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A escola é um ambiente que pode interferir diretamente na produção social da saúde, integrando bem-estar e educação, assim, o Programa de Saúde na Escola (PSE) visa a integração entre o ambiente escolar e saúde. Contudo, faltam ações que promovam, de forma específica, atividades em saúde mental. Objetivo: relatar a experiência de um grupo de estudantes de Enfermagem da Universidade Federal de Rondônia (UNIR) na abordagem das emoções primitivas com crianças do primeiro ao quarto ano do Ensino Fundamental no ambiente escolar. Resultados: essa experiência demonstrou a importância de ações preventivas e as promoções de saúde mental, por meio do PSE. A abordagem interdisciplinar ressalta a necessidade de cuidar da saúde mental desde a infância, destacando a importância da educação e prevenção nesse contexto. Conclusão: realizar atividades de promoção da saúde mental com crianças em idade escolar exige uma integração multiprofissional e permitiu que houvesse a reflexão sobre a saúde mental infantil e suas complexidades.

The school is an environment that can directly interfere in the social production of health, integrating well-being and education, therefore, the Health at School Program (HSP) aims to integrate the school environment and health. However, there is a lack of actions that specifically promote mental health activities. Objective: to report the experience of a group of nurse school students from Federal University of Rondonia (UNIR) in addressing primitive emotions with children from first to fourth year, in the school environment. Results: This experience demonstrated the importance of preventive and mental health-promoting actions through the Health at School Program (HSP). The interdisciplinary approach highlights the need to take care of mental health from childhood, highlighting the importance of education and prevention in this context. Conclusion: Carrying out activities to promote mental health with school-age children requires multidisciplinary integration and allowed reflection on children's mental health and its complexities.

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Abstract The Chilean Skill for Life (CSFL) is a school mental health program implemented by local agencies from the Education, Health, and Social Services public sectors. It represents an excellent opportunity to study inter-organizational collaboration and its advantages to public and state-subsidized schools. The propensity score matching technique was used to compare school performance in second grade (the most intensive treatment level) between schools participating in the program and those not participating and between schools with different types of sectoral collaboration to identify the best partner for the school. To select all Chilean schools' participant in CSFL and the comparative group of schools' non-participant, a sequential sampling was applied. The measures were obtained from government public data, considering annual school performance and other educational indicators. It was found that public schools that implement the CSFL obtain better school performance than those that do not implement it (ATT = .042; p < .05), for state-subsidized schools, the same was not found. It was also observed that when educational agencies implement the program, the gain is more significant (ATT = .046; p < .05). The importance of aligning program values and goals with local agencies and schools is discussed, analyzing the possibilities for better collaboration in school mental health.

Resumen Habilidades para la Vida (HPV) es un programa chileno de salud mental escolar multinivel que llega a millones de estudiantes en miles de territorios del país, y es considerado uno de los programas de salud mental escolar más grandes del mundo. Es implementado en el país por agencias locales de los sectores públicos de educación, salud y servicios sociales, lo que representa una excelente oportunidad para estudiar la colaboración interorganizacional y sus ventajas para las escuelas públicas y subvencionadas por el Estado. Este constructo ha recibido gran atención en los últimos años en el campo de la salud mental escolar, dado que destaca la importancia de generar procesos que permitan compartir una identidad colectiva, una agenda coordinada, tener una comunicación efectiva y una colaboración mutua entre los diversos dispositivos que buscan contribuir al logro de las metas de salud mental y a los objetivos educativos de las escuelas. A pesar de los grandes beneficios que traería la colaboración interorganizacional en la ejecución de programas de salud mental escolar, los estudios al respecto son más bien escasos y centrados en intervenciones que vinculan tan solo un tipo de agencia ejecutora con las escuelas. Por este motivo, el presente estudio pretende analizar el impacto de la colaboración interorganizacional en el rendimiento académico de aquellos estudiantes que reciben el programa HPV, teniendo dos hipótesis a la base: (1) que aquellos estudiantes que forman parte de las escuelas en las que se entrega el programa tendrán un mejor rendimiento académico que aquellos que no reciben la intervención; y (2) que el sector educación será el mejor partner o colaborador, puesto que comparte las metas educativas con la escuela, lo que impactaría en el rendimiento académico de aquellos estudiantes que reciben el programa. Para medir esto, se utilizó la técnica Propensity Matching Score, la cual sirvió para comparar el rendimiento escolar de los estudiantes en segundo grado (el nivel de tratamiento más intensivo) entre las escuelas participantes y no participantes del programa, y entre las escuelas con diferentes tipos de colaboración sectorial. Para seleccionar a los participantes de las escuelas chilenas en HPV y del grupo comparativo se aplicó un muestreo secuencial. Las medidas se obtuvieron de datos públicos del gobierno de Chile, y se consideró el rendimiento escolar anual, la vulnerabilidad social de las escuelas y otros indicadores educativos. Se encontró que las escuelas públicas que implementan el HPV obtienen un mejor rendimiento escolar que las que no lo implementan (ATT = .042; p < .05), resultados que no se repitieron en aquellas escuelas subsidiadas por el Estado. También se observó que cuando las agencias educativas implementan el programa, el aumento del rendimiento académico es mayor (ATT = .046; p < .05) respecto que aquellas que lo implementan mediante agencias locales de salud o de servicios sociales. Se discute la importancia de alinear los valores y las metas del programa con las agencias locales y las escuelas, analizando las posibilidades de una mejor colaboración en la salud mental escolar. Esto implica también considerar las metas educativas de cada centro en el cual se implementan estas intervenciones, ya que es posible encontrarse en ocasiones con modelos educacionales restrictivos y tradicionales, centrados por sobre todo en lo cognitivo. Por este motivo, experimentan dificultades al alinearse con programas de habilidades socioemocionales, lo que termina obstaculizando las posibilidades de colaboración interorganizacional con agencias interventoras de dispositivos orientados a esto. En este marco, se exponen una serie de consideraciones clave vinculadas a la importancia de preparar las condiciones y los recursos para el trabajo interorganizacional entre escuelas y entidades ejecutoras de programas de salud mental escolar.

