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Research Article | DOI: https://doi.org/10.31579/2637-8892/246
1 Universidad Regional Autónoma de los Andes (UNIANDES), Ecuador.
2 International Center for Entrepreneurs in Barcelona, España (ICEB).
3 Rb Joan Baptista Pirelli Nº 60 Piso 2 Apto 108800 Vilanova I La Geltru Barcelona, España.
*Corresponding Author: Vladimir Vega Falcón, Rb Joan Baptista Pirelli Nº 60 Piso 2 Apto 108800 Vilanova I La Geltru Barcelona, España.
Citation: Darwin Raúl Noroña Salcedo,Vladimir Vega Falcón,Vladimir Vega Falcón, (2024), Analysis Of Mental Health in A Technological University Institute in Quito, Ecuador, Psychology and Mental Health Care, 8(3): DOI:10.31579/2637-8892/246
Copyright: © 2024, Vladimir Vega Falcón. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Received: 09 February 2024 | Accepted: 26 February 2024 | Published: 05 March 2024
Keywords: self-esteem; trait depression; stress vulnerability; mental health
Objective: The objective of the study was to determine the statistically significant differences between self-esteem, depression and stress vulnerability in two groups: students and teachers of a higher technological university institute.
Methods: Three predictors were applied to a representative sample of 329 students and 91 teachers: Coopersmith's (1997) self-esteem inventory, Grau's (1989) IDERE trait depression inventory, and Miller's (1999) stress vulnerability test.
Results: As the main results, students register lower self-esteem and greater vulnerability to stress, distancing themselves from teachers by 31.1 and 26.3 percentage points respectively. Likewise, the students presented greater depression (12.8% more). When analyzing the results with the non-parametric Mann-Whitney U test, values below 0.05 were observed in the three asymptotic significances.
Conclusions: As main conclusions, the mental health of teachers is superior to that of students, since they show better assessments of perception and appreciation of themselves. Also, teachers have more effective defense mechanisms and resources when it comes to coping with stress. The results of the three variables are quite similar to those studied with university populations in the last five years. As conclusions, a significant number of the population perceives low self-esteem, depression and vulnerability to stress, which is why it is necessary to develop mental health promotion plans.
La evolución de la atención a la salud mental a lo largo de la historia experimenta hitos significativos que reflejan cambios en la comprensión y el tratamiento de los trastornos mentales. Este interés empieza con las civilizaciones antiguas, como la egipcia, griega y romana. En ellas se reconocen problemas de salud mental, pero se cree que tenían causas sobrenaturales. Los tratamientos se basan en prácticas religiosas y rituales. Muchos años más tarde, en la edad Media, la salud mental sigue siendo en gran parte un misterio, y los enfermos mentales son a menudo marginados o considerados poseídos por demonios. Se desarrollan algunos asilos, pero las condiciones suelen ser deplorables [1]. Una vez que la humanidad supera los embates del oscurantismo con el Renacimiento, se comienza a enfocar más en el individuo y en el estudio de la mente humana. Figuras como Paracelso y John Locke contribuyen a una comprensión más científica de los trastornos mentales. Ya para el siglo XIX, se inauguran los primeros hospitales psiquiátricos, como el famoso asilo de Bedlam en Londres. Sin embargo, estos lugares suelen ser inhumanos y carecen de tratamientos efectivos. En el siglo anterior, la psiquiatría moderna comienza a desarrollarse con avances en la terapia electroconvulsiva y el surgimiento de la psicoterapia. Se reformaron los sistemas de atención para alejarse de la institucionalización y buscar tratamientos más humanos [2].
