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Para la cultura japonesa la sakura –esto es, los árboles de cerezo y la floración de los mismos– tiene un significado especial y espiritual: por un lado, representa lo efímera que es la vida y la mortalidad, debido a que el cerezo es un árbol cuya flor tiene una vida muy corta y, por otro, representa el renacimiento y el resurgir a través de vivencias difíciles y obstáculos de la vida. El presente trabajo pretende incidir en la problemática social del suicidio, analizando si la religión y, más concretamente, las comunidades religiosas funcionan como factor protector frente al suicidio o frente a la ideación suicida. Es decir, si las relaciones sociales y de amistad que se forjan compartiendo una fe en el seno de las comunidades religiosas favorecen la prevención del suicidio. En este sentido, se ha llevado a cabo una investigación empírica de corte tanto cualitativo como cuantitativo, con el objetivo de conocer la opinión cercana y las experiencias vividas dentro de las comunidades religiosas en torno al suicidio. Así, se han llevado a cabo tres entrevistas con líderes de tres religiones seleccionadas –católica, evangélica y musulmana– y, por otra parte, se ha elaborado un cuestionario dirigido a personas que profesen alguna de las tres religiones referidas y que pertenezcan o hayan pertenecido a una comunidad religiosa. El tipo de muestreo utilizado para seleccionar a los participantes que respondieron al cuestionario fue no probabilístico por conveniencia, resultando una muestra de n=90 (30 personas de cada religión). Los resultados obtenidos muestran que las personas pertenecientes a una comunidad religiosa pueden disponer de una red de apoyo consolidada con la que compartir sus sentimientos y emociones, lo cual se considera un factor protector frente al suicidio. También se evidencia que el hecho de tener una fe y una esperanza puede ser tranquilizador para la persona que esté pasando por momentos vitales difíciles.

La familia constituye el primer agente educativo y socializador de los niños, de tal forma que el grado y la forma de comunicación, el afecto, el control, las normas, etc. que cada familia ha tenido con sus hijos tendrán consecuencias, directas o indirectas, tanto en su desarrollo como en su integración social. El presente trabajo ahonda en la relación entre los estilos de crianza y la implicación de los padres con el rendimiento académico y el éxito escolar alcanzado por los hijos. En tal sentido, se realiza una investigación empírica de corte cuantitativo con la finalidad de poder examinar y observar cuáles son los factores de los estilos educativos parentales y las conductas reguladoras que influyen en el rendimiento escolar de los hijos. Como instrumento de recogida de datos se ha utilizado un cuestionario ad hoc de elaboración propia, conformado por 27 ítems, que ha sido aplicado sobre una muestra de jóvenes con edades comprendidas entre 18 y 25 años (n=163). Tras el análisis de los datos obtenidos se observa que los factores de control, motivación, afecto, exigencia, provisión de materiales y apoyo que los padres desarrollan sobre el rendimiento escolar de sus hijos parecen, efectivamente, intervenir en el rendimiento escolar de éstos y, por ende, en su éxito académico.

More and more educational centers are including, in their curricula, spaces for Emotional Education. Likewise, there has been a notable increase in the interest of families to know and implement this aspect in the educational development of their children. For this reason, we consider that it is both interesting and relevant to know the development of the temporal evolution of Emotional Intelligence during childhood and adolescence through the Emotional Education. For that, a study has been carried out in which the basic elements of Emotional Intelligence are observed with the aim of both analyzing and comparing their temporal evolution in a setting of Formal Education. To that purpose, following a quantitative methodology, an ad hoc questionnaire was designed, which was applied to a sample (n = 179) of schoolchildren between 9 and 16 years old, pertaining to grades from the 4th to the 6th of Primary Education and also from the 1st to the 4th grades of Secondary School.

