The use of mobile devices facilitates access to knowledge and is at the base of the education of the future. Although the digital society has contributed a number of benefits, it has also been associated with worrying behaviors. The study design consisted of a quantitative approach that was descriptive, inferential and ex post facto in nature. Its purpose was to better understand the opinion of young people regarding smartphone use and describe dependence deriving from regular use. The sample was formed of 420 students from the Faculty of Education at the University of Granada. Results indicate that mobile phone use has displaced use of other technologies such as the television and is associated with communication and recreational activities. In addition, a profile was identified for young people at greater risk of developing a dependence on their mobile devices. This profile constituted female smartphone users with recreational motives and individuals who exceeded mobile phone use by more than six hours a day. To improve the educational use of smartphones, prevention and intervention plans must be designed which ensure correct management of this device, taking advantage of the benefits they offer, while avoiding problems derived from inappropriate use.

INTRODUCCIÓN. La publicación comprende un análisis sobre los riesgos y oportunidades que se generan para los jóvenes extutelados en su proceso de transición hacia la vida adulta, focalizándose sobre una dimensión: la vida residencial. El estudio se contextualiza en la Comunidad de Madrid. MÉTODO. Estudio cuantitativo descriptivo; se emplea como instrumento el cuestionario, con preguntas abiertas y cerradas distribuidas en ocho dimensiones: vivienda y alojamiento, relaciones familiares, sociales y afectivas, salud, formación, integración laboral y gestión económica y vida residencial. La muestra está comprendida por un grupo de jóvenes extutelados mayores de edad equivalente al 70% de la población total. RESULTADOS. Un porcentaje amplio de los encuestados participó en programas diseñados para favorecer la adaptación a la vida adulta (77,8%); entre estos, el 68,9% refiere que estos programas han contribuido positivamente para lograr que pudieran dar continuidad a sus estudios. El 77,8% refiere que ha incrementado su capacidad para encontrar un empleo y conservarlo. Para el 93,3% las fortalezas de estos programas residen en la influencia positiva sobre el estilo de vida y la adquisición de hábitos positivos. Para el 68,9% el programa les ayudó a mejorar su capacidad para gestionar sus ingresos y favorecer el ahorro. El 84,4% indica que el programa ha incrementado sus preocupaciones sobre la salud y las relaciones sociales. DISCUSIÓN. Se pone de manifiesto la existencia de una serie de riesgos específicos que condicionan a esta población sobre los que intervenir, tales como la falta de preparación a la vida adulta y la dificultad para obtener recursos sobre las que plantear futuras intervenciones.

Training for socio-affective relationships is a key part of the intervention approach for young people in the care system. This article presents results from a study investigating the effect of relationship training on the psychological well-being of young people in this group, in order to determine whether this intervention affects their autonomy/ independent living skills. To this end, we designed a descriptive, quantitative study within the framework of a larger project examining transitions by young people who have left care. Convenience sampling (a non-probability method) was employed. The sample consisted of 102 young male and female participants who completed the Psychological Well-being Scale[J1] and the Transition to Adulthood Autonomy Scale (EDATVA in Spanish). Inferential analysis was performed using the Kruskal-Wallis test. The results show that preparing these young participants for family and social relationships had a positive effect on their psychological welfare and autonomy. These findings underscore the need to implement socio-educational intervention strategies aimed at improving family and social relationships within this group.

EL TRÁNSITO A LA VIDA ADULTA DE LOS JÓVENES EN ACOGIMIENTO RESIDENCIAL: EL ROL DE LA FAMILIA

(1) Background: Attention to diversity constitutes an aspect that influences system quality and offers a perspective of the capacity of educational centres to respond to educational needs. The present study carried out an examination of the perceptions held by secondary school teachers and the level of importance conferred by them to the variables that should be integrated into plans and will influence the degree of compliance. (2) Methods: Quantitative descriptive research was performed using a survey to collect data from teachers at schools that had a Quality Management System available. (3) Results: Interaction with families is necessary to agree upon the centre’s objectives to address diversity and to define an optimisation strategy for resources in virtue of their availability within the centre. It is key to establish an appropriate teacher–student ratio to encourage compliance. (4) Conclusions: Teachers are the great pillars of quality education. Their perceptions are the route through which deficient aspects and the dimensions that must be improved when formulating these strategies can be recognised with attention to diversity.

The COVID-19 pandemic has led to a reduction in leisure activities involving human contact. Social isolation has increased, particularly amongst vulnerable individuals with a fragile support network, as is the case with young people who have left care. The aim of the present research was to identify socio-educational proposals and interventions implemented during the pandemic pertaining to leisure as a form of promoting social inclusion of these young people. To this end, a qualitative study was carried out in which twenty semi-structured interviews were conducted with young people who had left care system, in addition to fifteen interviews with professionals working with this group when delivering socio-educational interventions. Discourse analysis revealed that isolation due to the health crisis had greater repercussions in normalised settings in which leisure activity was reduced with this increasing risk of social inclusion amongst these young people. Proposals and experiences emerging from this setting provide evidence that socio-educational interventions targeting leisure facilitate social inclusion. In this sense, future lines of research are suggested to optimise the outcomes of socio-educational interventions within this group.