The research activity of our group focuses on the study of variables related to the psychosocial well-being in childhood and adolescence. Taking an environmental perspective on human development, our studies delve into personal (self-esteem, empathy, socio-emotional skills, life satisfaction, transgressive attitudes, feelings of loneliness), family (socialisation styles, family communication, family functioning), social (social inclusion, social status, peer relationships, romantic relationships) and school variables (school environment, school integration, teacher-student relationships) that foster or hinder the well-being of children and adolescents.

Within the study of variables that reduce their psychosocial well-being, we pay particular attention to the problems of social inclusion with peers and school violence. In this context, we have carried out extensive research (and numerous publications) on bullying and cyberbullying. We have designed and implemented programmes aimed at the prevention of peer violence (Convivir programme), the prevention of cyberbullying (PREV@CIB programme) and the prevention of both peer and intimate partner violence in adolescents (DARSI programme).

More recently, our research has expanded to include the impact of digital technologies on social relationships and psychosocial adjustment in children and adolescents, and how their victimisation and aggression through these technologies affect the way they perceive, feel, and interact with the world.