Executive Summary of Study On Safe Habits in The Use of Ict by Children and Adolescents and Etrust of Their Parents

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Study on safe habits in the use

of ICT by children and
adolescents and e-trust of their
parents
OBSERVATORIO DE LA SEGURIDAD DE LA INFORMACIÓN

INFORMATION SECURITY OBSERVATORY
Instituto Nacional
de Tecnologías
de la Comunicación
Edition: March 2009
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Study on safe habits in the use of ICT by children and adolescents and e-trust of their parents
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INDEX
INDEX 3
KEY POINTS .......................................................................................................................9
Parents and children have a different approach to ICT..................................................10
Households with children are adequately served with ICT equipment...........................11
Children are facing risks when they make use of ICT....................................................11
The vast majority of youngsters are unable to respond to a security incident ...............13
Security habits, measures and tools ..............................................................................14
Recommendations .........................................................................................................15
1 INTRODUCTION AND OBJECTIVES ...................................................................17
1.1 Presentation.......................................................................................................17
1.1.1 Instituto Nacional de Tecnologías de la Comunicación (INTECO) ................17
1.1.2 Observatorio de la Seguridad de la Información............................................17
1.2 Study on safe habits in the use of ICT by children and adolescents and e-trust of
their parents ...................................................................................................................18
1.2.1 Context and timeliness of the study ...............................................................18
1.2.2 Overall goal ....................................................................................................20
1.2.3 Secondary goals ............................................................................................20
1.2.4 Specific goals .................................................................................................21
2 METHODOLOGICAL DESIGN ..............................................................................23
2.1 Documentary search and analysis.....................................................................23
2.2 Technical aspects of the qualitative phase: Interviews with experts ..................25
2.3 Technical aspects of the quantitative phase: Interviews with families ...............26
2.3.1 Target universe of the study and opinionators ...............................................26
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2.3.2 Sample size and distribution ..........................................................................26
2.3.3 Polling technique and informed consent ........................................................28
2.3.4 Sampling error................................................................................................29
2.3.5 Language and gender ....................................................................................29
3 SOCIO-DEMOGRAPHIC CHARACTERISTICS AND LEVEL OF TECHNOLOGY

IN HOMES WITH CHILDREN................................................................................30
3.1 Principal socio-demographic variables ..............................................................31
3.1.1 Homes: mothers and fathers..........................................................................31
3.1.2 Children..........................................................................................................33
3.2 Technological equipment ...................................................................................34
3.2.1 Internet connections.......................................................................................34
3.2.2 Presence of ICT equipment and devices .......................................................34
3.2.3 The child’s computer in the home ..................................................................35
4 ICT USAGE HABITS OF THE ADULTS ................................................................39
4.1 Level of ICT and Internet use.............................................................................40
4.2 Technological profile of the parents ...................................................................42
5 ICT USagE HABITS OF CHILDREN AND ADOLESCENTS .................................44
5.1 Internet usage habits .........................................................................................46
5.1.1 Familiarity with Internet use ...........................................................................46
5.1.2 Equipment and services used ........................................................................46
5.1.3 Places for connecting to Internet....................................................................48
5.1.4 Intensity of use ...............................................................................................49
5.1.5 Level of affinity ...............................................................................................54
5.2 Habits of use of the mobile telephone................................................................55
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5.2.1 Familiarity with using the mobile telephone ...................................................55
5.2.2 Services used.................................................................................................57
5.2.3 Intensity of use ...............................................................................................58
5.3 Videogame usage habits ...................................................................................61
5.3.1 Familiarity with the use of videogames ..........................................................62
5.3.2 Intensity of use ...............................................................................................65
6 RISKS FACED BY CHILDREN WHEN USING THE ICT ......................................69
6.1 Overview of the threats facing children from the ICT .........................................70
6.2 Excessive use and addiction..............................................................................73
6.3 Violation of intellectual property rights ...............................................................75
6.4 Access to inappropriate content.........................................................................75
6.5 Interaction with, and stalking by, other persons and cyberbullying ....................77
6.6 Sexual harassment or grooming ........................................................................78
6.7 Threats to privacy ..............................................................................................79
6.8 Economic risk and/or fraud ................................................................................80
6.9 Technical threats and/or malware ......................................................................81
7 REACTION TO RISK INCIDENTS.........................................................................83
7.1 Reaction of parents to risk incidents ..................................................................84
7.2 Reaction of the children to risk incidents ...........................................................86
8 SECURITY MEASURES AND TOOLS..................................................................88
8.1 Internet...............................................................................................................90
8.1.1 Security habits and guidelines .......................................................................90
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8.1.2 Security tools on the child’s computer............................................................95
8.2 Mobile Telephone ..............................................................................................98
8.3 Videogames .....................................................................................................100
8.4 Perception and attitudes of the parents ...........................................................103
9 RECOMMENDATIONS........................................................................................105
9.1 Recommendations aimed at the public sector .................................................105
9.1.1 Awareness programmes ..............................................................................105
9.1.2 Fostering a safe environment.......................................................................109
9.2 Recommendations for the industry ..................................................................110
9.3 Recommendations for the educational authorities ...........................................112
10 ANNEXE I: DETAILED METHODOLOGICAL DESIGN OF THE STUDY ...........113
10.1 Technical aspects ............................................................................................116
10.1.1 Universe ...................................................................................................116
10.1.2 Sample size and distribution ....................................................................116
10.1.3 Data capture.............................................................................................122
10.1.4 Field work.................................................................................................122
10.1.5 Sampling error..........................................................................................122
10.2 Consistency and robustness of the sample .....................................................123
11 ANNEXE II: PARTICIPANTS IN THE STUDY .....................................................124
11.1 Institutions, Associations and Organisations ...................................................124
11.2 Experts and Professionals ...............................................................................125
12 ANNEXE III: QUANTITATIVE ANALYSIS OF THE RISKS FACED BY CHILDREN

WHEN USING THE ICT.......................................................................................127
12.1 Perception and general attitudes towards ICT threats for the children ............127
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12.2 How should the analysis of each of the risks be interpreted ............................130
12.3 Excessive use and addiction............................................................................131
12.3.1 Knowledge ...............................................................................................131
12.3.2 Gravity perceived by the parents .............................................................132
12.3.3 Incidence..................................................................................................133
12.4 Violation of intellectual property rights .............................................................136
12.4.1 Knowledge ...............................................................................................136
12.4.3 Incidence..................................................................................................137
12.5 Access to inappropriate content.......................................................................140
12.5.1 Knowledge ...............................................................................................140
12.5.3 Incidence..................................................................................................143
12.6 Interaction with, and stalking by, other persons and cyberbullying ..................145
12.6.1 Knowledge ...............................................................................................145
12.6.3 Incidence..................................................................................................147
12.7 Sexual harassment or grooming ......................................................................149
12.7.1 Knowledge ...............................................................................................149
12.7.3 Incidence..................................................................................................151
12.8 Threats to privacy ............................................................................................153
12.8.1 Knowledge ...............................................................................................153
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12.8.3 Incidence..................................................................................................155
12.9 Economic risk and/or fraud ..............................................................................156
12.9.1 Knowledge ...............................................................................................156
12.9.3 Incidence..................................................................................................158
12.10 Technical threats and/or malware ................................................................159
12.10.1 Knowledge ...............................................................................................159
12.10.3 Incidence..................................................................................................161
LIST OF GRAPHS ...........................................................................................................165
LIST OF TABLES ............................................................................................................170
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KEY POINTS
Children are now born immersed in the Information Society; they therefore embrace it in a
fully natural manner, actively participating to take the best advantage of its possibilities for
communicating and socialising. In parallel with this advance in the Information and
Communication Technologies, new situations are constantly arising which could pose
risks for our youngsters.
This study provides a diagnosis of the habits adopted by children when using ICT: their
awareness of the risks, their reaction to them and the habits or security measures they
adopt when using ICT. The twofold analysis is undertaken from the viewpoint of both the
child and the father or mother, as the essential agent in the child’s education, fostering
awareness and prevention.
When preparing the study, it was decided to use a methodology based on a combination
of qualitative and quantitative techniques. The qualitative analysis included in-depth
interviews with 36 experts (professionals and institutions) from ten different fields of
knowledge. On the other hand, the quantitative analysis entailed carrying out 1,250
surveys, 625 on children aged 10 to 16 and 625 on one of their legal guardians: the father
or mother.
This was all designed to gather information in order to formulate recommendations for
action, with a view to educating, training and raising awareness among our youngsters
regarding the importance of surfing the Net without risks.
It is worth pointing out that the study data are based on the perception of those surveyed
and, as a result, may be tainted with the bias implicit in any result based on a poll or
survey. The special sensitivity of certain issues – entailing as they do legal connotations
(e.g. illegal downloads) or social taboos (such as accessing contents of a sexual nature) –
may distort the veracity of the replies to a certain degree. The reader should bear this in
mind when it comes to drawing conclusions.
The margin of error is ± 4.0% for p=q=0.5 and with a confidence level of 95.5%. The
methodology employed for this study ensures the replies from parents and children are
duly contrasted, one of the prime objectives of the project. The size of the sample and the
individual nature of each of the surveys make this project an analysis of great significance,
more so when one considers that, as of the date of publication of this report, we have yet
to discover similar studies. Nonetheless, the margin of error that exists in any quantitative
investigation process warrants interpreting the results more as underlying trends than as
absolute affirmations.
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Throughout this report, terms such as girls, boys, children, sons, daughters, teenagers,
kids or adolescents will all be used, without distinction, to refer to children, as will fathers,
mothers or adults to refer to the legal guardians. It should be understood that, in order to
abbreviate and make the report easier to read, generic terms – such as children,
teenagers, kids or parents – will be employed to refer to both male and female individuals.
We shall now outline some of the principal results of the study.
I Parents and children have a different approach to ICT
The profile of the households surveyed can be defined by the following traits: young
parents, around forty years of age, most of whom live with their partner. These are
households characterised by both spouses working outside the home and possessing
good qualifications. The fact that they are young persons with a good education would
seem to indicate that the parents of Spanish children and adolescents are sufficiently well
prepared to be able to acquire and pass on the knowledge necessary for the protection of
their children.
While for the most part not very experienced users, the adults who participated in the
study are aware of the new technologies and, indeed, use them frequently. This is an
important point, as, once again, it defines a profile sufficiently familiar with ICT to be able
to get actively involved in ensuring their children can use them safely.
The majority of the parents are Internet users, although a significant proportion of them
have been users for less than two years. Almost all of them connect principally from home
and half of them do so daily. The habits of the parents with regard to the use of Internet
obviously influence how their children approach ICT. Thus, just like their parents, the
children generally connect from home and half of them do so daily, the same proportion
as for the adults. On average, they spend 14.5 hours a week online, with greater intensity
at the weekend compared to during the week.
What happens with the use adults and children make of Internet? Both groups use it
principally for consulting their emails, looking for information and downloading files.
However, moving beyond these general uses in which parents and children coincide, their
approach to the virtual world is different in the two cases:
• Adults use Internet with a goal in mind, whether this be performing a banking
operation, purchasing some product online, consulting the news in an online
newspaper or sharing interests in a forum. This is a utility/goal-based approach:
adults use Internet “for something”.
• Children, in general, approach Internet in a more “natural” manner. They are not
just seeking a service, “they are on” Internet and they use it for studying, chatting
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or listening to music. Internet is a fundamental tool for reaffirming their social

relations and their identity. In fact, 75% of the boys and girls surveyed declare that
they like Internet “a lot or quite a bit more than other things”.
II Households with children are adequately served with ICT equipment
The most frequent elements in households with children – with a practically universal
presence – are mobile telephones, personal desktop computers and DVD players. These
are followed by devices like digital cameras or printers. There is more than one computer
in each home: 1.3 on average.
The computers used by children are well equipped and situated in a common area of the
house, which facilitates the parents’ exercising a certain degree of control over their use,
time spent surfing the Web or access to certain contents.
In this sense, one of the conclusions of the Study on Childhood and Adolescence in the
Information Society 1 was the following: "in households with children, there is an above-
average presence of ICT equipment and penetration of services (…). Households with
children reveal a capacity for acting as a driving force boosting the development of the
Information Society". Therefore, this circumstance must be taken into account and full
advantage taken of the potential children possess to drive the development of the
Information Society.
In general, mothers and fathers are interested in their children’s activity on the Internet to
a greater extent than that related to mobile phones or videogames. They generally
accompany their sons and daughters when they are surfing or, at least, regularly take an
interest in what they are using Internet for. The 87.5% of children who admit having
received warnings confirm that these principally come from family members (77.4%) and
from school (43.2%).
III Children are facing risks when they make use of ICT
The study diagnosed behaviour patterns associated with each of the following risks:
• Excessive use and addiction.
• Violation of industrial or intellectual property rights.
• Access to inappropriate content.
1
Telecommunications and Information Society Observatory. Red.es. June 2005. Childhood and Adolescence
in the Information Society. Analysis of the relationship with ICT in the home.
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• Interaction with, and stalking by, other persons and/or cyberbullying.
• Grooming and/or sexual harassment.
• Threats to privacy.
• Economic risk and/or fraud.
• Technical risks and/or malware.
The study offers an individualised analysis of each of these situations. Some relevant
conclusions are:
• What most concerns parents is the risk of dependence or excessive use (39.5%
declared this spontaneously), far ahead of any of the other situations: virus
(13.4%), sexual harassment (9.9%), interaction with strangers (9.2%), scams and
frauds (8.7%) or access to inappropriate content (8.2%).
• One could ask whether parents really possess sufficient data and criteria to be
able to assess the gravity of each of these risks. Throughout this study, we shall
be analysing signs that point to the answer to this question being partially
unsatisfactory: adults are facing a totally new situation, which they are tackling with
interest and responsibility. Sometimes, what they consider “grave” may be more a
response to the media hype – which parents are evidently well aware of, e.g.
excessive use of the computer – than to the objective danger it entails. Certain
technical risks and malware, as well as downloads, are the situations most
frequently faced by youngsters, yet they are not perceived by parents as being
grave.
• This conclusion leads to the following reflection: adults need tools that can help
them to objectively gauge the gravity of the situations their sons and daughters
have to face.
• It should not be forgotten that the agents whereby attacks (malware, swindles,
etc.) are launched and the medium in which they occur (email, surfing, social
networks, etc.) vary with quite some frequency and, for this reason, it is essential
to respond to today’s risks with today’s solutions.
• There exist situations in which the opinions of parents and children clearly differ,
but in most cases they are merely the result of the parents’ behaviour being based
on the need to love and protect their children:
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o On the one hand, there exists a tendency on the part of the parents to
overestimate the frequency with which their children are affected by
situations of excessive use or addiction, which reveals the greater
sensitivity of adults towards this risk. Thus, while in those cases where it
exists, the frequency is low (3 of every 4 youngsters who have experienced
dependency, excessive use or social isolation have only suffered it “very
occasionally or never” in the last year, parents still tend to overestimate the
frequency with which it occurs.
Moreover, on occasions, parents place greater relevance on certain

behaviour in their own home than they would in the outside world. This can
be observed in the case of accessing inappropriate content. In general,
parents view a direct influence harsher than an indirect one, i.e. parents
usually believe their own children access inappropriate content to a greater
degree than their peers.
o On the other hand, other situations occur to their children to a greater

degree than parents think. Certain conduct does not concern parents so
much (such as the case of technical risks) and they therefore minimise
their impact. In other cases, in their eagerness to be protective, they tend
to conceal the frequency with which certain situations occur, despite what
their children declare (e.g. the case of illegal downloads). Finally, the
discrepancy may be due to the fact that, on occasions, children do not
reveal in their home what happens to them on the Internet, such as when
they suffer harassment or inflict it on other children (passive or active
cyberbullying).
IV The vast majority of youngsters are unable to respond to a security incident
How do youngsters react to a risk situation? 85% of them are not capable of responding.
A mere 1% expressly state that they would seek help from their parents. In contrast, when
parents are asked “what do you think your child would do when faced with a security
incident?” over 30% of them say their child would turn to them as a first option. The data
are conclusive: the children would not alert their parents in the event of encountering
some problem in the Web, despite the fact that a significant portion of the adults believe
they would.
Once again, this confirms the conclusion we advanced earlier: this is a new environment
in constant evolution where both parents and children are inexperienced to some degree
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or face totally new environments 2 . There is a clear lack of action guidelines and criteria
which prove valid, consistent and truly practical for both parties. So long as these
behaviour guidelines are not clearly laid down, boys and girls will run the risk of having to
face this new medium with scant resources. Also worth noting is the fact that parents tend
to replicate solutions from the physical world in the virtual world, something that is not
always effective.
What happens in the case of the parents? What do they do when their child suffers some
security incident? Most of them state that they adopt physical or technical measures (i.e.
those which entail taking action with respect to the computer, such as ringing the technical
service, installing an antivirus program, rebooting the system or reformatting the PC’s
hard disk, for example). To a much lesser degree, parents mention educational measures
(dialogue or giving warnings or recommendations) and constrictive measures (based on
the establishment of some sort of limitation or control, such as set times or supervision).
On the basis of these data, it would seem that parents feel comfortable taking physical or
technical action in relation to the PC, yet perhaps less so making recommendations or
highlighting educational aspects on how best to use the Internet. This is yet another sign
reaffirming the need for consistent information and behaviour guidelines to assist parents
in their supervisory role.
V Security habits, measures and tools
92.5% of parents believe that the protection and security systems and tools installed on
their children’s computers (predominantly antivirus) are measures which are very, or quite,
effective when it comes to thwarting the risks inherent in surfing the Net. A mere 6.4%
explicitly have doubts about their effectiveness.
The study confirms the existence of a security culture which pays more heed to the
elements installed than to responsible behaviour and education. Security is a
responsibility of users which is supported by technology; however, technologies, by
themselves, cannot avoid the consequences of irresponsible behaviour.
2
Consider, for example, the case of the social networks which appeared not long ago and already have 8
million users in Spain. These people, who wish to be users given the benefits they obtain, have learnt how to
enjoy the advantages while, in a relatively short period of time, realising the problems they also entail.
Nonetheless, in the initial phase, the glare of the benefits blurs the identification of possible threats. New
environments will appear and, in all of them, the opportunities and the risks will be redefined. The only solution
is for users to be ever prudent.
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Thus, an adequate security culture comprises, on the one hand, the tools available on the
computer and, on the other, the habits or general behaviour guidelines adopted by the
child.
As regards the tools, the study reveals how 9 out of 10 computers used by youngsters
have some security measure installed to protect them from viruses and malware. For the
most part, this is generally an antivirus. Measures specifically designed for the security of
youngsters, such as parental control or content filtering through the ISP (Internet service
provider), are insufficiently implemented.
With respect to their habits or behaviour guidelines, the attitude of parents shows they are
involved and proactive when it comes to establishing rules to ensure safe online surfing.
Boys and girls admit to being subject to rules for using the Internet, mobile telephone and
videogames. Above all else, these are measures affecting questions that are – to a
greater or lesser degree – objective and controllable by parents: time or place for
connecting, time limitations, effective cost (in the case of mobile telephones), etc.
VI Recommendations
Within the described environment, the key is to provide both parents and children with the
adequate training and tools to be in a position to identify the risks to which they are
exposed and to combat them effectively. Both children in the 10-16 age group and their
parents possess sufficient skill and knowledge of ICT questions to be able to absorb the
required information on security habits and tools. It proves necessary to boost awareness
activities aimed at both these sectors, with a view to making Internet a safer place for
children.
Moreover, it is necessary to perform an inventory of security tools and practices. It would

be a good idea to have one single information centre bringing together all the different
security solutions, whether they be technical or educational. At present, there exists a
multitude of studies drafted by various authoritative bodies (European institutions, public
and private observatories, child ombudsmen, etc). With a view to unifying all the available
knowledge on these issues, it would be most useful to create a web portal which could
publish all the pertinent reports, data and studies related to the protection of youngsters
when using ICT.
In the same fashion, it would be advisable to seek an agreement that could facilitate the
establishment of a common methodology and investigative framework.
The way in which the various Public Administrations are implementing actions designed to
further awareness and training in this field is highly varied: preparation of guides and
didactic, interactive material, dissemination of good practices, publication of studies,
creation of websites, organising roundtables, seminars and courses, etc.
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In Spain, the point of reference in this field has been the creation of the portal
www.chaval.es.
Also of great interest are the child protection guides drawn up by INTECO in collaboration
with the firm PANDA SECURITY, which are available at:
www.inteco.es/Seguridad/INTECOCERT/Proteccion/Menores_en_la_red
• “Children on the Internet Guide for Mothers and Fathers”
• “Guide for Children on the Internet”
• “Security Tools Guide for the Home”
• “Practical guide on how to activate and configure parental control in operating

systems”
In addition, at www.inteco.es/Seguridad/Observatorio, other guides produced by INTECO

and aimed at families and households are available for download, such as:
• “Guide for the legal protection of children using the Internet”
www.inteco.es/Seguridad/Observatorio/area_juridica/Guias_Legales/Guia_para_l
a_proteccion_legal_de_los_menores_en_el
• “Guide on social networks, minors and privacy on the Web”
http://www.inteco.es/Seguridad/Observatorio/area_juridica/Guias_Legales/guia_re
des_menores
• “Guide on protecting a Wi-Fi network in your home”
www.inteco.es/Seguridad/Observatorio/Estudios_e_Informes/Estudios_e_Informe
s_1/Guia_WiFi_hogares
Finally, we wish to highlight the creation by INTECO, together with PantallasAmigas, of

SecuKid (www.secukid.es), a game of intelligence for mobile telephone terminals. The
goal of this game is to get across basic security concepts for the safe use of ICT to both
children and adolescents. It is designed in such a way that, in a recreational yet didactic
manner, youngsters can learn more about some of the risks Internet poses, their effects
and how to avoid them.
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1 INTRODUCTION AND OBJECTIVES
1.1 Presentation
1.1.1 Instituto Nacional de Tecnologías de la Comunicación (INTECO)

The Instituto Nacional de Tecnologías de la Comunicación (INTECO, Spanish National
Institute of Communication Technologies), a public corporation promoted by the Spanish
Ministry of Industry, Tourism and Commerce, is a platform for the development of the
Knowledge Society through projects undertaken in the fields of innovation and technology.
Its objective is twofold: on the one hand, contribute towards ensuring the convergence of
Spain with Europe as regards the Information Society and, on the other, promote regional
development through a project set up in León, but with a truly global vision. INTECO’s
goal is to promote and develop innovation projects related to the Information and
Communication Technologies (ICT) sector and, in general, within the Information Society
sphere, so as to improve Spain’s standing and ensure competitiveness, extending its
capacities to both the European and Latin American markets. Thus, the Institute has a
clear public service vocation to become an innovative development centre nationwide, an
enriching initiative which will disseminate the new technologies throughout Spain to
enable it to remain in step with Europe. INTECO’s corporate purpose is the management,
consultancy, promotion and dissemination of technological projects within the framework
of the Information Society. To this end, INTECO will undertake strategic initiatives, at the
very least, in such areas as Technology Security, Accessibility, Innovation in ICT solutions
for SMEs, e-Health and e-Democracy.
1.1.2 Observatorio de la Seguridad de la Información

The Observatorio de la Seguridad de la Información (Information Security Observatory)
falls within INTECO’s strategic action plans on Technology Security issues.
The Observatory was set up with the objective of describing in a detailed, systematic
fashion the level of security and trust in the Information Society and of generating
specialised knowledge in this field. It is thus at the service of citizens, companies and
public administrations in Spain to describe, analyse, advise on and disseminate the
culture of Information Security and e-Trust.
The Observatory has designed an Activity and Study Plan to guide INTECO in the
generation of specialised, useful knowledge on security matters and the drafting of
recommendations and proposals for defining valid trends that can assist the public
authorities in their future decision-making processes.
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This plan of action includes research, analysis, study, consultancy and dissemination work
which, among others, will adhere to the following strategies:
• Draft in-house studies and reports on Information and Communication Technology

security issues, placing special emphasis on Internet Security.
• Monitor the principal indicators and public policies related to information security
and trust, on both the national and international stage.
• Generate a database that allows for an ongoing analysis and evaluation of security
and trust over time.
• Foster increased research projects on ICT security issues.
• Disseminate studies and reports published by other entities and bodies, both
national and international, as well as information on the current domestic and
European state of security and trust within the Information Society.
• Advise the Public Administrations on information security and trust issues and
support the drafting, monitoring and evaluation of public policies in this area.
1.2 Study on safe habits in the use of ICT by children and adolescents and e-trust
of their parents
1.2.1 Context and timeliness of the study

Recent generations have been born into, and grown up completely enveloped in, an ICT
environment. The way this generation approaches the ICT is very different from that of
their parents, who entered this technological environment much later. These differences
manifest themselves in a highly diverse range of aspects: from spelling habits and the use
of shortcuts in SMS text messages and other forms of communication, to the tendency to
openly share and spread information (compared to the “keep information for yourself”
attitude so prevalent in previous generations).
Their familiarity and ability with the ICT leads to gaining knowledge and taking advantage
of all the possibilities the new technologies in general, and Internet in particular, have to
offer them. Thus, there can be no doubt regarding the possibilities technology offers this
generation: opportunities for personal, social and cultural development. Some of these
are:
• Practically unlimited access to multimedia information, tools and options for

collaborative learning, and possibilities for opening up to, socialising with and
gaining knowledge of other peoples and cultures.
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• The possibility of actively participating in society, by way of the multiple tools which
allow youngsters to put forward and share opinions and content.
• The establishment of new ways of socialising, such as through the mobile

telephone, Internet or videogames, which, moreover, entail the incorporation of
personal devices that help to give younger children the sensation of being
independent and reasserting themselves.
Apart from the multitude of possibilities and benefits the new technologies bring to
youngsters, there nevertheless exists a series of situations that could prove hazardous. In
an analysis of these situations, different factors have a bearing: in general, we are dealing
with behaviour whose origin cannot strictly be traced to the ICT, but rather to pre-existing
situations and human attitudes, which have found Internet to be a rapid outlet and
distribution channel. It is vital that youngsters know how to identify and deal with them,
just as skilfully as they handle all the other functionalities of the Net, so as to be able to
take advantage of all the benefits provided to them by the ICT.
For the purposes of this study, we have grouped risks around the following categories:
• Excessive use and addiction: excessive time spent connected, which could imply
dependency or giving up the practice of other activities.
• Violation of industrial or intellectual property rights: illicit use or downloading of

images, TV programmes, content or software.
• Access to inappropriate content: sexual, xenophobia, terrorism, anorexia and

bulimia or false contents.
• Interaction with, and stalking by, other persons and/or cyberbullying: cyberbullying
is defined as harassment by peers in an ICT environment and includes acts of
blackmail, humiliation and insults by children against other children.
• Grooming and/or sexual harassment: grooming is “harassment exercised by an

adult” and refers to the actions deliberately taken in order to establish a
relationship of emotional control over a boy or girl, with a view to paving the way
for future sexual abuse of the child. It could be said that they are situations of
harassment with explicit or implicit sexual content.
• Threats to privacy: theft, publication and dissemination of personal data and

images.
• Economic risk and/or fraud: conduct designed to produce financial loss for the
child, stemming from purchases, auctions, wagers, games of chance, etc.
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• Technical risks and/or malware: viruses, Trojans and other manifestations of

malware which could result in inadequate operation of the computer, loss of data,
etc. and/or a risk for the security of the user.
Children and adolescents may find themselves in situations of particular vulnerability

when faced with one of these risks. Their age, inexperience or immaturity may facilitate
the occurrence of any of these situations.
Moreover, youngsters have sometimes started out with the new technologies before their
parents have been introduced to them. The dynamism with which they evolve does not
help to reduce the so-called digital divide that exists between children and adults. This
question, together with the vulnerability outlined in the previous paragraph, may signify a
lack of real preparation on the part of the parents, as regards instructing and orienting
their children towards a safe use of Internet.
In this context, what is needed is a diagnosis of our youngsters’ habits when using ICT:
their awareness of the risks, their reaction to them and the habits or security measures
they adopt when using ICT. The twofold analysis is undertaken from the viewpoint of both
the child and the father or mother, as the essential agent in the child’s education.
This was all designed to gather information in order to formulate recommendations for
action, with a view to educating, training and raising awareness among our youngsters
regarding the importance of surfing the Net without risks.
1.2.2 Overall goal

