Gutiérrez Vega, MariselaMárquez Arroyo, María Teresa2025-12-082025-12-082025-09https://hdl.handle.net/20.500.11961/70557 Introducción El estrés y ansiedad están considerados como problemas psicológicos actuales que no respetan edad, género ni condición social. APA (2020) asegura que el estrés es un mal cotidiano que perturba a la mayoría de las personas y es un enemigo invisible que impacta su vida cotidiana. Los síntomas son múltiples y variables y algunos difíciles de identificar. Aspectos como ritmo de vida acelerado, exceso de actividades, preocupaciones, así como el devenir cotidiano que, por su naturaleza contribuyen a la generación de diversas consecuencias negativas entre las que se pueden mencionar la hipertensión, gastroenteritis, depresión, tristeza o soledad. La ansiedad se considera un trastorno psicológico caracterizado por sentimientos de miedo, angustia e inquietud que interfiere significativamente en la vida diaria de una persona. Este documento presenta los resultados de intervención centrado en la implementación de estrategias de apoyo para identificar y reducir el estrés y la ansiedad en estudiantes universitarios, derivados de las exigencias académicas a lo largo de sus estudiosStress and anxiety are common psychological problems in university students, affecting their well-being and academic performance. This study focuses on the application of cognitive- behavioral therapy (TCC) as an effective intervention model to mitigate its effects. With the goal of the research of evaluating the effectiveness of an intervention design based on TCC for the reduction of stress and anxiety in university students, the implementation of intervention strategies that may be applied and assessed. The study was conducted with a sample of university students, selected under specific inclusion and exclusion criteria. A controller experimental designer with a control group was used. Validated instruments were applied to measure the levels of stress and anxiety before and after the intervention, ensuring the reliability of the resulting ones, coupled with this, a medicine was performed followed by intervening in both. The study found that the application of strategies such as progressive relaxation, diaphragmatic breathing, mindfulness, and psychoeducation resulted in a subjective reduction in stress and anxiety levels among students. However, some statistical results were not significant in the immediate analysis desperate of the intervention, however, in the review, the variable of the Academic Stress variable and one of its dimensions, being not achieved. This suggests that certain factors may have influenced the variability of the responses, the results could be related to the size of the sample, individual differences in the perception of stress and anxiety, or the -need of need in unfair. A regret of the variability in the results, the general trend shows that cognitive-behavioral interventions can improve students' mental health. Its integration into institutional programs and future research with broader samples is recommendedPDFesCC0 1.0 UniversalEstrésansiedadestrés académicoTCCinfo:eu-repo/classification/cti/5Tesis maestríaCiencias Sociales