Integral Educational Accompaniment as a Factor of PsychicCometabolization and Mental Health Prevention

Abstract

This article explores Integral Educational Accompaniment (IEA) as an institutional device for adolescent mental health prevention. Based on a previously developed theoretical-practical model supported by a doctoral dissertation, AEI establishes spaces of deep listening, care, and relational engagement that go beyond the pedagogical dimension. Its core is the
co-metabolizing function, in which the companion receives, processes, and
gives feedback on the experiences of students in meaningful ways, thus
preventing their pathologization. Additionally, the study introduces the innovative
notion of the geometry of thought and language, conceptualizing
cognitive and emotional processes as fractal, itinerant structures that integrate perception, emotion, and symbolic representation. Using a qualitative and exploratory design, 29 participants (teachers and students) were interviewed
showing positive subjective and institutional impacts. Findings confirm schools as key settings for mental health prevention and demonstrate the practical applicability of IEA as an interdisciplinary and comprehensive strategy.