This work investigates the learning difficulties in reading in schoolchildren who are in the First and the Third grades of Primary Education. The main purpose was to detect reading learning difficulties in Primary Education in order to that the educational center performs a preventive intervention. The sample consisted of 109 schoolchildren aged between 6 and 10 years. For that, an empirical study was carried out in which the following tests were applied: a Global Reading Level Test (TECLE), a word reading test (PIPE), a spelling test (ORT) and two tests for evaluation of the metaphonological representations (SIL and FON). The results show that it is possible to detect reading difficulties early. From this detection, schools can perform an early intervention so that such difficulties are mitigated or remedied.

Nowadays, some still think that Emotional Intelligence is a rarity or snobbery invented from the sphere of education. Although the reality is quite different, because emotions are part of our daily lives, we experience them constantly and since childhood we are taught to recognize that they are part of one and that we have to learn to recognize and live with them. For this reason, weconsider that it iscertainlyimportant to emphasizethe Emotional Education, taking theclassrooms as the starting point. In conclusion, the Main and General Objective of the present work is to observe the temporal evolution of the Emotional Intelligence of children in a formal setting through the Emotional Education. For that, six components will be observed: Self-awareness, Self-regulation, Empathy, Social Skills, Self-confidence and Tolerance to Frustration, in a sample (n = 140) of schoolchildren of Primary Education, that is, between 6 and 12 years old, using for it a qualitative methodology of self-elaboration and designed ad hoc.

Death is an event that comes to us, by natural order or not, unfailingly at the end of our life. This may sound like a truism, but it is the only certainty we really have. Not all cultures confront, officiate, commemorate or psychosocially represent death in the same way and, consequently, neither all people go through the same grief, nor do they have the same attitudes, thoughts and feelings towards the matter. In our society, death is a taboo subject and constitutes one of the most significant and important sources of anguish. This work presents a study carried out on a sample of people of legal age (n = 200), distributed over five age ranges, to try to determine the life stage, if any, in which one goes from fearing death to accept it. Do we learn to die in the last moments of life or, perhaps, not even then? In this sense, a self-elaborated questionnaire has been used, the items of which are related to the type of thoughts towards death, the qualms about talking about it, the fear to the loved ones death, of dying alone, of loss, to the sudden death, the anxiety about the subject, etc. Finally, a mention is made on the education for death as a tool to assume and accept it, with the aim of leading a full life and full psychosocial well-being.

The present work is about the execution of the pilot activity “Environment, society and mud”, a socio-educational intervention proposal through art. The pilot activity, of environmental and transformative thematic, is carried out through mud, with a group composed by minors belonging to a socialization center as well as adult amateur poters, in relation to the theoretical foundation data, which include self-esteem, tolerance, individual and social transformation and critical attitude as possible aspects of developing through creativity. During its development, two types of clay tiles are presented: intact ones, in which a theme is represented from illustrative sheets about the socio-environmental problem; and others previously damaged, which will have to be rebuilt. In this way, reflect on environmental problems and the relationship between natural and social problems are allowed, as well as between the insertion conflict and the environmental conflict, being able to cover topics such as the consumer society or the traditional education system and the “waste” they generate. The result is a mural that shows the damaged nature in half of its pieces and the transformation of the damaged in the other half.

La prisionalización requiere una adaptación, tanto física como psicológica, que el interno en una institución penitenciaria debe realizar para su adecuación al contexto carcelario puesto que, al verse privado de libertad, se produce un cambio sumamente brusco en su vida. Así, muchos y variados son los efectos psicológicos que padecen los sujetos tras un periodo de tiempo residiendo en una institución penitenciaria. En tal sentido, este estudio pretende analizar los efectos de la prisionalización, fundamentalmente en cuanto a los estados emocionales que suscita en el individuo y el impacto que genera esta experiencia en su desarrollo. Para ello, se ha utilizado un cuestionario ad hoc de elaboración propia, conformado por 46 ítems (de opción múltiple, tipo Likert y dicotómicos), aplicado a una muestra (n= 45) constituida por sujetos residentes en un Centro de Inserción Social (CIS), esto es, un centro de régimen abierto, estado intermedio entre la ejecución de las penas privativas de libertad y la reincorporación a la sociedad, cuyo objetivo es potenciar las capacidades de inserción social de los sujetos. Los resultados revelan que frente a un centro penitenciario cerrado ordinario, el régimen abierto conlleva una perspectiva más positiva en los usuarios, reflejándose en factores como el apoyo social, el control emocional y en estados emocionales como los niveles percibidos de ansiedad, estrés y miedo.

