Blanca Tejero Claver

Background: Suicide is increasing among adolescents and young adults worldwide, so its prevention is a topic of great educational interest. In this context, several prevention programs have been developed. However, this problem continues to increase among young people. Methods: The objective of this study is to systematically analyze the concordance between the risk factors addressed in suicide prevention programs in school settings and the suicide risk factors (RFs) described in the literature (systematic and meta-analyses). Following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) protocol, this review was registered in the International Prospective Register of Systematic Reviews (PROSPERO) with the code CRD42023431649. After launching the search algorithm in the various databases, Web of Science (WOS), SCOPUS, Education Resources Information Center (ERIC), ProQuest Psychology, and PubMed, duplicate references were removed using the bibliographic reference management software Zotero. Two independent researchers assessed their possible eligibility. A third judge resolved any disagreements on the inclusion/exclusion of the selected articles. For the quality assessment, the Joanna Briggs Institute (JBI) was employed. Finally, 24 articles published between January 1, 2000, and February 1, 2025, were selected. The data extraction and qualitative analysis were divided in three phases: (1) Scoping umbrella review of suicide risk factors; (2) Systematic review of suicide risk factors addressed in child and adolescent suicide prevention programs and their efficacy; (3) Systematic analysis of the concordance between suicide risk factors found in the literature of systematic reviews and meta-analyses and their inclusion in prevention programs. Results: The risk factors more frequently addressed in the programs are anxiety, depression, peer support, and social relationships. Sexual orientation and bullying/cyberbullying are two risk factors whose role in adolescence is crucial and which are barely or not addressed in current prevention programs. Multi-modal interventions provide the best indicators of effectiveness. In addition, the inclusion of working with the family appears to be a component that affects the effectiveness of the programs. A relationship was found between a higher number of risk factors addressed in the programs and their effectiveness. Conclusion: There is a need to update and create new programs for Generation Z and Alpha students.

Introducción: Actulamente el mundo del entendimiento y la tecnología han trasportado un reciente pleno en el que la juventud deploran intranquilidad que la enseñanza no siempre puede saciar. Los modernos ambientes provocan que cambien las tendencias de los alumnos, por ello, los docentes requieren investigar estrategias y recursos novedosos en las clases, con la finalidad de incrementar la motivación o el compromiso del alumnado. Los objetivos de nuestro estudio se basan en analizar y comparar estrategias de la técnica de gamificación educativa orientadas a la enseñanza y aprendizaje de la materia de ciencias matemáticas. Metodología: Se han utilización herramientas como Kahoot y Plickers para aplicar la técnica de gamificación. Se ha adaptado la Escala de Estrategias de Aprendizaje ACRA calificada en escala de Likert. Resultados: A través de un estudio estadístico, se determinan, que encuentra un aumento significativo de las estrategias de aprendizaje en los alumnos en la referenciada asignatura. Discusión: En la prueba T-student, se obtiene que la gamificación influye de forma positiva en el proceso de aprendizaje de los alumnos. Conclusiones: Se corrobora que la citada técnica educativa, es pedagógica novedosa que mezcla los elementos del juego para interiorizar el conocimiento y así, el aprendizaje pueda ser como una práctica amena.

Introduction: Although research on decision-making in sport has grown, decisional style has been insufficiently addressed in football and futsal and could be relevant to psychological well-being and technical–tactical performance. Aim: This study aimed to analyse the decisional style of football and futsal players and to compare the results according to the players’ sport and gender. Method: The design was descriptive, cross-sectional, comparative, and non-experimental, using the Decision-Making Style Questionnaire in Sport (DSQS). The sample comprised of 280 players from La Rioja region, Spain (207 males and 73 females, aged 10 years or older), 202 were football players (171 men and 31 women) and 78 were futsal players (36 men and 42 women). Results: The comparison of the multivariate effect of gender on the DSQS scales showed that women scored higher in Decision-Related Anxiety and Stress (DRAS), whereas men scored higher in Perceived Decision-Making Competence (PDC). Besides, there are differences according sport modality, since the value of PDC and Engagement in Learning Decisional (ELD) scales are higher in football, and the AAD value is higher in futsal. Conclusions: The player’s sport and gender seem to influence the decision-making style, with practical implications highlighted, such as cognitive-behavioural strategies, cognitive-motor training, emotional and autonomy support, and guided feedback. The results open future research lines on both modalities and their comparison by gender.

Este monográfico explora las innovaciones en psicología, enfocándose en su aplicación en problemas contemporáneos como los desafíos emocionales, sociales y educativos. Se destacan enfoques innovadores en psicología educativa, como la neurodidáctica y la inteligencia emocional, que están transformando el aprendizaje y el desarrollo emocional de los estudiantes. En psicología clínica, se investigan trastornos como la ansiedad y el TDAH, con la integración de herramientas terapéuticas como mindfulness y la música, específicamente el violín, para mejorar el manejo emocional y los comportamientos. También se analiza la perspectiva de género en la psicología, especialmente en relación con la inteligencia emocional y el sexismo. Además, se abordan los efectos de la adicción a las redes sociales, que afecta la autoestima y la salud mental de los jóvenes. El monográfico invita a reflexionar sobre cómo las innovaciones en psicología pueden mejorar el bienestar emocional y el desarrollo integral de las personas.

Introducción: Hablar sobre el tema del suicidio nunca ha sido fácil en nuestra cultura, y mucho menos cuando se trata del suicidio infanto-juvenil. El suicidio supone un grave problema para la sociedad, lo que plantea el interrogante sobre las medidas que se pueden y deben implementar para frenar el incremento que se está experimentando. El objetivo de este trabajo es promover la prevención del suicidio infanto-juvenil mediante el desarrollo de actividades educativas y de intervención utilizando los cuentos en educación primaria Metodología: Se examinan las medidas de prevención existentes en la infancia y juventud en los contextos escolares y se destaca la importancia de identificación temprana y educación preventiva en educación primaria. Discusión: Finalmente, se presenta un proyecto basado en una selección de cuentos preventivos para trabajar los factores de riesgo y de protección que intervienen en la ideación y conducta suicida. Conclusiones: Se espera que las conclusiones obtenidas si se implantara el programa diseñado coincidirían con las obtenidas en los estudios que se han realizado en educación donde se pone de manifiesto el papel relevante que desempeña el cuento como instrumento para mediar el proceso de aprendizaje de competencias emocionales preventivas de suicidio en educación primaria.

Prácticas educativas inclusivas: las comunidades de aprendizaje en el apoyo de la educación especial

The internet has been a breakthrough for adolescents in many ways, but its use can also become dysfunctional and problematic, leading to consequences for personal well-being. The main objective is to analyze profiles related to problematic internet use and its relationship with health-related quality of life (HRQoL). An analytical and cross-sectional study was carried out in a region of northern Spain. The sample comprised 12,285 participants. Sampling was random and representative. Mean age and standard deviation was 14.69 ± 1.73 (11–18 years). The Spanish versions of the Problematic and Generalized Internet Use Scale (GPIUS2) and of the Health-Related Quality of Life (KIDSCREEN-27) were used. Four profiles were detected (non-problematic use, mood regulator, problematic internet use, and severe problematic use). The prevalence of these last two profiles was 18.5% and 4.9%, respectively. Problematic internet use correlated negatively and significantly with HRQoL. The severe problematic use profile presented a significant decrease in all dimensions of HRQoL. Analyses were carried out to extract a cut-off point for GPIUS2 (52 points). The results and practical implications are discussed.