Profesionales de la psicología en contextos educativosuna necesidad ineludible
- Eduardo Fonseca-Pedrero 1
- Adriana Díez-Gómez 1
- Alicia Pérez-Albéniz 1
- Beatriz Lucas-Molina 2
- Susana Al-Halabí 3
- Pilar Calvo 4
-
1
Universidad de La Rioja
info
-
2
Universitat de València
info
-
3
Universidad de Oviedo
info
- 4 Colegio Oficial de la Psicología de España
ISSN: 0214-7823, 1886-1415
Año de publicación: 2023
Volumen: 44
Número: 3
Páginas: 112-124
Tipo: Artículo
Otras publicaciones en: Papeles del psicólogo
Resumen
Los problemas de salud mental y las dificultades de ajuste psicológico entre los adolescentes se erigen como un desafío personal, familiar, educativo y socio-sanitario. Se hace necesario abordar este reto social emergente mediante el estudio y la implementación de estrategias de promoción del bienestar psicológico y prevención de los problemas de salud mental en contextos educativos. El objetivo del presente trabajo es poner de manifiesto, a la luz de los datos epidemiológicos derivados del proyecto PSICE (Psicología Basada en la Evidencia en Contextos Educativos), la importancia de abordar la salud mental en entornos educativos. En primer lugar, se realiza una introducción al estudio del comportamiento humano y los problemas de ajuste psicológico. En segundo lugar, se aborda la importancia de los centros educativos como el lugar natural donde promocionar el bienestar psicológico y la salud mental infanto-juvenil. En tercer lugar, se mencionan los resultados de prevalencia derivados del estudio PSICE. Se finaliza con un apartado de recapitulación señalando la ineludible necesidad de promover, proteger y cuidar la salud mental durante la infancia y la adolescencia en los entornos educativos. La promoción del bienestar psicológico y la prevención de los problemas de salud mental en contextos educativos supone la mejor inversión por parte de la sociedad, los gobiernos y las instituciones.
Referencias bibliográficas
- Al-Halabí, S., y Fonseca-Pedrero, E. (2021). Suicidal behavior prevention: The time to act is now. Clínica y Salud, 32(2), 89-92. https://doi. org/10.5093/clysa2021a17
- Al-Halabí, S., y Fonseca-Pedrero, E. (2023). Manual de Psicología de la conducta suicida. Pirámide.
- Andrews, J. L., Birrell, L., Chapman, C., Teesson, M., Newton, N., Allsop, S., McBride, N., Hides, L., Andrews, G., Olsen, N., Mewton, L., y Slade, T. (2022). Evaluating the effectiveness of a universal eHealth schoolbased prevention programme for depression and anxiety, and the moderating role of friendship network characteristics. Psychological Medicine, 1-10. https://doi.org/10.1017/S0033291722002033
- Arrondo, G., Solmi, M., Dragioti, E., Eudave, L., Ruiz-Goikoetxea, M., Ciaurriz-Larraz, A. M., Magallon, S., Carvalho, A. F., Cipriani, A., FusarPoli, P., Larsson, H., Correll, C., y Cortese, S. (2022). Associations between mental and physical conditions in children and adolescents: An umbrella review. Neuroscience and Biobehavioral Reviews, 137, 104662. https://doi.org/10.1016/J.NEUBIOREV.2022.104662
- Barican, J. Lou, Yung, D., Schwartz, C., Zheng, Y., Georgiades, K., y Waddell, C. (2022). Prevalence of childhood mental disorders in highincome countries: a systematic review and meta-analysis to inform policymaking. Evidence-Based Mental Health, 25(1), 36-44. https://doi. org/10.1136/EBMENTAL-2021-300277
- Basterra, V. (2016). Porcentaje de población infantojuvenil española con problemas psicoemocionales y sus diferencias entre 2006 y 2012. Medicina Clinica, 147(9), 393-396. https://doi.org/10.1016/j.medcli.2016.07.019