El presente trabajo ahonda acerca del papel de las figuras parentales y su influencia en cuanto a desarrollar una adicción. Se realiza una investigación empírica de corte cuantitativo para estudiar dicha relación. Para la recogida de datos se ha utilizado un cuestionario ad hoc de elaboración propia conformado por 14 ítems, aplicado sobre una muestra (n=17) usuarios que están bajo un proceso de tratamiento de tipo residencial a largo plazo para los trastornos derivados del consumo de sustancias. Los datos extraídos muestran que la mayoría de los sujetos de la muestra señalan a la familia como objeto de conductas y sucesos similares a la disciplina autoritaria, así como a la pobre atención por parte de los mismos. En conclusión, la familia es un factor de socialización de gran relevancia, es por ello la trascendencia del mismo en el futuro de las personas.

La presente investigación aborda el fenómeno de la drogodependencia en relación con los estilos educativos parentales y la familia como factor de riesgo y de protección respecto a aquélla. En este sentido, se realiza un estudio de corte cualitativo a través de entrevistas a una muestra de personas que sufren adicción, residentes en una Comunidad Terapéutica, y a familiares de las mismas. Tras el análisis de los datos obtenidos se observa – en consonancia con estudios previos revisados– que las personas con alguna adicción refieren haber vivenciado ciertas situaciones familiares compatibles con las propias de estilos educativos parentales autoritarios y permisivo-negligentes. Por otro lado, las familias entrevistadas vinculan la adicción al grupo de pares, aunque también lo relacionan con la vivencia de ambientes familiares poco estructurados. En suma, este estudio resalta la importancia de la educación parental como clave para la prevención de conductas adictivas.

Teenagers and mobile telephone: the perspective of parents residents in the rural area. The continued development and overwhelming popularity of the new information and communication technologies is undeniable. Specifically, the mobile phone has entered into our daily lives, becoming an essential element for a large part of the population -and especially for adolescents-, acquiring relational and communicative functions so powerful that they have entailed changes in psychosocial behavior. In addition, studies in that regard support that this is especially significant in minors living in rural areas, because the special characteristics of the environment (depopulation –primarily talking about the young population-, infrastructure deficit, scarce offer of free time activities, distance of other population centers...) Given this imminent reality, of undeniable educational implications, this work aims to analyze whether parents, mothers and/or tutors living in rural areas appreciate changes in the psychosocial behavior of their children -in adolescent age and owning a mobile phone- due to the use of that. To carry out the research, a small rural village in the region of La Armuña (Salamanca) has been selected. The sample consisting of 37 parents, mothers and/or tutors, with children in adolescent age, 54% of which are women and 46% are men, aged between 35 and 65 years. The instrument used is an ad hoc questionnaire, prepared by the authors, consisting of a total of 41 items. The results reveal that, due to the use of the mobile phone, parents appreciate changes not only in the behavior of their adolescent children, but also in their own way of life and family routines. Likewise, it is verified that, in the studied sample, few parents establish rules or limits of using the mobile devices to their children, as well as the scarce formation of parents in the new technologies.

