Estrategias de Aceptación y Compromiso (ACT) en la Escuela: Una revisión sistemática
Jonathan Martínez Líbano – Universidad de Andrés Bello, Chile - ORCID
Resumen
La salud mental en comunidades educativas ha cobrado una gran relevancia en la actualidad debido al aumento sostenido de problemas psicológicos tanto en alumnos como en profesores. En este sentido, encontrar estrategias que puedan prevenir y/o mitigar las posibles repercusiones negativas cobra especial relevancia. Es en este escenario que la Terapia de Aceptación y Compromiso (ACT) ha emergido como una de las estrategias con mayor evidencia científica para abordar estos problemas, por lo que la presente revisión sistemática tuvo como objetivo identificar y analizar estudios que hayan implementado intervenciones basadas en ACT dentro del sistema escolar. A partir de lo anterior, se pudieron identificar 10 estudios que cumplieron con los criterios de inclusión. Las intervenciones se aplicaron en niños, adolescentes y profesores, mostrando en general efectos positivos en la atención, regulación emocional, ansiedad, síntomas depresivos y bienestar psicológico. Sin embargo, la evidencia sigue siendo limitada y heterogénea. La mayoría de los estudios utilizó diseños experimentales y se concentró en Europa, Asia y América del Norte, sin registros en países iberoamericanos. Se concluye que ACT representa una alternativa efectiva y flexible para abordar el bienestar emocional en escuelas, aunque se requiere avanzar en mayor investigación contextualizada y metodológicamente robusta.
Palabra clave: Estrategias de Aceptación y Compromiso (ACT) en la Escuela
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