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Objetivo: Analisar os efeitos das práticas de yoga na saúde mental de adolescentes. Métodos: Revisão integrativa realizada em janeiro de 2022 com a pergunta norteadora: Quais os efeitos de práticas e programas de yoga na melhoria de indicadores de saúde mental dos adolescentes? Busca realizada nas bases de dados OneFile, Scopus, MEDLINE/ PubMed, Science Citation Index Expanded, PubMed Central, Social Sciences Citation Index, e Sage Journals por meio dos descritores yoga ou ioga no título e adolescent ou teenager como termo ampliado. Este processo resultou em 183 artigos, 34 elegíveis para leiturado texto completo e 11 que atenderam aos critérios de inclusão e exclusão. Resultados: Todos os artigos apresentaram-se publicados em língua inglesa, desenvolvidos nos Estados Unidos da América ou na Índia, dentre os quais, três ensaios clínicos randomizados e três pesquisas quase-experimentais, publicados entre 2012 e 2021. Com o Hatha Yoga enquanto a principal modalidade aplicada, a síntese das evidências demonstrou que o yoga possa reduzir traços de ansiedade e atitudes de agressão dos adolescentes, atuar no controle da raiva e violência, favorecer estados emocionais e sentimentos, como felicidade, humor, autoestima, autocontrole, bem-estar, e dimensões da qualidade de vida. Conclusões: Os efeitos do yoga na saúde mentale emocional de adolescentes relacionaram-se à redução da ansiedade e de atitudes de agressão ou violência, melhorias no desenvolvimento das competências emocionais com sentimentos de felicidade, humor, autoestima, autocontrole, bem-estar, qualidade de vida, controle das emoções e dos comportamentos.

Objective: To analyze the effects of yoga practices on the mental health of adolescents. Methods: An integrative review was carried out in January 2022 based on the research question: What are the effects of yoga practices and programs in improving adolescents' mental health indicators? Searches were carried out on OneFile, Scopus, MEDLINE/PubMed, Science Citation Index Expanded, PubMed Central, Social Sciences Citation Index, and Sage Journals databases using the descriptors yoga or ioga in the title and adolescent or teenager as an extended term. This process yielded 183 articles, with 34 of them being eligible for full text reading and 11 meeting the inclusion and exclusion criteria. Results: All articles were published in English, conducted in the United States of America or India, including three randomized clinical trials and three quasi-experimental studies, and published between 2012 and 2021. Hatha Yoga was the main modality applied and the synthesis of evidence showed that yoga can reduce anxiety traits and attitudes of aggression in adolescents, act on the control of anger and violence, favor emotional states and feelings, such as happiness, humor, self-esteem, self-control, well-being, and dimensions of quality of life. Conclusions: The effects of yoga on the mental and emotional health of adolescents were related to the reduction of anxiety and attitudes of aggression or violence and improvements in the development of emotional competences with feelings of happiness, humor, selfesteem, self-control, well-being, quality of life, and control of emotions and behaviors.

Objetivo: Analizar los efectos de las prácticas de yoga en la salud mental de adolescentes. Métodos: Revisión integradora realizada en enero de 20022 con la pregunta orientadora: ¿Cuáles los efectos de prácticas y programas de yoga en la mejora de indicadores de salud mental de los adolescentes? Búsqueda realizada en la base de datos OneFile, Scopus, MEDLINE/ PubMed, Science Citation Index, y Sage Journals por medio de los descriptores yoga o ioga en el título y adolecent o teennager como término ampliado. Este proceso resultó en 183 artículos, 34 elegibles para lectura del texto completo y 11 que atendieron a los criterios de inclusión y exclusión. Resultados: Todos los artículos se presentaron publicados en lengua inglesa, desarrollados en los Estados Unidos de América o en India, entre ellos, tres ensayos clínicos randomizados y tres investigaciones casiexperimentales,publicados entre 2012 y 2021. Con el Hatha Yoga como principal modalidad aplicada, la síntesis de las evidencias demostró que el yoga puede reducir rasgos de ansiedad y actitudes de agresión de los adolescentes, actuar en el control de la rabia y violencia, favorecer estados emocionales y sentimientos, como felicidad, humor, autoestima, autocontrol, bienestar, y dimensiones de la calidad de vida. Conclusiones: Los efectos del yoga en la salud mental y emocional de adolescentes se relacionan a la disminución de la ansiedad y de actitudes de agresión o violencia, mejoras en el desarrollo de competencias emocionales con sentimientos de felicidad, humor, autoestima, autocontrol, bienestar, calidad de vida, control de la emociones y de los comportamientos.