Homelessness is not a phenomenon indifferent to our society and most of the homeless people who have been in this situation for a long time become highly vulnerable people and in manifestly socially excluded situation, a fact that make difficult professional interventions leading to their reintegration. One of the transitory measures is shelters, a type of long-term residence resource, but temporary. In the present work, the profile of homeless people living in Spanish shelters is analyzed from a socio-educational perspective. To do this, a qualitative research is conducted -following the life stories methodology- on a sample of homeless people living in shelters, specifically in the town of Fuenlabrada (Madrid, Spain), aged between 23 and 67 years. In this sense, we find that the results, in essence, agree with the previous studies found in the literature. Thus, the reasons why they are found in shelters are usually: a precarious economic situation, a lack of both employment and alternative economic resources, a little or absent social network and their difficulty to speak Spanish. We recognize that the process of reintegration of these people into the society is long and laborious in terms of efforts from multidisciplinary teams. For this reason, some psychosocial and educational intervention guidelines are proposed, which can contribute to the reintegration of this collective

In our society, death is not an issue that is addressed from the educational point of view, either formal or non-formal. Even more, it can be affirmed that it is one of the tabooest subjects in our society. Paradoxically, it is an absolutely irremissible reality and, on the contrary, it is obviated and psychologically and socially rejected. Both the negativity and the fear block a normalized perspective and relegate a healthy and preparatory approach until it is unavoidable due to the death of a close person. And in that inevitable moment we face and handle the stressful and painful reality of the death and the grief as we are capable. This is especially significant in the adolescence stage, a decisive vital period of continuous physical, psychological and behavioral changes. In this line, the present work addresses the question of the grieving process and the need for an education for death in this evolutionary stage. Specifically, it aims to analyze, from a quantitative methodology of a descriptive type, the concept, feelings and attitudes that adolescents have regarding the death of a relative or a friend. Thus, an ad hoc questionnaire was designed, consisting of 14 items that combine both closed and open questions. It was applied to a sample of n=70 adolescents, aged between 12 and 17 years. Most of the subjects in the sample have lived a relatively close experience of grief and death and only a 4.29% having not suffered the death of a relative or a close friend. The results reveal that the feelings experienced are crushingly negative, expressing it to family and friends, although not always in the same way to both groups. On the other hand, they mainly carry out different farewell behaviors that start the grief and, in general, they express to have been able to overcome the different stages of that.

It is undeniable that gender violence continues to be a social scourge. And, although the increase in visibility and social sensitivity is evident in this respect, a great work of social raising awareness about equality and respect toward the woman is still necessary. In this sense, the accelerated advance of the new technologies, the generalization of their daily use and their high social impact have provided other ways of communicating and relating, but they have also made possible new manifestations of gender violence, especially in couples of adolescents and young people. Thus, the new forms of gender violence during the engagement, the romantic myths and the gender stereotypes demand a new direction towards research lines adapted to the times. In the present work, it is intended to analyze, by means of a quantitative empirical-analytical methodology, the gender violence during the engagement and its relationship with the new technologies, focusing on the cognitions, experiences and behaviors tried out by the women in that sense. To do this, a selfmade questionnaire was used, consisting of closed multiple-choice and Likert-type questions, which was applied to a sample of 141 women. The results found reveal that, in the analyzed sample, both the degree of information and effective knowledge of the phenomenon is lower than desired. On the other hand, almost a third of women recognize that their boyfriend is jealous and possessive. A similar percentage states that her boyfriend has her mobile passwords, although to a lesser extent they assume that he controls her social networks and her mobile device. Also relevant are the comments and the sarcastic jokes of jealous character towards them by their partners and the accusations of infidelity or flirting with others. Finally, some short lines of socio-educational action are proposed.

