Uso problemático de Internet y problemas psicológicos entre estudiantes universitarios con discapacidad Problematic Internet Use and Psychological Problems among University Students with Disabilities

Autores/as

  • María José Pino Osuna Departamento de Psicología. Universidad de Córdoba.
  • Carlos Herruzo Pino Departamento de Psicología. Universidad de Córdoba.
  • Valentina Lucena Jurado Departamento de Psicología. Universidad de Córdoba.
  • Javier Herruzo Cabrera Departamento de Psicología. Universidad de Córdoba.

DOI:

https://doi.org/10.20882/adicciones.1574

Palabras clave:

estudiantes con discapacidad, adicción a Internet, problemas psicológicos, funcionamiento, bienestar students with disabilities, Internet addiction, psychological problems, life functioning, wellness

Resumen

El uso problemático de internet (UPI) entre las personas con discapacidad ha recibido muy poca atención en la literatura científica. El objetivo de este trabajo es estudiar el UPI entre los estudiantes universitarios españoles con discapacidad, y si se relaciona con malestar y problemas psicológicos. En el estudio participaron 432 universitarios españoles con discapacidad de seis universidades (35 %: discapacidad motora, 22,7 %: discapacidad sensorial y 42,1 %: otras discapacidades, excluyendo la discapacidad psíquica o intelectual). El UPI se evaluó mediante el Test de Adicción a Internet (IAT), mientras que los problemas psicológicos se evaluaron mediante el cuestionario Clinical Outcomes in Routine Evaluation-Outcome Measure (CORE-OM). La prevalencia del UPI fue del 6,3 %, y no hubo diferencias estadísticamente significativas por sexo, tipo de discapacidad o estudios. Sí hubo diferencias en función de la edad (< 22 mostraron una prevalencia 5 veces mayor), origen de la discapacidad (discapacidad congénita mostraron una prevalencia 3,7 veces mayor) y tipo principal de uso (recreativo). La prevalencia de problemas psicológicos es significativamente mayor entre los usuarios problemáticos de Internet, en todas las dimensiones medidas por el CORE-OM (problemas psicológicos, bienestar subjetivo, funcionamiento general y riesgo de autolesión y de daño a otros). En conclusión, los estudiantes universitarios con discapacidad desde el nacimiento (independientemente del tipo de discapacidad y del sexo), menores de 22 años y que utilizan Internet principalmente con fines recreativos y las redes sociales tienen mayor riesgo de sufrir trastornos psicológicos y mayor vulnerabilidad a problemas como ansiedad y dificultades en las relaciones sociales. 
Problematic internet use (PIU) among people with disabilities has received very little attention in scientific literature. The objective of this work is to study PIU among Spanish university students with disabilities, and determine whether it is related to the presence of psychological problems and discomfort. A total of 432 Spanish university students with disabilities from six universities participated in the study (35% motor disability, 22.7% sensory disability and 42.1% other disabilities, excluding psychical or intellectual disability). PIU in the sample was assessed using the Internet Addiction Test (IAT), while psychological problems were assessed using the Clinical Outcomes in Routine Evaluation-Outcome Measure (CORE-OM). PIU prevalence was 6.3%, and significant differences were found by age (< 22 had a PIU prevalence five times higher), onset of disability (prevalence was 3.7 times higher in those with congenital disability) and main type of internet use (recreational). There were no differences by sex, level of education or type of disability. In all the dimensions measured by CORE-OM (psychological problems, subjective well-being, life functioning and risk of self-harm and harm to others), the prevalence of psychological problems was significantly higher among problematic internet users. In conclusion, university students who are disabled from birth (regardless of their type of disability and sex), under the age of 22, and use the internet mainly for social networking and recreational purposes are at greater risk of psychological distress and are more vulnerable to problems like anxiety and difficulties with social relationships. 

Citas

Adecco (2017). Informe Infoempleo- Adecco. Redes Sociales y Mercado de Trabajo en España. Recuperado de https://www.adeccogroup.es/wp-content/uploads/2017/11/Informe-2017-Empleo-y-Redes.-Infoempleo-Adecco.pdf.

American Psychiatric Association (2013) Diagnostic and statistical manual of mental disorders (5th ed). Washington, DC: American Psychiatric Association.

Aponte, R., Castillo, P. y González, J. (2017). Prevalencia de adicción a internet y su relación con disfunción familiar en adolescentes. Revista Clínica de Medicina de Familia, 10, 179-186.

Botella, L. (2006). Routine evaluation in psychotherapy service: The use of CORE System data. European Journal of Psychotherapy & Counselling, 8, 235-241. doi:10.1080/13642530600714672.

Beranuy Fargues M., Chamarro Lusar A., Graner Jordania C. y Carbonell Sánchez X. (2009). Validación de dos escalas breves para evaluar la adicción a internet y el abuso de móvil. Psicothema, 21, 480-485.

