Articles publicats en revistes (Mètodes d'Investigació i Diagnòstic en Educació)

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Is Participation a Way to Promote the Subjective Well-Being of Children in Out-of-Home Care? A Scoping Review
(Springer Science + Business Media, 2026) Delgado, Paulo; Carvalho, João M. S.; Cassarino Perez, Luciana; Crous Parcerisas, Gemma
Child participation in decisions concerning their own lives is a fundamental principle of the UN Convention on the Rights of the Child. Nevertheless, children in out-of-home care frequently report limited involvement in decisions regarding residential or foster care arrangements. They emphasize that having close, individual relationships with caregivers serves as a protective factor for their well-being. This study aims to clarify what the literature reveals about the ways in which children’s voices, levels of involvement, and participation in decision-making within residential and foster care settings affect their well-being across various dimensions of daily life. A systematic scoping review was conducted to identify relevant research at the intersection of three key topics: children in out-of-home placements, participation, and well-being. Searches were performed across eleven scientific databases and publishers, resulting in the identification of ten recent studies published in international journals from which only three directly address the relationship between participation and well-being. The findings highlight a wide variation in how well-being and participation are conceptualized and measured. Nonetheless, participation clearly emerges as a significant means of promoting the well-being of children in out-of-home care. In practice, it is essential that child protection systems and the professionals prioritize creating time and opportunities for children to participate meaningfully, recognizing them as rights-holders with voices that deserve to be heard and respected. Moreover, further research is needed to investigate the factors that either hinder or facilitate the impact of participation in decision-making in order to promote the well-being of children in out-of-home care.
La violencia filio-parental. ¿Un subtipo de violencia de género? Una revisión bibliográfica de la figura de la víctima
(Consejo General de Colegios de Educadoras y Educadores Sociales (CGCEES), 2015-07) Ortega Ortigoza, Daniel
Las relaciones intrafamiliares no están exentas de conflictos. La exacerbación y un déficit en la canalización de los mismos pueden convertirse en las primeras acciones de violencia en la, casi siempre impenetrable esfera privada, como es el ámbito familiar. No obstante, en los últimos años parece estar en auge un nuevo fenómeno de violencia intrafamiliar, la ejercida de forma ascendente: la violencia de hijos hacia sus padres. El presente texto ahondará tanto en la conceptualización como en las variables que inciden en el fenómeno en cuestión. Empero, en consonancia con el título del mismo-se realizará un somero análisis de la figura de la víctima mediante una revisión bibliográfica de la literatura científica que hasta la fecha ha abordado el fenómeno de la violencia filio-parental.
Objetos de frontera en el Prácticum como mecanismos de cambio de contexto educativo
(Asociación para el Desarrollo del Practicum y de las Prácticas Externas: Red de Practicum (REPPE), 2025-12-30) Peralta Palazón, Tomás; Rubio Hurtado, María José; Barberà Gregori, Elena; Galván Fernández, Cristina
En el contexto de la educación superior, las prácticas externas representan una fase de transición hacia la inserción profesional. Este estudio analiza dicho periodo a partir de los marcos conceptuales de los objetos de frontera y el yo dialógico, con el objetivo de identificar mecanismos de autocomprensión y atribución de significado personal. A través del análisis de narrativas estudiantiles, se distinguen posiciones monológicas, centradas en las emociones y las oportunidades laborales, y posiciones dialógicas, que resaltan la importancia de las relaciones interpersonales para el desarrollo personal y profesional. También se identifican elementos vinculados a las tutorías como oportunidades de mejora pedagógica. Los hallazgos configuran un marco conceptual y analítico que permite reconocer prácticas comunes y orientar su optimización. En conjunto, se concibe el prácticum como un objeto de frontera que facilita procesos de reflexión, construcción identitaria y cambio contextual en el tránsito educativo hacia lo profesional.
