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Bruna, B., Rozas, G., Guerra, C., & García, F. E. (2024). Intervenciones en salud mental en estudiantes universitarios: Una revisión sistemática de la literatura. Psychologia, 18(1), 73–88. https://doi.org/10.21500/19002386.6672
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Resumen
La salud mental en estudiantes universitarios es un tema de creciente interés y preocupación en la investigación actual. Existe un número importante de estudios que dan cuenta de que los estudiantes universitarios enfrentan altos niveles de estrés, ansiedad y trastornos psicológicos, lo que se agudizó durante la pandemia por COVID-19. La presente revisión sistematiza la literatura sobre intervenciones vinculadas a ansiedad y el estrés realizadas por instituciones de educación superior en estudiantes universitarios entre los años 2010 y 2021. De un número inicial de 126 artículos, fueron finalmente seleccionados 13 artículos para ser analizados en profundidad en función de sus objetivos, tipo de investigación, muestra, instrumentos utilizados, tipo de intervención, resultados y conclusiones. Los resultados muestran que las intervenciones son eficaces, siendo los modelos cognitivo conductual y basados en mindfulness los más utilizados, en modalidad grupal y presencial. Aunque los hallazgos son útiles para diseñar nuevas intervenciones, es necesario profundizar en investigaciones que consideren variables como adherencia, género e integración de intervenciones no psicológicas como complemento a estrategias estandarizadas.
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Citas
Abreu P. y Silvério J. (2017). La cuarta generación de terapias conductuales. Revista
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Bayram, N. y Bilgel, N. (2008). The prevalence and socio-demographic correlations of depression, anxiety and stress among a group of university students. Social Psychiatry and Psychiatric Epidemiology, 43(8), 667-72. https://doi.org/10.1007/s00127-008-0345-x
Békés, V., Aafjes-van Doorn, K., Luo, X., Prout, T. y Hoffman, L. (2021). Psychotherapists’ challenges with online therapy during COVID-19: Concerns about connectedness predict therapists’ negative view of online therapy and its perceived efficacy over time. Frontiers in Psychology, 22, 1-10. https://doi.org/10.3389/fpsyg.2021.705699
Binfet, J. T., Passmore, H. A., Cebry, A., Struik, K. y McKay, C. (2017). Reducing university students’ stress through a drop-in canine-therapy program. Journal of Mental Health, 27(3), 197-204. https://doi.org/10.1080/09638237.2017.1417551
Bíró, V., Veres-Balajti, I., ÁDány, R. y Kósa, K. (2014). Social cognitive intervention reduces stress in Hungarian university students. Health Promotion International, 32(1), 73-78. https://doi.org/10.1093/heapro/dau006
Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F. y Bolhmejer, E. (2013). Positive psychology interventions: A meta-analysis of randomized controlled studies. BMC Public Health, 13, 119-38.
Blanco, C., Okuda, M., Wright, C., Hasin, D. S., Grant, B. F., Liu, S. M. y Olfson, M. (2008) Mental health of college students and their non-college-attending peers: Results from the national epidemiologic study on alcohol and related conditions. Archives of General Psychiatry, 65(12), 1429-1437. https://doi.org/10.1001/archpsyc.65.12.1429
Bruna, B., García, F., Rincón, P., Aravena, V. y Rivera, C. (2019). Intervenciones breves basadas en mindfulness para el tratamiento preventivo del estrés: Una revisión sistemática. Revista Argentina de Clínica Psicológica, 28(5), 693-702. https://doi.org/10.24205/03276716.2019.1113
Carpena, M. X., Tavares, P. D. S. y Menezes, C. B. (2019). The effect of a six-week focused meditation training on depression and anxiety symptoms in Brazilian university students with 6 and 12 months of follow-up. Journal of Affective Disorders, 246, 401-407. https://doi.org/10.1016/j.jad.2018.12.126
Cooke, R., Bewick, B., Barkham, M., Bradley, M. y Audin, K. (2006). Measuring, monitoring and managing the psychological well-being of first year university students. British Journal of Guidance & Counselling, 34(4), 505-517, https://doi.org/10.1080/03069880600942624
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