Adolescence is a developmental stage characterized by increased vulnerability to technology use. Several models have been proposed to explain the psychological processes involved in addictive use. In response to this evidence, therapeutic and preventive intervention programs aim to reduce key symptoms in order to promote health and protect adolescents. This study presents a systematic review and meta-analysis on the effectiveness of psychological therapeutic and preventive interventions for problematic use of Information and Communication Technologies (ICTs) in adolescents (aged 10–21). A total of nine studies (five RCTs and four non-RCTs) with 744 participants were analyzed. The search was conducted following PRISMA guidelines and using the PICO framework. Included studies involved face-to-face or online psychological therapeutic and preventive interventions targeting adolescents, with a particular focus on cognitive behavioral therapy (CBT). Results indicate significant effects in favor of the experimental group in reducing symptoms associated with Internet, video game, social media, and instant messaging addiction, with pooled effect sizes of SMD = −1.53 (RCTs) and SMD = −1.13 (non-RCTs). Despite heterogeneity and potential publication bias, the evidence supports the effectiveness of these interventions, particularly CBT, family therapy, and executive function training. A multidisciplinary approach, early detection, and treatment personalization are recommended. Methodological limitations were identified, highlighting the need for more rigorous future research with attention to gender differences and cultural adaptation.

As digital technologies become increasingly integrated into daily life, individuals with intellectual disabilities face both opportunities and risks in virtual environments. Despite widespread internet access and frequent use of digital devices among the general population, many individuals with disabilities continue to experience significant barriers to digital participation. These include difficulties in using technological tools, limited access to devices at home, and challenges in navigating online environments safely and independently. This study investigates the cybersecurity knowledge, risk perception, and privacy practices of 28 university students with mild intellectual disabilities in Spain. Utilizing a validated, accessible self-assessment questionnaire, the research analyzes participants’ understanding of digital threats, self-protective behaviors, and gender-based differences in knowledge and decision-making. Results reveal a generally high awareness of online risks and appropriate use of privacy settings, though inconsistencies in password security and high social media usage persist. Female participants demonstrated slightly higher levels of theoretical knowledge. The findings underscore the urgent need for inclusive, accessible cybersecurity education tailored to cognitive diversity. Promoting digital autonomy and safety through targeted interventions can reduce the digital divide and foster full social participation. This research contributes to the broader discourse on digital inclusion and protection for individuals with disabilities in an increasingly connected world.

El Diseño Universal para el Aprendizaje es un enfoque pedagógico centrado en generar entornos educativos inclusivos y accesibles para todos los estudiantes. La capacitación en DUA de los docentes es crucial para aplicar estrategias pedagógicas que eliminen barreras y fomenten la participación de los estudiantes. Uno de los recursos más versátiles para promover la inclusión en el aprendizaje es el uso de Tecnologías de la Información y las Comunicaciones. Estas herramientas permiten adaptar el proceso educativo a la diversidad de necesidades y estilos de aprendizaje de los estudiantes, fomentando un entorno más accesible y equitativo. El objetivo principal es describir el conocimiento, la formación y la actitud del profesorado de educación secundaria y de ciclos formativos de formación profesional respecto a la práctica del DUA, así como su nivel de competencia en la aplicación de las TICs. Los resultados indican que el 47,1% aplica en su práctica docente el DUA, pero sólo el 33,7% se ha formado específicamente. Los docentes con formación previa en DUA presentan una puntuación más elevada, además de una actitud positiva frente a los Principios del DUA, y un mayor nivel de competencia en el uso de TICs en comparación con los docentes sin formación.

Nomophobia is an emerging phenomenon with potential effects on mental health and professional performance. In the healthcare field, smartphone use is frequent for both personal and work-related reasons; however, the evidence regarding its prevalence and associated factors is heterogeneous, making it difficult to draw integrated conclusions. This study explores the prevalence of nomophobia and analyzes its relationship with sociodemographic, psychological, and occupational variables among healthcare professionals through a systematic review and meta-analysis. A systematic review and meta-analysis were conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, with the protocol registered with PROSPERO (CRD420261329317). A search was conducted in Web of Science, Scopus, and ProQuest without time restrictions for quantitative observational studies involving healthcare professionals that assessed nomophobia using validated instruments. Data were extracted on sociodemographic characteristics, prevalence, severity, and psychological and occupational associations. A correlational meta-analysis was performed using a random-effects model. Eighteen published studies were included, with sample sizes ranging from 112 to 1,083 participants, mainly nursing professionals. The prevalence of nomophobia was high, generally at mild-to-moderate levels. It was consistently associated with younger age and less professional experience, and showed positive associations with stress, anxiety, fear of missing out, and neuroticism, and negative associations with mindfulness, self-efficacy, well-being, and clinical decision-making. Evidence regarding occupational variables was limited. The meta-analyses indicated a significant association with occupational stress, a negative association with decision-making, and a positive association with well-being. Nomophobia is common among healthcare professionals and is mainly associated with psychological variables relevant to well-being and clinical performance.

Introducción: La prevención en depresión prenatal es importante. El Cuestionario Psicosocial de Riesgo (PRQ) es un instrumento que mide ...