Hybrid interpretation with generative AI: a pilot study using the A Duo with ChatGPT instrument
(Springer Nature, 2026-01-12) Sandín Esteban, Ma. Paz
Generative artificial intelligence is reshaping analytical practices and raises questions about how meaning is constructedwhen analysts work in dialogue with a generative system. This article presents A Duo with ChatGPT, a structured instrumentdesigned to make hybrid interpretation empirically traceable during a qualitative analysis task. Our contribution is methodological,focussing on instrument design and feasibility rather than evaluating ChatGPT’s performance. The frameworkprovides an operational definition of hybrid interpretation and specifies four epistemic dimensions (distributed agency,interpretive abduction, epistemic control, and analytic metacognition). The instrument organises the task into successivephases that alternate between human-only interpretation and guided interactions with ChatGPT and asks participants to recordprompts, system outputs, decisions, and brief annotations of significant moments. The instrument was piloted with threeparticipants with education-related backgrounds and different profiles, an undergraduate student in Pedagogy, an in-serviceprimary teacher, and a doctoral researcher. The pilot suggests that the instrument is feasible and generates analysable processrecords that can be read through the four epistemic dimensions in participants’ written accounts. The article discusses howthese traces support a process-based reading of hybrid interpretation and outlines directions for refinement and replication.
La educación para la carrera en infantil y primaria
(Universidad de Playa Ancha, Chile, 2016) Álvarez González, Manuel, 1946-; Álvarez Justel, Josefina
El principal objetivo de este trabajo de innovación es presentar la educación para la carrera como una verdadera necesidad en la educación infantil y primaria y, al mismo tiempo, tomar conciencia de su importancia en estas etapas educativas. Para ello, se ha estructurado dicho trabajo en los siguientes aspectos: conceptos básicos (orientación, desarrollo, carrera, trabajo y desarrollo de la carrera), marco conceptual y propuesta de intervención de la educación para la carrera en estas etapas educativas (infantil y primaria).
Variables Asociadas a la Toma de Decisiones Académica y Profesional en el Alumnado de Educación Secundaria
(Universidad de Playa Ancha, Chile, 2020) Álvarez Justel, Josefina; Filella Guiu, Gemma, 1966-; Pérez Escoda, Núria
En este estudio se analiza la complejidad que supone el afrontar el proceso de toma de decisiones vocacional en el alumnado de secundaria, concretamente en 4º de educación secundaria obligatoria (ESO) y 2º de bachillerato. Se trata de analizar la importancia de las dimensiones emocional, cognitiva y social de la toma de decisiones, estilos de decisión vocacional, autoestima, estrés percibido, autoconfianza y conducta exploratoria con el género, curso académico, tipo de centro y nivel educativo de la familia; la relación entre estas variables y su relación con la toma de decisiones. En el estudio participaron 519 sujetos de 4º de ESO y de 2º de Bachillerato de cuatro centros de la Provincia de Barcelona (2 públicos y 2 concertados). Para ello, se aplicaron 6 escalas para medir las variables objeto de estudio. Los resultados obtenidos confirman que, en los procesos de toma de decisiones, influyen, de forma significativa, las variables género, curso académico, tipo de centro, nivel educativo de la familia, dimensiones: emocional, cognitiva y social de la toma de decisiones, estilos de decisión vocacional, autoestima, estrés, autoconfianza y conducta exploratoria. Al mismo tiempo se comprueba que cada una de estas variables guarda una estrecha relación con la toma de decisiones y una relación moderada entre ellas. Estos resultados ponen de manifiesto la necesidad de elaborar programas para la mejora de la toma de decisiones vocacional, desde las dimensiones emocional, cognitiva y social.
Construcción y validación inicial de la escala de toma de decisiones de la Carrera en Secundaria (ETDC-S)
(Universidad de Almería, 2021-12-01) Álvarez Justel, Josefina
Introducción: La toma de decisiones tiene un papel relevante en la educación secundaria. El alumnado ha de realizar toma de decisiones académicas de gran trascendencia para su futuro durante este proceso educativo y, para lo cual, ha de tomar conciencia de su importancia y ha de prepararse para ello. Método: El objetivo de este trabajo es validar una escala, diseñada ad hoc, para evaluar las dimensiones emocional, cognitiva y social que intervienen en un proceso de toma de decisiones. Con este fin se aplicó la escala a una muestra de 519 estudiantes de 4º de ESO (Educación Secundaria Obligatoria) y 2º de Bachillerato. Se calculó su fiabilidad mediante el Alfa de Cronbach, la validez a través de un análisis factorial exploratorio y la correlación de Pearson para conocer la relación entre los factores y las dimensiones de la escala. Resultados: Los resultados muestran que la dimensión emocional es la que más peso tiene en el proceso de toma de decisiones. La escala presenta unos niveles aceptables de fiabilidad y validez para evaluar las dimensiones que intervienen en el proceso de toma de decisiones en el alumnado de secundaria. Discusión y conclusiones: La escala es un instrumento útil y adecuado para medir las dimensiones emocional, cognitiva y social de la toma de decisiones y puede ser una herramienta válida como elemento de diagnóstico y evaluación de la toma de decisiones académica y profesional en la educación secundaria. Esta escala muestra unas propiedades psicométricas aceptables, que le hace un instrumento confiable y de fácil aplicación.