Con la llegada de los antipsicóticos (1950), como la clorpromazina, se revoluciona el tratamiento de enfermedades mentales graves como la esquizofrenia dando un empuje significativo a los modelos de atención de curación. Pero también, se esboza la perspectiva exploratoria de atención basada en la prevención y en la atención comunitaria. Con la declaratoria de derechos humanos, se promueven los principios de atención humanitaria de los pacientes y se buscan tratamientos menos restrictivos. Es así que los modelos normativos de la política pública buscan compensar y resarcir siglos de tratamiento inhumano [3]. Es así que, en la actualidad, la atención a la salud mental se vuelve más integral, con un mayor énfasis en su promoción y la reducción del estigma. Este nuevo paradigma se basa en fortalecer las condiciones y habilidades de la población para que desarrollen a plenitud su creatividad, innovación, resiliencia, sociabilidad, autocontrol, empatía, entre otros. Estos principios que son transversales ganan prominencia en los entornos educativos y laborales donde permanentemente se evalúan las características de salud e implementar planes de prevención y tratamiento temprano [4]. Bajo este contexto, en muchos países, incluido Ecuador, la salud mental de los estudiantes universitarios y del profesorado es un tema de creciente preocupación debido a las presiones académicas, sociales y emocionales que enfrentan. Las universidades están reconociendo la importancia de abordar estos problemas e implementan programas de sensibilización y apoyo con servicios de asesoramiento y apoyo psicológico para sus estudiantes y docentes. Estos servicios ofrecen sesiones de terapia y consejería para ayudar a los estudiantes a hacer frente a los desafíos emocionales y psicológicos [5]. A pesar de los avances, algunos desafíos persisten. Una de las principales limitaciones es la falta de recursos adecuados, tanto financieros como de personal, para abordar eficazmente las necesidades de salud mental de estudiantes y docentes. Los centros de asesoramiento pueden estar sobrecargados, lo que limita el acceso o la calidad de los servicios. Por otro lado, las altas expectativas académicas, la competencia y las dificultades para mantener un equilibrio entre la vida universitaria y personal pueden contribuir al estrés, la ansiedad y la depresión entre la comunidad educativa [6]. El Gobierno de Ecuador toma medidas en los últimos años para mejorar la atención a la salud mental en la sociedad en general, pero la implementación efectiva de políticas en las universidades puede variar. En tal virtud, toda acción debe empezar con el diagnóstico y evaluación de las características de la salud mental de las casas de educación superior. Es por esto que la presente investigación tiene el objetivo de determinar las diferencias estadísticamente significativas entre autoestima, depresión y vulnerabilidad del estrés en dos grupos: estudiantes y profesores de un instituto universitario tecnológico superior.
Métodos
Estudio no experimental, transversal, descriptivo y correlacional. 329 estudiantes y 91 profesores universitarios fueron encuestados en razón de tres características de la salud mental a través de los predictores: el inventario de autoestima de Coopersmith (1997), el inventario de depresión rasgo IDERE de Grau (1989) y el test de vulnerabilidad del estrés de Miller (1999).
Para la confirmación de los participantes, se implementó la técnica del censo para alcanzar la mayor cantidad de informantes, llegando a consolidarse un total de 420 individuos de un universo total de 2501 personas. Para seleccionar los grupos de docentes y estudiantes, se incluyeron los siguientes criterios: ser docente o estudiante con más de 6 meses de permanencia en la institución (a tiempo completo en el caso del docente) y haber firmado consentimiento informado. Se eliminaron las encuestas que no se desarrollaron de manera completa. En relación a los cuestionarios, el predictor de Coopersmith es una herramienta psicométrica diseñada para medir la autoestima de las personas. La autoestima se refiere a la evaluación subjetiva que una persona hace de sí misma, su valoración personal y la confianza en sus habilidades y valía. Este inventario es utilizado en contextos clínicos, de consejería y de investigación para evaluar el nivel de autoestima de un individuo. Presenta tres significaciones: nivel alto, medio y bajo de autoestima. Está compuesto de 25 ítems de solución dicotómica (SI/NO). Se asigna un punto si el sujeto fue afirmativo en las preguntas 1,4,5,8,9,14,19,20. También se registra un dígito si la respuesta fue NO en el resto de ítems. La sumatoria global es comparada con una tabla de baremos: 19-24: nivel alto; 13-18, nivel medio; menos de 12, nivel bajo. Por otro lado, el inventario de depresión rasgo IDERE de Grau (1989), es una herramienta psicométrica diseñada para medir y evaluar los síntomas de la depresión en una persona ampliamente difundido en la práctica clínica y en la investigación psicológica para ayudar a identificar la presencia y la gravedad de la depresión. Está diseñado con base a 22 ítems y escala de Likert de 4 opciones (casi nunca, algunas veces, frecuentemente y casi siempre. Las respuestas son sumadas y comparadas con una escala. Si el valor es mayor o igual de 47, el nivel es alto; si fluctúa entre 36 a 46, es medio; y si es menor o igual de 35, será bajo.
Además, el Test de Vulnerabilidad al Estrés de Miller (1999), es un predictor diseñado para evaluar la susceptibilidad de una persona al estrés. Este test se utiliza en la investigación y en la práctica clínica para identificar factores de riesgo individuales que pueden aumentar la probabilidad de experimentar estrés y trastornos relacionados. Cuenta con 20 preguntas con cinco opciones de respuesta: siempre, casi siempre, frecuentemente, casi nunca y nunca. Si la suma se sitúa por encima de 30 puntos se considera vulnerabilidad al estrés. Si la sumatoria comprende de 50 a 75, seriamente vulnerable; y si excede los 75 puntos, extremadamente vulnerable.