The overall goal of the study is to set forth a diagnosis of the current situation in Spain
with respect to the use children make of the communication technologies, as well as the
involvement of parents and guardians as regards the implementation and promotion of
procedures and rules of conduct for safe use of the new technologies, with special
emphasis on the Internet.
All the above can assist the administrations whenever they need to make decisions on
questions of e-trust and information security, as well as provide guidelines when it comes
to introducing measures designed to better educate children with regard to the new
technologies.
1.2.3 Secondary goals

The overall goal is broken down, in turn, into two secondary goals:
• Study and analyse the uses, habits, knowledge and perception of ICT security
matters among children (particularly with respect to Internet, but also mobile
telephones, videogames and online gaming), as well as the knowledge, perception
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and involvement of parents and guardians, with respect to the safe use of ICT by
their children.
• Identify instruments for encouraging the adoption of safe habits through the
definition of recommendations that inform, prevent and dissuade youngsters and
their parents from actions that could affect their safety on the Net.
1.2.4 Specific goals

The above goals are broken down for operational purposes into the following specific
goals:
Technological profile of the home and security level of computers:
• Discover what technological equipment is in the home.
• Discover what security tools are implemented in the homes.
ICT usage habits:
• Discover the Internet usage habits of the adults in the home.
• Identify the Internet and other ICT usage habits of the children.
• Study the knowledge the adults have of the ICT usage habits of the children under
their care.
Risks in the use of the ICT:
• Study the level of knowledge adults and children have of the risks.
• Discover the incidence of these risks.
• Study the perception of gravity that the adults reveal towards them.
Reactions to incidents and security habits:
• Identify the attitudes adopted by parents and children in the face of security
incidents.
• Discover the security measures and tools and the degree to which they are
implemented.
• Assess the parents’ perception of the level of security.
Actions for safe, appropriate use of the ICT:
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• Identify the degree of knowledge of the security measures on the part of both
adults and children.
• Design recommendations for action for the various agents involved:

administrations and the industry, principally.
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2 METHODOLOGICAL DESIGN
In order to achieve the goals set, the execution of the project combined different
methodologies, performed in a sequential manner in the following work phases:
• Documentary search and analysis of reports and studies which, given their
content, methodology or approach, enhance the project and help to achieve the
goals pursued.
• Interview experts from disciplines related to the use of ICT and/or children, with a
view to gaining a professional, qualitative point of view of the results of the
quantitative study.
• Surveys on families in homes connected to Internet in ten Spanish cities, carrying

out two interviews with each family: child and responsible adult (as laid down in the
CCI / ESOMAR international code).
• Drafting of the present report which includes the analysis and conclusions of the
previous phases, together with the recommendations for action.
Being only too well aware of the difficulty in gathering information in this field, attention
has centred on gathering information right within the families. For this reason, so much
importance has been afforded to the quantitative phase of the study, focusing on the
surveys carried out on the families in order to glean the information from the primary
sources: fathers, mothers and the children themselves.
This study has been the first identified in Spain in which surveys have been used, namely
in 625 homes connected to Internet, with one child and an adult, in order to learn their
opinions and duly contrast them.
2.1 Documentary search and analysis
The objective in this phase is to analyse contents published in this field which could
enhance and guide this research project.
We located and selected several publications considered relevant, given the methodology
employed, the content, the conclusions and the goals pursued.
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Among the references consulted, we could cite the following:
• Amanda Lenhart (2007): American Teens & Online Safety: what the research is
telling us. Family Online Safety Institute.
• European Commission (2007): Safer Internet for Children. Eurobarometer.
• Garitaonandia Garnacho, C., Garmendia, M. (2007): How youngsters use the

Internet: habits, risks and parental control. University of the Basque Country.
• Government of the Principality of Asturias (2006): Study of security in the use of

the new Information and Communication Technologies among young people in
Asturias.
• University Institute UAM (Autonomous University of Madrid)-UNICEF on the Needs

and Rights of Childhood and Adolescence (IUNDIA) and the Carlos III University of
Madrid (2007): Self-regulation?...and more. The protection and defence of
children’s rights on the Internet. UNICEF’s Spanish Committee.
• Livingstone, S. y Bober, M (2005): UK Children Go Online. Economic & Social

Research Council (ESRC).
• Protégeles (2005): Children’s security and young people’s habits when using
mobile telephones. Child Ombudsman in the Community of Madrid.
• Protégeles and Civértice (2005): Study of Videogames, children and the

responsibility of parents. Child Ombudsman in the Community of Madrid.
• Red.es (2005): Childhood and Adolescence in the Information Society. Ministry of

Industry, Tourism and Commerce.
• Rocío Miranda de Larra (2005): Children on the Net: behaviour and safe surfing.
Auna Foundation. Cuadernos Sociedad de la Información.
• Telefonica (2007): Connected youngsters. Opportunities and risks.
• Telefonica, Civértice, University of Navarra (2007): Interactive Generations in

Latin-America. Children and adolescents in front of the screen. Educational and
social challenges. Example results report. Ongoing project.
• Webwise (2006): Survey of Children’s Use of the Internet. Department of

Education & Science. National Centre for Technology in Education (NCTE).
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2.2 Technical aspects of the qualitative phase: Interviews with experts
This phase has a twofold objective: on the one hand, to enhance the questionnaires given
to parents and children, providing areas of interest to investigate further; on the other, to
contribute a qualitative, multidisciplinary view of the project.
This phase called on the participation of 36 experts (professionals and institutions) from
ten different fields of knowledge. In order to compile information, we arranged 27 face-to-
face, semi-structured 3 interviews and 9 self-completed questionnaires. We shall now list
the fields of knowledge taken into account when identifying these professionals. The
choice of such varied fields guarantees a comprehensive approach encompassing
different points of view 4 :
• Organisations specialising in the protection of children.
• Ombudsmen.
• Specialists in legal and police matters.
• Social groups related to the Internet.
• Companies and associations corresponding to the supply side of the sector.
• Representatives of public administrations.
• Professionals from the communications and education sectors.
• Researchers in projects related to children and the Internet.
• Experts in behavioural addictions.
• Specialists in cyberbullying or peer harassment on the Net.
The interviews were carried out between December 11th 2007 and January 18th 2008,
with the following geographical distribution by provinces: Alava, Albacete, Barcelona,
Burgos, Granada, Balearics, Leon, Madrid, Navarra, Sevilla, Valladolid, Vizcaya and
Zaragoza.
3
This consists in a process of dynamic communication between two people, interviewer and interviewee,
under the control of the former. The goal pursued is to obtain information as forthright as possible regarding
the question under analysis.
4
Annexe III gives a list of all the entities and professionals who were interviewed during the investigation
phase.
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2.3 Technical aspects of the quantitative phase: Interviews with families
The quantitative data were compiled thanks to the performance of 1250 personal surveys
on 625 Spanish homes, carrying out two interviews with each family: with the child and
with the father, mother or legal guardian. One of the points of interest in this study lies in
the analysis of the differences in perception and assessment between children and
parents. For this reason, and given that we are actually dealing with two samples, the
results for parents and children have been tabulated separately, in such a way that it is as
though two different studies had been undertaken.
The margin of error is ± 4.0% for p=q=0.5 and with a confidence level of 95.5%. The
methodology employed for this study ensures the replies from parents and children are
duly contrasted, one of the prime objectives of the project. The size of the sample and the
individual nature of each of the surveys make this project an analysis of great significance,
more so when one considers that, as of the date of publication of this report, we have yet
to discover similar studies. Nonetheless, the margin of error that exists in any quantitative
investigation process warrants interpreting the results more as underlying trends than as
absolute affirmations.
In the following sections, we shall analyse the details corresponding to this phase.
2.3.1 Target universe of the study and opinionators

The target universe of this study is made up of all Spanish families with children aged 10
to 16 who use the Internet at home.
Within each family, two opinionators have been identified:
• The child, boy or girl, aged 10-16, who accesses the Internet at home.
• The father, mother or legal guardian of each of the children participating in the
study.
2.3.2 Sample size and distribution

A representative sample of 625 families was chosen and a total of 1,250 interviews were
carried out with them: 625 with children aged 10-16 and 625 with one of their legal
guardians, father or mother. The field work was carried out between January 2nd and 21st
2008 in the following provinces:
• A Coruña. • Barcelona.
• Albacete. • Leon.
• Badajoz. • Madrid.
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• Sevilla. • Vizcaya
• Valencia. • Zaragoza.
The design of the sample entailed randomly selecting the provinces and multiple stages
for selecting the census sections from which the sample should be drawn. The selection
of these sections was based on a GIS 5 analysis of the makeup of the population in all the
municipalities within these provinces, followed by the choice of those sections where
children in this age group make up over 10% of the population.
The sample was drawn with simple affixation of zone, gender and age of the children, with
the result that, initially, the distribution reflected the following parameters:
Table 1: Initial distribution of the sample by zone, quotas of gender and age of the children
(in absolute values)
GIRLS BOYS
10 - 12 13 - 14 15 - 16 10 - 12 13 - 14 15 - 16 TOTAL
years years years years years years
A Coruña 9 9 8 9 8 8 51
Albacete 8 8 8 7 7 8 46
Badajoz 9 9 8 8 8 8 50
Barcelona 17 17 18 16 18 18 104
Leon 7 9 11 9 9 8 53
Madrid 16 17 16 16 17 18 100
Sevilla 8 7 9 10 9 9 52
Valencia 12 13 12 12 13 13 75
Vizcaya 8 8 9 9 7 9 50
Zaragoza 9 8 8 9 7 10 51
Age Total 103 105 107 105 103 109
632
Gender Total 315 317
Source: INTECO
In order to avoid the inconsistency of the territorial sub-samples with less than 30
individuals, the decision was taken to introduce a regional compared analysis in order to
gauge the profile of the sample distribution. Finally, equilibrium in the sample was sought
5
GIS (Geographical Information Systems) allow for spatial analyses to be made of statistical variables,
particularly of census results, associated with smallish areas, such as districts or census sections of the
municipalities within these provinces, in order to identify those sections in which youngsters aged 10 to 16
make up at least 10% of the population, save the case of the provincial capitals. Further information available
under the heading: ANNEXE I: DETAILED METHODOLOGICAL DESIGN OF THE STUDY.
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by turning to the census data published by the National Statistics Institute 6 . After verifying
that the differences in the penetration of Internet use 7 in these age groups in the different
provinces are not relevant, the following final distribution was reached.
Table 2: Final distribution of the sample by zone, quotas of gender and age of the children
(in absolute values)
GIRLS BOYS
10 - 12 13 - 14 15 - 16 10 - 12 13 - 14 15 - 16 TOTAL
A Coruña 9 8 8 9 8 8 50
Albacete 9 8 8 9 8 8 50
Badajoz 9 8 8 9 8 8 50
Barcelona 16 17 17 16 17 17 100
Leon 8 9 8 8 9 8 50
Madrid 16 17 17 16 17 17 100
Sevilla 8 8 9 8 8 9 50
Valencia 12 13 12 12 13 13 75
Vizcaya 8 8 9 8 8 9 50
Zaragoza 9 8 8 9 8 8 50
Age Total 104 104 104 104 104 105
625
Gender Total 312 313
Margin of Error ± 5.7% ± 5.7% ± 4.0%
Source: INTECO
2.3.3 Polling technique and informed consent

Given the peculiarities of this study (age of the children surveyed and the need to survey
both parents and children) the following considerations were taken into account:
• Informed consent: with a view to fulfilling child protection legislation and

international guidelines on respecting their rights, as well as keeping to the terms
of the CCI/ESOMAR international code, the informed consent of both the guardian
6
Spanish National Statistics Institute (INE): Continuous Population Census. Further information available at
http://www.ine.es/ioe/ioeFicha.jsp?cod=30260.
In ANNEXE I: DETAILED METHODOLOGICAL DESIGN OF THE STUDY, an explanation is given of how the
profile of the sample was achieved from the regional compared analysis and the balancing of the sample.
7
INE. Survey on IT equipment and the use of Information and Communication Technologies in the home,
second half of 2006. Summary of data for children aged 10 - 14 by autonomous communities and gender.
Further information available at:
http://www.ine.es/jaxi/menu.do?type=pcaxis&path=%2Ft25/p450&file=inebase&L=0.
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and the child was sought. At the start of all the surveys, the parents were informed
in writing of the contents of the study and the questionnaire to be given to the
child. Once the adults had granted their consent, the children were duly informed
and asked to give their consent. Thus, all the children who participated in this
study gave their consent in writing.
• Separate interview: in order to avoid the opinions of the parents conditioning the
replies of their children, we sought authorisation to hold the interviews on an
individual basis, the parent and the child separately. All the surveys were
performed in this fashion.
2.3.4 Sampling error

We shall now outline the levels of sampling error for each age group and gender of the
children interviewed. The sampling error was calculated under the supposition that
p=q=0.5, for a confidence level of 95.5% (1.96 σ with respect to μ).
Table 3: Levels of sampling error by age and gender of the children
GENDER TOTAL
Girls Boys Number Margin of Error
10 - 12 years old 104 104 208 ± 6.9%
13 - 14 years old 104 104 208 ± 6.9%
15 - 16 years old 104 105 209 ± 6.9%
TOTAL 312 313 625 ± 4.0%
Margin of Error ± 5.7% ± 5.7%
Source: INTECO
In the case of the sample of parents, which was also 625, the margin of sampling error is
± 4.0% for the same level of confidence.
2.3.5 Language and gender

Throughout this report, terms such as girls, boys, children, sons, daughters, teenagers,
kids or adolescents will all be used, without distinction, to refer to children, as will fathers,
mothers or adults to refer to the legal guardians. It should be understood that, in order to
abbreviate and make the report easier to read, generic terms – such as children,
teenagers, kids or parents – will be employed to refer to both male and female individuals.
In some cases where the gender is a variable which influences perceptions, conduct or
assessments, this has been explicitly stated.
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3 SOCIO-DEMOGRAPHIC CHARACTERISTICS AND

LEVEL OF TECHNOLOGY IN HOMES WITH
CHILDREN
Key points
A socio-demographic analysis, as well as the level of technology in the homes with

children, is crucial for understanding the environment within which the present study was
conducted.
The profile of the households surveyed can be defined by the following traits: young
parents, around forty years of age, most of whom live with their partner, with an average
of 3.5 people living in the home. These are households characterised by both spouses
working outside the home and possessing good qualifications. The fact that they are
young persons with a good education would seem to indicate that the parents of Spanish
children and adolescents are sufficiently well prepared to be able to acquire and pass on
the knowledge necessary for the protection of their children. Moreover, fathers – to a
greater degree than mothers – exercise supervision and control over their children’s
surfing habits and have greater technological knowledge.
Homes frequently contain such technological devices as mobile telephones, desktop

personal computers, DVD players, digital cameras or printers. There is an average of 1.3
computers in each home.
The computers used by children are well equipped and situated in a common area of the
house, especially while the child is still small. As the youngsters grow older, there is a
growing tendency to place the computer in their own room.
All the above would seem to paint the children as the lever that drives and accelerates the
consumption of technological devices in the homes being studied here.
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3.1 Principal socio-demographic variables
3.1.1 Homes: mothers and fathers

Gender and age
For the selection of the adult to be polled (father or mother), we identified the one with
greater technological knowledge and who exercises (effectively or hypothetically) the duty
of controlling and protecting their children in the use of the ICT. Following this norm, it
turned out that, proportionally, there were more fathers (55.8%) than mothers (44.2%)
who responded to our survey.
The average age of the adults polled was a little over forty: 42.0 years in the case of the
fathers and 41.2 for the mothers.
Marital status
In 86.8% of the homes where the study was undertaken, the person interviewed is
married or lives with their partner. The single-parent families (those households where
only one of the parents lives with the children) account for 10.5% of the total.
Composition of the family unit
The average size of the families in the sample is 3.5 persons.
Professional occupation
The majority of the parents surveyed are persons working outside the home. Of all the
households studied, 92.4% of the adults are in this situation.
Education
The educational level of the parents of the children participating in the study is
considerably high. 84.7% of the adult interviewees possess a level of studies equivalent to
FP II (2nd level vocational training), higher secondary education or above.
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Graph 1: Level of studies of the parents (%)
University degree 6.4
University diploma 14.9
Higher secondary education 40.8
Intermediate secondary; FP II 21.7
Secondary, Arts & Crafts 7.5
EGB, Certificate of studies 7.0
Primary education not completed 0.6
No specific reply 1.1
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0
Source: INTECO
Socio-economic level
34.1% of the households participating in the study enjoy an average socio-economic

level 8 , which, taken together with the medium-to-high level, account for 51.7%.
On the contrary, 25.1% of the households are homes from a low socio-economic level and
23.3% from a medium-to-low level. These values are within the habitual range for the
whole of Spanish society 9 .
8
The status indicator was reached on the basis of the information obtained on the family unit. The calculation
is based on an indicator obtained using algorithms involving a set of twelve variables, each of them weighted
in accordance with a criterion of importance afforded. Some of the variables considered are: occupation and
studies of the head of the family, profession and studies of the spouse and other members of the family,
presence and type of domestic service in the home, ownership and type of car (make, model and version),
type of dwelling, zone of residence, possession of a series of domestic appliances, etc.
9
INE (2007): Continuous Survey of Family Budgets 2005. Households by level of regular net monthly income.
Further information available at:
http://www.ine.es/jaxi/menu.do?type=pcaxis&path=%2Ft25/e437&file=inebase&L=0
According to this survey, 25.9% of Spanish households get by with a net monthly income of less than €999
(these would correspond to a low status), 24.9% between €1000 and €1499 (medium-low status), 34.3%
between €1500 and €3000 (medium status) and 14.9% over €3,000 a month (medium-high and high status).
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Graph 2: Socio-economic level of households (%)
17.6
25.1
34.1
23.3
Low Medium-low Medium Medium high / High
Source: INTECO
3.1.2 Children
Gender and age
The structure – in terms of gender and age of the children polled – corresponds to the
distribution of the Spanish 10-16 year old population, which was the basis taken into
account when drawing up the sample design (see section 2.3). 10
10
INE (2007): Revision of the municipal census 2007. Data at a national level. Population by age (year by
year) and gender. Further information available at:
http://www.ine.es/jaxi/menu.do?type=pcaxis&path=%2Ft20%2Fe260&file=inebase&L=:
Age Boys Girls Total
10-11 14.0% 13.3% 27.2%
12-14 22.1% 20.9% 43.0%
15-16 15.3% 14.4% 29.7%
Total 51.4% 48.6% 100%
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Graph 3: Distribution by age and gender of the children (%)
26.6
10 - 11 years 13.2
13.3
42.0
12 - 14 years 20.9
21.0
31.5
15 - 16 years 15.4
16.0
0 5 10 15 20 25 30 35 40 45
Boys Girls Total children
Source: INTECO
3.2 Technological equipment
3.2.1 Internet connections

89% of all Internet connections are broadband (ADSL, cable or fibre optic) and only 8.6%
of homes still have narrowband (modem) connections. Other types of connection such as
WiFi, WiMAX or mobile are rather infrequent.
These data are consistent with the recently published report The Information Society in
Spain 2008 11 , which found that 88% of Internet connections in Spain are broadband.
3.2.2 Presence of ICT equipment and devices

The average number of computers per household is 1.3.
The presence of desktop computers (92.6%) is five times higher than that of portable
computers (19.9%). Apart from computers, there exist other devices related to the ICT
which are very common in the home: mobile telephones, DVD players, digital cameras
and printers.
11
Telefonica. The Information Society in Spain 2008. Report downloadable from:
http://www.telefonica.es/sociedaddelainformacion/html/informes_home.shtml
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A considerable percentage of households also possess a videogame console (41.3%)

and/or portable videogame console (19.9%).
Graph 4: ICT devices present in the home (%)
Mobile telephone 99.1

Desktop PC 92.6
DVD player 92.3
Digital camera 80.5
Printer 79.3
Plasma or LCD TV 57.8
MP3 or MP4 (e.g. IPod) 55.6
DVD recorder 48.9
DTT receiver 46.7
Videogame console 41.3
Digital videocamera 36.7
Digital pay TV 26.2
Portable computer 19.9
Portable videogame (e.g. PSP, Gameboy) 19.0
PDA / electronic agenda 7.5
Wireless router 3.3
Hard disk audio-vídeo recorder 2.2
Others 4.7
Multiple reply possible 0 10 20 30 40 50 60 70 80 90 100
Source: INTECO
It would appear that the children are the driving force, pulling the adults along to consume
more ICT devices. The Red.es study Childhood and Adolescence in the Information
Society established way back in 2005 (the year of its publication) that homes with children
have a higher than average level of ICT equipment and penetration of services:
households with children reveal a capacity for acting as a driving force boosting the
development of the Information Society. Therefore, this circumstance must be taken into
account and full advantage taken of the potential children possess to drive consumption in
the sector.
3.2.3 The child’s computer in the home

Almost two thirds of the children use the computer in a common area of the house,
something which may facilitate the parents’ exercising control over its use (the time spent
surfing the Web or access to certain contents).
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Graph 5: Location of the child’s computer (%)
70
61.3
60
50
40
30
18.2
20
12.5
10 5.9
2.1
0
A common area of In the child's In a special In a room shared No specific reply
the home such as room, which is playroom or with a sibling
a living room or not shared study/computer
lounge room
Source: INTECO
The child’s computer is reasonably well equipped, with devices such as loudspeakers,
DVD recorder/player, CD-ROM recorder, colour printer and flatscreen monitor in over half
of all cases. 4 of every 10 children have a webcam on their computer.
Graph 6: Equipment on the child’s computer (%)
Loudspeakers 86.0
DVD recorder/player 83.5
CD-ROM recorder 79.0
Colour printer 77.0
Flatscreen (TFT, LCD) 74.9
Webcam 40.4
Microphone / earphones 30.6
Joystick and videogame peripherals 18.4
TV card 12.0
Scanner 9.0
DK / NA 3.0
Others 2.0
Multiple reply possible

0 10 20 30 40 50 60 70 80 90 100
Source: INTECO
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14.9%, in the opinion of the parents, and 15.7%, according to the children themselves,
always, or nearly always, surf accompanied by an adult.
Graph 7: Degree of autonomy when surfing the Internet (%)
Always or nearly always 14.9

accompanied by father,
mother or guardian 15.7
Sometimes 48.6
accompanied by father,
mother or guardian 56.5
Always or nearly always 35.9

online alone 27.6
0 10 20 30 40 50 60
Children Parents
Source: INTECO
As regards the level of supervision of the child’s Internet access by parents (supervision
being understood as control “a posteriori”, in the sense of asking the child what they are
doing or have done on Internet, thus not entailing the physical accompaniment analysed
in Graph 7), 27.6% of parents always, or nearly always, ask their children about their
online experience on Internet. In the case of such measures, what usually happens is that
such supervision is exercised sometimes (67.4% in the opinion of the parents and 56.8%
according to the children).
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Graph 8: Frequency with which parents ask and supervise what their children do on Internet
(%)
100% 4.7 8
90%
22.0 19.5
80%
70%
60%
50%
56.8
40% 67.4
30%
20%
10% 14.4
4.0
0%
Children Parents
Never Seldom Sometimes Yes, almost always Yes, always DK / NA
Source: INTECO
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4 ICT USAGE HABITS OF THE ADULTS
Key points
An analysis of the adults’ ICT usage habits is crucial, apart from completing the diagnosis,
in order to comprehend the possible influence they may have on the behaviour of the
children.
The majority of the parents are Internet users, although a significant proportion of them
have been users for less than two years. Almost all of them principally go online at home
and do so with a frequency of, at least, 2-3 times a week.
They use it for checking their emails, looking for information on leisure pursuits,
downloading files and seeking information for work or study purposes. In the analysis by
gender, it was confirmed that fathers are more intensive Internet users than mothers and
make greater use of services such as chats, participating in forums and downloading files.
On the basis of all the foregoing, it would seem that, while for the most part they are not
very experienced users, the adults who participated in the study are aware of the new
technologies and, indeed, use them frequently. This is an important point, as it defines a
profile sufficiently familiar with ICT to be able to get actively involved in ensuring their
children can use them safely.
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4.1 Level of ICT and Internet use
The majority of the parents participating in the study are Internet users: 97.2% declare
that they use it. According to their declarations, many of them are relatively new users,
given that almost 60% have been going online for less than two years now; in contrast,
4.7% of the parents could be considered “experienced users”, having been using the Net
for over six years.
Graph 9: Length of time parents have been using the Internet (%)
60
51.3
50
40
30 27.0
20
10 7.2 7.0
4.7
2.8
0
Over 6 years 5 - 6 years 3 - 4 years 1 - 2 years Less than 1 Don't use
year Internet
Source: INTECO
Parents who use the Internet generally connect from home (98.4%) and, to a much lesser
degree, from work (24.2%).
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Graph 10: Places from which parents access the Internet (%)
Their home 98.4
Their workplace 24.2
Other places 1.8
Source: INTECO
The parents connect to Internet very frequently: almost half of them go online every day
and a third of them access the Net 2-3 times a week.
Graph 11: Frequency with which parents access the Internet from the usual place (%)
60
49.1
50
40
32.4
30
20 16.1
10
1.5 0.9
0
Every day 2 - 3 times a week At least once a 2 - 3 times a Less frequently
week month
Source: INTECO
Instituto Nacional
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As regards the Internet services they most commonly use, the parents underscore emails,
looking for information on leisure pursuits, downloading files and seeking information for
work or study purposes.
They also chat, use online banking services, participate in forums and even access online
videogames.
Graph 12: Internet services used by parents (%)
Electronic mail 94.7

