Mental health must be understood as a two-dimensional phenomenon that includes psychological discomfort and well-being to define the state of complete mental health. The transition to primary education, secondary education, and adulthood entails increased academic demands, more complex interpersonal relationships, and greater pressure for related responsibilities, and mental health problems may arise. However, current research focuses primarily on risk factors that threaten overall mental health. On the contrary, the recent “CoVitality Model” considers that there are children, adolescents and young people who progress and enjoy good mental health despite being exposed to high levels of risk. This may be determined by so-called social-emotional competencies, which involve a series of synergistic psychological strengths that determine mental health and/or psychosocial adjustment in childhood, adolescence and emerging adulthood, enabling healthy development and counteracting the negative effects of exposure to risk variables. Some of the main competencies considered by this model are: Self-efficacy, Self-awareness and Persistence (Believing in one); School Support, Family Coherence and Peer Support (Believing in others); Emotional Regulation, Empathy and Behavioural Self-control (Emotional Competence); Gratitude, Zest and Optimism (Life Commitment). The aim of this project is to deepen the understanding of the role of social-emotional competencies in complete mental health and psychosocial adjustment in childhood, adolescence and emerging adulthood.

Competences for Adolescents with Healthy Sexuality(also known as COMPAS) is a sexual health promotion programme for adolescents between the ages of 14 and 18. Through the transmission of information and training in skills and competencies, it aims to promote healthy affective-sexual relationships and prevent behaviours that entail a risk of contracting sexually transmitted infections (STIs) and unplanned pregnancies among young people. COMPAS encompasses the promotion of healthy affective-sexual relationships (through the identification of healthy and unhealthy interpersonal relationships, information on STIs and protective methods), problem-solving skills (decision-making in the area of interpersonal relationships, use of protective methods in the case of sexual relations and evaluation of the consequences of potentially risky situations), communication skills (negotiation with the sexual partner and sexual assertiveness), and training in the correct use of protective methods. The first version of the programme was developed in 2006 within the framework of a project funded by the Foundation for AIDS Information and Prevention (FIPSE) in Spain. Since then, the effectiveness of COMPAS has been evaluated in adolescents from northern, central, eastern and southeastern Spain in various multicentre funded studies. COMPAS has been shown to be effective in promoting healthy sexuality immediately after its application, 12 and 24 months after its application with respect to a control group. Its effectiveness has been analysed according to the degree of fidelity of implementation. COMPAS is currently the only protocolised programme that has proved to be effective in promoting healthy sexuality in Spanish teenagers in the long term. At the international level, COMPAS has been culturally adapted and evaluated in central and coastal areas of Colombia. Publications on the programme can be consulted here.