- Bonell, C., Jamal, F., Melendez-Torres, G. J., y Cummins, S. (2015). 'Dark logic': theorising the harmful consequences of public health interventions. Journal of Epidemiology and Community Health, 69(1), 95-98. https:// doi.org/10.1136/jech-2014-204671
- Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
- Canals, J., Voltas, N., Hernández-Martínez, C., Cosi, S., y Arija, V. (2019). Prevalence of DSM-5 anxiety disorders, comorbidity, and persistence of symptoms in Spanish early adolescents. European Child and Adolescent Psychiatry, 28(1), 131-143. https://doi.org/10.1007/s00787-018-1207-z
- Colegio Oficial de Psicólogos. (2015). El perfil profesional de la psicología educativa. Colegio Oficial de Psicólogos. https://www.psie.cop.es/ uploads/documentacion%20general/El%20Perfil%20Prof%20Psi%20Educativa%20(sept,%202015).pdf
- Cuijpers, P., Javed, A., y Bhui, K. (2023). The WHO World Mental Health Report: a call for action. The British Journal of Psychiatry, 222(6), 227- 229,. https://doi.org/10.1192/BJP.2023.9
- Datu, J. A. D., y King, R. B. (2018). Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study. Journal of School Psychology, 69, 100-110. https://doi.org/10.1016/J. JSP.2018.05.007
- Delors, J. (1996). La educación encierra un tesoro. Ediciones UNESCO. Díez-Gómez, A., Pérez-Albéniz, A., Ortuño-Sierra, J., y Fonseca-Pedrero, E. (2020). SENTIA: An adolescent suicidal behavior assessment scale. Psicothema, 32(3), 382-389. https://doi.org/10.7334/psicothema2020.27
- Dragioti, E., Radua, J., Solmi, M., Arango, C., Oliver, D., Cortese, S., Jones, P. B., Il Shin, J., Correll, C. U., y Fusar-Poli, P. (2022). Global population attributable fraction of potentially modifiable risk factors for mental disorders: a meta-umbrella systematic review. Molecular Psychiatry, 27(8), 3510-3519. https://doi.org/10.1038/S41380-022-01586-8
- Drancourt, N., Etain, B., Lajnef, M., Henry, C., Raust, A., Cochet, B., Mathieu, F., Gard, S., Mbailara, K., Zanouy, L., Kahn, J. P., Cohen, R. F., Wajsbrot-Elgrabli, O., Leboyer, M., Scott, J., y Bellivier, F. (2013). Duration of untreated bipolar disorder: missed opportunities on the long road to optimal treatment. Acta Psychiatrica Scandinavica, 127, 136-44. https://doi.org/10.1111/j.1600-0447.2012.01917.x
- Durlak, J. A., Mahoney, J. L., y Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11-12), 765-782. https://doi.org/10.1037/BUL0000383
- Ehrenreich-May, J., Kennedy, S. M., Sherman, J. A., Bennett, S. M., y Barlow, D. H. (2019). Protocolo unificado para el tratamiento transdiagnóstico de los trastornos emocionales en adolescentes. Manual del paciente. Pirámide.
- Feiss, R., Dolinger, S. B., Merritt, M., Reiche, E., Martin, K., Yanes, J. A., Thomas, C. M., y Pangelinan, M. (2019). A systematic review and metaanalysis of school-based stress, anxiety, and depression prevention programs for adolescents. Journal of Youth and Adolescence, 48(9), 1668-1685. https://doi.org/10.1007/S10964-019-01085-0
- Fernández-Hermida, J. R., y Villamarín-Fernández, S. (2021). Libro blanco de la salud mental infanto-juvenil. Volumen 1. Consejo General de la Psicología de España.
- Ferrari, A. (2022). Global, regional, and national burden of 12 mental disorders in 204 countries and territories, 1990-2019: a systematic analysis for the Global Burden of Disease Study 2019. The Lancet Psychiatry, 9(2), 137- 150. https://doi.org/10.1016/S2215-0366(21)00395-3
- Fondo de las Naciones Unidas para la Infancia (2022). Estado Mundial de la Infancia 2021: En mi mente: Promover, proteger y cuidar la salud mental de la infancia. UNICEF.
- Fonseca-Pedrero, E. (2021a). Manual de tratamientos Psicológicos. Adultos. Pirámide.
- Fonseca-Pedrero, E. (2021b). Manual de tratamientos psicológicos. Infancia y adolesencia. Pirámide.