Campbell, S. W. y Ling, R. (2009). Effects of mobile communication. Media Effects: Advances in Theory and Research, 592-606. Recuperado de http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.501.7868&rep=rep1&type=pdf.

Carbonell, X., Fúster, H., Chamarro, A. y Oberst, U. (2012). Internet and mobile phone addiction: A review of Spanish empirical studies. Psychologist’s Papers, 33, 82-89.

Chib, A. y Jiang, Q. (2014). Investigating modern-day Talaria: mobile phones and the mobility-impaired in Singapore. Journal of Computer-Mediated Communication, 19, 695-711. doi:10.1111/jcc4.12070.

Connell, J., Barkham, M., Stiles, W. B., Twigg, E., Singleton, N., Evans, C. y Miles, J. V. (2007). Distribution of CORE-M scores in a general population, clinical cut-off points and comparison with the CIS –R. British Journal of Psychiatry, 190, 69-74. doi:10.1192/bjp.bp.105.017657.

Duplaga M. y Szulc K., (2019). The association of internet use with wellbeing, mental health and health behaviours of persons with disabilities. International Journal of Environmental Research and Public Heatlh, 16, 3252. doi:10.3390/ijerph16183252.

Echeburúa, E. y De Corral, P. (2010). Addiction to new technologies and social networks in young people: A new challenge. Addictions, 22, 91-96.

Evans, C., Connell, J., Barkham, M., Margison, F., McGrath, G., Mellor-Clark, J. y Audin, J. (2002). Towards a standardised brief outcome measure: Psychometric properties and utility of the CORE-OM. British Journal of Psychiatry, 180, 51–60. doi:10.1192/bjp.180.1.51.

Fernández-Villa, T. Molina, A., García-Martín, M. Llorca, J., Delgado-Rodríguez, M. y Martín, V. (2015a). Validation and psychometric analysis of the Internet Addiction Test in Spanish among college students. BMC Public Health, 15, 953-963. doi:10.1186/s12889-015-2281-5.

Fernández-Villa, T., Alguacil, J., Almaraz, A., Cancela, J. M., Delgado-Rodríguez, M., García-Martín, M. … Martín, V. (2015b). Problematic internet use in university students: Associated factors and differences of gender. Adicciones, 27, 265-275. doi:10.20882/adicciones.751.

Heiman, T., Olenik-Shemesh, D. y Eden, S. (2015). Cyberbullying involvement among students with ADHD: Relation to loneliness, self-efficacy and social support. European Journal of Special Needs Education, 30, 15-29.

Hernández, J., Ortiz, R. y Uribe, A. (2013). Innovation and technological knowledge in the society of the 21st century: The ICT revolution. Nueva Época, 13, 89-96.

Igual, R., Plaza, I., Medrano, C. y Rubio, M. A. (2014). Personalizable smartphone-based system adapted to assist dependent people. Journal of Ambient Intelligence and Smart Environments, 6, 569-593. doi:10.5555/2693820.2693822.

James, R. J. y Tunney, R. J. (2017). The need for a behavioural analysis of behavioural addictions. Clinical Psychology Review, 52, 69-76. doi:10.1016/j.cpr.2016.11.010.

Jelenchick, L. A., Becker, T. y Moreno, M. A. (2012). Assessing the psychometric properties of the Internet Addiction Test (IAT) in US college students. Psychiatry Research, 196, 296-301. doi:10.1016/j.psychres.2011.09.007.

Jenaro, C., Flores, N., Vega, V., Cruz, M., Pérez, M. C. y Torres, V. A. (2018). Cyberbullying among adults with intellectual disabilities: Some preliminary data. Research in Developmental Disabilities, 72, 265-274. doi:10.1016/j.ridd.2017.12.006.

Kowalski, R. M., Morgan, C. A., Drake-Lavelle, K. y Allison, B. (2016). Cyberbullying among college students with disabilities. Computers in Human Behavior, 57, 416-427. doi:10.1016/j.chb.2015.12.044.

Kraus, S. y Rosenberg, H. (2014). The pornography craving questionnaire: Psychometric properties. Archives of Sexual Behavior, 43, 451-462. doi:10.1007/s10508-013-0229-3.

Kraut, R., Patterson, M., Lundmark, V., Kiesler, S., Mukophadhyay, T. y Scherlis, W. (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being? American Psychologist, 53, 1017–103. doi:10.1037/0003-066X.53.9.1017.

Kuss D. J., Griffiths M. D. y Binder J. F. (2013). Internet addiction in students: prevalence and risk factors. Computers in Human Behavior. 29, 959–66. doi:10.1016/j.chb.2012.12.024.