In the present work, knowledge, attitudes, thoughts –myths and false beliefs– and behaviors for a sample of young people faced with gender violence into the couple relationships are analyzed. The study is based on analyzing and comparing two groups of adolescents. On the one hand, students belonging to standardized educational centers and, on the other, young people considered at risk of social exclusion, since they are in a juvenile reclusion center. We want to check if there are differences between them and how the risk factors to which this last group is exposed can influence on them. Specifically, we have studied their attitudes –of tolerance and/or refusal–, behaviors, the degree of assimilation of both the myths and the false beliefs, as well as the awareness of young people both when performing different practices in the social networks and considering the importance of the media when internalizing gender roles. For this purpose, a questionnaire of 28 items, developed by the authors, was used. The sample consisted of 119 individuals aged between 13 and 18 years. Of which, 61 adolescents (49,18% girls and 50,82% boys) with an average age of 15,5 year belonged to standardized educational centers and 58 (51,72% girls and 48,28% boys) belonged to a juvenile reclusion center, having an average age of 15,8 year. After analyzing, grouping, contrasting and interpreting the data, and based on the results obtained, we conclude that the significant number of projects implemented to fight gender violence are either not enough or not fully effective, since both groups of adolescents studied do not seem to have enough knowledge to change their perception and their way of acting in the face of this scourge.

The overwhelming popularity of Social Networks and mobile applications is a widespread phenomenon that has undeniable educational implications. In fact, they have become almost indispensable tools in the lives of people. And it is precisely in this unquestionable and disturbing reality where we have found the justification to perform this work, whose objective is to know the relationship that people have with Social Networks and mobile applications –emphasizing WhatsApp– which could pass from a simple use to a manifest abuse and, even, addiction to them. It is intended to inquire the use made of these tools and the negative consequences that can result when an abusive use appears. Thus, in addition to the potential deterioration of the interpersonal relationships, the social skills and the communication capacity, we have investigated possible problems of control and loss of intimacy that may arise, especially around the couple, and can be the first steps in gender violence. For that, we have used a quantitative empirical-analytical methodology. The measurement instrument used is an a d h o c questionnaire, prepared by the authors, consisting of 56 items, which was applied to a sample of n =226 individuals. The obtained results allow us to conclude that the use of these tools is massive, as well as the general frequency with which they are used, what supposes a certain limitation in the life of the people, specifically complicating aspects of their social life, being able to effectively involve added problems, such as the risky use of the control possibilities presented by such tools

The problem of refugees is a complex matter that in recent years has gained greater visibility and media coverage, so that –even though indirectly– it is regularly present in our lives. The matter is not a novelty because having to leave the own country due to persecution has been recurrent throughout the History. But, in broad of the 21st century, we are facing a serious humanitarian crisis. Faced with this, and as far as psychosocial aspects are concerned, not always the level of knowledge of the population and the degree of sensitivity towards the subject are the adequate. In the present work it is tried to analyze, by means of a descriptive investigation, the level of knowledge on this subject, the degree of sensitivity and empathy towards the refugees, the level of involvement and the opinion regarding the situation of the same ones that present a sample of individuals. To do this, a developed by the authors questionnaire was used, consisting of open, closed and Likert-type questions, which was applied to a sample of 60 individuals (29 women and 31 men). The results found reveal that, in the analyzed sample, the degree of knowledge towards this subject is much scarcer than, in principle, it could be expected and, even so, the attitudes in some way prejudiced seem to be evident.

At present, the smartphone and social networks have become almost mandatory elements for everyone, from very early ages, constituting a new and powerful form of socialization, with relational and communicative functions so powerful that if you do not use any of them, it seems that “you do not exist”.This is the reason that led us to develop the present work, intending to study the causes and consequences derived from the type of relationship established by minors with social networks and WhatsApp. The influence of certain factors such as self-esteem and the need of attention and social recognition –even reaching narcissism– which crystallize in the incessant uploading (publication) of photos and personal information, is analysed. Moreover, other negative consequences that may result from a little responsible and/or abusive use, such as the difficulty of interacting with others outside a screen or the possibilities to control to the other that they can allow, are also considered. Likewise, by focusing on different aspects of their social behaviour, we intend to analyse the reasons that make these tools so attractive and how they affect the lives of the users. To perform this research, a quantitative methodology was used, through an ad hoc questionnaire developed by the authors. It was applied to a sample of n=134 students from the province of Salamanca: ESO (Obligatory Secondary Education) children, high school and professional training students, with an average age of 14.8 years. From the results obtained it is possible to conclude that these tools can represent an important limitation in the life of the users, making difficult some aspects of their social life, even doing that their mood depend on the feedback obtained from the networks through the publications, not being as simple as they think to be separated from them.

