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Artículos originales

Vol. 5 Núm. 12 (2025): Simbiosis, Revista de Educación y Psicología

Intervenciones psicoterapéuticas para la depresión en estudiantes universitarios. Una revisión sistemática

Psychotherapeutic Interventions for Depression in University Students: A Systematic Review
Publicado
2025-10-22

La depresión es uno de los principales problemas de salud mental en los estudiantes universitarios y su aparición puede atribuirse a atributos académicos, psicosociales y contextuales relacionados con este período de desarrollo. El presente estudio tuvo como objetivo proporcionar una revisión sistemática de las intervenciones terapéuticas utilizadas en esta población bajo las directrices PRISMA, con respecto a la efectividad, condiciones para la intervención y deficiencias metodológicas. Se identificaron, seleccionaron y analizaron temáticamente artículos y se incluyeron 72 estudios (publicados entre 2018 y 2024), evaluados en calidad utilizando una matriz de codificación/CASP para examinar el rigor metodológico. Los resultados indican que la Terapia Cognitivo-Conductual (TCC), la Activación Conductual (AC), la Terapia Cognitiva Basada en la Atención Plena (MBCT) y la Terapia Interpersonal (TIP) son las mejores respaldadas por la evidencia. Sin embargo, se observaron varias limitaciones, incluidas el tamaño pequeño de las muestras, la heterogeneidad del protocolo y la falta de representación en diferentes culturas. Se concluye que la evidencia positiva favorece estas terapias como intervenciones de primera línea, pero se requiere de estudios longitudinales y específicos para cada cultura con una mayor solidez metodológica.

Depression is one of the major mental health problems among university students, and its onset can be attributed to academic, psychosocial, and contextual factors associated with this developmental stage. The present study aimed to provide a systematic review of therapeutic interventions applied to this population under PRISMA guidelines, focusing on effectiveness, intervention conditions, and methodological shortcomings. Articles were identified, selected, and thematically analyzed, with 72 studies (published between 2018 and 2024) included and assessed for quality using a coding matrix and the CASP tool to examine methodological rigor. The findings indicate that Cognitive Behavioral Therapy (CBT), Behavioral Activation (BA), Mindfulness-Based Cognitive Therapy (MBCT), and Interpersonal Therapy (IPT) are the most evidence-based interventions. However, several limitations were observed, including small sample sizes, protocol heterogeneity, and a lack of cultural representation. It is concluded that the evidence supports these therapies as first-line interventions, yet longitudinal and culturally tailored studies with stronger methodological robustness are still required.





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A depressão é um dos principais problemas de saúde mental em estudantes universitários, e o seu surgimento pode ser atribuído a fatores acadêmicos, psicossociais e contextuais relacionados a este período de desenvolvimento. O presente estudo teve como objetivo realizar uma revisão sistemática das intervenções terapêuticas aplicadas a essa população sob as diretrizes PRISMA, considerando a eficácia, as condições de intervenção e as deficiências metodológicas. Foram identificados, selecionados e analisados tematicamente artigos, totalizando 72 estudos (publicados entre 2018 e 2024), avaliados em termos de qualidade por meio de uma matriz de codificação/CASP para examinar o rigor metodológico. Os resultados indicam que a Terapia Cognitivo-Comportamental (TCC), a Ativação Comportamental (AC), a Terapia Cognitiva Baseada em Mindfulness (MBCT) e a Terapia Interpessoal (TIP) são as mais fortemente respaldadas pelas evidências. Entretanto, observaram-se várias limitações, incluindo o tamanho reduzido das amostras, a heterogeneidade dos protocolos e a falta de representatividade cultural. Conclui-se que as evidências favorecem essas terapias como intervenções de primeira linha, porém ainda são necessários estudos longitudinais e culturalmente adaptados, com maior robustez metodológica.

Número:
Vol. 5 Núm. 12 (2025): Simbiosis, Revista de Educación y Psicología
Sección:
Artículos originales

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