The difficulties in emotional regulation in childhood and adolescence are related to affective and mood disorders (such as anxiety, depression, apathy, or sadness, etc.), as well as behavioral disorders with predominance of internalizing symptomatology such as impulsivity problems, anger attacks, low frustration tolerance, low self-esteem, among others. Additionally, emotional regulation (ER) is closely related to psychological flexibility (PF), which in turn is related to the clarification of values and actions towards them; understanding PF as the ability to be fully and consciously present and aware of private events with aversive functions or discomfort, changing or persisting in behavior when it is directed towards one’s values. 

On the other hand, there are few studies that have investigated the links between loneliness and the use of emotion regulation strategies in adolescents. 

Finally, it remains necessary to provide empirical evidence about the utility of contextual therapies in the treatment of child and adolescent psychological disorders, with special emphasis on values work and mindfulness. 

In this symposium, a first communication is presented with a study that analyzes the relationship between loneliness, emotional disorders, and emotional regulation in university students. For this purpose, the Revised UCLA Loneliness Scale, the Generalized Anxiety Disorder (GAD-7), and the Emotional Regulation Questionnaire (ERQ) are applied. The results show a positive relationship between unwanted loneliness and depression; as well as optimal ER showing a reduction in unwanted loneliness and depressive symptoms. 

The second communication presents the application of an intervention protocol from contextual therapies in adolescents in group format and in the educational context. The exercises, metaphors, and narratives focus on the evaluation and clarification of values in adolescents, as well as the promotion of actions towards those values. 

The third communication presents a case study illustrating intervention in behavioral problems in the family context, showing the impact of increased parental psychological flexibility. Acceptance and Commitment Therapy was applied, including experiential exercises, mindfulness, and metaphors, to work on values, psychological acceptance, and defusion. The results show a decrease in the impact of the child’s aversive behavioral repertoire in the family context, as well as an increase in psychological flexibility, life satisfaction, and value-oriented behaviors in the mother. 

The fourth communication presents a study analyzing the role of experiential avoidance in the satisfaction and frustration of basic psychological needs in adolescents with mental health problems. 

Family intervention has evolved, both in objectives and in assessment and treatment systems. These advances in intervention models and methods raised the need to intervene beyond parenting styles and patterns and not to use directive intervention methods, psychoeducational methods, or expert models. Therefore, third-generation therapies are incorporated into the family context. Third-generation therapies have shifted the focus of intervention, focusing on aspects such as psychological flexibility, acceptance, contact with the present moment, and emotional regulation. These therapies continue to be validated, with encouraging results indicating their evidence. 

Workshop Objectives:  

1. Acquire empirically validated and updated knowledge about intervention in families from contextual therapies.  
2. Develop professional skills in the assessment process in parents and children.  
3. Acquire the use of intervention strategies from a contextual perspective in family intervention.  

The workshop will consist of the following activities: 

1. What is psychological flexibility? 
2. Psychological flexibility in parenting: How does it affect child rearing? 
3. Assessment in families from contextual therapies: functional analysis and associated variables. 
4. Intervention strategies in parental psychological flexibility and emotional regulation through metaphors, therapeutic narratives, and exercises from Third Generation Therapy and their effectiveness.