Seeking information for leisure pursuits 74.3
Downloading files 66.6
Seeking information for work/study purposes 45.3
Chatting 28.3
Online banking 24.9
Listening to music and watching videos 23.1
Instant messaging (e.g. Messenger) 23.6
Chatting with webcam 19.9
Online shopping 15.1
Forums 19.4
Access to digital news media 10.7
Online videogames 8.7
Online auction purchases 2.8
Source: INTECO
4.2 Technological profile of the parents
The technological profile of the parents is a decisive factor for understanding the
knowledge, attitudes and behaviour of parents and children regarding prevention.
Thus, three types of adults have been identified according to their technological profile 12 :
12
It measures the technical profile of the adult interviewed in each home. It is an index which is designed to
rank the adult’s level of relationship, use and command of ICT. It is calculated according to an algorithm which
uses different variables from the questionnaire for parents or adults, related to the technological equipment
present in the home, such as: the number of ICT devices or technologies the adult uses, the length of time
they have been using Internet, the frequency of Internet use, the number of places from which they connect
and the number of Internet services they use.
The index generates a score, segmented and classified into a technological profile with three levels, defined
as low, medium and high: i) low technological profile (< -0.1 standard deviation from the average for the index
and all non-Internet users); ii) medium technological profile (-0.1 to +0.25 standard deviation from the average
for the index); iii) high technological profile (>0.25 standard deviation from the average for the index).
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• Low technological profile. The most numerous group among the parents. They are
people who have been using the Internet for less than two years, with a below-
average frequency (no more than a couple of times a week), and who basically go
online from their home. In this profile, there are more mothers than fathers.
• Medium technological profile. They have been using the Internet for longer, up to
five years. Most use it once or twice a week. It is a predominantly male profile – six
out of ten are fathers – with an intermediate level of education.
• High technological profile. In several cases, they have been using the Internet for
over five years. Most of them go online daily or nearly every day. All of them
connect at home, but six out of ten also connect from their workplace. Most of
them are fathers – only three out of ten are mothers – and they have university or
technical qualifications.
Graph 13: Technological profile of the adults (%)
45 41.9
40
35
30.6
30 27.5
25
20
15
10
0
Low technological profile Medium technological profile High technological profile
Source: INTECO
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5 ICT USAGE HABITS OF CHILDREN AND

ADOLESCENTS
Key points
This chapter analyses the habits and uses of the ICT by Spanish children, from the
viewpoint of the child as well as that of the parent or guardian. This viewpoint is crucial, as
solely by understanding the use children make of the ICT can we consider which actions
best serve to minimise the risks involved. This analysis allows us to comprehend the uses
each makes of the new technologies and investigate further the underlying reasons that
justify a different approach in each case. This section is therefore relevant in order to, on
the one hand, discover how children use the ICT and, on the other, produce hypotheses
regarding the coincidences or discrepancies with their parents’ usage habits, analysed in
the previous section.
On the usage habits of Spanish children:
• The starting age for interacting with ICT – and, more specifically, Internet – is between
10 and 11 years old. The services most commonly used by children are email,
downloading music and films and seeking information to help with their studies.
• Children generally connect to the Net at home and, in a secondary fashion, at school
or at a friend’s house. Half of the youngsters go online on a daily basis and, on
average, are connected for 14.5 hours a week, with greater intensity at the weekend
compared to during the week.
• As regards the mobile telephone, 65% of children have their own and this percentage
reaches 90% among the 15-16 age group. They principally use it for sending SMS text
messages and making or receiving voice calls.
• 30% of children use online videogames and almost a third of them do so on a paying
basis. This is the case more for boys than girls and the use is more sporadic than that
of Internet, normally concentrated at the weekend.
• Of the three ICT analysed in the present study, Internet is the preferred medium, with
75% of children declaring that they like it “a lot or quite a bit more than other things”,
compared to 40% in the case of the mobile telephone or videogames.
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On the relationship that exists between the usage habits of children and adults:
In what way do the habits of the adults and the way they approach the ICT influence how
the children make use of them? The study reveals how there exists a series of coincident
points in their behaviour guidelines related to the place and time of online connection.
Thus, just like their parents, the children generally connect from home and half of them do
so daily (an identical proportion as that for adults who go online daily, as analysed in the
previous section).
What happens with the use adults and children make of Internet? Both groups use it
principally for consulting their emails, looking for information and downloading files.
However, moving beyond these general uses in which parents and children coincide, their
approach to the virtual world is different in the two cases:
• Adults use Internet with a goal in mind, whether this be performing a banking
operation, purchasing some product online, consulting the news in an online
newspaper or exchanging opinions in a forum. This is a utility/goal-based approach:
adults use Internet “for something”.
• Children, on the other hand, approach Internet in a more natural manner. They do not
do so with a certain goal in mind, they seek no objective when they use the services.
Simply put, “they are on” Internet, “they live” there and they use it for studying, chatting
or listening to music. Internet is a fundamental tool for reaffirming their social relations
and their identity and, as such, the presence of these boys and girls on Internet is a
“vital” reality and the use they make of this medium reinforces this fact.
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5.1 Internet usage habits
5.1.1 Familiarity with Internet use

Around 78% of the children have been Internet users for two years or less. Taking into
account the average age of the children participating in the study (13 years old) and the
range of ages within the sample group (10-16), we could gauge the average age of
children first accessing the Internet as being around 10-11 years old.
There exists nearly total coincidence between the perception of parents and children
regarding how long the latter have been using Internet: parents are aware of the moment
at which their children start using the Net.
Graph 14: How long the child has been using Internet (%)
19.4
Less than 1 year
19.9
57.4
1 - 2 years
57.7
18.5
3 - 4 years
17.6
3.7
5 - 6 years
4.0
1.0
Over 6 years
0.8
0 10 20 30 40 50 60 70
Children Parents
Source: INTECO
5.1.2 Equipment and services used

Graph 15shows the ICT devices used by their children, from the viewpoint of the parents.
In general, the conclusion is that, to a greater or lesser degree, children use the ICT
devices which are present in the home.
• Children make use of the computers available in the home, whether they be
desktop (87.1%) or portable (10.3%).
• After the desktop computer, the technological equipment most used by children
are the DVD player (72.4%), printer (66.6%), mobile telephone (64.3%) and MP3
or MP4 player (52.7%).
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Graph 15: ICT devices used by children in the home (%)
Desktop PC 87.1
DVD player 72.4
Printer 66.6
Mobile telephone 64.3
MP3 or MP4 (e.g. IPod) 52.7
Plasma or LCD TV 44.9
Digital camera 42.8
Videogame console 40.8
DTT receiver 39.4
DVD recorder 31.3
Digital pay TV 21.7
Portable videogame 18.7
Portable computer 10.3
Digital videocamera 8.3
Wireless router 1.8
Hard disk audio-vídeo 1.2
PDA / electronic agenda 0.3
Others 2.2
DK / NA 0.4
Multiple reply possible 0 10 20 30 40 50 60 70 80 90
Source: INTECO
Boys and girls use the Internet for sending and receiving emails, downloading files and
looking for information. Next along, instant messaging and chat also reveal considerable
usage rates.
A comparative analysis of the replies from parents and children indicates that, in general,
the services parents know their children use are fairly consistent with those the latter
declare they use. It is worth stressing one significant exception: the discrepancy when it
comes to the use of “web chat” and “instant messaging” services. In these two areas,
there is a clear distinction between the perceptions of parents and children: children use
chat rooms, in the opinion of their parents, to a greater degree than children actually
declare they do and, in the case of instant messaging, the opposite is the case: children
use it more than their parents think they do. One possible interpretation of this divergence
of perception could be the confusion arising from the generic use of the term “chat”, with
parents tending to identify chatting with every manifestation of online interpersonal
communication in real time.
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Graph 16: Internet services used by children (%)
Electronic mail 79.5

82.7
Downloading music / films 67.0
69.5
Seeking information for study purposes 62.2
62.4
Seeking information for leisure and entertainment 56.3
60.3
Instant messaging (e.g. Messenger) 45.1

50.4
Web chats 63.6
50.0
Listening to music and/or watching videos online 36.7

43.3
Online videogames 18.9

22.5
25.0
Chatting with webcam 22.4
Participating in forums 4.6

7.2
Participating in blogs 1.8

2.2
Others 4.5
5.3
0 10 20 30 40 50 60 70 80 90
Multiple reply possible Children Parents
Source: INTECO
5.1.3 Places for connecting to Internet

The place where children habitually access Internet is at home and, to a much lesser
degree, their school.
Graph 17: Place where children habitually access Internet (%)
100 94.1 91.7

90
80
70
60
50
40
30
20
10 5.9 6.1
1.1 1.1
0
At home At school Others DK / NA
Children Parents
Source: INTECO
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With regard to the secondary place(s) of Internet access (other than the habitual), the
most common are the school and friends’ homes, with the perceptions of parents and
children coinciding in both cases. Cybercafes are another place used for accessing the
Net by 12.4% of children, according to their own declarations. In this case, the perception
of the parents is not so much in line with what their children declare, given that only 9.2%
of parents considered this option.
Graph 18: Secondary place(s) where children access Internet (%)
School 31.7
33.8
A friend's home 26.1

27.7
9.2
Cybercafe (paid connection) 12.4
A relative's home 3.7

3.3
Public library or similar 1.6

2.6
Public places with WiFi 0.6

0.6
24.6
Other places 4.4

5.8
0 5 10 15 20 25 30 35
Children Parents
Source: INTECO
5.1.4 Intensity of use

Frequency of use
Children access the Internet very frequently: half of the children connect to the Internet
every day and over a third of them do so with a frequency of 2-3 days a week.
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Graph 19: Frequency with which children access Internet at home (%)
60
50.9
50 47.7
40 35.0 34.9
30
20 16.0
12.3
10
1.6 1.3 0.2 0.1
0
Every day 2-3 times a week Once a week 2-3 times a month Less frequently
Children Parents
Source: INTECO
Daily access to the Internet progressively increases with the age of the child. Gender also
influences this behaviour: boys and girls aged 15-16 are those who most frequently
connect to the Internet at home (70.3% of the boys go online daily, compared to 65.8% of
the girls of the same age).
The trend is reversed for younger ages; thus, in both the 10-11 and 12-14 age groups, it is
the girls who say they connect to the Internet on a daily basis.
In any case, it must be borne in mind that data referring to gender and age reveal greater
sampling errors and, as a result, must be interpreted with caution.
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Graph 20: Daily access from the home according to the child’s gender and age (%)
28.5
10 - 11 years
25.3
61.7
12 - 14 years
44.6
65.8
15 - 16 years
70.3
0 10 20 30 40 50 60 70 80
Boys Girls
Source: INTECO
Number of daily sessions and their duration
Children connect to the Internet 1.4 times a day on workdays (1.3 times in the opinion of
their parents) and twice a day on holidays.
Graph 21: Number of daily connections to the Internet by the child (average no. of sessions
/ day)
2.0
Saturday, Sunday or
holiday
2.0
1.3
Workday
1.4
0 0.5 1 1.5 2 2.5

Children Parents
Source: INTECO
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In the analysis by age groups, a progressive increase can be observed in the number of
daily sessions as the age of the child increases. Thus, compared to 1.2 connections on
workdays and 1.9 on Saturdays and Sundays for children aged 10-11, adolescents aged
15-16 connect up 1.6 and 2.3 times, respectively.
Table 4: Average number of sessions per day according to the child’s age (average)
10-11 12-14 15-16 TOTAL

Mon. - Fri. 1.2 1.3 1.6 1.4
Sat. & Sun. 1.9 1.8 2.3 2.0
Source: INTECO
Parents and children coincide on the duration of each session, namely 1.4 hours during
the week and 2.1 hours at the weekend (the perception of the parents reduces this
duration very slightly: 1.3 and 2.0 hours, respectively).
Graph 22: Duration of each of the child’s sessions (average no. of hours / session)
2.0
Saturday, Sunday or
holiday
2.1
1.3
Workday
1.4
0 0.5 1 1.5 2 2.5

Children Parents
Source: INTECO
Taking as a reference the frequency with which children access the Internet at home, the
number of sessions per day and the average duration of each session, an estimate may
be made of the number of hours per week, on average, that a child is connected to the
Internet.
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The ratio obtained for time spent a week surfing the Internet is around 14.5 hours 13
connected to the Internet. This value is within a range that is determined by those who go
online every day (18.5 hours on average a week) and those who connect up one, two or
three days a week (6 hours a week on the Internet).
Assessment of children’s use of the Internet
78.9% of parents consider the time their children devote to Internet is normal, believing
normal means “equivalent to the time their peers dedicate to this activity”.
A mere 9.6% believe the time spent online is above the norm or even excessive; in
contrast, 11.3% of parents believe their children devote little or very little time to the
Internet.
Graph 23: Assessment of time children devote to the Internet (%)
90
80.9
78.2
80
70
60
50
40
30
20 13.8
10.8
8.2
10 4.0
0.5 1.4 0.8 0.5 0.0 0.9
0
Much more than A little more Normal, the Little, a bit less Very little, much No reply
their friends than their same as their than their less than their
friends friends friends friends
Children Parents
Source: INTECO
In general, the perception of parents and children coincide on this point, with a slight
tendency on the part of parents to overestimate high valuations of the connection time and
underestimate connections with a duration below what is deemed “normal”.
13
The standard deviation in weekly hours figure is an average of 7 hours.
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5.1.5 Level of affinity

The children who participated in the study belong to the generation of the new
technologies: the ICT form part of their lives from a very small age. Perhaps for this
reason, 75% of children like Internet a lot or quite a bit more than other things.
Graph 24: Affinity of the child with Internet compared to other activities (%)
Much more than other things, it's great fun 20.9
I enjoy it a fair bit, it's quite good fun 54.3
A bit, the usual, so-so 21.1
Not much, I don't find it fun 1.3
Not at all, I prefer other things which are more

0.3
fun
DK / NA 2.1
0 10 20 30 40 50 60
Source: INTECO
Affinity increases in parallel to the child’s age.
Table 5: Children who display high and very high affinity with Internet by age (%)
Like it a lot or quite a lot

Total 75.2%
10 - 11 years old 59.6%
12 - 14 years old 80.2%
15 - 16 years old 82.8%
Source: INTECO
One piece of data, that of the child’s affinity with Internet, offers us a glimpse of what
could be the beginning of the end for the television as the favourite leisure screen. A
recent study – drafted by the Telefonica Foundation and the University of Navarra 14 –
14
Telefonica Foundation and the University of Navarra. The Interactive Generation in Latin-America.
Children and adolescents in front of the screen. The study was carried out by means of an online survey of
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published in November 2008 proclaimed: on placing the choice of television or Internet

before them, the Interactive Generation tends to view the Net as their preferred screen:
45% of children aged 6-9 choose it, compared to 37% who choose the television (...). This
trend continues in the case of adolescents: when faced with a choice between Internet
and TV, twice as many opt for the Internet (…). The preference for Internet is clear, with
respect to the television. Children and adolescents from the Interactive Generation feel
more attracted by this new screen than by the traditional television offer. For this
generation, Internet has become what the television was for previous generations, but it
increases exponentially the possibilities as regards accessing contents, producing their
own content and communicating with their peers. Access to the Net is a bond that unites
the members of this Generation”.
This is a revealing piece of data which, while it does not directly correspond to the
situation in Spain (as the study analyses the behaviour of over 25,000 children in Latin
America), it offers an indication of the interests and concerns of the new generations.
5.2 Habits of use of the mobile telephone
5.2.1 Familiarity with using the mobile telephone

The penetration of the mobile telephone among Spanish children aged 10-16 is high:
nearly two thirds (64.7%) have their own mobile telephone 15 .
Ownership of a mobile telephone increases with age and is generalised among

adolescents (both boys and girls) aged 15-16, with 89.2% owning one. Even so, we can
appreciate a difference of nearly seven percentage points between boys and girls (with
92.5% compared to 85.9%) as shown in Graph 25.
over 25,000 children in 7 Latin American countries: Argentina, Brazil, Chile, Colombia, Mexico, Peru &
Venezuela. Full report at: http://www.generacionesinteractivas.org/?page_id=660
15
Red.es in their report “Childhood and Adolescence in the Information Society” reveals that 50.6% of
children aged 10-15 have a mobile telephone and this percentage rises to 78.4% among adolescents aged
16-17. However, it is worth pointing out that this report was drafted way back in June 2005. This time lapse
could justify the discrepancy in these data. Further information available at:
http://observatorio.red.es/hogares-ciudadanos/articles/id/525/infancia-adolescencia-la-sociedad-la-
informacion-junio-2005.html
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Graph 25: Penetration of the mobile telephone by gender and age of the child (%)
30.9
10 - 11 years 25.2
36.5
67.6
12 - 14 years 73.7
61.6
89.2
15 - 16 years 85.9
92.5
0 10 20 30 40 50 60 70 80 90 100
Source: INTECO
The payment method for the mobile telephones the children use is practically split down
the middle between prepaid or pay-as-you-go plans and contracts, with prepaid being the
most widely used system by younger boys and girls.
Graph 26: Payment method of children’s mobile telephones (%)
TOTAL 52.4 47.6
Boy 55.6 44.4

Girl 49.2 50.8
Aged 10-11 51.7 48.3

Aged 12-14 55.7 44.3
Aged 15-16 49.3 50.7
Boy (10-11) 65.8 34.2

Boy (12-14) 59.0 41.0
Boy (15-16) 49.2 50.8
Girl (10-11) 31.1 68.9

Girl (12-14) 52.9 47.1
Girl (15-16) 49.4 50.6
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100
Prepaid Contract
Source: INTECO
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5.2.2 Services used

The principal uses Spanish children make of their mobile telephones is for sending SMS
and making voice calls to relatives and/or friends. They also use them for making missed
calls, making or sending photos or videos, listening to music and downloading songs or
ringtones. Other uses, such as accessing Internet or TV, are minority practices.
From an analysis of Graph 27, a significant conclusion can be drawn: there exists a
discrepancy between the opinions of parents and children when talking about services
other than text messages or voice calls. In every case, the level of use declared by
parents is lower than that declared by their children. To be specific, the following uses
stand out:
• Sending photos or videos to other people (38 percentage points difference).
• Making missed calls to their friends (12.8 points).
• Downloading songs, music or ringtones (7.7 points).
• Listening to music on the mobile in mp3 format (7 points).
Graph 27: Mobile telephone services used by children (%)
Sending SMS 95.6

98.8
Talking to friends 90.0
79.5 94.3
Talking to parents / family 84.1
Missed calls to friends 64.8
77.6
Taking photos or videos 68.4
72.0
Sending photos or videos 33.0
71.3
Missed calls to parents 59.0
64.7
Listening to music, MP3 40.1
47.1
Downloading songs, music or ringtones 32.1
39.8
Videos 13.2
17.7
Internet 3.5 6.1
Pictures, videos, films 1.7

5.2
Watching TV 0.3
1.9
Chat / instant messaging 0.3
1.9
0 10 20 30 40 50 60 70 80 90 100
Multiple reply possible Children (n = 404) Parents (n = 402)
Source: INTECO
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With a view to assessing the intensity of use the adolescents make of their mobile
telephones, we analysed the frequency and amount by which the card was topped up (in
the case of prepaid telephones) and the subjective assessment of parents and children
regarding the level of use (understood as frequency or intensity).
Among adolescents with prepaid cards on their mobiles, the top-up rates are 2-3 times a
month (47.4%) and once a month (41.6%).
Graph 28: Frequency with which children top up their mobile telephone prepaid card (%)
50.0 47.4
45.0 41.6
40.0
35.0
30.0
25.0
20.0
15.0
10.0
4.9
5.0 3.3 2.3
0.5
0.0
Twice a week Once a week 2 - 3 times a Once a month Less DK / NA
month frequently
Source: INTECO
The average monthly expense of topping up prepaid cards is €15.9, with a slightly higher
figure for girls, compared to the boys (€16.5 as opposed to €15.4).
As regards the age groups, the highest expense occurs within the segment from 12 to 14
years of age (€17.3 a month in top-ups, with no appreciable differences in behaviour
between the sexes). It is surprising that it is this age group, and not the adolescents aged
15-16 (who it might be assumed would have greater – albeit relatively so – spending
power) which spends the most on a monthly basis.
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Graph 29: Estimation of children’s monthly expense topping up their mobile (average in €)
13.3
10 - 11 years 12.8
13.4
17.3
12 - 14 years 17.3
17.3
15.0
15 - 16 years 16.0
14.2
0 2 4 6 8 10 12 14 16 18 20
Source: INTECO
With respect to the self-perception of the children themselves regarding the level of use of
the mobile telephone, 86% of them feel that the frequency and intensity with which they
use their mobiles is normal (understanding normal to be similar to that of their friends).
The perception of their parents is slightly different: 75% believe that the use their children
make of their mobiles is normal. This perception imbalance is chiefly due to those parents
who feel that their children use their mobiles more than their friends do (11%), compared
to a mere 0.8% of children with this perception.
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Graph 30: Assessment of time children devote to their mobile telephone (%)
100.0
86.0
90.0
80.0 74.9
70.0
60.0
50.0
40.0
30.0
20.0 11.4 9.0 9.8
10.0 0.2 0.8 0.8 1.6 1.6 2.4 1.5
0.0
Much more A little more Normal, the Little, a bit Very little, No reply
than their than their same as their less than their much less
friends friends friends friends than their
friends
Children Parents
Source: INTECO
Recalling the data presented regarding the perception of the level of use of Internet (see
Graph 23), 80.9% of the children and 78.2% of the parents consider it “normal, the same
as their friends”.

Four out of every ten children declare that they like their mobile telephone a lot or quite a
bit more than other things (compared to 75.5% who declared the same with respect to
Internet). On the contrary, 25% of the children indicate that they do not like using a mobile
telephone at all or not very much (when, in the case of Internet, this was the view of
1.6%). The mobile telephone draws pleasure ratios lower than those analysed in the case
of Internet.
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Graph 31: Affinity of the child with the mobile telephone compared to other activities (%)

9.6
fun
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0
Source: INTECO
As was the case with Internet, children like mobile telephones more and more as they get
older.
Table 6: Children who display high and very high affinity with mobile telephones by age (%)

Total 40.0%
10 - 11 years old 10.5%
12 - 14 years old 45.5%
15 - 16 years old 50.9%
Source: INTECO
5.3 Videogame usage habits
For the purposes of this study, videogames are taken to refer to those entertainment
programs based on the interaction between one or more persons and an electronic
system, which may be physical (videogame consoles or computers) or virtual, as in the
case of online videogames.
Videogames adopt different forms and are classified into different categories according to
criteria such as whether or not there is an Internet connection, the possibility of playing
with more players and whether or not they are free. Thus, throughout this study, reference
is made to the following types of videogames:
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• Online videogames: all those games children play when connected to Internet,
whether through the computer, console or other gaming device.
• Multiplayer videogames: these are games where the user interacts with other
players, perhaps even with thousands of persons all over the world connected to
the Net.
• Pay format videogames: Pay format videogames have made their place and now
dominate a large part of the online gaming sector. Under this format, users
generally create an account and have to pay a regular quota to be able to play.
The amount of such quotas usually ranges from €5 to €13 a month.
5.3.1 Familiarity with the use of videogames

40.8% of homes have videogame consoles and 18.7% have portable consoles, as was
analysed in Graph 15 when describing ICT equipment in the home.
Online gaming, whether using a console or a computer, is practised by nearly 30% of

Spanish children: 28.4% (according to the children) or 27.9% (in the opinion of the
parents) regularly play videogames online.
Graph 32: Practice of online gaming against other players by children (%)
100%
90%
80%
70%
71.5 72.0
60%
50%
40%
30%
20%
28.4 27.9
10%
0%
Children Parents
Yes No DK / NA
Source: INTECO
Online gaming is a predominantly male practice and increases with age, as can be seen
in Table 7. 37.8% of boys, compared to 18.9% of girls, say they play online against other
players.
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Although, taking the sample as a whole, the perceptions of parents and children coincide,
the same is not true in the analysis by gender and age, where significant deviations
appear.
Thus, parents tend to overestimate the use of online videogames by girls (27.7%
declared by fathers and mothers, compared to 18.9% declared by the girls
themselves). There are also inconsistencies in the analysis by ages: in the 12-14
age group, 44.7% of parents affirm that their children play online, compared to
28.8% of the youngsters who declare the same. Among adolescents in the 15-16
age group, the opposite is the case: children play online to a much greater degree
(39.3%), although 22.8% of parents say they do.
Table 7: Online gaming by gender and age of the child (%)
Children Parents
Total 28.4% 27.9%
Boys 37.8% 38.0%
Girls 18.9% 27.7%
10 - 11 years old 15.1% 17.0%
12 - 14 years old 28.8% 44.7%
15 - 16 years old 39.2% 22.8%
Source: INTECO
37% of children who practice online gaming declare they pay to do so. It cannot be said
that parents and children coincide in their views regarding the nature (free or otherwise) of
the games. Thus, compared to 37% of children who admit paying for online gaming, only
29.7% of parents are aware of this fact. In this same sense, most noteworthy is the high
percentage of parents who give “no concrete reply” (21.9%). From the data shown to date,
it would seem that it is on the gaming front that parents reveal knowledge farthest
removed from the reality presented by their children.
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Graph 33: Modalities of online videogames played by children (%)
100%
7.0
90% 21.9
80%
37.0
70%
29.7
60%
50%
40%
30% 56.0
48.4
20%
10%
0%
Children Parents
Free Pay No specific reply
Source: INTECO
The average monthly expenditure declared by children who pay for online gaming is 4.5
euros.
From the spontaneous declaration of the children who admit accessing videogames
online, the principal games of reference in their view are:
1. FIFA 2007/2008 (19.9%). 4. The Sims (4.2%).
2. Splinter Cell (7.6%). 5. SOCOM (4.1%).
3. Call of Duty (5.0%). 6. Counter Strike (4%).
Turning to the classification published by PEGI 16 , 5 of the 6 games most mentioned by the
children warrant a 16+ classification, i.e. they have contents which include violence and
16
PEGI is the abbreviation of Pan European Game Information. This is the first pan-European system to
establish a classification by ages for video and computer games. It provides parents, buyers and online
consumers with greater confidence, knowing that the game’s contents are appropriate for a specific age
group. It is worth noting that the PEGI classifications are designed to establish a recommendation on the
contents of the product and its viewing suitability, but do not evaluate their playability or accessibility.
www.pegi.info/es/index/id/203
The PEGI system includes five age categories: over three, over seven, over 12, over 16 and over 18. This is a
voluntary code of conduct, given that it is a self-regulation initiative, although it has been adopted by ADESE
(Spanish Association of Entertainment Software Distributors and Editors), an umbrella grouping for practically
the whole of the sector.
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foul language. For this reason, they would not be recommended for children and
adolescents whose ages fall within the range that is the object of this study (10-16 years
old). 17 .