Los medios de comunicación han cobrado gran importancia como agente socializador, forjando y transmitiendo identidades a través de imágenes y discursos, de tal modo que influyen, de manera inmediata y cotidiana, en las conductas y actitudes de los espectadores. Y uno de esos medios, tan profundamente arraigado en nuestras costumbres cotidianas que difícilmente podemos desprendernos de su consumo y del poder que ejerce sobre nosotros, es la televisión (convencional o visionada a través de internet). La competencia de las cadenas televisivas y la feroz lucha por la audiencia han llevado a un cambio en la programación, de tal manera que, en la actualidad, un porcentaje importante de la parrilla lo constituyen los denominados programas basura, entre los que no son ajenos aquéllos que exhiben prejuicios y estereotipos de género. Este trabajo pretende examinar los productos televisivos consumidos por los adolescentes y el impacto e influencia que tienen en ellos los denominados “reality shows”. Para ello se utilizó un cuestionario de elaboración propia de 36 ítems (con preguntas abiertas, cerradas y tipo Likert), que fue aplicado a una muestra de 237 sujetos de entre 14 y 23 años. Tras analizar, agrupar, contrastar e interpretar los datos, constatamos que el consumo de televisión entre los sujetos de la muestra es masivo y cotidiano (99,4%), así como los comentarios al respecto en las redes sociales. De igual manera, un 73% de los sujetos manifiesta ser seguidor de, al menos, un reality show, una mayoría (87,3%) encuentra importantes ventajas al hecho de salir en televisión, a un 35% les gustaría ser personas relacionadas con la fama y a un sorprendente 27% les gustaría participar en un reality show. Los resultados muestran la necesidad de una educación para el consumo de los productos televisivos que ponga el énfasis en el papel reflexivo y crítico del espectador.

El presente trabajo aborda el fenómeno del abuso sexual a niñas y a adolescentes en Santo Domingo (República Dominicana) mediante un estudio de campo. La muestra se obtuvo en un centro de acogida en el cual se hospedan, en régimen de internamiento temporal, menores víctimas de abusos sexuales, prostitución, explotación sexual o bien sin recursos, en desprotección y/o desamparo. Más concretamente, se buscó analizar dicho fenómeno desde la perspectiva de género mediante un estudio de casos. La información se desglosó en varias unidades de estudio, mediante un análisis de categorías inductivo. Las unidades de análisis contempladas hacen referencia al contexto social y familiar de las menores, al conocimiento de la igualdad de género que poseen las mismas, al peso de las creencias machistas, etc. Los casos estudiados presentan una sociedad estructurada en base al género y, en este sentido, también las familias –en su mayoría desestructuradas– siguen una jerarquía patriarcal muy arraigada que legitima las diferentes formas de violencia contra la mujer y no parece esclarecer entre familiares del sexo opuesto las barreras incestuosas. Además, el sentimiento de masculinidad imperante se acopla a las desigualdades de género concernientes al ámbito laboral y profesional. Esto produce un falso empoderamiento sentido por las niñas, que en una sociedad que las cosifica extraordinariamente pretenden conseguir, a través de sus cuerpos, un hombre que las proveerá, lo cual contribuye a reforzar, mantener y perpetuar estas prácticas. En este sentido, se pudo comprobar cómo el abuso sexual es una expresión del machismo. La relevancia de tal conclusión radica en cómo la gran intensidad con la que la población vive los estrictos roles de género y sus correspondientes creencias machistas van en detrimento de ambos géneros.

