College life involves a process of adaptation to changes that have an impact on the psycho-emotional development of students. Successful adaptation to this stage involves the balance between managing personal resources and potential stressors that generate distress. This epidemiological descriptive and transversal study estimates the prevalence of psychopathological symptomatology and psychological well-being among 516 college students, 378 (73.26%) women and 138 (26.74%) men, ages between 17 and 24, from the city of Monterrey in Mexico. It describes the relationship between psychopathological symptomatology and psychological well-being, and explores gender differences. For data collection, two measures were used: The Symptom Checklist Revised and the Scale of Psychological Well-being. Statistical analyses used were t test for independent samples, Pearson’s r and regression analysis with the Statistical Package for the Social Sciences (SPSS v21.0). Statistical analyses showed that the prevalence of psychopathological symptoms was 10–13%, being Aggression the highest. The dimension of psychological well-being with the lowest scores was Environmental Mastery. Participants with a higher level of psychological well-being had a lower level of psychopathological symptoms, which shows the importance of early identification and prevention. Gender differences were found on some subscales of the psychopathological symptomatology and of the psychological well-being measures. This study provides a basis for future research and development of resources to promote the psychological well-being and quality of life of university students.

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Actualmente, las discapacidades intelectuales se consideran un fenómeno multidimensional, donde una persona experimenta problemas en el funcionamiento como impedimentos, limitaciones y restricciones en la participación, que surgen de la interacción entre una condición de la salud, factores personales y barreras en el contexto social y físico (Kazou, 2017). Es decir, que la manifestación de discapacidades intelectuales involucra un compromiso dinámico y recíproco entre las características del individuo, las oportunidades y los soportes que se le proporcionan (Buntinx & Schalock, 2010). Nos apoyamos en esta concepción de la discapacidad, para iniciar un proyecto formando un grupo multidisciplinario con profesionales de una escuela, cuyo objetivo es generar oportunidades de participación y desarrollo para personas con discapacidad a través del uso de herramientas lúdico-tecnológicas. Se eligió un enfoque de trabajo donde estas herramientas son creadas a medida de las habilidades y necesidades de las personas con discapacidad y de las instituciones donde desempeñan sus actividades diarias. Durante el trabajo, se estudiaron los desafíos y problemas que el grupo enfrentó a la hora de desarrollar herramientas a medida en conjunto, utilizándolos como base para diseñar una metodología de trabajo incremental que especifica las prácticas, actividades y herramientas necesarias para subsanarlos. Estos desafíos se relacionan con las características personales y ambientales del contexto, las habilidades y necesidades de los usuarios finales, la personalización y la accesibilidad inherentes a herramientas utilizadas por poblaciones heterogéneas de personas con discapacidad, la multidisciplina, la naturaleza científica vs. práctica de las experiencias, entre otros. Se diseñó una metodología que establece las prácticas esenciales de cada etapa del proceso iterativo, creando una guía que permite que el grupo multidisciplinario se enfoque en obtener un producto adaptado a los usuarios e impregnado con las características y costumbres del grupo particular conformado por los estudiantes, profesores, y terapistas de la escuela. Los resultados de la experiencia Proyecto Simón evidencian que la metodología resultó efectiva para guiar el diseño e implementación de un set de herramientas lúdico-tecnológicas que incluye una plataforma de desarrollo, sus videojuegos, una aplicación para ajustar la experiencia a sus usuarios y otra para soportar el análisis y visualización de los datos de desempeño de los alumnos. Finalmente, se desarrolló un estudio observacional del taller lúdico basado en herramientas lúdicas-tecnológicas, interacción natural, una modalidad cooperativa por turnos guiada por el maestro, propició la estimulación y mejora de las habilidades de los estudiantes en los dominios motor, cognitivo y socioemocional. Nowadays, intellectual disabilities are understood as a multidimensional phenomenon, upon which a person experiences a wide range of difficulties in functioning; including impairments and limitations in their participation, arising from the complex interaction between health conditions, personal factors and barriers in the physical and social environment (Kazou, 2017). Thus, recognizing that the manifestation of intellectual disabilities involves the dynamic, reciprocal engagement among intellectual ability, adaptive behavior, health, participation, context, and individualized supports provided to the individual (Buntinx & Schalock, 2010).Considering this conception of disability, we started our project establishing a multidisciplinary group with professionals from a special education school. The main goal of this project is to provide opportunities of participation and development for persons with disabilities using game based tools. Our work approach prioritizes the custom development of these tools to adjust them to the needs and abilities of their users and the institutions where they perform everyday activities.During this work, we studied the challenges and problems the group faced while developing customized tools, using the resulting insights as a foundation to design an incremental work methodology, specifying the practices, activities and tools needed to solve them. These challenges are related to the personal and contextual characteristics of the context, the needs and abilities of the final users, the customization and accessibility expected from tools that would be used by an heterogeneous disability population, the multidisciplinary aspect, the research vs practice nature experience, among others.A methodology was developed to establish the essential practices of every step of the iterative process, creating a guide allowing the multidisciplinary group to focus on obtaining a product adapted to the usersand impregnated with the characteristics and costumes of the particular group conformed by the students, teachers and therapists of the school. Results of the whole experience showed that the methodology was useful to guide the design and development of aset of tools including a framework, its videogames, a tool to adjust the experience to its users and another to support the analysis and visualization of user performance data. Finally, an observational study was developed showing that the ludic workshop combining these tools, natural interaction, and a cooperative turn based modality guided by a teacher, aided the stimulation and development of abilities in the motor, cognitive and socioemotional domains