Spanish children play videogames online between one and three times a week (53.3%).
There exists a high percentage of youngsters (around 30%) who say they play less than
two or three times a month. Only 8.8% play every day (compared to 50% who connect to
the Internet daily (see Graph 19).
These data allow us to affirm that the use of videogames is more sporadic than the
Internet and is probably concentrated at the weekend. Generally speaking, with regard to
the frequency of gaming, the perceptions of parents and children coincide.
17
16+ Category:
Graphic, detailed violence exercised against human beings or unrealistic animals
Graphic, detailed exposition of death or injury of human beings or unrealistic animals
Sexual exchanges without showing genital areas
Erotic or sexual nudity = expressing awakening sexuality
Sexual or blasphemous interjections
Encouraging the consumption of tobacco or alcohol
The use of illegal drugs
Presenting crime as attractive
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Graph 34: Frequency of online gaming by children (%)
35
30.3 30.5
29.1
30 27.6
25.7
25
20.6
20
15
10 8.8 8.7 8.3 8.9
5
0.5 1.0
0
Every day 2 - 3 times a At least once a 2 - 3 times a Less DK / NA
week week month frequently
Children Parents
Source: INTECO
In relation to the evaluation of the intensity of use of videogames by parents and children,
compared to the use of those within the child’s circle, there is a repeat of the results for
Internet and mobile telephones: most of the mentions respond to a “normal” use of
videogames (49.3% of children and 41.5% of parents). Looking back at previous sections,
these percentages were approximately 80% for Internet and mobile telephones. There is
clearly conduct which did not appear in the analyses of the other sectors: with respect to
the use of videogames, there exists a significant portion of the population which considers
their own dedication (or that of their child) to be less than that of their peers. Thus, 46.6%
of children and 45.3% of parents believe that their friends devote more time to
videogames than they do. These mentions, in the case of Internet and mobile telephones,
did not exceed 15% of the children.
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Graph 35: Assessment of time children devote to the use of videogames (%)
60
49.3
50
41.5
40
28.8
30 24.9
21.7
20 16.5
10.5
10
0.5 1.4 2.1 1.5 1.3
0
Much more A little more Normal, the Little, a bit Very little, No reply
than their than their same as their less than their much less
friends friends friends friends than their
friends
Children Parents
Source: INTECO

The youngsters’ preference for videogames is moderate. Thus, 4 out of 10 youngsters
declare that they like videogames a lot or quite a bit more than other things. The most
common response, in one third of cases, is that the kids say they like them a bit, “they are
alright”.
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Graph 36: Affinity of the child with videogames compared to other activities (%)

11.5
fun
DK / NA 6.7
0 5 10 15 20 25 30 35
Source: INTECO
In general terms, the preference for videogames as a form of entertainment responds to a

profile that is more male than female (51.8% of boys compared to 27.3% of girls) and
increases with age. Specifically, the preference or affinity is lower when the children are
between 10 and 11 years old and increases at the pre-adolescent stage.
Table 8: Children who display high and very high affinity with videogames by gender and
age (%)

Total 39.6%
Boys 51.8%
Girls 27.3%
10 - 11 years old 29.8%
12 - 14 years old 43.6%
15 - 16 years old 42.6%
Source: INTECO
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6 RISKS FACED BY CHILDREN WHEN USING THE ICT
Key points
In this section, we define and analyse the possible threats related to the use of the
Information and Communication Technologies by children and adolescents and the
behaviour associated with each of them.
For the purposes of this study, we have identified the following categories of risks:
• Excessive use and addiction
• Violation of intellectual property rights
• Access to inappropriate content
• Interaction with, and stalking by, other persons and cyberbullying
• Sexual harassment or grooming
• Threats to privacy
• Economic risk and/or fraud
• Technical threats and/or malware
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6.1 Overview of the threats facing children from the ICT
The risks for children, associated with the use of ICT, are highly diverse as regards their
origin, incidence and effects. Moreover, they are dynamic and are constantly evolving,
driven by the growing penetration of the ICT in the population as a whole and by the new
technical possibilities that are appearing almost on a daily basis. Therefore, the situations
analysed in the present study do not pretend to describe a static reality; rather, it is quite
foreseeable that they will continue evolving at the same rate as technology.
In the vast majority of cases, these are situations which do not exclusively affect children.
Nonetheless, they are the ones who are particularly vulnerable and, for this reason,
greater attention must be paid. The opinion of the experts 18 generally points to children
and adolescents – given their natural adoption of the ICT – being more likely to assume
risks (or certain kinds of risks, such as those related to the publication of personal data)
than adults, who tend to be more wary and suspicious.
On the other hand, in recent years we have been witnessing a convergence of devices
and possibilities. Thus, for example, from a mobile telephone it is now possible to access
the Internet and instant messaging (IM) services or play online videogames. Moreover,
from a games console, it is possible to use chat services while playing with other players
or connect to the Internet. On occasions, this situation can make it difficult to differentiate
between specific threats that may occur in each of the channels and for each of the
features and services available.
This report offers an overview of the most relevant threats, identifying the channel or
channels through which they materialise. An individualised analysis will thus be offered for
each of the risks, signalling in each case the knowledge that both children and adults
possess of the threat, the gravity adults attach to the same and the degree of incidence of
the phenomenon. Here, on the other hand, a global, oblique view of the situation is offered
and this allows conclusions of a practical nature to be drawn.
As regards the analysis undertaken, a prior clarification must be made. The methodology
employed to carry out the study, based on polling parents and children, entails an implicit
bias in the replies, insofar as these reflect the individual’s own perception. Having
18
International Working Group on Data Protection in Telecommunications, Report and Guidance on Privacy in
Social Network Services “Rome Memorandum”, 3-4 March 2008. Further information available at:
http://www.datenschutz-berlin.de/attachments/461/WP_social_network_services.pdf
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explained this, the reader will comprehend that the knowledge parents claim to have of
some of the risks, or the concern they express about them, clearly reflect the subjective
reality of the interviewee. On occasions, this perception is built up from the media
coverage of certain phenomena, or of their effects on children, and not so much from the
actual gravity of the situation. In the explanation of each of the following subheadings, a
detailed analysis will be made of the phenomenon. In any case, this consideration is not
trivial and serves to advance one of the conclusions of the study: it is possible that, within
this context of ICT in constant evolution, parents and children do not always avail of the
necessary tools and guidelines to be able to have a rigorous idea of the risks that may
affect their sons and daughters when surfing the Internet, of their effects and the way to
combat them. Therefore, the opinion they put across may be more influenced by what
they have heard than by the actual nature and gravity of the situation. It is up to the public
administrations and the industry to keep working in order to offer clear, homogeneous
guidelines and thus inform the general public in a rigorous manner. In any case, one thing
seems to be clear: despite the lack of guidelines necessary for a full comprehension of the
ICT and the risks they pose for children in every sense, no parent considers the possibility
that the risks outweigh the benefits. The fact is that Internet constitutes a new channel for
social relations which offers enormous possibilities to parents and children; what is
needed is a positive approach that enables its full potential to be maximised, while being
aware of the risks involved and how to combat them. It should not be forgotten that the
agents whereby attacks (viruses, Trojans, etc.) are launched and the medium in which
they occur (email, browser, etc.) vary with quite some frequency and, for this reason, it is
essential to respond to today’s risks with today’s solutions.
On this question, Enrique Dans 19 declares: We are witnessing the appearance of the first
generation of human beings exposed to the use of computers connected to Internet for as
long as they can remember, with the resources of the Net built into their native mindset.
What happens when we compare the technological uses and customs of these digital
natives with our own and with the biased notions inherent in our nature as digital
immigrants, individuals born into an analogue past who emigrated to a digital world? The
encounter is a true culture shock: what they do seems extravagant, inexplicable or even
dangerous to us – we fear what we do not know. We imagine them as being asocial, with
a square face, pale complexion and watery eyes from permanent exposure to the screen,
traumatised by inadequate contents or victims of the innumerable hazards that the media
19
Dans, Enrique. Professor at Instituto de Empresa. Learning in “sponge mode”. El País newspaper,
21/12/08. Full text available at:
http://www.elpais.com/articulo/sociedad/Aprendizaje/modo/esponja/elpepisoc/20081221elpepisoc_2/Tes
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warn are out there on the Net. Meanwhile, they use the technology in a reasonable
fashion, complementary to – not a substitute for – their social relationships, and they are
surprised by our inexplicable alarm. The digital native uses Internet as a channel for
relationships, as a source of information, as a pastime, as a toy, as an access point to
contents... as an inseparable part of their lives. Computer and mobile are their nexus with
the world (…). The fears of their elders prove they are (…) out-of-date: they know how to
move around a Net whose habits of use evolve at dizzying speed, subjected to viral
dynamics, evolution viewed as something natural. We can all use Google, YouTube or IM,
but not like them. Our email to them is like some artefact from the past. They do not
search with Google, but rather directly in YouTube, while they are writing and uploading
photos to Fotolog or Tuenti and sending instant messages. To them, these are natural
appendages, part of their anatomy. They are different. And our responsibility as parents?
Prepare them for the environment in which they are going to live. A world with social
networks, hyperabundant contents and computers as a fundamental part of their lives.
Nowadays, getting along on the Web and maintaining an online presence is like knowing
languages – it is an essential skill that you learn by practising. The digital natives develop
their skills for living in the digital future, an environment they themselves are shaping.
Table 9 summarises the risks that are being analysed here and the behaviour associated
with each of them. The following subheadings are given over to a monographic analysis of
each situation:
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Table 9: List of behaviours associated with each risk
Risk Associated behaviours

Dependency or excessive use
Excessive use and addiction
Social isolation
Violation of intellectual property
Illegal downloads
rights
Of a sexual nature
Violent, racist or sexist
Anorexia, bulimia or aesthetic issues
Access to inappropriate content
Sects or terrorism
Content that goes against the values instilled in the child
False, inexact or untrue
Passive cyberbullying (being harassed, insulted or
threatened by other children)
Active cyberbullying (harassing, insulting or threatening
other children)
Interaction with, and stalking by,
Interaction / chatting with strangers
other persons and cyberbullying
Befriending adults who pretend to be children
Being insulted by adults
Arranging to meet strangers alone
Sexual harassment Being the victim of sexual harassment
Furnishing personal details
Images of the children are distributed without their
Threats to privacy knowledge
That your child may record and distribute inappropriate
images
Being a victim of frauds or scams
Economic risk and/or fraud
Participation in games with money involved
Virus
Malicious or spyware program
Spam
Technical threats and/or malware Intrusion in Web service accounts
Loss of data
System hangs
Loss of control over the PC
Source: INTECO
6.2 Excessive use and addiction
In the current context of the way children use the ICT, characterised by widespread
access to Internet and frequent usage focussing on leisure and communicating with
others, according to the experts consulted, one can observe behaviour patterns indicative
of excessive and/or addictive usage of the Net. Such situations may be symptoms of other
problems with the child. That is, the fact that the child adopts excessive or addictive
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behaviour patterns may not be so much to do with the ICT (whether Internet, mobile
telephones or videogames of whatever kind) as with particular personality traits of the
child or adolescent.
The experts consulted are in agreement when it comes to affirming that the consequences
of excessive use may be both physical (obesity, musculoskeletal or visual disorders) and
mental (isolation, lack of development of psychosocial competences, distorted perception
of reality). For this reason, the recommendation of the experts is supervision and control
of the time spent using the ICT in order to ensure it is a reasonable amount.
The behaviour patterns analysed in relation to excessive use and/or addiction are:
• Dependency or excessive use: it is not easy to determine what should be

considered excessive use of ICT or when we are dealing with a situation of
dependency or addiction. In general, some characteristics which may identify
dependency include: growing need to be connected to the Internet in order to
achieve satisfaction and “withdrawal symptoms”, the latter being understood as
affliction or anxiety when not online.
• Social isolation and/or rejecting being with friends: this is the case when activities
of a social, occupational or recreational nature are abandoned, affected or
diminished in qualitative and quantitative terms, due to the use of Internet.
The results thrown up by the present study reveal that the situations related to the
excessive use of, and addiction to, the ICT are phenomena that both adults and children
are widely aware of. In fact, this is one of the risks for which there is a greatest level of
knowledge of all those analysed in the present study.
Having said that, one thing must be made clear. Does this declared high degree of
knowledge of the risks that exist regarding dependency and social isolation (higher
amongst parents than among children) reveal true knowledge of the situation, or simply
reflect a social preoccupation? Perhaps a profound analysis should bring us to affirm the
latter. In a context which, for parents, is new or, at the very least, acquired (compared to
their children who were born into a world surrounded by ICT), adults reveal their
preoccupation by referring to situations widely covered by the media, such as the
addiction to the ICT. This is positive, insofar as it denotes a preoccupation on the part of
parents, with regard to the phenomena of excessive use and addiction and constitutes a
sign of their involvement and proactivity on this front.
Moreover, it confirms the need for solid guidelines that lay down in which situations there
really exists a pathological case of addiction to the ICT on the part of the child. It is evident
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that the time spent online is not the best – nor the only – way of identifying the existence
of a case of addiction. In the context outlined in the present study, where the ICT invade
almost every aspect of a child’s life, it is only logical that the time spent on Internet is
important and on the rise: this is an environment in which people study, chat, listen to
music and play. It is logical to think that the time dedicated to these activities is
considerable and perhaps parents do not have access to objective paradigms necessary
to define the frontier between normal and excessive use.
6.3 Violation of intellectual property rights
For the purposes of this study, we analyse behaviour related to this type of risk: illegal
downloads.
Approximately half of the parents and children are aware that there exists a risk of
violating intellectual property rights as a result of performing illegal downloads. This is not
an insignificant percentage, but it is considerably lower than the level of knowledge of
behaviour patterns related to the excessive use of the ICT.
Moreover, it falls within the behaviour patterns perceived by parents as being less serious.
This is undoubtedly a sign of just how widespread this phenomenon is, among both adults
and children. We must recall that downloading files is one of the most widely used
services on the Internet, for both parents and children, together with consulting emails and
searching for information.
A moderate level of knowledge, really low perception of its gravity and a high declared
incidence level are the features of what has clearly become an habitual practice. This is a
situation in which all the authorities are becoming actively involved; even at the European
level, the Culture Ministers of the 27 EU member states have agreed to draft a common
policy on crimes that infringe upon intellectual property rights. And, at a national level, the
Spanish government is presenting awareness campaigns which must be maintained and
enhanced.
6.4 Access to inappropriate content
The Web hosts all manner of contents which, with rapidly soaring bandwidth, are
increasingly audiovisual and, as a result, have a much greater impact and are much more
credible for Internet users.
In the case of children, the risk of accessing certain contents is heightened, in many
cases, by their being so vulnerable and unprotected, given their tender age. For the
purposes of the present study, the following types of contents have been deemed harmful
for children:
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• Contents of an inappropriate sexual nature.
• Violence, racism or sexist contents.
• Anorexia, bulimia or aesthetic issues.
• Sects or terrorism.
• Content that goes against the values instilled in the child
• False, inexact or untrue contents.
Among these, there exist some which are pursued by the law, such as child pornography,
expressing approval of terrorism, racism or xenophobia, drug trafficking pages, etc. There
are other legal contents which may equally prove harmful for children, particularly for
those age groups which have yet to develop a critical capacity to be in a position to
evaluate them adequately (recommendations on health or beauty issues with no
underlying scientific basis, callings to adopt extremist ideologies or positions, etc.).
The results of the study reveal a considerable difference between the contents of an
inappropriate sexual nature and the rest of those analysed: of the six categories of
contents listed above, that of sexual contents is the most well-known, that perceived as
being the gravest and that which is most common.
This constitutes yet another indication of the lack of standards in the risks associated with
each type of behaviour. In this new environment, parents tend to overrate the negative
aspects of everything related to sexual contents, perhaps through assimilation with the
physical world or from a lack of profound knowledge of the other situations.
It is interesting to analyse the actual incidence of access to contents of an inappropriate

sexual nature. To what degree do the children participating in this study affirm having had
access, voluntarily or involuntarily, to contents of this type? In the opinion of their parents,
around 15% of the youngsters have probably accessed such contents. When the children
themselves are asked about this, over 30% admit having done so.
A diagnosis of the risk of accessing inappropriate contents could be summarised by

outlining these two characteristics: firstly, a special preoccupation for sexual contents and,
secondly, with respect to these contents, access rates declared by the children in excess
of that estimated by their parents.
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6.5 Interaction with, and stalking by, other persons and cyberbullying
The ICT make it possible to contact other persons, known or unknown, children and
adults. In this interrelation, where it is easy to hide one’s true personality, there exists the
risk that children may be harassed or stalked by other persons.
The initial contact may stem from either the victim or the stalker; in any case, there are
children who threaten and are threatened via the Internet, a mobile telephone or online
videogames.
Stalking is particularly serious, given that it can pervade all places and times, thus leading
to children experiencing truly distressing situations for which they have no defence
mechanisms or criteria regarding how to respond.
A special mention must be given to cyberbullying or cyberharassment by peers, a

phenomenon which entails the harassment of one child by another, in the form of insults,
threats or extortions.
This type of stalking behaviour predates the ICT, although it is true that Internet may
increase its incidence, given the characteristics of anonymity, generality and immediacy
inherent in the Web.
The behaviour patterns analysed under this heading are:
• Passive cyberbullying (being insulted by a child).
• Active cyberbullying (insulting other children).
• Interaction / chatting with strangers
• Befriending adults who pretend to be children
• Being insulted by adults
• Arranging to meet strangers alone
We shall now outline some of the most relevant conclusions.
• In every manifestation of interaction and stalking by other persons, children are

more aware of the facts than their parents: the levels of knowledge demonstrated
by the children are greater than those of the adults.
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• There is greater knowledge of the existence of risks stemming from the passive
side of cyberbullying (being harassed, insulted or threatened) than the active
(harassing, insulting or threatening).
• Despite this, parents feel it is more serious for their children to insult other children
than to receive insults. This perhaps reveals the preoccupation for their children to
behave on the Internet in line with the education and values instilled in them. In
any case, the behaviour which most concerns parents is that of befriending adults
who pretend to be children.
• Chatting with strangers is a relatively frequent situation, as admitted by both

children and adults. One out of every four children affirms having done it. This is
yet another sign of how Internet has become a socialising channel.
• With the exception of chatting with strangers, the incidence of the other situations
analysed is really low. Nonetheless, despite the limited rate of incidence, for each
and every one of the behaviour patterns, the children recognise having
experienced them to a greater degree than that declared by their parents. This is
an interesting discovery: it would seem that, just as we saw when we analysed
access to sexual contents, many children do not mention this behaviour to their
parents. On this basis, the education and dissemination of safe behaviour
guidelines continues to be the key to providing everyone, adults and children, with
the appropriate tools to guarantee the safe use of all the functionalities the ICT
have to offer.
6.6 Sexual harassment or grooming
Grooming defines a new tactic whereby paedophiles attempt to establish contact with
potential victims. Here, as in the case of cyberbullying, we are not dealing with a new
crime stemming from the technological revolution, but rather with an evolved form of
committing a pre-existing offence.
Grooming could consist, for example, in an adult deceiving a child through conversation or
instant messaging programs in order to obtain erotic images of the youngster. These
would later be used to coerce the child by threatening to distribute these images, thus
preventing the relationship being brought to an end. We would therefore be dealing with
virtual sexual abuse. Although the case studies are many and varied, a common example
is that of an adult who makes contact with a child in a chat room by pretending to be a
child also. With the excuse of a more private chat, the child is asked for their instant
messaging account and, at that moment, the child is sent a program which reveals their
password as it is typed. From that moment onwards, the adult possesses an “asset” for
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blackmailing and harassing the victim. The demands that follow for the password to be
returned may range from, for example, sending compromising photographs to the
connection of a webcam, etc.
In fact, sexual harassment is the risk which most concerns parents, out of all those
analysed (6 out of 10 consider it grave or very grave). The high degree of concern
demonstrated by parents vis-à-vis this situation does not equate to the incidence level.
Quite the contrary, with 1% of cases declared by the children, the risk of grooming is, from
all those analysed, one of those with the lowest recognised incidence rates.
6.7 Threats to privacy
The ease of creating and recreating data and images and the enormous fluidity of
circulation around the Internet means that, once content is made public on the Web, it is
practically impossible to limit its access and dissemination. In the same fashion, facilitating
personal data in inappropriate contexts and to the wrong people may compromise the
data holder’s security. Together with the tendency of children to share information
(compared to the opposite conduct of adults who tend to withhold information), all this
places children in a vulnerable position.
Three behaviour patterns have been considered in the analysis of this type of threats:
• The child facilitating personal data.
• Dissemination by third parties of images of the child without his/her knowledge.
• The child recording and distributing inappropriate images.
From the results of the questionnaire, it can be gleaned that these situations are known to,
and moderately concern, adults. Only 1 of every 4 parents declares knowledge of the
existence of some kind of risk in such behaviour patterns. The level of knowledge shown
by the children is, in every case, greater than that parents claim to have (in line with the
tendency demonstrated for situations of interaction with, and stalking by, other persons). It
would seem that youngsters are more aware of these situations than adults.
The declared incidence of these behaviours is clearly minimal in all three manifestations.
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6.8 Economic risk and/or fraud
The Council of Europe’s Budapest Convention on Cybercrime 20 states in its Article 8 on

computer-related fraud that this is deemed to include “(…) any deliberate, illegitimate acts
which cause loss of property by means of a comprehensive range of procedures (…) with
fraudulent or dishonest intent of procuring, without right, an economic benefit for oneself
or for another person”. Computer fraud, therefore, is a type of fraud which entails a wilful
act, lucrative nature, loss of property of a third party and the use of electronic or computer
equipment to commit the crime, which could potentially affect any Internet user. This is a
generic definition, which could likewise be applied to the case of children, although it is
true that, given their lack of purchasing power, at first sight this would not seem to be a
particularly widespread problem.
In this context, it is worth mentioning the fact that children can access wagers and games
of chance via the Net and the mobile telephone. In the case of games of chance, the lure
for enticing children to start playing is usually a free opening balance which serves to
introduce them into the gaming world. This free initial balance sometimes arrives in the
form of unsolicited publicity in a mobile telephone or email inbox.
There are cases of children who have been deceived in the course of a purchase or swap
operation on Internet, when presented with apparently beneficial offers. Given the fact that
the amounts involved are not really significant and that these are crimes which are difficult
to pursue, it is quite possible that a significant proportion of frauds or scams are never
reported.
For the purposes of the present study, we have considered the following situations:
• Being a victim of frauds or scams
• Participating in games with money involved
These situations, considered fairly grave by the parents in this study, do not have any
relevant impact from the point of view of their incidence. Both phenomena present really
low declared incidence rates (logical, on the other hand, taking into account that the age
of the children participating in the study means that they are not economically
independent).
20
Available at: https://www.gdt.guardiacivil.es/media/Convenio_Ciberdelincuencia.pdf
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6.9 Technical threats and/or malware
Surfing the Net can leave users exposed to attacks by viruses and other kinds of
malicious computer programs (known collectively as malware).
Sometimes, such an infection can have immediate consequences which are easily
perceptible, such as reduced performance of the computer or even the loss of information.
On other occasions, the invading software stealthily installs itself on the victim’s system so
as to be able to achieve its objective later. This can entail more serious consequences
such as the loss of control of the PC, which can then be used by others, in a totally hidden
manner, for criminal activities.
The infection may reveal sensitive data such as passwords (for instant messaging, email
or electronic banking accounts) stored on the hacked computer, or even remotely control
the webcam.
One possible factor accelerating the impact of this type of risks is the appearance of
websites offering software tools designed to create this kind of malicious software. These
tools require no specific knowledge, which may facilitate the popularisation and spread of
practices involving some malicious use of Internet.
For the purposes of the present study, we have considered the following events within the
definition of technical threats and malware:
• Viruses
• System hangs
• Spam
• Malicious or spyware program
• Loss of data
• Intrusion in Web service accounts
• Loss of control over the PC
The diagnosis of these situations is similar to that offered when we analysed illegal
downloads: these are phenomena people are widely aware of (children more so than their
parents) which occur in a significant percentage of cases, yet which are not perceived by
adults as being serious.
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The individualised analysis of each of the seven cases under scrutiny reveals differences
and, evidently, the incidence rate of situations such as intrusion in web service accounts is
minimal, while others such as viruses, the computer hanging or the loss of the children’s
information are frequent.
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7 REACTION TO RISK INCIDENTS
Key points
This chapter analyses the reaction of parents and children to an actual security incident.
What do parents do when their child faces an ICT risk incident?
Adults mainly adopt physical or technical measures (physical measures being taken to
mean those which entail doing something to the PC). To a much lesser degree, parents
mention educational and constrictive measures. Educational measures include those
which involve dialogue, warnings or the formulation of recommendations. Constrictive
measures involve the establishment of some sort of limitation or control (such as set times
or supervision, etc.). Finally, a mere 0.3% of parents present a formal complaint before
the competent authorities. 3% do nothing and over 16% were unable to give any answer.
It would seem that parents feel comfortable taking physical or technical action in relation
to the PC, yet perhaps less so making recommendations or highlighting educational
aspects on how best to use the Internet. This is yet another sign reaffirming the need for
consistent information and behaviour guidelines to assist parents in their supervisory role.
What do the children do when faced with an ICT risk incident?
It is highly significant that 84.5% of them are not capable of responding. The remaining
15.5% offer replies such as closing the connection or leaving the website or chat room,
refusing to do what is asked of them and seeking help from their parents (only 1.1% of
children go for this option). In contrast, when parents are asked “what do you think your
child would do when faced with a security incident?”, 31.1% of them say their child would
turn to them as a first option.
This is a panorama which is new to everyone, parents and children alike. There is a clear
lack of action guidelines and criteria which prove valid, consistent and truly practical for
both parties. So long as these action guidelines are not clearly defined, our youngsters
would appear to be tackling this new environment without the necessary means, while
parents tend to reapply physical world solutions to the virtual world.
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7.1 Reaction of parents to risk incidents
The measures parents adopt in the face of some security problem which affects their
children may be classified into four categories:
• Physical or technical measures, which consist in doing something to the PC. This
response is produced whenever the computer is physically affected by some kind
of attack. In this case, the most common reaction consists in ringing the
computer’s technical service or supplier to get them to solve the problem (16.3%),
or else installing an antivirus or antispam program (10.9%). Included within this
category also are switching off or rebooting the system, repairing the computer,
deleting unwanted emails, uninstalling programs or formatting the computer’s hard
disk. The accumulated replies for this kind of measures total 41.9% of all
responses.
Graph 37: Physical or technical measures implemented by parents (%)
Ringing technical service 16.3
Installing antivirus / antispam 10.9
Closing down / rebooting PC 6.2
Repairing the PC 5.0
Deleting unwanted emails 1.6
Formatting hard disk 1.2
Uninstalling programs 0.8
0.0 2.0 4.0 6.0 8.0 10.0 12.0 14.0 16.0 18.0
Source: INTECO
• Educational measures, consisting of warning, talking or instructing sons or

daughters on behaviour guidelines which must be followed when using ICT.
Parents explain to their children the hazards of Internet or some of its uses which
may prove dangerous (for example, chatting with strangers), ask them to take
more care, help them to solve any problems they may have encountered or simply
recommend they do other things and spend less time on the computer. Replies
relating to such actions, less frequent than those classified as physical or
technical, correspond to 17.7% of the parents.
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Graph 38: Educational measures implemented by parents (%)
Warning 5.4
Dialogue / Conversation 4.4
Warn them about danger of chatting with