- Fonseca Pedrero, E., Pérez-Albéniz, A., y Al-Halabí, S. (2022). Conducta suicida en adolescentes a revisión: creando esperanza a través de la acción. Papeles del Psicólogo, 43(3), 173-184. https://doi.org/10.23923/ pap.psicol.3000
- Fonseca-Pedrero, E., Pérez-Albéniz, A., Al-Halabí, S., Lucas-Molina, B., Ortuño-Sierra, J., Díez-Gómez, A., Pérez-Sáenz, J., Inchausti, F., Valero García, A. V., Gutiérrez García, A., Aritio Solana, R., Ródenas-Perea, G., Vicente Clemente, M. P. de, Ciarreta López, A., y Debbané, M. (2023). PSICE project protocol: Evaluation of the unified protocol for transdiagnostic treatment for adolescents with emotional symptoms in school settings. Clínica y Salud, 34(1), 15-22. https://doi.org/10.5093/ clysa2023a3
- Fonseca-Pedrero, E., Pérez-Álvarez, M., Al-Halabí, S., Inchausti, F., López- Navarro, E. R., Muñiz, J., Lucas-Molina, B., Pérez-Albéniz, A., Rivera, R. B., Cano-Vindel, A., Gimeno-Peón, A., Prado-Abril, J., GonzálezMenéndez, A., Valero, A. V., Priede, A., González-Blanch, C., RuizRodríguez, P., Moriana, J. A., Gómez, L. E., … Montoya-Castilla, I. (2021). Empirically supported psychological treatments for children and adolescents: State of the art. Psicothema, 33(3), 386-398. https://doi. org/10.7334/psicothema2021.56
- Foulkes, L., y Stringaris, A. (2023). Do no harm: can school mental health interventions cause iatrogenic harm? BJPsych Bulletin, 1-3. https://doi. org/10.1192/bjb.2023.9
- Fusar-Poli, P. (2019). Integrated mental health services for the developmental period (0 to 25 years): A critical review of the evidence. Frontiers in Psychiatry, 10, 355. https://doi.org/10.3389/fpsyt.2019.00355
- Garaigordobil, M. (2023). Psicología educativa: la clave de la prevención y de la salud mental infanto-juvenil. Psicothema. https://doi.org/10.7334/ psicothema2023.1
- González-Roz, A., Martínez-Loredo, V., Maalouf, W., Fernández-Hermida, J. R., y Al-Halabí, S. (2023). Protocol for a trial assessing the efficacy of a universal school-based prevention program for addictive behaviors. Psicothema, 35(1), 41-49. https://doi.org/10.7334/psicothema2022.251
- Goodman, R. (1997). The strengths and difficuties questionnaire: a research note. Journal of Child Psychology and Psychiatry, 38, 581-586. https:// doi.org/10.1111/j.1469-7610.1997.tb01545.x
- Gore, F. M., Bloem, P. J., Patton, G. C., Ferguson, J., Joseph, V., Coffey, C., Sawyer, S. M., y Mathers, C. D. (2011). Global burden of disease in young people aged 10-24 years: a systematic analysis. Lancet, 18(377), 2093-2102. https://doi.org/10.1016/S0140-6736(11)60512-6
- Guzman-Holst, C., Zaneva, M., Chessell, C., Creswell, C., y Bowes, L. (2022). Research Review: Do antibullying interventions reduce internalizing symptoms? A systematic review, meta-analysis, and metaregression exploring intervention components, moderators, and mechanisms. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 63(12), 1454-1465. https://doi.org/10.1111/jcpp.13620
- Hart, J. T. (1971). The inverse care law. Lancet, 1(7696), 405–412. https:// doi.org/10.1016/s0140-6736(71)92410-x
- Hess, R. S., Pearrow, M., Hazel, C. E., Sander, J. B., y Wille, A. M. (2017). Enhancing the behavioral and mental health services within schoolbased contexts. Journal of Applied School Psychology, 33(3), 214-232. https://doi.org/10.1080/15377903.2017.1317151
- Jiménez, J. E. (2019). Modelo de respuesta a la intervención: un enfoque preventivo para el abordaje de las dificultades específicas de aprendizaje. Pirámide.
- Jimerson, S. R., Burns, M. K., y VanDerHeyde, A. (2016). Handbook of response to intervention: The science and practice of multi-tiered systems of support. Springer.
- Johnson, J. G., Harris, E. S., Spitzer, R. L., y Williams, J. B. W. (2002). The Patient Health Questionnaire for Adolescents: Validation of an instrument for the assessment of mental disorders among adolescent primary care patients. Journal of Adolescent Health, 30(3), 196-204. https://doi.org/10.1016/S1054-139X(01)00333-0
- Kern, L., Mathur, S. R., Albrecht, S. F., Poland, S., Rozalski, M., y Skiba, R. J. (2017). The need for school-based mental health services and recommendations for implementation. School Mental Health, 9(3), 205- 217. https://doi.org/10.1007/S12310-017-9216-5
- Knapp, S. J. (2020). Suicide Prevention: An Ethically and Scientifically Informed Approach. American Psychological Association.
- Krueger, R. F., y Eaton, N. R. (2015). Transdiagnostic factors of mental disorders. World Psychiatry, 14(1), 27-29. https://doi.org/10.1002/ wps.20175
- Loftus-Rattan, S. M., Wrightington, M., Furey, J., y Case, J. (2023). Multitiered system of supports: An ecological approach to school psychology service delivery. Teaching of Psychology, 50(1), 77-85. https://doi. org/10.1177/00986283211024262
- Lucas-Molina, B., y Giménez-Dasí, M. (coords.) (2019). La promoción de la salud a través de programas de intervención en contexto educativo. Pirámide.