Lathouwers, K., de Moor, J. y Didden, R. (2009). Access to and use of internet by adolescents who have a physical disability: A comparative study. Research in Developmental Disabilities, 30, 702-711. doi:10.1016/j.ridd.2008.09.003.

Lucena, V., Raya-Trenas, A., Herruzo, J. y Herruzo, C. (2019). Addiction or abuse of ICTs? In: M. J. Osuna y Mª I. Amor (Eds.), La transversalidad de género (pp. 111-121). Madrid: Síntesis.

Miller, S. M. (2008) The effect of frequency and type of internet use on perceived social support and sense of well-being in individuals with spinal cord injury. Rehabilitation Counseling Bulletin, 51, 148–158.

Organización Mundial de la Salud (2019). International Classification of Diseases. Recuperado de https://icd.who.int/browse11/l-m/en.

Palmieri, G., Evans, C., Hansen, V., Brancaleoni, G., Ferrari, S., Porcelli, P., ... Rigatelli, M. (2009). Validation of the Italian version of the clinical outcomes in routine evaluation outcome measure (CORE-OM). Clinical Psychology and Psychotherapy, 16, 444-449. doi:10.1002/cpp.646.

Perry, M., O’hara, K., Sellen, A., Brown, B. y Harper, R. (2001). Dealing with mobility: Understanding access anytime, anywhere. ACM Transactions on Computer-Human Interaction, 8, 323-347. doi:10.1145/504704.504707.

Pino, M. J., Herruzo, J., Raya, A., Ruiz-Olivares, R. y Herruzo, C. (2020). Development of IAT-12, a reduced Spanish version of the Internet Addiction Test. Current Psychology. doi:10.1007/s12144-020-01167-4.

Ruiz-Olivares, R., Lucena, V. Pino, M. J. y Herruzo, J. (2010). Análisis de comportamientos relacionados con el uso/abuso de internet, teléfono móvil, compras y juego en estudiantes universitarios. Adicciones, 22, 301-310. doi:10.20882/adicciones.171.

Simpson, C. G., Rose, C. A. y Ellis, S. K. (2016). Gender discrepancies and victimization of students with disabilities. Remedial and Special Education, 37, 296-307. doi:10.1177/0741932516646082.

Söderström, S. (2009). The digital town square: Information and communication technology as an opportunity and a barrier to social relations for disabled youth. In: C. A. Marshall, E. Kendall, M. E. Banks y R. M. S. Gover (Eds.), Disabilities: Insights from across fields and around the world, vol 2: The context: Environmental, social, and cultural considerations; disabilities: Insights from across fields and around the world (pp. 61-80, Chapter XXII, 331 Pages). Santa Barbara, CA: Praeger/ABC-CLIO.

Söderström, S. (2011). Staying safe while on the move: Exploring differences in disabled and non-disabled young people’s perceptions of the mobile phone’s significance in daily life. Young, 19, 91-109. doi:10.1177%2F110330881001900106.

Spada, M. M. (2014). An overview of problematic internet use. Addictive Behaviors, 39, 3-6. doi:10.1016/j.addbeh.2013.09.007.

Suriá, R. (2012a). La discapacidad en nuestros jóvenes, ¿fomenta las relaciones normalizadas a través de las redes sociales online o les hace adictos a ellas? Revista Electrónica de Tecnología Educativa, 41, 1-17.

Suriá, R. (2012b). Redes sociales online y su utilización para mejorar las habilidades sociales en jóvenes con discapacidad. Escritos de Psicología, 5, 16-23. doi:10.5231/psy.writ.2012.1809.

Suriá, R. (2015). Disability in young people, increases the risk of excessive internet use? Health and Addictions, 15, 15-24.

Trujillo, A., Feixas, G., Bados, A., García-Grau, E., Salla, M., Medina, J…. Evans, C. (2016). Psychometric properties of the Spanish version of the Clinical Outcomes in Routine Evaluation – Outcome Measure. Neuropsychiatric Disease and Treatment, 12, 1457. doi:10.2147/NDT.S103079.

Young, K. S. (1998). Internet addiction: The emergence of a new clinical disorder. Cyberpsychology and Behavior, 1, 237–244. doi:10.1089/cpb.1998.1.237.

Young, K. S. (2011). Clinical assessment of internet-addicted clients. In: K. Young y C. Abreu (Eds.), Internet addiction: A handbook and guide to evaluation and treatment (pp. 19–34). New Jersey: John Wiley & Sons.

Zhou, Y., Li, D., Li, X., Wang, Y. y Zhao, L. (2017). Big five personality and adolescent internet addiction: The mediating role of coping style. Addictive Behaviors, 64, 42-48. doi:10.1016/j.addbeh.2016.08.009.

Descargas

Publicado

2021-06-15

Número

Vol. 35 Núm. 2 (2023)

Sección

Originales