2.3
strangers
Warn them about illegal downloads 2.1
Tell them to be more careful 2.0
Help them 1.3
Tell them to do something else 0.2
Multiple reply possible 0.0 1.0 2.0 3.0 4.0 5.0 6.0
Source: INTECO
• Constrictive measures, which entail the application of control mechanisms. In this

case, mention is made of actions such as limiting the usage of the computer or
time connected to the Internet, blocking the computer or exercising greater control
over what their son or daughter is doing. The application of filters and parental
control of access to contents, as a reaction to some problem their children
encounter with the Internet, is only admitted by 1.6%, responding spontaneously.
This group of measures has been implemented by a total of 19.7% of parents.
• Lodging formal complaints, such as going to the police, has occurred in 0.3% of
cases.
Most noteworthy, given the unusually high proportion (16.3%) – as high as the “calling the
technical service” analysed in Graph 37 – is the number of parents with no specific
response.
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Graph 39: Constrictive and complaint measures implemented by parents (%)
Establish certain times for use 4.5

Block PC so it cannot be used 3.3
Ban Internet use as punishment 2.9
Control and supervision while online 2.6
Close down program / application 2.5
Limit usage 2.2
Setting up filters / parental control 1.6
Formal complaint to the police 0.3
Nothing 3.0
Nothing (downloads) 2.3
Others 2.4
0.0 2.0 4.0 6.0 8.0 10.0 12.0 14.0 16.0 18.0
Source: INTECO
7.2 Reaction of the children to risk incidents
Under this heading, we analyse the measures adopted by the children in the face of a
security threat, from the viewpoint of both the parent and the child.
From the parents’ perspective, the reactions of their children in the face of a security
incident are principally of three types: turn to their parents or others (31.1%), switch off the
PC (10.6%) or do nothing (5.8%).
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Graph 40: Actions of children in the face of an ICT incident from the parents’ perspective
(%)
Notify parents 31.1

Switch off the PC 10.6
Nothing 5.8
Close the connection, program, 4.6
Notify the technician 4.2
Get angry, protest 3.7
Run an antivirus to check the PC 3.2
Resolve issue 3.0
Format hard disk 2.7
Take greater care 2.0
Delete spam / unsolicited messages 1.9
Keep to set times 1.5
Turn to a friend 1.2
Listen 1.1
Greater care with websites visited 0.9
Others 3.0
Multiple reply possible 0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0
Source: INTECO
As regards the reaction of children who have actually suffered some security incident, for
the most part, their declarations indicate three measures: close the connection or leave
the website or chat room (14.4%), refuse to do what is asked of them (2.0%) and seek
help from their parents (1.1%). The vast majority (84.5%) give no concrete answer.
Various conclusions may be drawn from these affirmations:
• First of all, the parents’ view of their children’s reactions in the face of a security
incident does not concur with the declarations of the children. 31.1% of the adults
think that their child would turn to them, while a mere 1.1% actually mentioned this
option. The children are well aware that they are much more capable of handling
ICT issues than their parents believe21.
• Secondly, the extremely high percentage of both parents and children who offer no
concrete reply may be a sign of the insufficient training to be able to effectively
fight ICT risks, both for our youngsters and for adults.
21
The results of the qualitative study EU Kids Online point in the same direction. This report reveals that,
whenever adolescents have serious problems on Internet, they hide them from their parents and solely in
really grave cases do they decide to tell them about it. They strive to resolve problems themselves or consult
with their peers. Garitaonandia Garnacho, C., Garmendia, M. (2007).
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8 SECURITY MEASURES AND TOOLS
Key points
Under this heading, we analyse the security habits and tools implemented and, to a
certain degree, this allows us to gauge the “security culture” which exists in Spanish
households with 10-16 year olds.
An adequate security culture comprises, on the one hand, the security tools available on
the computer and, on the other, the habits or general behaviour guidelines adopted by the
child.
As regards the tools, the study reveals how 9 out of 10 computers used by youngsters
have some security measure installed to protect them from viruses and malware. In the
vast majority of cases, this is antivirus software. Measures specifically designed for the
security of youngsters, such as parental control or content filtering through the ISP
(Internet service provider), are insufficiently implemented.
With respect to their habits or behaviour guidelines, the attitude of parents shows they are
involved and proactive when it comes to establishing rules to ensure safe online surfing.
Thus, the youngsters admit to being subject to rules for using the Internet, mobile
telephone and videogames. Above all else, these are measures affecting questions that
are – to a greater or lesser degree – objective and controllable by parents: time or place
for connecting, time limitations, effective cost (in the case of mobile telephones), etc.
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61.6% of parents state they have knowledge of security norms or guidelines to help
prevent risks inherent in the Internet. Looking at it the other way round, 38.4% of parents
say they have no information regarding ICT security norms and habits. In any case, we
must not lose sight of the fact that the response is based on what the adult believes and
not on real knowledge.
Graph 41: Percentage of parents with knowledge of security guidelines for reacting to risks
stemming from Internet (%)
100%
90%
80% 38.4
70%
60%
50%
40%
30% 61.6
20%
10%
0%
Yes 1 No
Source: INTECO
In those cases where they declare knowledge of security guidelines, the sources of
information most of the parents turn to are the ISP – Internet Service Provider – (63.3%),
the Web (48.4%) and the computer shop (48.2%).
Institutional sources of information are less prevalent in this field: their children’s school
(8.8%), the police (3.7%), the Administration (1.3%) and child protection organisations
(0.8%).
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Graph 42: Channels whereby parents have received information about Internet and ICT
security norms (%)
Internet Service Provider 63.3

General Internet websites 48.4
At the computer shop 48.2
Specific security websites 14.2
Operating system websites 13.7
Through friends, acquaintances 10.4
At their child's school 8.8
At work 4.7
News media 4.7
Police 3.7
Administration 1.3
Child protection organisations 0.8
Spontaneous question and multiple reply 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0
Source: INTECO
Following this general overview, the following headings analyse in greater depth the
security measures and tools for the three ICT channels covered in this study.
8.1 Internet
8.1.1 Security habits and guidelines

Practically 90% of the children receive warnings about what they should do on Internet.
The educational measures which consist of warnings and criteria for using the Net safely
have got through to 87.5% of children. The rate of warnings increases progressively as
they get older, as can be seen in Graph 43.
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Graph 43: Children who have received warnings about what they do on Internet (%)
100.0
12.5 12.7 8.3
90.0 17.3
80.0
70.0
60.0
50.0
87.5 87.3 91.7
40.0 82.7
30.0
20.0
10.0
0.0
Total interviewees Aged 10-11 (n = 166) Aged 12-14 (n = 262) Aged 15-16 (n = 197)
Yes No
Source: INTECO
87.5% of the children who admit having received warnings confirm that these principally
come from family members (77.4%) and from school (43.2%).
Graph 44: Persons from whom the warnings come (%)
90.0
77.4
80.0
70.0
60.0
50.0 43.2
40.0
30.0
20.0
10.0 6.7
2.0 1.0 0.1
0.0
Father, mother From school Brother or TV, Radio Friends Others
or adult or teachers sister
relative Multiple reply possible
Source: INTECO
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With respect to the existence of rules on the use of Internet, 7 out of 10 parents apply
Internet usage rules on their children. This is a widespread practice and the views of
parents and children coincide on this.
Graph 45: Existence of rules on Internet use (%)
100%
90%
32.6 29.6
80%
70%
60%
50%
40%
67.4 70.4
30%
20%
10%
0%
Children Parents
Yes No
Source: INTECO
For those parents and children who declare imposing and complying with rules,
respectively, Graph 46 reflects the spontaneous mentions of the rules which exist in their
households. They are many and varied and we analyse them below. In general, the rates
of response coincide for adults and children and, for this reason, the text solely
reproduces the percentage declared by the parents.
• Limited access to Internet; within this limitation, different variants can be observed:
o Limiting the days for connecting to the Internet (for example, only at
weekends) and the duration of each session (for example, no more than
two hours in front of the computer). This rule exists in 64.1% of
households.
o Limiting the time when Internet can be accessed (for example, not using it
at night or early morning) in 59.6% of families.
o Prohibiting access to Internet when there is no adult at home is the rule in

5.6% of the households analysed.
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• Content access control, principally highlighting contents of a violent (11.9%) and/or

inappropriate sexual (10.4%) nature.
• Recommendations regarding interacting with strangers on the Web, most

noteworthy being the suggestion of not chatting with strangers (15.8%).
• Prohibition of performing specific actions:
o Making payments on Internet (15.1%).
o Playing online videogames (10.1%).
o Furnishing personal details (13.3%) or sharing access codes (3.6%).
In view of the results, it may be concluded that the norms most commonly implemented
are those referring to the access times, which are relatively easy for parents to control,
while measures relating to the behaviour of the child when online are more difficult to
control and are imposed to a lesser degree by adults 22 .
22
The EU Kids Online qualitative study confirms this tendency, showing as it does that parents’ control over
the use youngsters make of the Internet is scant, with their maximum preoccupation and control measures
related to the amount of online time. Garitaonandia Garnacho, C., Garmendia, M. (2007). Op. cit. 21.
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Graph 46: Rules imposed on children regarding Internet use (%)
Limitation of days for going online and session

64.1
duration 64.4
Limitation of connection times (nights…) 59.6
61.5
No chatting with strangers 15.8
18.2
15.1
Ban payments on the Internet 14.3
13.3
Ban disclosure of personal details 10.7
11.9
Ban access to violent pages 10.6
Ban online gaming 10.1
10.4
Ban access to pages with inappropriate sexual 10.4
content 8.7
Ban access when nobody else is at home 5.6
5.2
3.6
Ban sharing of access codes 1.6
3.2
Ban participation in online betting 1.4
Limitation according to results and studies (ban 0.8
0.0
Internet for poor marks)
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0
Source: INTECO
Graph 47 analyses a series of recommendations which the parents consulted say they
have made very or quite frequently to their children. The most relevant conclusions are
the following:
• The recommendations most frequently put forward are, in the opinion of the
parents, those relating to not trusting strangers (51.8%) and to seeking help from
an adult if they have some problem (49.5%).
• The kids have a different viewpoint. Thus, among the children, the
recommendation they say they have received most is to behave with respect and
good manners on Internet (57.0%), followed by not buying anything or giving
personal details without an adult being present (46.4%).
• It seems clear that there are certain measures whose importance parents and
children perceive rather differently. Recommendations from parents which are not
getting through clearly to their children or misinterpretations on the part of the kids,
with respect to the measures proposed by their parents. The data presented in the
above paragraphs confirm this. The recommendations most widely made, in the
opinion of the parents, “do not trust strangers” (51.8%) and “seek help if you have
some problem” (49.5%), only get through to children on 40.3% and 41.8% of
occasions, respectively. There is a difference of nearly ten percentage points
between the viewpoints of the two groups. And on the children’s side, the
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recommendation they say they most receive “behave with respect and good
manners” (57%), was only admitted by 44.4% of the adults.
Graph 47: Recommendations for good use of Internet on which parents insist very or quite
frequently (%)
Behave with respect and good manners 44.4

57.0
Do not buy anything or disclose personal data 47.7

when no adult is present 46.4
Shut down the connection when you feel under 47.7

attack 45.7
Don't open messages or files of unknown origin 40.4

44.9
Don't believe bargains and offers 45.3

43.5
Seek help when there is a problem 49.5

41.8
Don't trust strangers 51.8

40.3
0 10 20 30 40 50 60
Children Parents
Source: INTECO
A joint analysis of what we have seen under this heading enables us to conclude that
parents seem to have the sensation that they really do know the security guidelines
necessary to handle the threats that exist on the Web. In fact, in a large proportion of
households, warnings are given regarding safe Internet use and rules are imposed.
Nevertheless, this apparent security for surfing habits could well be based more on the
perception of the parents than on a real command of the situation: firstly, because the
rules most frequently imposed are based on aspects which are easy for parents to control
(duration of the sessions, timetables, etc.), but what is less frequent is rules that have
more to do with behaviour; and secondly, because some of the recommendations the
parents are making (“do not trust strangers” or “seek help if you have some problem” are
not getting through to the kids. In any case, the high proportion in which parents are laying
down norms, recommendations and warnings is a clear sign of the involvement of the
adults in their children’s online experience.
8.1.2 Security tools on the child’s computer

Table 10 shows the security tools and practices installed on the computers of children
aged 10-16, contrasting the perception of the children with that of their parents. Moreover,
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the data furnished by the parents offers the double viewpoint of the “known” tools and
those actually “installed”.
On the one hand, this analysis enables us to compare the perception of parents and
children regarding the tools installed on the child’s computer and, on the other, compare
the degree to which the parent is aware of the solutions and installs them.
Some interesting conclusions may be drawn.
• First of all, the installation of some security measure is practically universal: a

mere 1% of households with children declare that they have no tool installed. In
other words, it can be said that in practically every household, they use some
device or follow some security practice.
• Looking closer at the type of security devices available, the results show that there
exists a practically universal presence of antivirus software. This tool is installed in
95.4% of households with children (in 93.9%, in the opinion of the kids). These
data are consistent with the penetration figures gleaned from the data of the 3rd
wave of the “Study on Information Security and e-Trust in Spanish Households”,
carried out by INTECO using a sample of over 3,000 households, which reveals
that this tool is present in 91.3% of families (July 2007).
• Leaving aside antivirus software, the presence of the rest of the security tools on
the child’s computer does not usually exceed 50%. Thus, the second most
commonly used security measure is the elimination of temporary files and cookies,
utilised by 41.2% of the parents surveyed and 34.0% of the children (compared to
56.5% penetration revealed by the 3rd wave of the aforementioned study).
• It is well worth revising the levels of use of specific security measures for the
protection of children. In general, this type of tools and practices do not reach high
penetration levels. A worrying aspect is the really scant use of parental control
tools (2.7% in the opinion of parents, 1.4% for the kids) and filtering at source
(2.1% compared to 1.2%). Among security practices or habits related with
supervision, the most frequently mentioned (although, in any case, these are not
widespread measures) are checking the browser history (performed in 28.1% of
households in the opinion of parents and in 24.6%, according to the kids’
declarations) and limiting access to contents (implemented by 31.9% of parents, or
by 22.3% in the opinion of the kids).
• In general, the viewpoints of parents and children do not appear to coincide much,
there being a tendency on the part of parents to overestimate the installation of
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almost all the measures and tools analysed, compared to the figures stated by
their children.
Table 10: Security measures and tools installed on the child’s computer (%)
Children Parents
Measures and tools
(Utilised) Know of Utilise
Antivirus 93.9 97.8 95.4
Elimination of temporary files and cookies 34.0 51.8 41.2
Antispam 26.1 54.0 32.3
Backup copy of important files 24.7 43.4 32.1
Supervision of browsing: history 24.6 52.6 28.1
Firewalls and/or antispyware 24.1 51.4 25.0
Password protection on PC and/or documents 23.6 41.6 30.9
Encryptation of documents 23.4 33.1 23.7
Limited access to undesired contents 22.3 47.0 31.9
Limited access to Internet services 17.1 46.5 35.8
Supervision of chat and IM activity 16.9 37.8 17.9
Limited access to certain file types 15.3 30.7 19.2
Updating the operating system 13.9 35.9 22.1
Anti-intrusion and anti-malware 9.2 32.4 15.4
Partitioning the hard disk 8.7 32.6 13.6
Backup copy of boot disk 7.5 25.5 7.5
Limitation of time and duration of connection 6.2 32.7 12.8
Limitation on outgoing personal data 6.2 29.6 11.4
Supervision of log of written texts 2.6 22.5 9.2
Operating system with parental control 1.4 4.7 2.7
ISP with filtering at source 1.2 5.4 2.1
Do not know / have any 0.4 1.4 1.0
DK / NA 5.2 0.1 1.2
Source: INTECO
Finally, 92.5% of parents believe that the protection and security systems and tools
installed on their children’s computers (predominantly antivirus, see Table 10) are
measures which are very, or quite, effective when it comes to thwarting the risks inherent
in surfing the Net. A mere 6.4% explicitly have doubts about their effectiveness. These
data suggest the existence of a security culture which pays more heed to the elements
installed than to the behaviour of the youngsters.
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Graph 48: Assessment of the effectiveness of the protection measures implemented (%)
70 65.0
60
50
40
30 27.5
20
10 4.9
1.5 0.0 1.1
0
Highly Quite effective Fairly Not very Not effective Not specified
effective effective, but effective at all
not very
Source: INTECO
8.2 Mobile Telephone
51.2% of the children declare having received some kind of warning about the use of their
mobile telephone (whether from their parents or otherwise). As the age of the child
increases, so the percentage of those who say they have been warned about the use of
their mobiles increases. As a comparison, the rate of warning rose to 87.5% in the case of
Internet (see Graph 43).
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Graph 49: Children who have received warnings about the use of mobile telephones (%)C
100.0
8.3 10.3
14.5
90.0
80.0 40.4
70.0 40.5 37.3
45.7
60.0
50.0
40.0
30.0 59.2
51.2 52.4
20.0 39.8
10.0
0.0
Total interviewees Aged 10-11 Aged 12-14 Aged 15-16
Yes No Not specified
Source: INTECO
Seven out of every ten children with a mobile telephone have had rules on its use
imposed on them, in the opinion of both parents and children, as shown in Graph 50:
Graph 50: Existence of rules on mobile telephone use (%)
100% 0.8 0.9

90%
26.7 28.5
80%
70%
60%
50%
40%
72.5 70.6
30%
20%
10%
0%
Children (n=404) Parents (n=402)
Yes No DK / NA
Source: INTECO
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The type of rules that mothers and fathers have established in relation to their children’s
use of mobile telephones are fundamentally economic. Thus, 88.3% of children (82.6% in
the opinion of their parents) have a monthly expense limit imposed on them. This is the
rule most frequently imposed. Next in line, although considerably far behind, are two
measures which are also of an economic nature: prohibiting pay downloads (imposed on
22.4% of children according to their own declarations) and prohibiting Internet access
(10.6%).
Graph 51: Rules imposed on children to limit mobile telephone use (%)
Limitation of monthly expenditure 82.6

88.3
Ban on paying for downloads 19.5
22.4
Ban on accessing the Internet 13.2

10.6
7.4
Limitation of time and place of use 9.6
Limitation at school 7.0

6.3
Ban on responding to messages from strangers 3.1

6.3
Ban on disclosing codes for mobile 2.0

6.1
Ban on sending out private pictures and videos 2.3

3.2
0.8
Ban on games on the mobile
Others 1.5
2.0

0.5
0 10 20 30 40 50 60 70 80 90 100
Source: INTECO
8.3 Videogames
58.3% of children have been warned about the use of videogames. The data reveal a
percentage of warnings in excess of those for mobile telephones (51.2%) and less than
for Internet (87.5%).
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Graph 52: Children who have received warnings about the use of videogames (%)
100
90
80 38.8 35.6
42.4 40.1
70
60
50
40
30 58.3 62.3
54.7 56.0
20
10
0
Total interviewees Aged 10-11 Aged 12-14 Aged 15-16
Source: INTECO
Only four out of ten children who play videogames have had rules imposed on their use.
Graph 53: Existence of rules on videogame use (%)
100 0.5 0.7

90
80
70 59.2 55.4
60
50
40
30
20 40.3 43.9
10
0
Children Parents
Source: INTECO
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The paternal rules most often established with respect to videogame use are very similar
to those laid down for Internet use: limitation of the times at which they may play and the
days and length of time they are allowed to play.
In contrast to what was seen with regard to the use of Internet or mobile telephones, here
we detect significant differences between the rules 23 the parents have established and
those the children say their parents have imposed on them:
• 16.1% of parents declare that they are the ones who purchase the games,
compared to 1.6% of the children who corroborate this affirmation.
• 11.7% of parents say that they oversee which videogames their children purchase
and that they only buy what their parents allow them to. This rule is not even
mentioned by any of the children.
• Finally, within the rules restricting the use of videogames, the prohibition of certain
types of games is more widely mentioned by the children than by their parents.
23
This lack of knowledge on the part of the parents was already witnessed in the study on Videogames,
Children and the Responsibility of Parents, which underscored the fact that 38% of children admitted that, if
their parents were aware of the contents of some of their videogames, they would not let them play them.
Protégeles and Civértice together with the Child Ombudsman in the Community of Madrid (2005).
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Graph 54: Rules imposed on children to limit videogame use (%)
Limitation to certain times 64.0

57.2
Limitation of days and time 53.2

53.5
Ban on pay games 14.5

19.9
Ban on violent games 8.2

12.9
Ban on online gaming 10.4
12.3
Ban on racist / sexist games 3.7
9.5
No videogame console in bedroom 6.5

5.0
Ban on role-playing games 1.7

3.7
Parents buy games 16.1

1.6
Parents oversee type of games 0.0 11.7

0.6
Others 0.22.4
0 10 20 30 40 50 60 70
Source: INTECO
This fact should make us reflect on the attention mothers and fathers dedicate to the
choice and purchase of videogames for their children, their awareness of the classification
standards (especially the PEGI 24 and PEGI Online content rating systems) and their
appropriateness for the age and maturity of the child.
8.4 Perception and attitudes of the parents
The analysis of the parents’ perception of the overall security situation as regards the use
of ICT has been assessed according to the degree of agreement or disagreement
manifested in relation to a series of affirmations, reflected in Graph 55.
The conclusions are as follows:
• Almost 60% of the parents feel it should be the public authorities who take charge
of ensuring Internet is a safer place for children, while 56.2% believe that the
schools should educate and inform the youngsters on these matters.
• 53.3% agree with the idea that Internet would be safer if we all took advantage of
the protection offered by the programs available to us.
24
Op. cit. 16.
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• 50.2% is only too well aware that the spread of Internet threats is fruit of the scant
caution of users, of the lack of prevention measures adopted.
• 47.6% recognise that they had not shown enough concern, that they had not
asked, for example in their child’s school, what they should do.
Graph 55: Perception and attitudes of parents towards security in the use of Internet (%)
As concerned parents, we have asked at our child's

18.0 34.1 47.6
school about what we should be doing
Due to the scant information we have about Internet
34.7 41.5 23.4
security, we limit our use and that of our child
I would use more Internet services if I were shown how
38.0 48.0 13.7
to protect my computer
It is the fault of all users that Internet has become a
40.0 41.9 17.8
network filled with rather unethical practices
The spread of threats on the Internet is due to lack of
50.2 35.0 14.5
caution on the part of users
Internet would be safer if we all used the protection of
53.3 35.2 11.1
the programs we possess
Schools should train children how to use the Internet
56.2 37.4 6.1
safely
The Public Administration should take care of making
59.7 32.7 7.3
Internet safer
0 10 20 30 40 50 60 70 80 90 100
Fairly or totally in agreement Neither agree nor disagree
Fairly or totally in disagreement No specific reply
Source: INTECO
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9 RECOMMENDATIONS
We shall now offer a series of recommendations for action aimed at the public
administrations, the private sector and the educational authorities. Their prime purpose is
to foster the implementation of initiatives designed to guarantee safe use of the ICT by
children. When identifying the measures put forward here, apart from the statistical results
presented in this report, we took into account the contributions of the experts who
collaborated in the study, as well as the existing policies and initiatives in this field.
Before analysing in greater depth the measures targeting each of the actors involved, two
aspects to be taken into account should be underscored:
• First of all, dealing with this question requires, of necessity, the interrelation of all
the agents involved: public administrations, industry, educational authorities,
teachers, parents and third sector organisations (NGOs).
• Secondly, the key guidelines for action should envisage the need for constant
education and awareness campaigns targeting both children and adults.
9.1 Recommendations aimed at the public sector
The public administrations, whether regional, national or European, must boost

awareness and education in this field and foster a safe ICT environment for all children.
Educating and raising awareness in society is necessary, first of all, in order to breach the
digital gap separating children and adults; and, secondly, because the optimum solution
often calls for prudence and common sense – it is not enough to simply install security
tools.
9.1.1 Awareness programmes

Information is key for parents and children to be aware of the risks youngsters may
encounter when using ICT and, above all, the way to deal with them. From this study,
interesting conclusions may be drawn in this sense, allowing us to determine which
characteristics should be prevalent in future educational programmes to be implemented
by the public sector:
• The educational programme must aim to provide concrete guidelines for identifying
risks and the way to confront them 25 . What is needed is effective information which
25
In this sense, readers may consult the free guides and materials prepared by INTECO and available at:
www.inteco.es/Seguridad/INTECOCERT/Proteccion/Menores_en_la_red
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can enable parents and children to feel safe and comfortable when using ICT.
Solely with profound knowledge of the threats that exist on the Web can they be
combated. In this sense, it would be most useful to have guidelines that enabled
parents and children to diagnose for themselves whether or not a risk situation
actually exists. In the context described in this study, and given the dynamic nature
of this field, what is needed is a tool which allows us to know whether we are
facing a situation that could really pose a threat.
• Action targeting both groups, adults and children, needs to be taken. As regards
adults, the study confirms that they have less knowledge of the risks involved than
they believe. Nonetheless, the parents of Spanish children aged 10-16 possess
the aptitudes and education required to be able to absorb ICT-related information
(they are young, Internet users and are educated). Moreover, they are closely
involved in their children’s ICT habits (they establish rules, control their online time
in some way and show concern for the risks they face). The information must be
adapted to meet the training needs of each group, reinforcing information on the
lesser known risks in each case (the study showed how certain risks are, to a large
degree, better known by the children than by their parents, for example those
related to cyberbullying, while others revealed the opposite tendency).
• The way must be sought to breach the digital gap between adults and children.
One conclusion from this study is that, despite the fact that they approach ICT in
different ways (adults use Internet, while children live in Internet), both groups
“Children on the Internet Guide for Mothers and Fathers”
“Guide for Children on the Internet”
“Security Tools Guide for the Home”
“Practical guide on how to activate and configure parental control in operating systems”
In addition, at www.inteco.es/Seguridad/Observatorio, other guides produced by INTECO and aimed at

families and households are available for download, such as:
“Guide for the legal protection of children using the Internet”
“Guide on social networks, minors and privacy on the Web”
“Guide on protecting a Wi-Fi network in your home”
Finally, we wish to highlight the creation by INTECO, together with PantallasAmigas, of SecuKid
(www.secukid.es), a game of intelligence for mobile telephone terminals. The goal of this game is to get
across basic security concepts for the safe use of ICT to both children and adolescents from the age of 11.
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share points in common, within their own particular uses of the ICT. Both parents
and children are intensive Internet users, they mainly go online at home and they
use the Internet for sending and receiving emails, downloading files and searching
for information. Moreover, devices such as the mobile telephone are just as
frequently found with adults as with adolescents. When it comes to identifying
training programmes designed for both these groups, it could be a good idea to
make use of these synergies in order to propose awareness initiatives whose
target audience (either simultaneously or successively) would be both groups.
• In such awareness initiatives, the ICT as a whole must be considered, without

overlooking mobile telephones and videogames. An ever-present trend throughout
this study has been the fact that parents reveal less knowledge and concern about
the risks these channels entail than about those to be found on Internet. It is
possible that this situation is in response to the tendency to date for training
initiatives to concentrate on safe use of the Internet, to the detriment of other ICT.
In any case, the objective must be, first of all, to ensure parents and children are
aware that risk situations may also occur on channels which are alternatives to
Internet (for example, cyberbullying over the mobile telephone or access to violent
or inappropriate contents through videogames) so that, as a result, they will know
how to combat them.
• Educating about the risks that exist in the ICT must be rigorous and practical,
shunning the use of alarmist tones. Parents and children handle the ICT with
confidence and ease; educational programmes should be built upon
communication which offers users a sense of security.
• We must reinforce training in relation to effective measures for responding

adequately to security problems. This responsibility, shared by the public
administrations and the industry, is evident from the data thrown up by the study:
apart from the so-called “physical” measures (such as switching off the computer,
formatting the hard disk, ringing the IT specialist, etc.) parents and children do not
know what other action should be taken in the face of some security incident.
Evidently, the majority of the risks analysed in the study should be dealt with by
offering educational tips which encourage prudence and less so using measures of
a physical or technical nature.
At the time the present study was being drafted, several initiatives were identified in Spain
which pursue this goal of furthering education and awareness. In general, the measures
being adopted not only take into account the children, but also seek to get parents and
teachers involved, as well as other members of the educational community. The way in
which the various Public Administrations are implementing actions designed to further
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awareness and training in this field is highly varied: preparation of guides and didactic,
interactive material, dissemination of good practices, publication of studies, creation of
websites, organising roundtables, seminars and courses, etc. Here in Spain, the point of
reference in this field has been the creation of the portal www.chaval.es. Other similar
initiatives are those mentioned above undertaken by INTECO. This determined effort to
raise awareness, to which the public administrations are firmly committed, must be
reinforced and remain constant.
The goal of educating and making the population aware could also take into account
formal aspects, such as the organisation and systematisation of the information. The idea
is thus to provide those involved with background knowledge which facilitates the
decision-making process. To this end, we propose the creation of an up-to-date repository
of terms related to the threats children may encounter when using the ICT, which will
facilitate standardised criteria for fundamental concepts in this field (grooming,
cyberbullying, pederasty, stalking, etc.), which are often used in an inadequate fashion.
The identification of emerging potential threats for children could thus facilitate the
implementation of preventive measures.
In the same fashion, it would appear to be necessary to perform an inventory of security

tools and practices. Throughout this study, the need for educating parents and children on
these questions has been plainly evident. Hence, it is crucial that information be offered
not only on the risks, but also on possible security solutions: software tools and solutions
designed to support parental control (specific software, services offered by the ISPs,
functionalities of the operating system, etc.), especially as regards content access control.
It would be a good idea to have one single information centre bringing together all the
different security solutions, whether they be technical or educational.
At present, there exists a multitude of studies drafted by various authoritative bodies

