficient, and Pearson correlation. Results supported a three-factor structure: (1) acceptance of intercultural environments, (2) intercultural competences in the workplace, and (3) training in intercultural mediation. Exploratory factor analysis indicated adequate sampling adequacy (KMO = 0.916) and a significant Bartlett’s test (p < 0.001), explaining 63.08% of the variance. Confirmatory factor analysis showed an acceptable model fit (RMSEA = 0.07). Internal consistency was high (α = 0.91), and test–retest reliability was satisfactory (ICC = 0.82; r = 0.84, p < 0.001). The instrument shows adequate validity and reliability for assessing intercultural mediation in public security personnel. It provides a useful tool for research, training evaluation, and institutional diagnosis in multicultural professional contexts.