- Lynch, S. J., Sunderland, M., Newton, N. C., y Chapman, C. (2021). A systematic review of transdiagnostic risk and protective factors for general and specific psychopathology in young people. Clinical Psychology Review, 87, 102036. https://doi.org/10.1016/j.cpr.2021.102036
- Menninger, K. (1927). The human mind. Garden City Publishing Company, INC.
- Mulraney, M., Coghill, D., Bishop, C., Mehmed, Y., Sciberras, E., Sawyer, M., Efron, D., y Hiscock, H. (2021). A systematic review of the persistence of childhood mental health problems into adulthood. Neuroscience and Biobehavioral Reviews, 129, 182-205. https://doi. org/10.1016/J.NEUBIOREV.2021.07.030
- Naciones Unidas. (2018). Los Objetivos de Desarrollo Sostenible. Naciones Unidas.
- National Association of School Psychologists (2021). School-Based Mental and Behavioral Health Services and School Psychologists. National Association of School Psychologists.
- Panchal, N., Cox, C., y Rudowitz, R. (2023). The landscape of school based mental health services. Kaiser Family Fundation. Recuperado el 16 de abril de 2023 https://www.kff.org/other/issue-brief/the-landscape-ofschool-based-mental-health-services/
- Patel, V., Saxena, S., Lund, C., Thornicroft, G., Baingana, F., Bolton, P., Chisholm, D., Collins, P. Y., Cooper, J. L., Eaton, J., Herrman, H., Herzallah, M. M., Huang, Y., Jordans, M. J. D., Kleinman, A., MedinaMora, M. E., Morgan, E., Niaz, U., Omigbodun, O., … Unützer, J. (2018). The Lancet Commission on global mental health and sustainable development. Lancet, 392(10157), 1553-1598. https://doi.org/10.1016/ S0140-6736(18)31612-X
- Pérez-Álvarez, M. (2020). El embrollo científico de la psicoterapia: cómo salir. Papeles del Psicólogo, 41, 174-183. https://doi.org/10.23923/pap. psicol2020.2944
- Pérez-Álvarez, M. (2021). Ciencia y pseudociencia en psicología y psiquiatría. Alianza Editorial.
- Pérez-Álvarez, M., y Fonseca-Pedrero, E. (2021). Para repensar los problemas psicológicos de la infancia y la adolescencia: hacia un enfoque contextual. En E. Fonseca-Pedrero (Ed.), Manual de tratamientos psicológicos. Infancia y adolescencia. (pp. 824-856). Pirámide.
- Polanczyk, G. V, Salum, G. A., Sugaya, L. S., Caye, A., y Rohde, L. A. (2015). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 56, 345-65. https://doi.org/10.1111/ jcpp.12381
- Rose, G. (1994). La estrategia de la medicina preventiva. Masson, S. A. Ross, D. A., Louisa Plummer, M., Montgomery, P., Kohl, K., Siegfried, N.,
- Saewyc, E., y Baltag, V. (2021). World Health Organization recommends comprehensive school health services and provides a menu of interventions. Journal of Adolescent Health, 69, 195-196. https://doi. org/10.1016/j.jadohealth.2021.04.036
- Salazar de Pablo, G., Micheli, A. de, Nieman, D. H., Correll, C. U., Kessing, L. V., Pfennig, A., Bechdolf, A., Borgwardt, S., Arango, C., Amelsvoort, T. van, Vieta, E., Solmi, M., Oliver, D., Catalan, A., Verdino, V., Maggio, L. di, Bonoldi, I., Vaquerizo-Serrano, J., Baccaredda Boy, O., … FusarPoli, P. (2020). Universal and selective interventions to promote good mental health in young people: Systematic review and meta-analysis. European Neuropsychopharmacology, 41, 28-39. https://doi.org/10.1016/J. EURONEURO.2020.10.007
- Salmivalli, C., Laninga-Wijnen, L., Malamut, S. T., y Garandeau, C. F. (2021). Bullying prevention in adolescence: Solutions and new challenges from the past decade. Journal of Research on Adolescence, 31(4), 1023-1046. https://doi.org/10.1111/JORA.12688
- Sanchez, A. L., Cornacchio, D., Poznanski, B., Golik, A. M., Chou, T., y Comer, J. S. (2018). The Effectiveness of School-Based Mental Health Services for Elementary-Aged Children: A Meta-Analysis. Journal of the American Academy of Child and Adolescent Psychiatry, 57, 153-165. https://doi.org/10.1016/j.jaac.2017.11.022
- Simões, C., Caravita, S., y Cefai, C. (2021). A systemic, whole-school approach to mental health and well-being in schools in the EU. Analytical Report. European Union.