(European institutions, public and private observatories, child ombudsmen, etc). With a
view to unifying all the available knowledge on these issues, it would be most useful to
create a web portal which could publish all the pertinent reports, data and studies related
to the protection of youngsters when using ICT. In the same fashion, it would be advisable
to seek an agreement that could facilitate the establishment of a common methodology
and investigative framework.
As has been reflected in the study, certain ICT-related behaviour could eventually lead to
health problems. Situations such as excessive use of the ICT, exposure to certain content
or behaviour which could entail harassment by other persons, such as cyberbullying or
grooming, may result in physical and psychological disorders. Therefore, preventive
measures must also address health issues.
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9.1.2 Fostering a safe environment

Apart from influencing the behaviour of users, both children and adults, by means of the
awareness programmes outlined above, the public administrations must continue working
on the ICT environment, whether this be physical or virtual.
We propose the creation of an online public consultancy service, for both children and
adults, on the risks that exist on the Web. In this sense, ever since 2006, IQUA (Internet
Quality Agency) has been offering a User’s Defence Office (e-ODU), accessible online
and via a free hotline. This office allows users to formulate queries relating to e-
commerce, as well as lodge complaints regarding illegal or harmful content on the Net.
Moreover, it grants quality awards to those websites which fulfil certain quality parameters
(the “IQ” seal). Since its creation, it has managed to close several websites hosting illicit
or harmful content.
This platform could serve as the basis for creating a new service – more ambitious and
more wide-ranging – including services such as FAQs (frequently asked questions) and a
24-hour service for channelling information related to security threats and solutions to both
youngsters and adults.
It is worth mentioning an initiative which, although it belongs to a different area (advising

children on sexual relations and the consumption of alcohol), could serve as an example
to be followed, given its training and educational activities. We are referring to the Robin
initiative, promoted by the Ministry of Health and Consumer Affairs, in collaboration with
Microsoft Iberia. Robin is a robot who is added on as another contact in Messenger and
interacts with youngsters, responding to any doubts they may pose. Given the widespread
use of instant messaging tools among youngsters, a tool of this kind may constitute an
ideal channel for educating children, by answering their queries regarding Internet and
ICT risks.
The public authorities must continue publicising in an effective manner the existing
channels for lodging complaints. Within the European context, and under the auspices of
the Safer Internet Action Plan, the INHOPE (International Association of Internet Hotlines)
network was created to coordinate reports phoned in to European hotlines (in Spain, this
work is handled by Protégeles on its website www.protegeles.com). Some autonomous
communities, such as Andalusia, have also implemented hotlines and other channels for
receiving complaints, with this same goal of cleaning up Internet.
The study highlights the need for joint action on the part of all the actors involved in the
safe use of the ICT. In this sense, it is necessary for the public administrations to foster
permanent communication channels and regular roundtables where all the different
agents can meet up (representatives from the educational sector, consumer
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organisations, parents’ associations, security forces, child protection agencies, videogame

distributors, telecoms service providers, etc.), strive to increase the level of knowledge
and, in particular, reduce the time lapse between the moment when some problem
manifests itself and when society manages to respond.
Finally, the administrations should encourage and support the creation of websites which
are safe for children. There already exist public administration initiatives to foster the
creation of safe websites for children, such as the Xarxa Segura IB seal of approval
granted by the government of the Balearic Islands to websites which meet the
requirements designed to further safe, responsible Internet use by youngsters. The
aforementioned IQ quality seal, awarded by IQUA, likewise guarantees the fulfilment of
certain quality standards by the website which sports this distinction. In this case, unlike
the previous example, the standards required for the seal to be awarded do not
exclusively relate to the safety of children.
The recommendation here aims to advance and delve deeper into the need for initiatives
of this kind, creating a nationwide or even supranational seal which identifies safe
websites for children and publicise their existence to all pertinent actors. It would also be a
good idea to boost the popularisation of this measure, demanding or encouraging
companies putting in tenders or public bids for contracts to possess this quality seal.
9.2 Recommendations for the industry
As an unquestionably important actor for furthering ICT security, it is vital that the private
sector should continue developing tools and technologies which serve to support parents
and children in the task of preventing and managing risks related to Internet and the
mobile telephone.
We shall now list some of the tools we feel the private sector should focus on, in many
cases with public support:
• Mechanisms for confirming the age of users. There already exist several
experiences (e.g. in the UK, in the use of mobile telephones) which should be
further developed and extended to other fields. The content and access industry
(telephone operators and ISP) should be implicated in the task of incorporating
them.
• Mechanisms for an adequate control of access to contents and services, filters and
parental control. Such mechanisms exist, but they have deficiencies which require
further improvements. In any case, they would have to be incorporated in a natural
fashion to the basic services on offer.
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• Mobile telephones adapted for safe use by youngsters. The industry, which
already produces this kind of devices, could establish a public classification of the
handsets currently on the market, following a methodology for assessing their level
of security. Alternatively, it could draw up a list of good practices, recommending
the safest mobiles for children.
• Systems for controlling unauthorised transmission of personal details (e.g. fight

against spyware). The theft of personal data may be combated using anti-malware
software and the industry which is in direct contact with users is in an optimum
position to arrange its distribution among users.
• Tools which take advantage of the capacity of search engines to locate potential
risk content, using agent technology to scan the Net and locate possible harmful
webpages. Combining the API technology – offered by both Google and Yahoo –
with the development of agent technology applications, systems may be created
for seeking out potentially illegal or dangerous data, thus increasing the
effectiveness of software already used by Spain’s police forces, such as Hispalis
(used by the Civil Guard for locating child pornography on P2P networks).
• Enhanced systems for labelling and classifying content. Progress should be made
in the evolution towards the Semantic Web, while seeking the interconnection of
existing systems. With respect to the objectives of the Semantic Web, the WWW
Consortium clearly outlines points in common with the problems dealt with here, in
relation to describing and cataloguing content.
• Restrictive and transparent policies regarding access to personal data. Companies

must scrupulously follow the dictates of the Spanish law (the LOPD), which will
facilitate the achievement of wide-ranging protection in this field.
If the study poses the need for education and awareness as a key condition for managing
to make Internet safer for children, the industry also has the responsibility of participating
in ensuring this challenge is met. Thus, the study reveals a really low level of knowledge
and an even lower use of all the available physical security measures apart from antivirus
software. The industry must implement the education programmes necessary to increase
the level of knowledge of the little-known measures and the level of use of those
measures which are known about but not implemented. To do so, it is crucial that the
information refers to practical aspects of the tool and that it provides the end-user with the
functionalities and benefits stemming from its use.
In most cases, the industry’s own self-regulation codes include the need to undertake
activities related to dissemination, education or prevention. In this sense, the private
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sector is participating actively in many initiatives which place at the service of citizens: the
creation of guides, websites or didactic material, participation in events promoting safe
use of the ICT or offering workshops and sessions for both youngsters and responsible
adults. It is important that the industry should continue participating actively in educational
and prevention programmes.
9.3 Recommendations for the educational authorities
As regards the need for education targeting, in particular, the younger children, we
recommend including on the school syllabus the safe use of ICT, in such a way that
learning about security tools and practices becomes implicit and inherent in learning how
to use the ICT.
On this question, the following aspects are to be recommended:
• Ensure that the education covers all the pertinent subjects
• Encourage interaction between parents and teachers to ensure consistency
Finally, it would be a good idea to implement policies and procedures which guarantee
covering security tools and habits on the PCs and throughout the school activities. Within
schools, the computers connected to Internet are another educational resource available
to pupils and, for this reason, the school’s authorities must ensure that the computers and
the connection possibilities fulfil the designated uses and objectives.
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10 ANNEXE I: DETAILED METHODOLOGICAL DESIGN

OF THE STUDY
With a view to achieving the goals outlined in the Study on safe habits in the use of ICT by
children and adolescents and e-trust of their parents, objective measurements have been
used which allow us to reach a diagnosis of the situation regarding the use Spanish
children make of the new Information and Communication Technologies and the impact
that their inherent risks and threats may have on our youngsters.
The aim is to gather information on the changes in the uses, habits, knowledge and
perception of ICT security matters among children, as well as the knowledge, awareness,
perception and involvement of parents and guardians, with respect to security and e-trust
matters and how it affects the safe use of ICT by their children.
To this end, INTECO developed an innovative methodology – performed for the first time
in Europe – for undertaking a double survey polling both children and their parents. There
is only one precedent in the world – the American Teens & Online Safety 26 study carried
out by the Pew Internet & American Life Project 27 – a survey of a representative
nationwide sample of 935 children aged 12-17 and their parents, undertaken in October
and November 2006.
The methodology employed is based on:
• Absolute respect for the rights of the children, given that this was a survey
exclusively targeting underage children, whose contents reflect delicate aspects
relating to their behaviour and their private life.
INTECO has striven to safeguard this need for respect by gathering information in
keeping with the following guidelines:
26
Pew Internet & American Life Project (2007): American Teens & Online Safety: What the research is telling
us…. Further information available at: http://www.pewinternet.org/PPF/r/110/presentation_display.asp
27
Pew Internet & American Life Project (2007). Op. cit. 26.
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o Ask the children to confirm their voluntary participation in the study, as

recommended in the UN Declaration of the Rights of the Child 28 and laid
down by the Spanish Organic Law on the Legal Protection of Children 29 .
o Seek the authorisation of the child’s parent or legal guardian by means of

informed consent, whereby they are duly informed about the contents of
the study, its use/purpose, INTECO, as well as the content of the
somewhat delicate questions.
• Secondly, the hypothesis based on the fact that, as the children mostly access
Internet at home, mothers and fathers are magnificent informants regarding the
behaviour patterns they observe and what they know about their children’s online
habits, with respect to the ICT security systems and practices in place in the home.
In short, greater knowledge of the adults’ command of technology in each family,

of their awareness, sensitivity and attitudes in the face of ICT risks, as well as what
each household does in this regard, could greatly assist when it comes to defining
plans and actions for improving security levels for children.
• Thirdly, gathering sensitive data within the family unit. The use of Internet,
videogames and mobile telephones could be a cause for disputes or conflicts
between parents and children and this could provide an indicator of deviated
behaviour when using ICT.
Moreover, the children’s replies may be conditioned by the possible consequences

were their parents or legal guardians to learn of their contents. For this precise
reason, the interviews were carried out separately and at different times, in order
to avoid this potential influence and guarantee the maintenance, at all times, of the
children’s privacy.
• Fourthly, garnering separate replies from parents and children to identical

questions on knowledge and incidence of risks, establishment of rules, location of
the computer, etc. – i.e. practically the whole questionnaire – makes it possible to
fully contrast the data obtained. Moreover, this allows us to analyse to what degree
parents have limited knowledge of many of the behaviour patterns of interest for
28
Office of the High Commissioner for Human Rights: Declaration of the Rights of the Child. Further
information available at: http://www.unhchr.ch/spanish/html/menu3/b/25_sp.htm
29
Organic Law 1/1996, of January 15th, on the Legal Protection of Children.
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this study. For example, the threats to which their children expose themselves in
their use of the ICT, whether or not they adopt risky behaviour practices, the
“confessed” incidence of the different risks, etc.
• Fifthly, the conviction that polling the children outside the home, particularly those
aged 10-12, would be difficult, given the content of the questions and the issues
being dealt with. Moreover, this alternative impeded carrying out individualised
interviews, which would have to be performed collectively in the classroom, thus
making it impossible to guarantee an absence of peer influence; nor could the
response of all the parents be guaranteed.
In addition, this methodology – based on the use of two different, complementary

questionnaires, one targeting the child’s legal guardian, father or mother, and the other
targeting the child – presents the following characteristics:
• Contrastable: between the questions posed to parents and to their children, save
the way they are asked and the use of expressions adapted to the child’s
language. This characteristic, which enables the replies to be compared, is present
in both questionnaires in all the questions, save those posed exclusively to the
parents.
• Adapted: when designing the questionnaire, great care was taken to ensure the
language used – particularly for the children – was suitable for each group,
especially bearing in mind the age of the youngsters involved.
• Extension: the extension of the questionnaire proved a real challenge, given that
this was a pioneering study investigating a problem for which there were no prior
data and it thus proved necessary to ask questions about all possible aspects.
Moreover, it must be remembered that three information technologies were being
analysed – Internet, videogames and mobile telephones. The average time
needed to complete the questionnaire ranged from thirty to forty minutes, with the
result that each family collaborated by dedicating between one hour and an hour
and a half of their time to respond to both surveys.
• Performed using personal interviews: given the contents of the study, it was
necessary for the survey to be undertaken by a pollster who, where necessary,
would be capable of clarifying the sense of the questions and of the different types
of risk, etc.; as well as turning to cards and lists for evaluating intensities,
frequencies, etc.
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• Separate interviews: in order to avoid the opinions of the parents conditioning the
replies of their children, together with the informed consent, authorisation was
sought to hold the interviews at two different times, in such a way that the replies
of one group could not influence those of the other. As a result, although parents
and children participated in the study, the surveys were performed separately
without the father or mother being present during the child’s interview and vice
versa.
10.1 Technical aspects
The technical characteristics of the investigation are described below.
10.1.1 Universe
All Spanish families with children aged 10 to 16 who access and surf the Internet at home.
In order to delimit the participating families with greater precision, an Internet connection
from the home was required.
10.1.2 Sample size and distribution

We arrived at a sample group of 625 families with at least one child aged 10-16 who is a
Net user. The interviews were held in the residential homes of these families, with a two-
pronged survey for each group, this producing a total of 1,250 surveys performed.
Given that we sought to achieve a reasonable level of reliability for each age group and
gender of the children participating, the sample was distributed on the basis of a simple or
non-proportional affixation criterion.
This affixation was undertaken on the basis of criteria such as the area, sex and age of
the children, with the following provinces being chosen for the sample:
• A Coruña • Madrid
• Albacete • Sevilla
• Badajoz • Valencia
• Barcelona • Vizcaya
• Leon • Zaragoza
The sample was drawn with simple affixation of zone, gender and age of the children, with
the result that, initially, the distribution reflected the following parameters:
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Table 11: Initial distribution of the sample by zone, sex and age of the children
GIRLS BOYS
10 - 12 13 - 14 15 - 16 10 - 12 13 - 14 15 - 16 TOTAL
A Coruña 9 9 8 9 8 8 51
Albacete 8 8 8 7 7 8 46
Badajoz 9 9 8 8 8 8 50
Barcelona 17 17 18 16 18 18 104
León 7 9 11 9 9 8 53
Madrid 16 17 16 16 17 18 100
Sevilla 8 7 9 10 9 9 52
Valencia 12 13 12 12 13 13 75
Vizcaya 8 8 9 9 7 9 50
Zaragoza 9 8 8 9 7 10 51
Total Age 103 105 107 105 103 109
632
Total Sex 315 317
Source: INTECO
Nonetheless, in order to avoid the inconsistency of the territorial sub-samples with less
than 30 individuals, the decision was taken to introduce a regional compared analysis in
order to gauge the profile of the sample distribution. To this end, a GIS (Geographical
Information Systems) analysis was undertaken of the composition of the population of all
the census sections of the municipalities within these provinces, in order to identify those
sections in which youngsters aged 10 to 16 make up at least 10% of the population, save
the case of the provincial capitals.
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Table 12: Young population in the provinces and municipalities within the sample (in
absolute values)
Population Distribution
Penetration
Province Municipality Municipal Segmentation 10-14
15-19 year of 10-19
TOTAL year year olds
olds
olds
A Coruña Capital less than 500,001 243,320 8,848 10,371 7.9%
Ribeira More than 20,000 1,429 1,519 27,053 10.9%
A Coruña
Camariñas From 5,001 to 20,000 296 367 6,323 10.5%
Dumbría From 1,001 to 5,000 184 219 3,970 10.2%
Albacete Capital less than 500,001 9,365 10,233 161,508 12.1%
Barrax Metropolitan Area 121 114 1,925 12.2%
Albacete Caudete From 5,001 to 20,000 591 613 9,744 12.4%
Ossa del Montiel From 1,001 to 5,000 170 189 2,788 12.9%
Robledo Less than 1,001 21 37 461 12.6%
Badajoz Capital less than 500,001 8,536 9,404 143,748 12.5%
Corte de Peleas Metropolitan Area 92 97 1,290 14.7%
Calamonte From 5,001 to 20,000 394 494 6,084 14.6%
Badajoz Villalba de los
From 1,001 to 5,000 124 125 1,704 14.6%
Barros
Puebla de la
Less than 1,001 63 67 868 15%
Reina
Barcelona Capital more than 500,000 60,134 64,847 1,605,602 7.8%
Sant Cugat del
Metropolitan Area 4,605 3,842 73,774 11.4%
Vallés
Barcelona Viladecavalls From 5,001 to 20,000 485 448 7,036 13.3%
Sant Bartomeu del
From 1,001 to 5,000 62 74 1,001 13.6%
Grau
Sobremunt Less than 1,001 13 11 102 23.5%
León Capital less than 500,001 5,306 6,540 136,985 8.6%
Sariegos Metropolitan Area 226 230 3,742 12.2%
León Bembibre From 5,001 to 20,000 515 659 10,092 11.6%
Santa Mª del
From 1,001 to 5,000 157 182 3,156 10.7%
Páramo
Madrid Capital more than 500,000 5,306 6,540 136,985 8.6%
Tres Cantos Metropolitan Area 3,014 2,518 39,826 13.9%
Villanueva de la
Madrid From 5,001 to 20,000 1,084 1,087 14,809 14.7%
Cañada
Cobeña From 1,001 to 5,000 336 250 4,293 13.7%
Braojos Less than 1,001 15 9 176 13.6%
Sevilla Capital more than 500,000 35,449 38,204 704,414 10.5%
Palacios y
More than 20,000 2,362 2,567 35,225 14.0%
Villafranca (Los)
Sevilla Cuervo de Sevilla
From 5,001 to 20,000 574 642 8,301 14.6%
(El)
Badolatosa From 1,001 to 5,000 246 250 3,200 15.5%
Garrobo (El) Less than 1,001 51 56 812 13.2%
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Population Distribution
Penetration
Province Municipality Municipal Segmentation 10-14 of 10-19
15-19 year
TOTAL year year olds
olds
olds
Valencia Capital more than 500,000 34,625 37,339 805,304 8.9%
Rocafort Metropolitan Area 406 366 6,144 12.6%
Valencia Carcaixent From 5,001 to 20,000 1,403 1,555 21,753 13.6%
Macastre From 1,001 to 5,000 78 72 1,201 12.5%
Pinet Less than 1,001 14 12 187 13.9%
Bilbao Capital more than 500,000 12,767 14,406 354,145 7.7%
Loiu Metropolitan Area 99 204 2,200 13.8%
Vizcaya
Atxondo From 1,001 to 5,000 62 100 1,441 11.2%
Etxebarria Less than 1,001 43 43 812 10.6%
Zaragoza Capital more than 500,000 28,115 30,795 649,181 9.1%
Épila Metropolitan Area 212 256 4,184 11.2%
Ejea de los
Zaragoza From 5,001 to 20,000 777 942 16,785 10.2%
Caballeros
Figueruelas From 1,001 to 5,000 73 66 1,130 12.3%
Albeta Less than 1,001 5 12 144 11.8%
Source: INTECO
Through the use of digital mapping, this analysis allowed us to identify the municipalities
and, within them, the census sections, in order to locate the urban areas and offer street-
level details of where the field work was to be performed, as can be seen in the following
graphs.
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Graph 56: Concentration of young population per census section in the ten provinces
selected for the study sample (% of section population)
Source: INTECO
Graph 57: Concentration of young population per census section of Madrid Capital (% of
section population)
Source: INTECO
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Graph 58: Concentration of young population per census section of Leon Capital (% of
section population)
Source: INTECO
The application of this methodology allowed us to balance the sample using the census
data published by the National Statistics Institute, with information drawn from the
Continuous Population Census.
Table 13: Balanced by age, sex and province of residence, from the sample of children who
have used Internet in the last 3 months (in absolute values)
10 years 11 years 12 years 13 years 14 years 15 years 16 years

TOTAL
M F M F M F M F M F M F M F
A Coruña 1.6 1.8 1.6 1.8 1.8 2.0 1.9 2.0 1.9 2.1 2.4 2.4 2.5 2.5 29
Albacete 1.0 0.8 1.0 0.9 0.9 0.8 1.0 1.0 1.0 0.9 1.2 1.1 1.1 1.1 14
Badajoz 1.5 1.5 1.5 1.5 1.6 1.6 1.7 1.7 1.7 1.7 2.0 1.9 2.0 1.9 23
Barcelona 11.8 11.9 11.8 12.0 11.9 12.2 12.1 12.4 12.0 12.2 13.0 12.6 13.2 12.7 172
León 0.9 0.9 .09 1.0 0.9 1.0 1.0 1.1 1.0 1.1 1.2 1.2 1.3 1.3 15
Madrid 12.6 11.7 12.8 11.8 13.0 12.2 13.4 12.6 13.1 12.3 14.8 14.0 15.4 14.5 184
Sevilla 4.0 3.8 4.1 4.0 4.4 4.1 4.4 4.2 4.6 4.2 5.1 4.7 5.0 4.7 61
Valencia 4.4 4.6 4.4 4.6 4.7 4.8 4.7 5.0 4.6 4.9 5.6 5.6 5.7 5.6 69
Vizcaya 2.0 2.0 1.9 2.1 2.0 2.1 2.1 2.2 2.0 2.2 2.2 2.2 2.3 2.3 29
Zaragoza 1.9 2.0 1.8 2.0 1.9 2.0 1.9 2.1 1.9 2.1 2.1 2.0 2.2 2.2 28
Total Sex 42 41 42 42 43 43 44 44 44 44 49 48 51 49
625
Total Age 83 84 86 89 88 97 99
Source: INTECO
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Finally, after verifying that the differences in the penetration of Internet use at these ages
for each of the provinces are not relevant, according to the INE’s own data 30 , the final
distribution was as shown in the following table:
Table 14: Final distribution of the sample by area, sex and age
GIRLS BOYS
10-12 13-14 15-16 10-12 13-14 15-16 TOTAL
A Coruña 9 8 8 9 8 8 50
Albacete 9 8 8 9 8 8 50
Badajoz 9 8 8 9 8 8 50
Barcelona 16 17 17 16 17 17 100
León 8 9 8 8 9 8 50
Madrid 16 17 17 16 17 17 100
Sevilla 8 8 9 8 8 9 50
Valencia 12 13 12 12 13 13 75
Vizcaya 8 8 9 8 8 9 50
Zaragoza 9 8 8 9 8 8 50
Total Age 104 104 104 104 104 105
625
Total Sex 312 313
Margin of Error ± 5.7% ± 5.7% ± 4.0%
Source: INTECO
10.1.3 Data capture

Personal interviews done separately, so that the opinions of the parents or legal guardians
did not condition their children’s responses, after obtaining the necessary authorisation to
carry out the interviews at two different times.
10.1.4 Field work

Undertaken January 2nd - 21st 2008.
10.1.5 Sampling error

Although 1,250 people were polled, as the goal of the study was to diagnose and analyse
the risks of ICT for children and the e-trust of their parents, the reliability levels or
sampling error must refer to 625 families or cases.
Moreover, in accordance with the simple or non-proportional affixation sampling criteria for
each age group of the children interviewed, in which p=q=0.5 and for a level of confidence
of 95.5%, the following calculations of the sampling error were determined.
30
INE (2006). Op. cit. 6.
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Table 15: Levels of sampling error by age and gender of the children
GENDER TOTAL
Girls Boys Number Margin of Error
10 - 11 years old 104 104 208 ± 6.9%
12 - 14 years old 104 104 208 ± 6.9%
15 - 16 years old 104 105 209 ± 6.9%
TOTAL 312 313 625 ± 4.0%
Margin of Error ± 5.7% ± 5.7%
Source: INTECO
10.2 Consistency and robustness of the sample
Once the provinces were selected and the need to establish a minimum size of the
sample for each of them was taken into consideration, a multiple-stage sampling method
was employed to determine the municipality and the section or sections within which the
sampling was to take place and thus select the sample unit (family with a child Internet
user) and the individuals to be interviewed.
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11 ANNEXE II: PARTICIPANTS IN THE STUDY
11.1 Institutions, Associations and Organisations
• Ararteko. Child Ombudsman of the Basque Country. Iñigo Lamarca Iturbe,

Ararteko.
• Spanish Association of Entertainment Software Distributors and Editors (ADESE).

