In recent years there has been a significant increase in mindfulness studies and research in both clinical and educational fields. In the clinical context, it has been proven to be effective in the treatment of various mental disorders (from stress and pain to anxiety and depression). In the educational context, from Primary Education to University and Adult Education, the implementation of programmes based on these postulates has led to improvements in students' performance and emotional health. Since scientific production on this subject is so abundant, it seems that it is necessary to look back to see what has been done and to learn from the successes and mistakes made. Based on a systematic review of what has been published on Mindfulness in recent years, a starting point is established on the state of the question to, from this, implement a series of intervention programmes for the improvement of various aspects of emotional health, in university and compulsory secondary education subjects. On the one hand, most of the intervention programmes are implemented by clinical professionals with satisfactory results both in those contexts and in education. On the other hand, the results of the interventions carried out report findings, depending on the aspect that is treated, although in all cases the overall evaluation of the intervention is positive. The presented papers highlight the need for further study of those variables that come to determine the effectiveness of interventions, in order to design programmes based on contrasting evidence, which ensure their results.

Short CV

Senior lecturer in Psychology of Instruction at the Complutense University of Madrid, he has a PhD in Philosophy and Educational Sciences (Extraordinary Award) from the Complutense University of Madrid and a Master's Degree in Senior Public Management from the Menéndez Pelayo International University. He has been Director of the Department of Developmental and Educational at the Complutense University of Madrid from 2013 to 2017, and from 2003 to 2013 he has been Deputy Director and Secretary of the same. Director of the Research Group "Psychology, Development and Educational Intervention (PDIE - 697)", he has published several articles in indexed journals and is co-author of several textbooks on Educational Psychology. He has been a member of the editorial committee of the journals Aula Abierta and Psychology and Education and external reviewer of the journals Psicodidáctica, Psicothema, and Educación XXI. He has participated in many national and international congresses, as a member of the National and International Scientific Committee and President of Scientific debates and Symposiums; he is the author of more than 50 communications in the last 5 years and has given more than 20 conferences in diverse scientific audiences. He has been invited by the Humanist Institute of Sinaloa (Mexico), Nexum University (Mexico), the Carl Rogers University Institute of Puebla (Mexico) and the Ministry of Education of the Republic of Ecuador to give master classes in the context of the Latin American Complutense School at the Universities of Santiago de Chile and Cordoba (Argentina), and various training modules at the Complutense Summer School. His main lines of research revolve around the feeling of self-efficacy, cognitive self-regulation, and self-motivational strategies.