[High capacity: social competences and cyberbullying].

High Intellectual Ability (HIA) is a differential manifestation of human intelligence with a neurobiological basis but which must express its high potential along the developmental trajectory through the covariation of endogenous (such as social competence) and exogenous modulating factors. The aim of the study is twofold: 1) to know, comparatively, the social competence of children with and without HIA, 2) to differentiate those social competences that could be protective or risk factors against the misuse of digital technologies. The Social Skills Improvement System-Rating Scales were administered to a sample of n = 70 learners (n = 35 with ICA, n = 35 with average intelligence) aged 11 to 16, analysing whether there are statistically significant differences in social skills and behavioural difficulties.

Problematic Internet Use among University Students and Its Relationship with Social Skills.

Internet use has been steadily and unstoppably gaining ground in all areas of life, from recreational activities to the establishment of social relations. However, addictive use of the Internet is a problem that seriously affects some people. Factors that may influence the occurrence of inappropriate internet use include age and social skills.

Can We Manage Behavioral Problems through the Development of Children's Social-Emotional Regulated Behavior? Longitudinal Study of a Preschool Program.

Behavioral problems are early indicators of antisocial behavior and should be targeted from a preventive perspective from early childhood. The purpose of the study was to analyze the effectiveness of the AC1 preschool program that develops social-emotional skills that facilitate the adjustment and regulation of the person. A total of 102 children aged 3-4 years old participated in the research, 52 belonging to the experimental group and 49 to the control group.

Reducing Aggression by Developing Emotional and Inhibitory Control.

The objective of this study is to measure the effectiveness of a program on improving inhibitory and emotional control among children. In addition, it is assessed whether the improvement of these skills has an effect on the reduction of aggressive behavior in pre-school children. The participants were 100 children, 50 belonging to the control group and 50 to the experimental group, aged between 5 and 6 years.