Tanto los resultados socio demográficos como los resultados de los tres test fueron analizados descriptivamente e inferencialmente. La prueba estadística fue la U de Wilcoxon con un nivel de significancia del 0,05 para el rechazo de la hipótesis nula. La hipótesis de investigación dictaminaba diferencias estadísticamente significativas para el grupo de los estudiantes (menores niveles de salud mental) en relación con los profesores. Las hipótesis fueron las siguientes:
Los principales resultados del estudio se muestran en las tablas I (Resultados de variables sociodemográficas); II (Resultados de las encuestas de salud mental); III (Chi cuadrada y Odds ratio entre género e indicadores de salud); así como en la Figura 1 (Pruebas de Kruskal-Wallis).
| Género | Estudiantes | Profesores |
| Femenino | 236 (71,7%) | 39 (42,9%) |
| Masculino | 93 (28,3%) | 52 (57,1%) |
| Estado Civil | ||
| Soltera/o | 258 (78,4%) | 44 (48,4%) |
| Casada/o | 43 (13,1%) | 32 (35,2%) |
| Unión Libre / Unión de hecho | 15 (4,6%) | 5 (5,5%) |
| Divorciada/o | 12 (3,6%) | 10 (11%) |
| Viuda/o | 1 (0,3%) | 0 (0%) |
| Carrera | ||
| Contabilidad | 73 (22,2%) | 4 (4,4%) |
| Desarrollo de Software | 67 (20,4%) | 12 (13,2%) |
| Desarrollo Infantil Integral | 124 (37,7%) | 8 (8,8%) |
| Electricidad | 6 (1,8%) | 9 (9,9%) |
| Electromecánica | 0 (0%) | 6 (6,6%) |
| Electrónica | 5 (1,5%) | 1 (1,1%) |
| Fotografía | 0 (0%) | 1 (1,1%) |
| Gestión Ambiental | 26 (7,9%) | 9 (9,9%) |
| Marketing | 6 (1,8%) | 11 (12,1%) |
| Procesamiento de Alimentos | 10 (3%) | 2 (2,2%) |
| Producción Audiovisual | 7 (2,1%) | 9 (9,9%) |
| Producción Textil | 5 (1,5%) | 4 (4,4%) |
| Centro de Idiomas | 0 (0%) | 15 (16,5%) |
Tabla I. Resultados de variables sociodemográficas
Los estudiantes encuestados en su gran mayoría proceden de la carrera de tecnología en desarrollo infantil integral (TDII), que correspondieron al 37,7
La Organización Mundial de la Salud (OMS) estima que más de 264 millones de personas en todo el mundo sufren de depresión. Es una de las principales causas de discapacidad en todo el mundo. A nivel global, la depresión afecta a personas de todos los géneros, pero las estadísticas sugieren que las mujeres pueden tener tasas de prevalencia ligeramente más altas que los hombres en muchas regiones[7].
Esta prevalencia puede rondar del 10% al 30
El nivel de autoestima, depresión y vulnerabilidad al estrés son significativamente distintos entre profesores y alumnos de una casa de educación superior. En primer lugar, los docentes mostraron mayor autoestima que los estudiantes que ratifica los esquemas interpretativos de la Teoría de Autoestima de Rosenberg (1960). Información que también es ratificada en estudios previos de los últimos cinco años. En este sentido, la autoestima puede generar un impacto significativo en el bienestar psicológico y emocional, por lo que es necesario fortalecer esta categoría a través de la autoimagen y las autovaloraciones en especial del estudiantado.
Por otro lado, la depresión también se presenta con mayor intensidad en los estudiantes. Tal como lo plantea Beck, los esquemas cognitivos negativos, los pensamientos automáticos, el sesgo, los catastrofismos y los reproches son más usuales en personas inmaduras superficiales que individuos con mayor experiencia. No obstante, los niveles de depresión encontrados en ambas poblaciones son inquietantes pese a que los registros no distan del promedio estudiado en poblaciones similares. Por lo tanto, es necesario abordar la educación y sensibilización de esta enfermedad a la comunidad educativa basadas en técnicas de relajación, rutinas saludables, desarrollo de metas realistas, limitación en consuma de estupefacientes, técnicas de afrontamiento del estrés, grupos de apoyo, práctica de deporte, entre otras. Finalmente, en relación al estrés, el grupo estudiantil resultó ser más vulnerable. La tensión emocional que procede de la no resolución de los problemas diarios afecta significativamente la salud mental en general. Muchos de las estrategias para mitigar estos indicadores ya han sido mencionados en párrafos anteriores como la práctica de deporte, relajación y reducción en consumo de drogas. Pero también, en este contexto se pueden anotar ciertos factores de protección como lo son la práctica de descansos, dormir bien, llevar una dieta saludable, organización del tiempo y recurrir a ayuda profesional. En definitiva, la salud mental evaluada en una casa universitaria evidencia de que un sector importante de su población percibe niveles altos de depresión, baja autoestima y vulnerabilidad al estrés; siendo la agrupación estudiantil la más afectada. En tal virtud, los esfuerzos deberán estar enfocados a desarrollar un plan de mitigación que comprenda el eje de la prevención como principio guía que permita disminuir la probabilidad del desarrollo de enfermedades mentales.
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