La autoestima y la toma de decisiones académica y profesional en el alumnado de secundaria
(Universidad de Playa Ancha, Chile, 2020-03-30) Álvarez Justel, Josefina
Este estudio analiza la importancia de las dimensiones emocional, cognitiva y social de la toma de decisiones y la autoestima, en función del género, curso académico, tipo de centro y nivel educativo de la familia y la relación de la autoestima con el proceso de la toma de decisiones. En el estudio participaron 519 sujetos de 4º de Educación Secundaria obligatoria (ESO) y de 2º de Bachillerato de cuatro centros de la provincia de Barcelona (2 públicos y 2 concertados). Para ello, se aplicaron 2 escalas para medir las variables objeto de estudio.Los resultados obtenidos aportan datos estadísticamente significativos y confirman que estas variables influyen, de forma significativa, y guardan una estrecha relación con los procesos de decisión, destacando una moderada correlación entre la autoestima académica y el total de la toma de decisiones y su dimensión cognitiva. Estos resultados ponen de manifiesto la necesidad de una intervención para la mejora de la toma de decisiones vocacional, desde las dimensiones emocional, cognitiva y social, con especial hincapié en la mejora de la autoestima y, en especial, la autoestima académica.
Recursos para la inclusión educativa del alumnado con enfermedades minoritarias
(Servicio de Publicaciones, Universidad de Murcia, 2023-10-31) Méndez Ulrich, Jorge Luis; Parra Ramajo, Belén; Padilla Petry, Paulo; Negre Benàssar, Francisca
En este trabajo se presenta un estudio cuyo objetivo fue caracterizar los recursos formativos, humanos, físicos y comunitarios que configuran las buenas prácticaseducativas para la inclusión escolar del alumnado que padece alguna enfermedad poco frecuente, así como detectar las necesidades sentidas por profesionales yfamilias en cuanto a estos recursos. Para ello, se desarrolló un estudio transversal y cualitativo en el que participaron profesionales educativos y sanitarios, familiasy estudiantes con este tipo de patologías.Los resultados sugieren que los recursos considerados clave son los formativos, humanos y comunitarios y que su orientación debería focalizarse en dotar a losdocentes de estrategias de intervención más que en informar sobre estas enfermedades. Además, los recursos humanos y físicos existentes se valoran positivamente, aunque se señala la necesidad de ampliarlos, especialmente mediante la figura de auxiliares técnicos educativos. Los recursos y materiales físicos se consideran suficientes y se destaca el papel de losrecursos tradicionales como complemento de las Tecnologías de la información y las comunicaciones (TIC). Otro elemento central que destacaron los participantes fue la coordinación y la interdisciplinariedad en el abordaje de las necesidades de este alumnado. Finalmente se discuten las implicaciones de estos resultados para el desarrollo de prácticas inclusivas, se presentan las principales limitaciones del estudio, así como se esbozan líneas futuras de intervención y de investigación para seguir avanzando en la inclusión educativa y social de estos estudiantes.
MOTEMO-OUTDOOR: ensuring learning and health security during the Covid‑19 pandemic through outdoor and online environments in higher education
(Springer Nature, 2023-02-09) Mateo Canedo, Corel; Crespo Puig, Neus; Cladellas, Ramon; Méndez Ulrich, Jorge Luis; Sanz, Antoni
The restriction measures put in place during the COVID-19 pandemic posed notable challenges for formal teaching-learning processes because they had to be adapted to ensure health security. An active learning programme applied to three environments (indoors, outdoors, and online) was tested with 273 undergraduate university students in a within-subjects experimental study. Each student was assigned to two indoor and two outdoor seminars, with a subsample (n = 30) also participating in online seminars implemented in response to the university's lockdown protocols. The learning experience and learning conditions were evaluated through six dimensions: learning, evaluative impact, hedonic experience, technical conditions, environmental conditions, and health security. Outdoor seminars were more effective than indoor seminars in terms of the learning experience, with greater differences in hedonic experience, while the indoor seminars were rated more highly than the outdoor seminars in terms of learning conditions, with a larger difference in the environmental conditions. No differences were found between online and face-to-face environments in terms of the learning experience, even though the online environment yielded better scores in the learning conditions. Apparently, this adaptation to both outdoor and online contexts through active methodologies allows overcoming of technical, environmental, and teaching limitations and improves health security, while ensuring a good learning experience and added flexibility to teaching-learning processes.