- Solmi, M., Radua, J., Olivola, M., Croce, E., Soardo, L., Salazar de Pablo, G., Il Shin, J., Kirkbride, J. B., Jones, P., Kim, J. H., Kim, J. Y., Carvalho, A. F., Seeman, M. V., Correll, C. U., y Fusar-Poli, P. (2022). Age at onset of mental disorders worldwide: large-scale meta-analysis of 192 epidemiological studies. Molecular Psychiatry, 27(1), 281-295. https:// doi.org/10.1038/S41380-021-01161-7
- Spitzer, R. L., Kroenke, K., Williams, J. B. W., y Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: the GAD-7. Archives of Internal Medicine, 166(10), 1092-1097. https://doi.org/10.1001/ ARCHINTE.166.10.1092
- Swearer, S. M., y Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. The American Psychologist, 70(4), 344-353. https://doi.org/10.1037/ A0038929
- UNICEF (2022). ¿Cómo son los servicios de salud mental y apoyo psicosocial en las escuelas? UNICEF.
- Valido, A., Robinson, L. E., Woolweaver, A. B., Drescher, A., Espelage, D. L., Wright, A. A., Ishmeal, D., Dailey, M. M., Long, A. C. J., y LoMurray, S. (2023). Pilot evaluation of the elementary social-emotional learning program sources of strength. School Mental Health, 1-12. Advance online publication. https://doi.org/10.1007/s12310-023-09567-0
- Veldman, K., Reijneveld, S. A., Ortiz, J. A., Verhulst, F. C., y Bültmann, U. (2015). Mental health trajectories from childhood to young adulthood affect the educational and employment status of young adults: results from the TRAILS study. Journal of Epidemiology and Community Health, 69(6), 588-593. https://doi.org/10.1136/JECH-2014-204421
- Verhoog, S., Eijgermans, D. G. M., Fang, Y., Bramer, W. M., Raat, H., y Jansen, W. (2022). Contextual determinants associated with children’s and adolescents’ mental health care utilization: a systematic review. European Child y Adolescent Psychiatry, 1-15. Advance online publication. https://doi.org/10.1007/s00787-022-02077-5
- Walker, E. R., McGee, R. E., y Druss, B. G. (2015). Mortality in mental disorders and global disease burden implications. JAMA Psychiatry, 72(4), 334-341. https://doi.org/10.1001/jamapsychiatry.2014.2502
- Wang, P. S., Berglund, P., Olfson, M., Pincus, H. A., Wells, K. B., y Kessler, R. C. (2005). Failure and delay in initial treatment contact after first onset of mental disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6), 603-613. https://doi.org/10.1001/ ARCHPSYC.62.6.603
- Weisz, J. R., y Kazdin, A. E. (2017). Evidence-Based Psychotherapies for Children and Adolescents (ThirdEdition). Guilford Press.
- Werner-Seidler, A., Spanos, S., Calear, A. L., Perry, Y., Torok, M., O'Dea, B., Christensen, H., y Newby, J. M. (2021). School-based depression and anxiety prevention programs: An updated systematic review and meta-analysis. Clinical Psychology Review, 89, 102079. https://doi. org/10.1016/j.cpr.2021.102079
- World Health Organization (2013). Investing in mental health: evidence for action. WHO.
- World Health Organization (2021a). Mental health atlas 2020. WHO.
- World Health Organization (2021b). WHO guideline on school health services. WHO.
- World Health Organization (2022). World mental health report: transforming mental health for all. WHO.
- World Health Organization. (2023). WHO report highlights global shortfall in investment in mental health. WHO.
- World Health Organization y United Nations Educational Scientific and Cultural Organization (2021a). Making every school a healthpromoting school: implementation guidance. World Health Organization and the United Nations Educational, Scientific and Cultural Organization.
- World Health Organization y United Nations Educational Scientific and Cultural Organization. (2021b). WHO guideline on school health services. World Health Organization. https://apps.who.int/iris/ handle/10665/341910.
- Wyman, P. A., Brown, C. H., LoMurray, M., Schmeelk-Cone, K., Petrova, M., Yu, Q., Walsh, E., Tu, X., y Wang, W. (2010). An outcome evaluation of the sources of strength suicide prevention program delivered by adolescent peer leaders in high schools. American Journal of Public Health, 100(9), 1653-1661. https://doi.org/10.2105/ AJPH.2009.190025