El suicidio es la tercera causa de muerte en el grupo de edad de entre los 15 a los 29 años, superado sólo por las causas externas de mortalidad y los tumores, de acuerdo con el Instituto Nacional de Estadística. En los últimos datos disponibles se pone de manifiesto que 310 niños y jóvenes menores de 30 años se quitaron la vida, lo que supone un 7.77% del total de víctimas del suicidio. El presente artículo, pretende describir profusamente el estado de la cuestión a la luz de los datos disponibles en la literatura, partiendo del panorama general a nivel mundial. Se discuten las causas que pueden desembocar en este tipo de actos, señalándose la presencia de trastornos psicológicos, variables concretas de personalidad, la alta carga de estrés emocional y, especialmente, el bullying, últimamente desplazado por nuevas vertientes como el bullying electrónico o el sexting.

During their sporting lives, athletes must face multiple difficulties that can have consequences for their mental health and changes in their eating patterns. Therefore, the present study aims to analyze how social skills of the trainer influence the coping capacity, psychological well-being, and eating habits of the athlete, elements that are key to achieving success during competition. This study involved 1547 athletes and 127 trainer. In order to achieve the objective, the mean, standard deviation, bivariate correlations, reliability analysis and a structural equation model were analysed. The results showed that prosocial behaviours were positively related to resilience, while antisocial behaviours were negatively related. Resilience was negatively related to anxiety, stress and depression. Finally, anxiety, stress and depression were negatively related to healthy eating and positively related to unhealthy eating. These results highlight the importance of creating a positive social climate to develop coping strategies that promote mental health and healthy eating habits of athletes.

The objective of the present study was to validate and adapt the Acceptance and Action Questionnaire-Stigma (AAQ-S) to the Spanish context. Method: The study included the participation of 1212 subjects, with an average age of 17.12 years old. Results: The confirmatory factorial analysis revealed a number of adequate fit indices for the new version of the scale χ2/df = 3.24; Comparative Fit Index = 0.96; Incremental Fit Index = 0.96; Root Mean Square Error of Approximation = 0.060; Standardized Root Mean Square Residual = 0.035, in which the factorial structures displayed gender invariance. The two factors comprise the scale both exhibited high internal consistency (+0.90) and temporal stability. Conclusion: The Spanish version of the AAQ-S proved to be a robust and adequate psychometric instrument. In this sense, future lines of research focused on determining the role of psychological flexibility in stigma and the processes of change at the base of interventions could benefit substantially from the use of AAQ-S.

Achieving the educational inclusion of students with special educational needs (SEN) is one of the significant challenges of the current Spanish educational system. This is a group of students with a high rate of bullying that leads to academic failure, as well as significant psychological and social consequences. Despite the fact that the behaviours and psychological characteristics of their peers seem to influence the degree of inclusion, there is no detail on this subject. Therefore, the aim of this paper is to determine the relationship between emotional intelligence, psychological flexibility, prosocial behaviour and inclusive behaviour. To carry out this study, a sample of 642 students between the ages of 12 and 19 years old participated and answered four questionnaires, one for each variable under study. The relationships established were extracted from different statistical analyses and a hypothesised predictive model. The results obtained revealed that emotional intelligence is positively related to psychological flexibility and prosocial behaviour and that these, in turn, are positively related to the development of inclusive behaviour. Therefore, the importance of considering the variables under study during the teaching–learning processes carried out in the classroom is highlighted.

La Terapia de Aceptación y Compromiso (ACT) ha supuesto una importante revolución a la hora de conceptuar la psicopatología. Aplicada a diversas áreas, se busca acabar con el patrón de evitación experiencial, que supone responder de forma literal a los eventos privados aversivos, potenciando nuevas formas de respuesta ante la presencia de los mismos. Se presenta una intervención con ACT en un problema de vigorexia. El paciente es un joven de 24 años, cuya excesiva preocupación por su aspecto físico le ha hecho descuidar otras facetas de su vida, al tiempo que está poniendo en riesgo su salud. La terapia consistió en 16 sesiones de intervención en las que se trabajaron los aspectos centrales de ACT  (desesperanza creativa, defusion, clarificación de valores, yo como contexto, contacto con el momento presente…). Tras la intervención,  se incrementaron las acciones en dirección a sus valores, reduciéndose la credibilidad otorgada a la presencia del malestar.