Examining the Integration of SDGs in a First-Year Methodology Course: A Case Study in Social Education by Admission Pathway
(Emerald Publishing, 2024-11-28) Vancea, Mihaela; Contreras Higuera, Williams
Purpose: This study analyses how Sustainable Development Goals (SDGs) are incorporated intoa first-year Social Education methodology course at a Spanish public university. It assesses theimpact on students' understanding of sustainability and its relevance to socio-educationalresearch and future careers, considering different admission pathways. Design/methodology/approach: A case study on integrating the SDGs into a methodologycourse, which involved 110 students. Students' knowledge and perceptions were measuredbefore and after the teaching experience using an online questionnaire. Differences based onadmission pathways (CFGS and PAU) were explored. Findings: Initially, students had a low understanding of sustainability and SDGs, with thoseentering through PAU having an even lower understanding. However, both groups showedsignificant improvement after the teaching experience. Interestingly, the pattern ofdifferentiation was inverse, with PAU students showing a higher level of SDG knowledgecompared to CFGS students by the end of the course. While students recognised the importanceof SDGs in their careers, their personal involvement with them in daily life appeared moderate. Research limitations/implications: The assessment tool, based on validated surveys, aims forbetter accuracy in measuring university students' knowledge and perceptions of sustainability.Future research may broaden its scope to assess effectiveness in different courses and amongdiverse student groups. Practical implications: The variations in student knowledge and perception about sustainabilityand the SDGs, before and after the teaching experience, and across different admissionpathways, highlight the important role of higher education institutions in achieving equity andshaping future change agents’ perspectives. Originality/value: These findings reveal how innovative educational experiences promotesustainability and social responsibility among university students, emphasising the crucial roleof ongoing assessment in ensuring effective sustainability and equity education.
Educación Social para la Justicia Global
(Universidade Lusófona, 2023-11) Muñoz Saavedra, Judith; Alonso Martínez, Héctor
La Educación para la Justicia Global es un enfoque educativo que busca desarrollar una comprensión crítica de los problemas globales, como la pobreza, las desigualdades norte-sur o la crisis climática, y fomentar la participación activa de la ciudadanía en la búsqueda de soluciones a estos problemas. Es una propuesta teórica/práctica que ha adquirido relevancia en la educación superior, ya que promueve el desarrollo de la competencia global y fomenta el desarrollo de habilidades como la reflexión, la empatía, la resolución de conflictos y la conciencia de la interdependencia global de los seres humanos. Aunque la Educación Social y la Educación para la Justicia Global comparten objetivos, hay pocas experiencias que integren este enfoque en la formación de futuros/as Educadores/as Sociales. Este artículo revisa de manera sistematizada una asignatura del grado de Educación Social de la Universidad Barcelona que introduce el enfoque de la Educación para Justicia Global. Con este fin, se llevó a cabo un estudio de caso sobre la asignatura y los trabajos reflexivos y prácticos del estudiantado, analizando 99 unidades didácticas realizadas durante el periodo 2016-2022. Las conclusiones indican que el estudiantado logra una apropiación creativa y contextualizada de los objetivos de la Educación para la Justicia Global, mientras que el enfoque presenta un gran potencial transformador y emancipador para la práctica de la Educación Social.
Navigating relationships and tensions: how professionals who treat substance use disorders view their role in preventing child abuse and neglect
(Elsevier, 2025-04-23) Padilla Petry, Paulo; Fuentes-Peláez, Núria; Fantova-Romero, Anna
Background. The potential negative effects of caregivers’ substance use disorders (SUDs) on their parenting are well documented, but the intervention of healthcare professionals treating these disorders in cases of child abuse and neglect (CAN) is constrained by ethical dilemmas and mistrust of child welfare services (CWS). Many studies have explored the synergies between SUD treatments and developing parenting skills, but few studies have explored these professionals' diverse perceptions and experiences – ranging from doubts and challenges to constructive ideas and practices that address parenting and treatment needs. Objective. This study aimed to explore healthcare professionals' perceptions and experiences regarding the tensions, obstacles, opportunities and good practices related to detecting potential CAN and promoting changes in their patients’ parenting. Participants and setting. Twenty healthcare professionals from various services within the Catalan Drug Abuse Care Centre Network (Spain) participated in the study. Methods. Two focus groups discussed the issues and good practices surrounding the detection and intervention in possible cases of CAN. The transcriptions underwent reflexive thematic analysis building 7 themes. Findings. The participants cited reasons for not intervening in their patients' parenting. They discussed the importance and fragility of the therapeutic bond, structural deficiencies in their services, and the challenges of working with CWS. They also described conditions and practices that help improve caregivers’ parenting such as restoring damaged bonds. Conclusion. The full range of healthcare professionals' experiences and perceptions regarding their patients’ parenting and child welfare must be contemplated in programs aimed at integrating family support with the treatment of SUDs.
