Investigación, evaluación e intervención en salud mental: contribuciones del Grupo PRISMA de la Universidad de La Rioja
DOI:
https://doi.org/10.70860/ufnt.rbec.e20689Abstract
Pesquisa, avaliação e intervenção em saúde mental: contribuições do Grupo PRISMA da Universidade de La Rioja
Introdução: A saúde mental de crianças e adolescentes é uma prioridade de saúde pública que requer modelos preventivos. Os ambientes educacionais são ideais para intervenção devido ao seu alcance universal, seu papel central na socialização e sua capacidade de reduzir o estigma e as barreiras de acesso ao apoio adequado. Método: A pesquisa do grupo PRISMA está estruturada em torno de três áreas principais: 1) Modelos conceituais de fenômenos como comportamento suicida e bullying; 2) Desenho e validação de intervenções; e 3) Validação psicométrica de instrumentos de triagem para uso escolar. Resultados: A triagem de 8.749 adolescentes revelou que 12% estão em risco de problemas emocionais/comportamentais. O programa PositivaMente melhorou significativamente o bem-estar subjetivo, especialmente em meninas. Enquanto isso, a intervenção PSICE (UP-A) demonstrou eficácia robusta em adolescentes com sintomas subclínicos, atingindo tamanhos de efeito de d=1,29 para depressão e d=1,39 para ansiedade em acompanhamentos de 12 meses. Diversas ferramentas breves foram validadas para facilitar a detecção precoce em sala de aula. Conclusões: A prevenção nas escolas é uma estratégia eficaz para melhorar o bem-estar e reduzir o sofrimento psicológico. É essencial adotar abordagens transdiagnósticas que abordem mecanismos comuns antes que o sofrimento se torne crônico. Integrar a avaliação de risco ao fortalecimento das capacidades psicossociais é fundamental, especialmente na adolescência.
Palavras-chave: bem-estar psicológico, contextos educacionais, pesquisa, PRISMA, adolescência.
Investigación, evaluación e intervención en salud mental: contribuciones del Grupo PRISMA de la Universidad de La Rioja
RESUMEN. Introducción: La salud mental infanto-juvenil es una prioridad de salud pública que requiere modelos preventivos. Los contextos educativos son escenarios idóneos para la intervención debido a su alcance universal, su papel central en la socialización y su capacidad para reducir el estigma y las barreras de acceso a los apoyos adecuados. Método: Las investigaciones del grupo PRISMA se articulan en tres ejes: 1) Modelos conceptuales sobre fenómenos como la conducta suicida y el acoso escolar; 2) Diseño y validación de intervenciones; y 3) Validación psicométrica de instrumentos de cribado para uso escolar. Resultados: El cribado en 8749 adolescentes detectó que un 12% presenta riesgo de problemas emocionales/conductuales. El programa PositivaMente mejoró significativamente el bienestar subjetivo especialmente en mujeres. Por su parte, la intervención PSICE (UP-A) mostró una eficacia robusta en adolescentes con sintomatología subclínica, alcanzando tamaños del efecto de d=1,29 en depresión y d=1,39 en ansiedad en seguimientos de 12 meses. Se han validado múltiples herramientas breves que facilitan la detección temprana en el aula. Conclusiones: La prevención en los centros educativos es una estrategia eficaz para mejorar el bienestar y reducir el malestar psicológico. Resulta esencial adoptar enfoques transdiagnósticos que actúen sobre mecanismos comunes antes de que el malestar se consolide. Integrar la evaluación de riesgos con la potenciación de fortalezas psicosociales resulta clave especialmente en la adolescencia.
Palabras clave: bienestar psicológico, contextos educativos, investigación, PRISMA, adolescencia.
Mental Health Research, Assessment, and Intervention: Contributions from the PRISMA Research Group at the University of La Rioja
ABSTRACT. Introduction: Child and adolescent mental health is a public health priority requiring preventive models. Educational settings provide ideal contexts for intervention due to their universal reach, central role in socialization, and potential to reduce stigma and barriers to accessing appropriate support. Method: Research conducted by the PRISMA group is structured around three main areas: (1) Conceptual models addressing phenomena such as suicidal behavior and school bullying; (2) The design and validation of interventions, and (3) Psychometric validation of school-based screening instruments. Results: Screening conducted with 8,749 adolescents identified that 12% were at risk for emotional and/or behavioral problems. The PositivaMente program significantly improved subjective well-being, particularly among females. In addition, the PSICE intervention (UP-A) demonstrated robust effectiveness in adolescents with subclinical symptomatology, achieving effect sizes of d = 1.29 for depression and d = 1.39 for anxiety at 12-month follow-up assessments. Multiple brief assessment tools have also been validated, facilitating early detection in school settings. Conclusions: Prevention within educational settings is an effective strategy for improving well-being and reducing psychological distress. Adopting transdiagnostic approaches targeting shared mechanisms before distress becomes consolidated is essential. Integrating risk assessment with the promotion of psychosocial strengths is particularly important during adolescence.
Keywords: psychological well-being; educational settings; research; PRISMA; adolescence.
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