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This study aimed to identify the elements that characterize local teams which implement a nationwide preventive mental health intervention in schools and achieve better results. A mixed-methods sequential explanatory design was conducted in two phases: (a) teams were characterized according to their level of achievement in the preventive intervention through latent class analysis; and (b) case studies of three teams with different implementation results were conducted by performing content analysis on interviews, observations, and documents. It was established that the more effective teams have better planning, the more they are familiar with the intervention, and more aware of their strengths and weaknesses. This team also implement culturally pertinent actions aimed at increasing knowledge about the intervention, which causes schools to experience it as part of their community, since they include the intervention in their regular dynamics. Lastly, the importance and relevance of these elements when working in educational communities is discussed.

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Mental illnesses contribute to a large proportion of the disease burden in children and adolescents in low and middle-income countries (LMICs). There is limited research completed in LMICs about paediatric mental health, particularly related to youth. School is a place where many adolescents first seek mental health support. This study examined how educators in Nicaragua view youth mental health and how mental health can be supported in LMIC schools. Focus groups were completed with teachers serving youth from a variety of socioeconomic settings within León, Nicaragua. The study was completed from an Interpretivist theoretical paradigm and coding of qualitative data was completed consistent with Constructivist Grounded Theory. Educators described their roles in as detecting mental health problems and liasing with other supports; they noted barriers as cross-sector integration and social challenges. Educators felt that youth would be better served by improving integration of care, addressing structural factors, and providing more teacher supports. A model for addressing youth mental health in LMICs could include a stepped-care approach with schools providing preventative programming as well as developing within school referral strategies for youth with higher needs. There may be a role for the use of community health promoters.

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Se presenta la contribución del "Programa Habilidades para la Vida" a las prácticas de prevención de salud mental adolescente en escuelas de Chile. Se evalúa la intervención preventiva del programa, en particular observando si adolescentes que asistieron al taller preventivo (N = 212) muestran cambio en las variables desadaptación escolar (DE) y disfunción psicosocial (DP), según su asistencia y la de sus padres. El diseño fue expost facto, longitudinal prospectivo, con mediciones pre y post. El análisis consideró ANOVA de medidas repetidas y pruebas t para muestras relacionadas. Los resultados indican disminución en algunos factores de riesgo asociados a DE y la estabilidad de la DP de los adolescentes. Se discuten las implicancias de este estudio para la ciencia preventiva y las políticas públicas.

This paper shows the contribution of "Skills for Life Program" to prevention practices adolescent mental health in schools in Chile. Study included a sample of adolescents (N = 212) who participated in the preventive intervention of the program. The goal was to examine changes in variables of school maladjustment (SM) and psychosocial dysfunction (PD) based on their attendance and their parents to the preventive intervention. Design was ex-post-facto, longitudinal prospective, pre and post measurements. Analysis considered repeated measures ANOVA and t tests for related samples. Results indicate a decrease in risk factors associated with SM and PD stability of adolescents. Study implications will be discussed for preventive science and public policy.

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La comuna San Pedro de Atacama (SPA) tiene alta población rural y étnica, grupos vulnerables, según la literatura, a problemas de salud mental. El objetivo de este trabajo es conocer la prevalencia de síntomas ansiosos en escolares e investigar sus diferencias respecto de variables étnicas, de edad y género. Para ello se utilizó la escala de auto reporte de ansiedad para niños y adolescentes (AANA). La muestra quedó constituida por 416 alumnos, de ellos se analizaron 335 escalas, cuya media de edad fue de 10 años. Un 60,3 por ciento obtuvo sobre el punto de corte para sospecha de trastorno de ansiedad. El género femenino tenía mayor sintomatología ansiosa, junto con el grupo etario de 7 a 11 años. No existió diferencias significativas para la variable étnica. Respecto a las subescalas, la distribución etaria de la fobia social fue diferente a lo reportado en la literatura, lo que podría derivar del contexto sociocultural, necesario de investigaren futuros trabajos.

The San Pedro de Atacama (SPA) district has an important number of rural and ethnic population, which according to the literature, is more vulnerable to mental health problems. The aim of this research is to determine the prevalence of anxiety symptoms in school age children and to study its differences in relation to ethnicity, age and gender. The AANA (self report anxiety scale for children and adolescents) was applied in a sample of 416 students, from which 335 questionnaires were analyzed (mean age: 10 years). A 60.3 percent of the students were above the cut point for suspicion of an anxiety disorder. Females had a higher number of symptoms of anxiety, as did the group with ages 7 to 11 years. There were no statistically significant differences for ethnicity. In the subscales, the age distribution for social phobia was found to be different from the one previously reported; this could be explained by the sociocultural context, which remains to be studied in future research.

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