False promises and distinct minority mobility paths: Trajectories and costs of the education-driven social mobility of racialised ethnic groups
(Taylor & Francis, 2024-03-11) Durst, Judit; Bereményi, Bálint Ábel
This Special Issue (SI) enquires into the trajectories and consequences of education-driven social mobility among members of racialised and minoritised ethnic groups in a variety of geographical settings. It explores commonalities in the socalled distinctive minority mobility path that are typical for many racialised minorities in different social contexts – from Asia through post-socialist Eastern European countries to Western Europe and North America. Through analyses of the personal experiences of (potential) social advancement via education, the authors of this SI explore what schooling and educational mobility involves for those who belong to discriminated against and minoritised groups. What costs, both hidden and more apparent, does their education-driven mobility impose on them? Is education indeed a vehicle for social mobility for them? Finally, what are the social implications of their ‘individual success at the cost of collective failure’ (Reay 2018)?
Are our Future Socio-Educational Agents Duly Prepared to Foster Intercultural and Interreligious Dialogue in their Professional Practice?
(Routledge. Taylor & Francis Group, 2020-05-25) Vilà Baños, Ruth; Rubio Hurtado, María José; Escofet Roig, Anna
Despite the strong influence of religion in today’s world, religious education at university is rather sparse. Universities must be proactive in overcoming negative prejudices and combating symbolic and religious illiteracy that curbs appreciation of other cultural realities. This paper carries out a diagnosis of future social and educational agents in order to discover their attitudes to the challenge that they will have to face in the fostering of intercultural and interreligious dialogue. The results would lead us to believe that initial and continuous education should be introduced in order to foment a profound understanding of the religious dimension.
Health Sciences Students: Witnesses of Discrimination in the Care of Foreign Patients in Chile
(Editorial Universidad de Antioquía, 2025-01-28) Álvarez-Cruces, Debbie Jeinnisse; Aneas, Assumpta; Nocetti de la Barra, Alejandra; Mansilla Sepúlveda, Juan
Objective: This work sought to inquire on the perception of Health Sciences students about the health care provided to patients of foreign origin in clinical environments. Methods: Phenomenological approach with multiple case study design. Health Sciences students from three Chilean universities participated with intensity sampling. Semi-structured interviews were conducted via Zoom after the consent was signed. Data analysis included open and axial coding axial with the aid of the ATLAS.ti 24 software. Results: The study had the participation of 106 students, who identified different types of discrimination, besides diverse exclusion manifestations that take place during the care process, such as: apathy, prejudice/stereotyping, derogatory comments, evading, underestimating, normalizing discrimination, infantilizing, and scoffing. Some of the participants normalized these behaviors due to the overload health system. Conclusion: The Health Sciences students witnessed several types of discrimination and exclusion manifestations occurring during the care process, highlighting apathy and evading as characteristic of the clinical environment, which could favor negative vicarious learning that perpetuates discriminatory conducts against foreign patients.