Carlos Iglesias Redondo, Secretary General.
• Association of Mobile Services Companies (AESAM). María Rosa Rotondo,

Secretary General.
• Association of Internauts (AI). Ofelia Tejerina, Lawyer for the Association of

Internauts.
• Association of Internet Users (AUI). Miguel Pérez Subías, President.
• Spanish Confederation of Parents’ Associations (CEAPA). Pedro Rascón Macías,

Vice-President.
• National Police Force. Technological Investigation Brigade (BIT). Luis García

Pascual, Chief Inspector of Child Protection Group I.
• Audiovisual Council of Navarra.
• Child Ombudsman of Andalusia. Andalusian Public Ombudsman. Juan Luis

López, Department Chief.
• Child Ombudsman of the Community of Madrid. Javier García Morodo, Consultant

for the Technical Office.
• Public Ombudsman in Castilla-La Mancha.
• Vodafone España Foundation. Javier del Arco & Carabias-Méndez, Scientific

Coordinator.
• Civil Guard. Central Operational Unit. Alfonso de Miguel Yanes, Captain of the
Telematic Crimes Group.
• INTECO. Enrique Martínez Marín. Director General.
• INTECO. Pablo Pérez San-José. Manager of the Information Security

Observatory.
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• IQUA. Internet Quality Agency. Santiago Ramentol i Massana, President
• Microsoft Ibérica. Luis Martín Bernardos, Director of Marketing for the Major
Enterprises Market.
• PantallasAmigas. Jorge Flores Fernández. Coordinator.
• Platform of Childhood Organisations (POI). David Martín & Oscar Belmonte,

Coordinators of the Cibercorresponsales programme.
• Protégeles. Guillermo Cánovas, President.
• Office for the Defence of Children’s Rights of the Government of the Balearic
Islands.
• Public Ombudsman of Castilla y León.
• Red.es. María Dolores Gonzalo Tomey, Applications, Education & Contents.

Digital Society Directorate.
• Red.es. Virginia Zabala Carretero, Communications for the portal Chaval.es.
• Symantec Corporation. Antonio de la Cruz, Principal PR Manager Spain &

Portugal.
• TELEFÓNICA España. Bernardino Cortijo, Director of Corporate Security.
• UNICEF–Spanish Committee. Gabriel González Bueno, Head of Children’s Rights.
11.2 Experts and Professionals
• Ángela Huertas Pastor. Founder of the Community of Telecentres. Information

Society Development Dept. Technological Institute of Aragon.
• Carlos Gurpegui Vidal. Educommunicator, journalist and image & multimedia

expert. Coordinator of the ‘Pantallas Sanas’ programme of the Government of
Aragon.
• Carmelo Garitaonaindia Garnacho. University of the Basque Country. Faculty of

Social Sciences and Communications. Department of Journalism.
• Francisca López Torrecillas. University of Granada. Psychology Faculty.

Department of Personality, Evaluation and Psychological Treatment.
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• Gladys Herrera Patiño. Expert in educational communication. EDEX Foundation.

‘PantallasAmigas’ Initiative.
• Itziar Azkona. Child Psychopathology Centre at the Hospital of Rekaldeberri.

Haurrak Foundation. Osakidetza-Basque Health Service.
• Javier Urra. Forensic Psychologist. Prosecutor’s Office at the Superior Court of

Justice and Juvenile Courts of Madrid.
• Jesús de la Gándara Martín. Head of Psychiatric Service. Hospital General Yagüe

in Burgos.
• José María Sánchez Bursón. Prospects Manager. Innovation and Participation

Observatory. Andalusian Regional Government. Department of Innovation,
Science & Business.
• Julen Ortiz de Murua y Mendibil. Supervisor of the Psychiatry Area of Gipuzkoa.

Osakidetza-Basque Health Service.
• María Inés Monjas Casares. University of Valladolid. Faculty of Education & Social
Work. Department of Psychology.
• Miguel Ángel Carbonero Martín. Vice-Dean of Academic Planning. University of

Valladolid. Faculty of Education & Social Work.
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12 ANNEXE III: QUANTITATIVE ANALYSIS OF THE

RISKS FACED BY CHILDREN WHEN USING THE ICT
This annexe includes the detailed quantitative analysis of the level of knowledge,
perception of gravity and actual incidence of the risks outlined in Section 6.
12.1 Perception and general attitudes towards ICT threats for the children
3 out of 4 parents say they are well aware of the dangers Internet holds for the computer
and for their child. Somewhat fewer, approximately 2 out of 4, declare they know what
threats videogames and mobile telephones pose for their child.
Things are different from the children’s viewpoint: their perception of knowing what
dangers lurk on each of the ICT channels analysed is lower in every case to that declared
by their parents. Specifically, 36.2% of the youngsters declare they know little or nothing
about the dangers videogames may entail and 41.5% say the same about mobile
telephones.
Parents believe they know full well what dangers their children face when using ICT to a
greater degree than that declared by their own children. However, both groups, parents
and children, agree on the fact that they know more about Internet threats than about
those of videogames or mobile telephones.
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Graph 59: Degree to which parents and children are aware of the dangers of each of the ICT
channels (%)
Children (mobile hazards for them) 39.2 19.3 41.5
Parents (mobile hazards for child) 47.1 19.6 33.3
Children (videogame hazards for them) 40.7 23.1 36.2
Parents (videogame hazards for child) 52.8 20.0 27.2
Children (Internet hazards for them) 60.9 28.0 11.1
Parents (Internet hazards for child) 73.8 19.9 6.3
Children (Internet hazards for PC) 64.6 28.2 7.2
Parents (Internet hazards for PC) 74.2 21.2 4.6
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100
Are well aware of the dangers Know something %
Know little or nothing
Source: INTECO
The preoccupation parents reveal with regard to what their children do on each of the
three channels is considerable: 58.8% of parents are very or rather worried about what
their children do on Internet, compared to 45.3% in the case of videogames and only
36.6% for mobile telephones.
Graph 60: Degree to which parents worry about what their child does with… (%)
100% 5.1
16.6
80%
58.8 45.3
36.6
60%
40%
36.6 37.3
20% 39.7
10.2 12.3
0%
Internet Mobile Videogame
Little/nothing Something A lot/Quite a lot DK / NA
Source: INTECO
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What most concerns parents is the risk of dependence or excessive use (39.5% declared
this spontaneously), far ahead of any of the other situations: virus (13.4%), sexual
harassment (9.9%), interaction with strangers (9.2%), scams and frauds (8.7%) or access
to inappropriate content (8.2%).
Graph 61: Risks which concern parents (mentioned spontaneously) (%)
Dependency and/or addiction 39.5

Viruses 13.4
Sexual harassment 9.9
Chatting with strangers 9.2
Fraud, swindles and theft 8.7
Inappropriate content 8.2
SPAM and unsolicited emails 4.7
Loss or theft of personal information 4.6
Arranging to meet strangers and/or adults 3.8
False or sensitive information 3.2
Excessive expense 2.3
Insults - violent conduct 1.5
Destroys educational values 1.1
Others 1.0
Multiple reply possible 0 5 10 15 20 25 30 35 40 45
Source: INTECO
A surprisingly high percentage of parents gave no specific reply (30.8%) and the low
number of risks parents mention spontaneously, as reason for concern (with the exception
of dependency and/or addiction, contemplated by almost 40% of the parents). This
behaviour may be a sign of the limited spontaneous knowledge adults possess regarding
the risks lurking out there on the Net.
In this context, it should be pointed out that they say they are aware of the dangers of the
ICT and express concern in this regard. However, when they are asked to offer details of
specific risks which worry them, a third of them are unable to give a concrete reply.
In some case, these results are in sharp contrast with those thrown up by an exhaustive
analysis of each of the risks (sections 12.2 and following). There, for each situation
analysed, the degree to which parents are worried was revealed. In general, the results
reveal levels of concern in excess of those shown in Graph 61. The deviation responds to
the way of posing the question (spontaneous, in the case we have just analysed,
compared to leading questions, in the case of the individualised analyses in sections 12.2
and following).
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12.2 How should the analysis of each of the risks be interpreted
The following headings offer a more profound detailed analysis of each of the 8 risk
groups in the present study. For each type of risk, diverse behaviour patterns are
analysed, up to a total of the 28 identified in Table 9. In addition, in each case we offer the
contrasted viewpoints of parents and children. Such a variety of analysis variables means
that the presentation of results can sometimes prove rather complicated. For this reason,
each risk has been dealt with in the same fashion in the following 8 sub-headings,
employing the same exposition and discourse methodology. The following table
summarises this methodology, with a view to serving as a support tool facilitating
comprehension of the issues involved. It describes the type of information analysed in
each case and reproduces the questions on the questionnaire for parents and children,
which formed the basis of the investigation.
It is worth pointing out that the study data are based on the perception of those surveyed
and, as a result, may be tainted with the bias implicit in any result based on a poll or
survey. The special sensitivity of certain issues – entailing as they do legal connotations
(e.g. illegal downloads) or social taboos (such as accessing contents of a sexual nature) –
may distort the veracity of the replies to a certain degree. The reader should bear this in
mind when it comes to drawing conclusions.
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Table 16: Summary table for a correct interpretation of the analysis of the risks
DESCRIPTION OF THE RISK

Introduction to the concept and a list of the behaviour patterns associated with each analysed
threat.
KNOWLEDGE
Level of knowledge of the risk that exists for each behaviour on the part of adults and children.
Of the following behaviours, which do you know pose, or could pose, a risk for your
Parents
child / for your child’s computer?
Of the following behaviours, which do you know pose, or could pose, a risk for you /
Children
for your computer?
PERCEIVED GRAVITY
Gravity the parents apportion to each of the behaviour patterns in the event that they should
occur to their child.
Parents How serious would it be if this occurred to your child?
INCIDENCE AND FREQUENCY
Direct incidence (on the child)
Degree to which each of the behaviours has actually been experienced by the child,
contrasting the viewpoint of parent and child.
Parents Which of these events are you aware has occurred to your child?
Children Which of these events has occurred to you?
For each of the situations which have occurred, we analyse how often they took place over
the last year.
How many times over the last year are you aware that your child has been in each
Parents
of these situations?
Children How many times over the last year have you been in each of these situations?
Indirect incidence (on the child’s circle)
Degree to which the situations analysed have occurred within the child’s circle (friends,
colleagues, neighbours, acquaintances, relatives, etc.) contrasting viewpoint of parent and
child
Among your child’s friends, colleagues, neighbours, acquaintances or relatives,
Parents
which of these incidences have occurred?
Among your friends, colleagues, acquaintances or relatives, which of these
Children
incidences have occurred?
Source: INTECO
12.3 Excessive use and addiction
12.3.1 Knowledge
Excessive use of and/or addiction to the ICT are widely known phenomena both among
parents (8 out of 10) and among children (6-7 out of 10), as shown in Graph 62. The level
of knowledge is higher among parents than among their children.
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Graph 62: Knowledge of risks related to excessive use and addiction (%)
82.9
Dependency or excessive
use
63.6
83.1
Social isolation
74.0
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0
Children Parents
Source: INTECO
12.3.2 Gravity perceived by the parents

The risks linked to addiction worry parents, given that dependence or excessive use is
considered by 42.8% of them to constitute a rather or very grave problem. In the case of
social isolation (rejecting other activities due to being online), 34.5% of the parents view
this conduct as being very or rather serious. This is consistent with the results shown in
Graph 61, where nearly 40% of parents spontaneously mentioned dependence and/or
addiction as the ICT-related risk which most concerns them.
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Graph 63: Gravity attached by the parents to addiction-related risks (%)
100%
90%
80% 34.5
42.8
70%
60%
50%
40% 48.2
44.7
30%
20%
10% 16.9
12.3
0%
Dependency or excessive use (n=518) Social isolation (n=519)
Not very or not at all serious Somewhat serious Quite or very serious DK / NA
Source: INTECO
12.3.3 Incidence
Direct (on the child)
Almost 3 out of 10 children have incurred in excessive use of ICT. 28.7% of the
youngsters affirm having experienced “social isolation” situations (this being taken to
mean “rejecting being with friends”) and 26% admit having suffered episodes of
dependence or excessive use. With slight variations (downwards in the first case and
upwards in the second), the viewpoint of the parents coincides on this question.
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Graph 64: Direct incidence of conduct associated with Internet addiction (%)
29.3
Dependency or
excessive use
26.0
25.6
Social isolation
28.7
0 5 10 15 20 25 30 35
Children Parents
Source: INTECO
It is true that, while the amount of data is more than considerable, perhaps the survey-
based methodology is not the most realistic way of gauging the incidence of this type of
disorders. A clinical diagnosis would take into account evidence and signs, rather than
responses based on self-perception.
We shall now analyse the declared frequency of the situations analysed, for those cases
where this has occurred. In general, the most common tendency is for this to be very
sporadic: 3 of every 4 youngsters who have experienced dependency, excessive use or
social isolation have only suffered it “very occasionally or never” (in the last year).
The frequency with which they report these risks of addiction in the use of Internet reveals
greater sensitivity on the part of the parents, who tend to overestimate the high
frequencies and underestimate the lesser frequencies.
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Table 17: Frequency over the last year of conduct related to addictive Internet use (%)
Dependence or excessive use Social isolation

Children Parents Children Parents
(n = 163) (n = 214) (n = 179) (n = 214)
Many or a fair few times
5.9 10.2 7.0 9.3
(nearly every month)
A few times 12.1 19.6 14.6 9.9
Very occasionally or never 76.6 67.0 76.8 77.6
DK/NA 5.4 3.2 1.6 3.2
Source: INTECO
Indirect (within the child’s circle)
For the purposes of the present study, indirect incidence shall be taken to refer to that
occurring within the child’s inner circle (colleagues, friends, relatives or neighbours).
A third of the parents polled say that they know of cases within their child’s social circle
where ICT dependence or excessive use has occurred. In the case of social isolation, the
proportion of parents who know some situation of this kind is one fifth. In both cases, the
children’s perception is lower than that declared by their parents.
Graph 65: Indirect incidence of conduct associated with Internet addiction (%)
33.2
Dependency or
excessive use
28.0
21.7
Social isolation
20.4
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0

Children Parents
Source: INTECO
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12.4 Violation of intellectual property rights
12.4.1 Knowledge
There is considerable knowledge of the danger involved in the children undertaking this
type of practice against intellectual property rights (illegal downloads of music, films,
games or unlicensed software, trading with them, etc.) and there is great similarity
between the figures for children (49.3%) and their parents (46%).
Graph 66: Knowledge of risks related to intellectual property rights (%)
100%
90%
80%
50.7 54.0
70%
60%
50%
40%
30%
49.3 46.0
20%
10%
0%
Children Parents
Yes No
Source: INTECO

Despite the fact that almost 1 out of every 2 parents is aware that there exists a risk
arising from illegal downloads, their appraisal of these actions is that it is barely serious at
all. Almost 60% of the parents consider this practice not very – or not at all – serious.
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Graph 67: Gravity attached by the parents to intellectual property-related risks (%)
100%
11.6
80%
29.8
60%
40%
58.5
20%
0%
Not very or not at all serious 1
Somewhat serious Quite or very serious DK / NA
Source: INTECO
12.4.3 Incidence
39.7% of the children download films, games or software programs without a licence 31 .
The practice is much more widespread than the parents believe, given that only 31.7% of
them are aware of this situation.
31
This is in line with the findings of the 5th Global Report on Software Piracy, which revealed that 43% of the
software installed on PCs in Spain is illegal. IDC (2007): 5th Global Report on Software Piracy. Business
Software Alliance (BSA). Further information available at:
http://global.bsa.org/idcglobalstudy2007/pr/pr_spain.pdf. Similar results were obtained by Protégeles and
Civértice with the Child Ombudsman for the Community of Madrid (2005): Study of Videogames, children and
the responsibility of parents. Further information available at: http://www.guiavideojuegos.es/estudio.pdf.
According to this study, 57% of those interviewed use pirate copies of videogames and 23% say that almost
all their videogames are pirated.
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Graph 68: Direct incidence of illegal downloads (%)
100%
90%
80%
70% 60.3
68.3
60%
50%
40%
30%
20% 39.7
31.7
10%
0%
Children Parents
Yes No
Source: INTECO
The frequency of performing illegal downloads among those who declare they do so,
considered in terms of “how many times in the last year”, reveals that this is a practice
which is more or less occasional or sporadic: 37% of the children admit doing it very
occasionally or never (in the last year), while 35.1% speak of once or twice a year. In any
case, it must not be forgotten that the results outlined here are gleaned from the
respondents’ replies. The especially sensitive nature of this question, given that this is a
potentially illegal activity, may bias the replies of both parents and children. The view of
the parents is slightly different, with a greater concentration of opinions for low
frequencies.
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Graph 69: Frequency over the last year of performing illegal downloads (%)
Very occasionally or 48.6

never 37.0
23.7
Sometimes
35.1
Many or quite a few

19.5
times (nearly every
25.1
month)
8.2
DK / NA
2.8
0 10 20 30 40 50 60
Children (n=248) Parents (n=265)
Source: INTECO
Solely a quarter of those interviewed (consistency between parents and children) manifest
knowledge of cases of those near them – relatives or friends – downloading illegally. To a
certain degree, it is surprising the contrast with the direct incidence data: it would seem
that the children admit to this practice more readily than they do in relation to their friends
and colleagues.
Unlike the case of direct incidence, where the proportion of parents who recognised the
incidence of such behaviour was lower than that declared by the children themselves, in
the case of the incidence of these situations within the child’s circle, the views of parents
and children virtually coincide.
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Graph 70: Indirect incidence of illegal downloads (%)
100%
90%
80%
70%
60% 76.5 75.4
50%
40%
30%
20%
10% 23.5 24.6
0%
Children Parents
Yes No
Source: INTECO
12.5 Access to inappropriate content
12.5.1 Knowledge
The degree of knowledge of dangers associated with the access to Internet sites with
inappropriate content is not the same for all the different types of content analysed. Thus,
74.5% of the parents believe that access to inappropriate sexual content may constitute a
risk for the child, compared to less than 30% who feel the same with regard to content
related to anorexia, bulimia or aesthetic questions.
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Graph 71: Knowledge of the risks associated with access to inappropriate content (%)
Inappropriate sexual 74.5

63.3
Violence, racism or 52.0

sexist 50.0
Anorexia, bulimia or 29.7

aesthetic issues 30.3
Sects or terrorism 30.8

35.6
Against the values 33.0

instilled in the child 30.1
False or inexact 39.5

37.3
0 10 20 30 40 50 60 70 80
Children Parents
Source: INTECO
Generally speaking, the perceptions of parents and children coincide on these questions,
with a tendency for the parents to declare greater knowledge than their children, with the
exception of two types of content: anorexia, bulimia and aesthetic issues and sects or
terrorism. In these two cases (particularly the latter, where the difference is nearly 5
percentage points), the children declare knowledge of the risk to a greater degree than
their parents.
Delving deeper into an analysis by the children’s gender, we can detect certain
differences which are worth underscoring. In general, the girls are more aware of the
existence of risks stemming from access to inappropriate content than the boys, as can be
seen in Graph 72. The sole exception is access to false or inexact content, where the
level of knowledge of both boys and girls is the same.
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Graph 72: Knowledge of the risks associated with access to inappropriate content by
gender of the children (%)

59.0

sexist 42.8


31.1


37.0
0 10 20 30 40 50 60 70 80
Boys Girls
Source: INTECO

In general, the risks related to access to inappropriate content are perceived by the
parents as low-intensity threats: the majority of references to this question tend to identify
these situations as “somewhat serious”, while the consideration of very serious ranges
from 38.4% for violent, racist or sexist content to 20.2% for access to false content. Graph
73 offers a complete overview.
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Graph 73: Gravity attached by the parents to risks from accessing inappropriate content (%)
100%
26.9 20.2
33.4 29.4 32.4
80% 38.4
60%
53.6
38.8 54.1 53.9 44.6
40% 39
20%
26.3 21.9 22.3 25.4
17.5 16.7
0%
Inappropriate Violence, Anorexia, Sects or Against the False or
sexual racism or bulimia or terrorism values inexact
(n=465) sexist (n=325) aesthetic (n=193) instilled in (n=247)
issues the child
(n=185) (n=206)
Not very or not at all serious Somewhat serious Quite or very serious
Source: INTECO
12.5.3 Incidence
Of all the contents deemed inappropriate analysed in the present study, sexual content is
the most widely visited by youngsters: a third of the children declare having accessed
such content. On this point, the stance of the parents diverges, as only 15% of them are
aware that their children have accessed contents of an inappropriate sexual nature.
This practice is more widespread among the boys (35.7%) than among the girls (26.2%)
and increases with age. Thus, 53.6% of the boys aged 15-16 affirm having accessed this
kind of content, with this figure being 38.7% of the girls of the same age, and 19.4% of the
boys aged 10-11.
Generally speaking, one can detect a fair degree of imbalance between the views of
parents and children. To the aforementioned case of inappropriate sexual content, we
must add false and inexact contents or those which go against the values instilled in the
child; in these cases, the parents are of the opinion that the incidence of these on their
child is greater than that considered by the children themselves. Despite this, save the
case of sexual content, the incidence of the situations analysed is limited, standing at
values of less than ten per cent and dropping to values of around 2% in the cases of
anorexia, bulimia, sects and terrorism.
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Graph 74: Direct incidence of access to inappropriate content (%)

31.0
Violence, racism or sexist 6.7

8.2
Anorexia, bulimia or aesthetic issues 2.6

1.5
Sects and terrorism 2.3

1.0
Against the values instilled in the child 9.8

6.2

9.8
0 5 10 15 20 25 30 35
Children Parents
Source: INTECO
In this case, given the low rates of direct incidence, no analysis of the frequency over the
last year was carried out, given that the results would not enjoy sufficient statistical
validity.
Knowledge of the indirect impact of access to inappropriate content on the part of other
children within the child’s circle is very limited. Of the types analysed in the present study,
solely inappropriate sexual content and false or inexact contents acquire a certain degree
of relevance: 16.6% of the children declare that, within their social circle, there have been
cases of access to sexual content and 10% likewise confirm access in the case of false or
inexact contents. The perceptions of parents and children are fully in line in all these
cases. As regards websites on anorexia, bulimia, aesthetic issues, sects or terrorism, the
impact within the circle is merely symbolic, with an incidence of less than 1%.
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Graph 75: Indirect incidence of access to inappropriate content (%)

16.6

sexist 3.6


0.8


10.0
0 5 10 15 20
Children Parents
Source: INTECO
A lower rate is detected for indirect than for direct incidence: in general, both parents and
children believe that the latter access inappropriate content to a greater degree than their
peers.
12.6 Interaction with, and stalking by, other persons and cyberbullying
12.6.1 Knowledge
As regards conduct associated with the risk of interaction with, and stalking by, other
persons, the best known are befriending adults who pretend to be children (49.6% of
children and 47.4% of parents) and interacting with strangers (48.5% of children and
46.4% of parents).
In general terms, we detected greater knowledge of the risks stemming from such conduct
among the youngsters than among their parents. This tendency is accentuated for
behaviour relating to cyberbullying, in both its passive and active forms. Most significant is
the gap of nearly 10 and 13 percentage points, respectively, separating the perceptions of
parents and children in each of the two modalities of peer harassment. This would seem
to indicate that adults are not fully aware of those cases in which it is the children
themselves who are the origin of the danger. It is also worth highlighting the fact that there
is greater knowledge of passive cyberbullying (victim of insults) than its active form
(perpetrating insults), both in the case of parents and children.
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Graph 76: Knowledge of risks from interaction, stalking by other persons and cyberbullying
(%)
Passive Cyberbullying 33.3

42.5
Active Cyberbullying 21.0

34.4
Interaction / chatting 46.4

with strangers 48.5
Befriending adults who 47.4

pretend to be children 49.6
Being insulted by 33.5

adults 39.6
Arranging to meet 45.3

strangers alone 43.9
0 10 20 30 40 50 60
Children Parents
Source: INTECO

In general, parents view the risks related to interaction with, and stalking by, other persons
as being highly serious. The rates of those considering this “very serious” are around 60%
in the case of befriending adults who pretend to be children, close to 50% for behaviour
such as arranging to meet strangers alone and active cyberbullying, and about 30% for
passive cyberbullying, being insulted by adults and interacting with strangers. It is the
latter, interacting with strangers, which is the behaviour parents deem to be least serious
(almost 30% find it not very serious at all). This is maybe a symptom of the generalisation
of the practice of making contact on the Internet with persons outside the child’s social
circle.
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Graph 77: Gravity attached by the parents to risks from interaction, stalking by other
persons and cyberbullying (%)
100%
34.2 28.9
80% 37.8
47.1 52.3
59.9
60%
42.1
40% 53.9
38.1 52.5
27.5 36.6
20%
28.9
11.8 14 11.8 9.6 10.3
0%
Passive Active Interaction / Befriending Being Arranging to
Cyberbullying Cyberbullying chatting with adults who insulted by meet
(n=208) (n=131) strangers pretend to be adults (n=209) strangers
(n=290) children alone (n=283)
(n=296)
Not very or not at all serious Somewhat serious Quite or very serious
Source: INTECO
12.6.3 Incidence
Interaction with strangers (for example, the unwelcome intrusion of strangers in chats or
instant messaging conversations) is the most frequent incidence within this category, now
affecting 1 out of every 4 children. The remaining risks all reveal lower rates: befriending
adults who pretend to be children (8%), being harassed by another child (5.9%) and
arranging to meet strangers alone (5.2%).
The direct incidence of cyberbullying – both passive (5.9%) and active (2.9%) – while low
in comparison with the incidence of other situations analysed in the study, are
nonetheless significant.
In each and every one of the behaviours analysed, the parents manifest a level of direct
incidence lower than that declared by their children, i.e. the children recognise having
experienced these situations to a greater degree than their parents are aware of. This
could be a sign of the scant knowledge parents have of these questions and their
incidence and, therefore, of the need for educational and awareness programmes
targeting this issue.
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Graph 78: Direct incidence of interaction with, and stalking by, other persons and/or
cyberbullying (%)

5.9

2.9
Interaction / chatting with strangers 21.4

26.4
Befriending adults who pretend to be children 3.0

8.0
Being insulted by adults 2.0

3.7
Arranging to meet strangers alone 2.8

5.2
0 5 10 15 20 25 30
Children Parents
Source: INTECO
In this case, there is no analysis of the frequency with which such conduct occurs. The
low incidence rate means that the base data is very small and, therefore, insufficient to
yield statistically valid results.
As was the case with the direct incidence, the incident with the greatest level of impact
within the child’s circle is the interaction with strangers on the Internet. Likewise
considerable is the incidence of “arranging to meet strangers alone”. The indirect impact
of the rest of the analysed behaviours is low, in no case surpassing 5%.
In general, the perception regarding the indirect incidence of this kind of events within the
circle is greater among parents than among children. This is confirmed for active
cyberbullying, interaction with strangers, befriending adults who pretend to be children
and being insulted by adults. The opposite is the case for passive cyberbullying, where a
greater proportion of children than parents know of some case within their circle of kids
who are being insulted or harassed by other children.
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Graph 79: Indirect incidence of interaction with, and stalking by, other persons and/or
cyberbullying (%)