Las relaciones íntimas tienen un gran valor en la vida de las personas y, para la mayor parte, encontrar y mantener una relación de pareja estable, consolidada y feliz sigue ocupando un papel preponderante en su “ideal” de vida (a corto, medio o largo plazo), mientras que su ausencia o fracaso es frecuentemente percibida como una condición negativa o estresante que mediatiza la vida de sus protagonistas. El presente trabajo pretende una aproximación psicosocial al estudio de las relaciones sentimentales en parejas jóvenes que aún no conviven juntas ni lo han hecho en el pasado, es decir, lo que popularmente se denomina pareja de novios. Es en esta fase cuando suele fraguarse el germen de futuros conflictos y cuando se establecen los patrones de comportamiento de pareja que tenderán a perpetuarse en el tiempo y a constituir la pauta o modelo de relación posterior entre ambos. Así se analizará la forma de entender el amor y la relación de pareja, el conflicto y las estrategias y habilidades exhibidas para resolverlo.

Actualmente, no pocas veces continúan vigentes patrones de comportamiento discriminatorio contra las personas que se encuentran en situación de pobreza, apoyados en mitos, falsas creencias, ideas estereotipadas, prejuicios y estigmas hacia las personas pobres o en situación de exclusión social. De esta forma, se genera una discriminación y, por tanto, un aislamiento y una revictimización de esas personas en situación vulnerable, que justifica el planteamiento de esta investigación. Así, el presente trabajo pretende indagar en las representaciones sociales acerca de las personas pobres, sirviéndose de una metodología cuantitativa no experimental. Se diseñó un cuestionario ad hoc, conformado por 27 ítems que combinan preguntas de escala tipo Likert, de opción múltiple, preguntas cerradas y preguntas abiertas y que fue aplicado a una muestra de n=160 participantes. Tras analizar e interpretar los datos, y de acuerdo a los resultados obtenidos, constatamos la existencia de creencias y pensamientos que muestran todavía índices negativos, que subrayan la necesidad de intervención, pues todavía queda pendiente un vasto trabajo de concienciación para que la sociedad sea capaz de reconocer y empatizar con los grupos sociales vulnerables y los problemas que sufren. A modo de conclusión, se enfatiza la importancia de una intervención psicosocial y educativa, indispensable para sensibilizar a la población, dar mayor visibilidad al colectivo, reducir las barreras que coartan su desarrollo y conseguir así su plena inclusión en la sociedad.

La Educación ha de concebirse de manera integral, abarcando todos los aspectos de la persona, incluido, por supuesto, el relativo a las emociones que esta y los demás experimentan. Esta afirmación ha ido cobrando cada vez más fuerza, de tal manera que, en la actualidad, la Educación Emocional ha adquirido una merecida importancia en todas las etapas vitales. Concretamente, en la adolescencia este proceso educativo es esencial para que los jóvenes aprendan a conocerse y a interactuar con las personas de una manera correcta, positiva y efectiva. Por ello, ya desde la más temprana infancia deben desarrollarse las competencias emocionales haciendo un buen uso de la Educación Emocional por parte de las familias y desde los centros educativos para asegurar que los niños puedan reconocer, comprender, regular y gestionar eficazmente sus emociones y no sucumban ante pensamientos negativos que pueden generar conductas desadaptativas y perjudiciales para su salud física y mental. En este sentido, el presente trabajo pretende analizar la influencia de los contextos educativos más próximos a los adolescentes, con el fin de investigar los pensamientos, la autoestima y las conductas de estos jóvenes en función de su Educación Emocional. Para ello, se ha utilizado un cuestionario elaborado ad hoc, conformado por 60 ítems, divididos en tres bloques (escala tipo Likert, respuestas múltiples y pregunta abierta); que fue aplicado a una muestra de adolescentes (n=226) en una franja etaria entre 12 y 18 años de edad, alumnos de Educación Secundaria correspondientes a los cursos comprendidos desde 1º de la E.S.O. hasta 2º de Bachillerato. De entre los resultados más significativos podemos destacar que la empatía ha sido la subcategoría con mayor puntuación por parte de todos los cursos analizados, mientras que el control emocional ha sido la menor valorada también por cada uno de los cursos.