The issue of cybercrime and other anti-social activities is increasingly discussed today. The cause is an increasing number of individuals, companies or states exposed to these threats. This article deals with the issue of cyber aggression as one of the kinds of other anti-social activities. The article presents the results of researches in the Slovak Republic, but also the results of a survey at selected schools conducted by the Faculty of Safety Engineering of the University of Zilina. The main aim of the article is to point out the issue of cybercrime and other antisocial activities among adolescents and to point out the relationship between their education and vulnerability.

Executive Functions (EFs) describe a set of cognitive control abilities that help children to develop self-regulated behavior and do well in their schooling. The promotion of EFs in children at social risk is an area of relevance for neurosciences and education. On this basis, the present study set out to analyze a school-based intervention targeted to strengthening EFs in Argentine children at social risk. Participants were 69 children from 8 to 10 years old, from an urban-marginalized federal school in Mendoza. A quasi-experimental pre-test post-test design was used, with a control group. The cognitive intervention was embedded in the school curriculum and was carried out for a month and a half. The schoolchildren were evaluated before and after the intervention with EFs’ neuropsychological tests. The main results showed that the group cognitive intervention was associated with gains in the schoolchildren’s attention processes, although it did not favor other EFs, which could indicate moderate effectiveness. These data provide evidence in favor of ecological interventions as a way to promote attention development trajectories in children at social risk, and in turn, draw up guidelines to reflect on the design and the modalities of school-based interventions.

This work has two objectives. The first is to describe a program to strengthen socio-cognitive abilities in initial education children (called PHSC), which is focused on training teachers on its implementation in the classroom. The second objective is to examine the effectiveness of the program when it is applied in schools with different socio-cultural contexts. It involved a total of 257 initial-level students attending two pre-primary schools in the province of Mendoza. One school was in an urban area of a more stable social environment, and the other in a socially-vulnerable area.  The program was administered by teachers who had been trained for it. Pre- and post-assessments were conducted using socio-cognitive tests on the students. The teachers responded to the Executive Functioning Scale for initial education children before and after implementation of the PHSC program, and parents responded to an on-line survey to find out whether they had noticed any improvements or positive changes after the application of the program. The results suggest the possibility that this program, implemented by teachers, could improve the socio-cognitive abilities in children of both of the different social contexts, as well as being a driver to create conditions of equal opportunities and generate learning benefits in all their students.

This study examines the relationship between prior trauma and post disaster psychological distress in a sample of college students exposed to Hurricane Harvey in Houston, Texas in 2017. College students (n = 324) receive treatment for psychological problems at very low rates, so screening for the most vulnerable students after a disaster is important. While the relationship between prior trauma and post-disaster psychological distress is well established, the evidence for prior disaster exposure as a risk factor outside of other trauma is mixed. Prior trauma was divided into two cumulative risk style indicators: prior traumatic experiences (excluding disasters) and prior disaster exposure. In multiple linear regression models, prior traumatic experiences were significant predictors of post-disaster symptoms of both post-traumatic stress disorder and depression following the hurricane. Prior disaster exposures were not significant in either case. Implications for future screening and analysis of risk factors are discussed.

Due to the notably increased penetration of smartphone use among university students and the alarming risk it poses to both physical and mental health, this study investigated mobile phone addiction among university students concerning student characteristics, mobile phone usage behaviors, and mobile phone use purposes and situations. The participants of this study were 600 university students, who were selected according to the convenience sampling method from different departments in Türkiye. The data were collected using the student characteristics form and the Mobile Phone Addiction Scale. The correlational research method was followed in the study. The data were analyzed using descriptive and inferential statistics. The results showed that students clustered as addicted and non-addicted had different mobile phone use behaviors on account of daily smartphone use duration, internet use duration on a smartphone, and daily smartphone check frequency. Being a female at a lower grade level and using mobile phones mostly at night made students more vulnerable to mobile phone addiction. Additionally, the results indicated a significant positive moderate correlation between internet use duration, daily smartphone use duration, daily smartphone check frequency, and mobile phone addiction scores. Lastly, checking social media apps, messaging, and editing photos significantly contributed to mobile phone addiction scores. Among the mobile phone use situations, when getting bored, during lessons, when watching TV or movies, and when being alone significantly contributed to mobile phone addiction scores. This study provided a thorough discussion and a set of recommendations.  

This study used the COVID Social Mobility and Opportunities (COSMO) Study to examine home learning and parent attitudes to education during Covid-19 in relation to demographic and household financial circumstances and parent educational aspirations. The findings showed that White, female, and degree-educated parents were more likely than their counterparts to report positive attitudes to home learning, support their 16-year-olds’ learning, and contact schools during the lockdowns. Parents who experienced food poverty and reported being financially worse off after the pandemic were less likely to support home learning or contact schools but reported largely positive attitudes to learning. Also, parents who reported lower educational aspirations were more likely to support their children’s learning, reflecting their educational needs. This study contributes to our understanding of home learning during the pandemic and has implications for public policy and action regarding supporting children’s learning during health crises and reducing education inequalities.