2.9

0.3
Interaction / chatting 13.0

with strangers 11.6
Befriending adults who 3.9

pretend to be children 2.2
Being insulted by 2.8

adults 1.3
Arranging to meet 8.5

strangers alone 8.9
0 3 5 8 10 13 15
Children Parents
Source: INTECO
12.7 Sexual harassment or grooming
12.7.1 Knowledge
A little over half of the parents and children interviewed are aware that there exists a risk
of suffering sexual harassment when using the ICT, with more parents than children
declaring they know of this threat.
In the case of the children, there exists significantly greater knowledge of this risk among
the girls (62.2%) than among the boys (39.7%).
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Graph 80: Knowledge of the risk of sexual harassment (%)
100%
90%
80%
49.1 45.7
70%
60%
50%
40%
30%
50.9 54.3
20%
10%
0%
Children Parents
Yes No
Source: INTECO

The parents feel that, in the event of their child suffering a situation of sexual harassment
when using ICT, this would be a very worrying situation: 60% of the parents polled believe
that this is a fairly or very serious situation, as can be seen in Graph 81.
Graph 81: Gravity attached by the parents to the risk of sexual harassment (%)
100%
90%
80%
70% 60.1
60%
50%
40%
30%
29.9
20%
10%
8.3
0%
Not very or not at all serious 1

Somewhat serious Quite or very serious DK / NA
Source: INTECO
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12.7.3 Incidence
2.1% of the parents and 1.3% of their children affirm that the youngsters have been
exposed to situations they identify as grooming or sexual harassment.
These figures should be taken with caution, given that they are based on declarations
from parents and children and are taken from a sample with the characteristics outlined at
the start of this study. Thus, on the samples analysed, the said percentages correspond to
13 cases of parents and 8 cases of children (aged 10-16). Given all this, this area should
be the subject of a specific analysis, given its complexity and importance 32 .
In any case, as can be observed, this is a situation with a very limited incidence rate,
compared with other risks analysed in the present study, with the figures provided by
other sources 33 and with the media coverage of these situations.
32
It would be most useful to undertake a specific study of this problem in order to discover, and comprehend
in greater detail, the characteristics of these attacks and, where appropriate, the techniques employed to
perpetrate them, as well as, above all else, the situation of the victims.
33
The Territorial Centre for Juvenile Information and Documentation of the Biscay Regional Council, in its
Daily Press Dossier for December 2008, reproduced the data furnished by the Department of Education,
where 15.5% of primary-school pupils and 10.6% of secondary-school pupils confessed to having suffered ill-
treatment at the hands of their peers, compared to 17.7% and 11.9% who admitted this in 2005. Further
information: http://www.bizkaia.net/kultura/gaztea/txostenak/pdf/Dossier%20de%20Prensa%202008-12-12.pdf
On the other hand, a recent study presented by the firm Panda Security revealed that 44% of youngsters have
experienced sexual harassment by persons they first met through a chat. Further information:
http://www.hoytecnologia.com/noticias/ciberhombre-saco/96204;
http://www.menoresenlaared.org;
http://www.pandasecurity.com/NR/rdonlyres/4AB3AA58-DA59-494D-B0ED-
B218D7CA4DB1/0/Guiamenoresenred.pdf
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Graph 82: Direct incidence of sexual harassment (%)
100%
90%
80%
70%
60%
50% 98.7 97.9
40%
30%
20%
10%
1.3 2.1
0%
Children Parents
Yes No
Source: INTECO
Most noteworthy here is the deviation of opinions between parents and children, which
could indicate different perceptions from both groups (stricter in the case of the parents,
with children having more lax attitudes) regarding their view of what should be considered
sexual harassment.
Knowledge of some episode of sexual harassment and/or grooming having occurred

within the child’s immediate circle is even lower: 1.7% in the opinion of the children and
1.6% according to the adults.
In this sense, worthy of note is the perception of greater direct incidence (to the children
themselves) than indirect (within their social circle).
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Graph 83: Indirect incidence of sexual harassment (%)
100%
90%
80%
70%
60%
50% 98.3 98.4
40%
30%
20%
10%
1.7 1.6
0%
Children Parents
Yes No
Source: INTECO
12.8 Threats to privacy
12.8.1 Knowledge
Of the three analysed, the best known risk among children is the recording and/or
distribution of inappropriate images by the child (39.2%), followed by disclosing personal
details (34.5%) and the distribution of images of the children themselves without their
knowledge (31.0%). In all three cases, the level of knowledge declared by the parents is
considerably lower. Once again, this could be a sign of the generation gap.
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Graph 84: Knowledge of threats to privacy (%)
The child facilitating 26.7

personal data 34.5
Distribution of images 23.2

of the child without
his/her knowledge 31.0
The child recording 25.3

and distributing
inappropriate images 39.2
0 5 10 15 20 25 30 35 40 45
Children Parents
Source: INTECO

As regards the gravity which the parents attach to each of these behaviours, should they
occur, this is similar in all three cases: approximately one third of the parents consider the
incidence of one of the risks related to the privacy of the child to be rather or very serious.
Graph 85: Gravity attached by the parents to the threats to privacy (%)
100%
90%
32 29.4
80% 31.6
70%
60%
50%
48.9 42.1
40% 50.9
30%
20%
10% 21.5 23.3
15.0
0%
The child facilitating Distribution of images of the The child recording and
personal data child without his/her distributing inappropriate
knowledge images
Not very or not at all serious Somewhat serious Quite or very serious Not specified
Source: INTECO
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12.8.3 Incidence
As regards threats to their privacy, the conduct most prevalent among the children is that
associated with disclosing personal details, declared by 3.7% of the youngsters and 5.2%
of the parents. Thus, on the samples analysed, the said percentages correspond to 33
cases of parents and 23 cases of children (aged 10-16).
As for the other two behaviours analysed – both related to the distribution of images,
whether cases of children as passive victims (of their own images being distributed by
another person without their consent) or active agents (distributing inappropriate images)
– what is revealed is a limited incidence rate (around 1% in the opinion of the youngsters),
and a considerable difference with the perception of the parents, who are solely aware of
the incidence of such situations in half of all cases.
Graph 86: Direct incidence of threats to privacy (%)

personal data 3.7


and distributing
0 1 2 3 4 5 6
Children Parents
Source: INTECO
Given the low incidence rate, it was not considered worthwhile to undertake a more
profound analysis of the frequency, given that the data would not enjoy sufficient statistical
validity.
The existence of behaviours which imply a threat to the privacy of the children within their
circle (friends, relatives and close colleagues) is very limited. 2.8% of the children (5.1% in
the opinion of the parents) affirm knowledge of cases of youngsters within their circle who
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disclose personal details online. As for the other two behaviours analysed – the
distribution of images of the child by another person without his/her consent and the
recording and/or distribution of inappropriate images by the child – they are only present
in minimal levels (less than 1%), in the opinion of both parents and children.
Graph 87: Indirect incidence of threats to privacy (%)

personal data 2.8


and distributing
0.0 1.0 2.0 3.0 4.0 5.0 6.0

Children Parents
Source: INTECO
12.9 Economic risk and/or fraud
12.9.1 Knowledge
The youngsters are considerably more aware than their parents regarding risks of an
economic nature which exist online. 47.4% of the youngsters and 32.9% of their parents
know about risks related to frauds and/or scams. As regards participating in games and/or
wagers which call for some economic outlay, 41.3% of the children and 24.8% of their
parents are aware that this entails some risk.
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Graph 88: Knowledge of economic risk and/or fraud
32.9
Being a victim of frauds
or scams
47.4
24.8
Participation in games
with money involved
41.3
0 5 10 15 20 25 30 35 40 45 50
Children Parents
Source: INTECO

In the opinion of the parents, incidents involving this type of threat for their children are
serious: 47% consider it very or quite serious than their child should be a victim of an
Internet fraud or scam and 40.7% feel the same way about participating in games for
money.
Graph 89: Gravity attached by the parents to economic risk and/or fraud (%)
100
80 40.7
47
60
40
36.9 48.3
20
14.5 11
0
Being a victim of frauds or scams Participation in games with money involved
Source: INTECO
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12.9.3 Incidence
The incidence of economic risk on the children themselves is 1.5%, in the case of frauds
or scams, and 0.9%, in the case of participating in games for money. The opinion of the
parents does not coincide and tends to overestimate the direct incidence rate declared by
their children. Particularly relevant is the case of considering their child a victim of frauds
or scams, where 3.8% declare that this situation has indeed occurred (over twice the
figure actually declared by the children themselves).
Graph 90: Direct incidence of economic risk (%)
3.8
or scams
1.5
1.3
with money involved
0.9
0 1 2 3 4
Children Parents
Source: INTECO
Graph 91 shows the incidence level of economic risk within the child’s social circle. It can
be seen that the indirect incidence rate is low for both the situations considered: a mere
2.9% of the youngsters know of some child within their circle who has been the victim of
frauds when using ICT and 2.2% know of someone who has participated in games which
cost money. Parents and children are of the same opinion in both cases.
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Graph 91: Indirect incidence of economic risk (%)
2.7
or scams
2.9
2.2
with money involved
2.2
0 1 2 3 4
Children Parents
Source: INTECO
12.10 Technical threats and/or malware
12.10.1 Knowledge
Given the wide variety of threats contemplated under this heading, the level of knowledge
is likewise variable. In any case, physical risks to the computer are – together with
addiction, access to inappropriate content and sexual harassment – the best known
threats for both parents and children.
In an attempt to systematise in some way the behaviours associated with each of the risks
considered in Graph 92, three groups have been identified:
• Risks universally known about: this category includes virus attacks, characterised
by a high level of knowledge on the part of parents and children (91.6% and
87.5%, respectively).
• Risks widely known about: this covers those risks for which parents and children
have a considerable degree of knowledge (in the 50% – 60% range). This group
includes the computer hanging, the reception of spam emails and the loss of data
from the PC. Generally speaking, there exists agreement between the opinions of
parents and children; however, for the three types of threats, we detected slightly
greater knowledge on the part of the children.
• Risks considerably well-known to children and barely known to parents: this

category includes spyware programs, intrusion in web service accounts and the
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loss of control of the PC. In all three cases, the children’s degree of knowledge
ranges from 35% to 50%, yet the difference with their parents’ degree of
knowledge is very considerable, only reaching around half of the figure for the
children (between 15% and 30% approximately).
Graph 92: Knowledge of the physical threats to the computer through using Internet (%)
Viruses 87.5
91.6
System hangs 59.8

67.4
Spam 55.8
59.2
Malicious or spyware program 29.2

53.8
Loss of information 46.4

51.6
Intrusion in Web service accounts 18.1

40.6
Loss of control over the PC 16.3

35.7
0 10 20 30 40 50 60 70 80 90 100
Children Parents
Source: INTECO

In general, parents do not consider these to be serious threats in the event that they
should occur to their children. In practically all situations, 80% of the replies referred to
them as not serious, not very serious or somewhat serious.
Solely spyware programs and viruses produced a slightly higher gravity rating, with figures
of 25.2% and 19.6%. Nevertheless, these rates are still far removed from those for other
situations analysed in the study.
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de la Comunicación
Graph 93: Gravity attached by the parents to the technical threats to their child’s computer
(%)
100%
19.6 15.7 15.4 15 14.5 15.6
25.2
80%
60% 35.6
48 49.4 48.9
52.7 62.9
49.3
40%
20% 45.2
33.9 31.7 33.4
24.9 22.2 20.2
0%
Viruses System Spam Malicious Loss of Intrusion in Loss of
hangs or spyware information Web control
program service over the
accounts PC
Source: INTECO
12.10.3 Incidence
The rates of direct incidence (on the child) of technical threats are the highest of all the
risks analysed in the study.
Virus infections (65.2%), the computer hanging (56.7%) and the loss of information
(47.2%) are the threats which the children have encountered most of all. In all three
cases, there is considerable divergence between the perceptions of children and parents:
the latter believe that the risks have occurred less often than their children declare (7, 14
and 23 percentage points difference, respectively, for each of the three risks listed).
29.8% of the children have received spam emails. There is lesser incidence for spyware
programs (14.5%), intrusion in web service accounts (3.7%) and the loss of control of the
PC (3.4%).
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Graph 94: Direct incidence of technical threats and malware (%)
Viruses 58.5
65.2
System hangs 42.1

56.7
Spam 37.6
29.8

14.5

47.2

3.7

3.4
0 10 20 30 40 50 60 70
Children Parents
Source: INTECO
With respect to the frequency with which physical incidents occur, Graph 95 reflects the
percentage of parents and children who believe that each of the threats has occurred with
a high frequency over the last year (every, or nearly every, month). In the opinion of the
children, spyware programs (42.9%), spam emails (41.7%) and the computer hanging
(41.5%) are the incidents which occurred most frequently, followed by virus infections
(31%). In general, the parents’ view coincides with that of the children – except in the case
of spyware programs, where the parents maintain almost 14 percentage points difference
with respect to their children’s declarations, believing that it occurs less frequently than the
youngsters say. The figures between brackets correspond to the number of children and
parents, respectively, who make up the population base polled for each of the situations
analysed (and which correspond, in turn, to those who declare having suffered this type of
threat). Please note that, in some cases, the bases are indeed somewhat limited and this,
from a statistical standpoint, means that any conclusions should be drawn with caution.
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Graph 95: High frequency with which physical threats have hit the child’s computer (%)
Viruses (n = 407/439) 27.1

31.0
System hangs (n = 354/324) 42.9

41.5
Spam (n = 295/285) 37.9

41.7
Malicious or spyware program (n = 91/117) 29.1

42.9
Loss of information (n = 186/191) 23.6

25.3
Intrusion in Web service accounts (n = 23/21) 33.3

21.7
Loss of control over the PC (n = 21/20) 25.0

23.8
0 10 20 30 40 50
Children Parents
Source: INTECO
With this kind of risks which are considered physical threats, there exists coincidence
between the risks which reveal a higher rate of direct incidence (Graph 94) and those
which reach high repetition or frequency levels, analysed in Graph 95.
The incidents occurring within the child’s circle for which there is most evidence are
computer virus infections (58.2%), the computer hanging (36.5%), the reception of spam
emails (26.1%) and the loss of information (25.6%). In general, the viewpoints of parents
and children are similar.
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Graph 96: Indirect incidence of technical threats and malware (%)
Viruses 56.3
58.2
34.0
System hangs 36.5
Spam 20.6
26.1
12.0

25.6
1.5

5.7
14.9
0 10 20 30 40 50 60 70
Children Parents
Source: INTECO
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de la Comunicación
LIST OF GRAPHS
Graph 1: Level of studies of the parents (%) .....................................................................32
Graph 2: Socio-economic level of households (%)............................................................33
Graph 3: Distribution by age and gender of the children (%).............................................34
Graph 4: ICT devices present in the home (%) .................................................................35
Graph 5: Location of the child’s computer (%)...................................................................36
Graph 6: Equipment on the child’s computer (%) ..............................................................36
Graph 7: Degree of autonomy when surfing the Internet (%) ............................................37
Graph 8: Frequency with which parents ask and supervise what their children do on
Internet (%) ........................................................................................................................38
Graph 9: Length of time parents have been using the Internet (%)...................................40
Graph 10: Places from which parents access the Internet (%)..........................................41
Graph 11: Frequency with which parents access the Internet from the usual place (%)...41
Graph 12: Internet services used by parents (%) ..............................................................42
Graph 13: Technological profile of the adults (%)..............................................................43
Graph 14: How long the child has been using Internet (%) ...............................................46
Graph 15: ICT devices used by children in the home (%) .................................................47
Graph 16: Internet services used by children (%)..............................................................48
Graph 17: Place where children habitually access Internet (%) ........................................48
Graph 18: Secondary place(s) where children access Internet (%) ..................................49
Graph 19: Frequency with which children access Internet at home (%)............................50
Graph 20: Daily access from the home according to the child’s gender and age (%) .......51
Graph 21: Number of daily connections to the Internet by the child (average no. of
sessions / day)...................................................................................................................51
Graph 22: Duration of each of the child’s sessions (average no. of hours / session)........52
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Graph 23: Assessment of time children devote to the Internet (%) ...................................53
Graph 24: Affinity of the child with Internet compared to other activities (%) ....................54
Graph 25: Penetration of the mobile telephone by gender and age of the child (%) .........56
Graph 26: Payment method of children’s mobile telephones (%)......................................56
Graph 27: Mobile telephone services used by children (%) ..............................................57
Graph 28: Frequency with which children top up their mobile telephone prepaid card (%)
...........................................................................................................................................58
Graph 29: Estimation of children’s monthly expense topping up their mobile (average in €)
...........................................................................................................................................59
Graph 30: Assessment of time children devote to their mobile telephone (%) ..................60
Graph 31: Affinity of the child with the mobile telephone compared to other activities (%)61
Graph 32: Practice of online gaming against other players by children (%) ......................62
Graph 33: Modalities of online videogames played by children (%) ..................................64
Graph 34: Frequency of online gaming by children (%) ....................................................66
Graph 35: Assessment of time children devote to the use of videogames (%) .................67
Graph 36: Affinity of the child with videogames compared to other activities (%) .............68
Graph 37: Physical or technical measures implemented by parents (%) ..........................84
Graph 38: Educational measures implemented by parents (%) ........................................85
Graph 39: Constrictive and complaint measures implemented by parents (%).................86
Graph 40: Actions of children in the face of an ICT incident from the parents’ perspective
(%) .....................................................................................................................................87
Graph 41: Percentage of parents with knowledge of security guidelines for reacting to
risks stemming from Internet (%).......................................................................................89
Graph 42: Channels whereby parents have received information about Internet and ICT
security norms (%).............................................................................................................90
Graph 43: Children who have received warnings about what they do on Internet (%)......91
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Graph 44: Persons from whom the warnings come (%) ....................................................91
Graph 45: Existence of rules on Internet use (%)..............................................................92
Graph 46: Rules imposed on children regarding Internet use (%).....................................94
Graph 47: Recommendations for good use of Internet on which parents insist very or quite
frequently (%) ....................................................................................................................95
Graph 48: Assessment of the effectiveness of the protection measures implemented (%)
...........................................................................................................................................98
Graph 49: Children who have received warnings about the use of mobile telephones (%)C
...........................................................................................................................................99
Graph 50: Existence of rules on mobile telephone use (%)...............................................99
Graph 51: Rules imposed on children to limit mobile telephone use (%) ........................100
Graph 52: Children who have received warnings about the use of videogames (%) ......101
Graph 53: Existence of rules on videogame use (%) ......................................................101
Graph 54: Rules imposed on children to limit videogame use (%) ..................................103
Graph 55: Perception and attitudes of parents towards security in the use of Internet (%)
.........................................................................................................................................104
Graph 56: Concentration of young population per census section in the ten provinces
selected for the study sample (% of section population) .................................................120
Graph 57: Concentration of young population per census section of Madrid Capital (% of
section population)...........................................................................................................120
Graph 58: Concentration of young population per census section of Leon Capital (% of
section population)...........................................................................................................121
Graph 59: Degree to which parents and children are aware of the dangers of each of the
ICT channels (%) .............................................................................................................128
Graph 60: Degree to which parents worry about what their child does with… (%)..........128
Graph 61: Risks which concern parents (mentioned spontaneously) (%) .......................129
Graph 62: Knowledge of risks related to excessive use and addiction (%) .....................132
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Graph 63: Gravity attached by the parents to addiction-related risks (%) .......................133
Graph 64: Direct incidence of conduct associated with Internet addiction (%)................134
Graph 65: Indirect incidence of conduct associated with Internet addiction (%) .............135
Graph 66: Knowledge of risks related to intellectual property rights (%) .........................136
Graph 67: Gravity attached by the parents to intellectual property-related risks (%) ......137
Graph 68: Direct incidence of illegal downloads (%) .......................................................138
Graph 69: Frequency over the last year of performing illegal downloads (%) .................139
Graph 70: Indirect incidence of illegal downloads (%).....................................................140
Graph 71: Knowledge of the risks associated with access to inappropriate content (%) 141
Graph 72: Knowledge of the risks associated with access to inappropriate content by
gender of the children (%) ...............................................................................................142
Graph 73: Gravity attached by the parents to risks from accessing inappropriate content
(%) ...................................................................................................................................143
Graph 74: Direct incidence of access to inappropriate content (%).................................144
Graph 75: Indirect incidence of access to inappropriate content (%) ..............................145
Graph 76: Knowledge of risks from interaction, stalking by other persons and
cyberbullying (%) .............................................................................................................146
Graph 77: Gravity attached by the parents to risks from interaction, stalking by other
persons and cyberbullying (%) ........................................................................................147
Graph 78: Direct incidence of interaction with, and stalking by, other persons and/or
cyberbullying (%) .............................................................................................................148
Graph 79: Indirect incidence of interaction with, and stalking by, other persons and/or
cyberbullying (%) .............................................................................................................149
Graph 80: Knowledge of the risk of sexual harassment (%)............................................150
Graph 81: Gravity attached by the parents to the risk of sexual harassment (%) ...........150
Graph 82: Direct incidence of sexual harassment (%) ....................................................152
Graph 83: Indirect incidence of sexual harassment (%) ..................................................153
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Graph 84: Knowledge of threats to privacy (%) ...............................................................154
Graph 85: Gravity attached by the parents to the threats to privacy (%).........................154
Graph 86: Direct incidence of threats to privacy (%) .......................................................155
Graph 87: Indirect incidence of threats to privacy (%).....................................................156
Graph 88: Knowledge of economic risk and/or fraud.......................................................157
Graph 89: Gravity attached by the parents to economic risk and/or fraud (%)................157
Graph 90: Direct incidence of economic risk (%).............................................................158
Graph 91: Indirect incidence of economic risk (%) ..........................................................159
Graph 92: Knowledge of the physical threats to the computer through using Internet (%)
.........................................................................................................................................160
Graph 93: Gravity attached by the parents to the technical threats to their child’s computer
(%) ...................................................................................................................................161
Graph 94: Direct incidence of technical threats and malware (%)...................................162
Graph 95: High frequency with which physical threats have hit the child’s computer (%)
.........................................................................................................................................163
Graph 96: Indirect incidence of technical threats and malware (%) ................................164
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LIST OF TABLES
Table 1: Initial distribution of the sample by zone, quotas of gender and age of the children
(in absolute values)............................................................................................................27
Table 2: Final distribution of the sample by zone, quotas of gender and age of the children
(in absolute values)............................................................................................................28
Table 3: Levels of sampling error by age and gender of the children................................29
Table 4: Average number of sessions per day according to the child’s age (average) .....52
Table 5: Children who display high and very high affinity with Internet by age (%)...........54
Table 6: Children who display high and very high affinity with mobile telephones by age
(%) .....................................................................................................................................61
Table 7: Online gaming by gender and age of the child (%)..............................................63
Table 8: Children who display high and very high affinity with videogames by gender and
age (%) ..............................................................................................................................68
Table 9: List of behaviours associated with each risk........................................................73
Table 10: Security measures and tools installed on the child’s computer (%)...................97
Table 11: Initial distribution of the sample by zone, sex and age of the children.............117
Table 12: Young population in the provinces and municipalities within the sample (in
absolute values)...............................................................................................................118
Table 13: Balanced by age, sex and province of residence, from the sample of children
who have used Internet in the last 3 months (in absolute values) ...................................121
Table 14: Final distribution of the sample by area, sex and age .....................................122
Table 15: Levels of sampling error by age and gender of the children............................123
Table 16: Summary table for a correct interpretation of the analysis of the risks ............131
Table 17: Frequency over the last year of conduct related to addictive Internet use (%) 135
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Executive Summary of Study On Safe Habits in The Use of Ict by Children and Adolescents and Etrust of Their Parents

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Instituto Nacional

Study on safe habits in the use

OBSERVATORIO DE LA SEGURIDAD DE LA INFORMACIÓN

Edition: March 2009

KEY POINTS .......................................................................................................................9

Parents and children have a different approach to ICT..................................................10

Households with children are adequately served with ICT equipment...........................11

Children are facing risks when they make use of ICT....................................................11

Security habits, measures and tools ..............................................................................14

1 INTRODUCTION AND OBJECTIVES ...................................................................17

1.1.1 Instituto Nacional de Tecnologías de la Comunicación (INTECO) ................17

1.1.2 Observatorio de la Seguridad de la Información............................................17

1.2.1 Context and timeliness of the study ...............................................................18

1.2.2 Overall goal ....................................................................................................20

1.2.3 Secondary goals ............................................................................................20

1.2.4 Specific goals .................................................................................................21

2 METHODOLOGICAL DESIGN ..............................................................................23

2.1 Documentary search and analysis.....................................................................23

2.3.1 Target universe of the study and opinionators ...............................................26

2.3.2 Sample size and distribution ..........................................................................26

2.3.3 Polling technique and informed consent ........................................................28

2.3.4 Sampling error................................................................................................29

2.3.5 Language and gender ....................................................................................29

3 SOCIO-DEMOGRAPHIC CHARACTERISTICS AND LEVEL OF TECHNOLOGY

3.1 Principal socio-demographic variables ..............................................................31

3.1.1 Homes: mothers and fathers..........................................................................31

3.2 Technological equipment ...................................................................................34

3.2.1 Internet connections.......................................................................................34

3.2.2 Presence of ICT equipment and devices .......................................................34

3.2.3 The child’s computer in the home ..................................................................35

4 ICT USAGE HABITS OF THE ADULTS ................................................................39

4.1 Level of ICT and Internet use.............................................................................40

4.2 Technological profile of the parents ...................................................................42

5 ICT USagE HABITS OF CHILDREN AND ADOLESCENTS .................................44

5.1 Internet usage habits .........................................................................................46

5.1.1 Familiarity with Internet use ...........................................................................46

5.1.2 Equipment and services used ........................................................................46

5.1.3 Places for connecting to Internet....................................................................48

5.1.4 Intensity of use ...............................................................................................49

5.1.5 Level of affinity ...............................................................................................54

5.2 Habits of use of the mobile telephone................................................................55

5.2.1 Familiarity with using the mobile telephone ...................................................55

5.2.2 Services used.................................................................................................57

5.2.3 Intensity of use ...............................................................................................58

5.2.4 Level of affinity ...............................................................................................60

5.3 Videogame usage habits ...................................................................................61

5.3.1 Familiarity with the use of videogames ..........................................................62

5.3.2 Intensity of use ...............................................................................................65

5.3.3 Level of affinity ...............................................................................................67

6 RISKS FACED BY CHILDREN WHEN USING THE ICT ......................................69

6.2 Excessive use and addiction..............................................................................73

6.3 Violation of intellectual property rights ...............................................................75

6.4 Access to inappropriate content.........................................................................75

6.6 Sexual harassment or grooming ........................................................................78

6.7 Threats to privacy ..............................................................................................79

6.8 Economic risk and/or fraud ................................................................................80

6.9 Technical threats and/or malware ......................................................................81

7 REACTION TO RISK INCIDENTS.........................................................................83

7.1 Reaction of parents to risk incidents ..................................................................84

7.2 Reaction of the children to risk incidents ...........................................................86

8 SECURITY MEASURES AND TOOLS..................................................................88

8.1.1 Security habits and guidelines .......................................................................90

8.1.2 Security tools on the child’s computer............................................................95