Análisis de la satisfacción y la motivación en la educación secundaria de personas adultas
(Universitat de València, 2025-12-30) Llanes, Juan; Daza Pérez, Lidia; Ayuste, Ana; Sánchez Guerrero, Isabel; Mallows, David
Uno de los problemas más acuciantes del sistema educativo es la elevada tasa de abandono temprano. Una parte de este colectivo retorna al sistema a través de su matrícula en los Centros de Formación de Personas Adultas (CFA), con el propósito de obtener el Graduado en Educación Secundaria Obligatoria (GESO) y continuar sus estudios. Sin embargo, la tasa de superación en estos centros sigue siendo reducida. Esta investigación tiene como objetivo analizar el perfil sociodemográfico del alumnado matriculado en el GESO de los CFA de Cataluña, así como examinar la motivación y la satisfacción académica como elementos clave para explicar sus trayectorias educativas. Se empleó una metodología cuantitativa mediante un cuestionario administrado a una muestra de 488 estudiantes matriculados en los CFA de Cataluña durante el curso 2024-2025. A través de análisis factoriales se identificaron los componentes que estructuran la satisfacción y la motivación en este contexto formativo, comparándolos con los de la Educación Secundaria Obligatoria (ESO). Ambos factores se consideran determinantes para comprender los procesos de persistencia y continuidad educativa. Los resultados permiten obtener un conocimiento más profundo de un colectivo aún poco estudiado y aportar evidencias útiles para mejorar sus trayectorias formativas. Los componentes de la satisfacción y la motivación difieren entre contextos, respondiendo a factores diversos entre los que destacan los elementos pedagógicos, especialmente el papel del profesorado, así como la influencia de la edad en el alumnado adulto que cursa el GESO. Este análisis contribuye a orientar estrategias educativas más ajustadas a sus necesidades reales.
Evaluation of Intercultural and Interreligious Dialogue Competencies. Identification of factors related with its performance among Adolescents in the City of Barcelona
(Routledge. Taylor & Francis Group, 2023) Aneas, Assumpta; Vilà Baños, Ruth
A survey study was carried out among 942 students in Barcelona. The study demonstrated that the questionnaire applied ensured validity and reliability for detecting and evaluating interreligious dialogue competencies. The most significant results were that a regression analysis identified five predictor variables of intercultural and interreligious competencies: (1) overcoming prejudice; (2) disregarding a person's religion when establishing friendship; (3) the ability to cope with conflicts; and (4) not avoiding a relationship with someone due to their cultural background. Lastly, results also showed the importance of working in secondary schools in order to advance toward a culture of peace.
What factors promote participation at school among adolescents in secondary education?
(Universitatea Alexandru Ioan Cuza din Iași, 2019-09) Folgueiras Bertomeu, Pilar; Vilà Baños, Ruth; Aneas, Assumpta
This study presents an analysis of the factors favouring participation among adolescents in compulsory secondary education in the city of L'Hospitalet de Llobregat (Catalonia, Spain). The sample was composed of 297 young people with an average age of 15. We investigated the adolescents' concept of participation, enquiring into what principles, behaviours and feelings they identified with it. Also, we questioned them on their purposes for participating and the consequences deriving from their practice. Finally, we enquired into the different spheres in which they thought they could participate. One outstanding finding was that respondents saw participation in much broader terms than simply voting in elections, instead associating it with feelings of belonging, expression and learning. For the adolescents participation brought personal benefits linked to self-esteem, but above all social benefi ts oriented towards community development. The different spheres in which they participated were mostly their families and schools. A regression analysis was carried out, calculating the predictive weight of all the variables relating to participation. Results indicated that adolescents with a broader concept of participation, i.e. those for whom participating brought a wider range of benefits, participated more. Also, higher levels of participation in the family and neighbourhood were related to greater participation at school.
High School Students' Attitudes towards Migrant Youth
(Universitatea Alexandru Ioan Cuza din Iași, 2022-09-15) Vilà Baños, Ruth; Aneas, Assumpta; Sánchez Martí, Angelina; Freixa Niella, Montserrat
The appearance of unaccompanied migrant minors in our communities and the impact they have had on Spanish society, and vice-versa, is a phenomenon of outstanding educational importance, as it has brought into public awareness issues such as child vulnerability and focused our attention on the legal, social and educational policies and resources that are meant to materialise an inclusive, democratic and just society. Around these young people, mainly from the Maghreb and therefore identified with Islam, society has created an image that serves to bolster many Islamophobic, xenophobic and racist discourses emanating from the media and the ideologies of Spanish far-right political parties. This is achieved by generalising the criminal conduct of some migrant youths, by depersonalising them as human beings and by linking news about them to vicarious emotions such as mistrust and the feeling of menace. Recognising the importance of this phenomenon, in this article we present the results of a study aiming to identify and analyse the main stereotypes, attitudes and prejudices that Barcelona secondary-school students have towards unaccompanied migrant minors (MENA in their Spanish initials). To this end a questionnaire based on the Overcoming Prejudice Scale (Etxeberria, Murua, Arrieta, Garmendia & Etxeberria, 2012) was administered. Our findings showed that high-school students hold certain prejudices and stereotypes that should be tackled in order to promote the integration and inclusion of unaccompanied migrant minors and to ensure a culture of peace among young people.

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