An executive function training programme to promote behavioural and emotional control of children and adolescents in foster care in Spain

Sánchez-Paulete, Nuria Camuñas; Mavrou, Irini; Rodríguez, María Vaíllo; Martínez, Raquel

doi:10.1016/j.tine.2022.100175

Cited by 4 publications

(5 citation statements)

References 40 publications

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“…Al respecto, se encontró que un programa educativo tiene un enfoque prometedor para mejorar la autoevaluación (Surzykiewicz et al, 2022), las habilidades sociales y emocionales de los niños y adolescentes, disminuye las dificultades psicosociales, la internalización y externalización de problemas (Colomeischi et al, 2022), demuestra una mayor disposición para estudiar, menos aislamiento, menos problemas emocionales (depresión y ansiedad), así como que un mayor nivel y variedad de recursos personales (Camuñas et al, 2022) tienen un impacto significativo en el autoconcepto, un aumento en el ajuste conductual, la felicidad y la satisfacción (Veríssimo et al, 2022).…”

Section: Tabla 4 Efectividad Del Programa Educativo En El Fortalecimi...unclassified

Habilidades sociales en adolescentes desde la enseñanza virtual: Programa educativo de fortalecimiento en Amazonas-Perú

2024

RCS

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Social skills in adolescents are important since they are considered one of the key pieces for their development, even more so after having concluded virtual teaching and a confinement forced by a pandemic. The objective was to analyze the strengthening of the educational program from the social skills of adolescents in virtual teaching of two public educational institutions in Amazonas, Peru. The hypothetical deductive method was used, with a quantitative approach, application level, quasi-experimental pre -post test design. The sample was 536 adolescents. A Likert-type scale called the Social Skills Evaluation List prepared by the Ministry of Health was applied, then 8 educational sessions were carried out and after that the instrument was applied again; The data were processed and the Wilcoxon non-parametric statistical test was applied. The results showed that the educational program was effective, also in its dimensions: Assertiveness, communication, self-esteem and decision making. It is concluded that the application of the educational program was effective in strengthening the social skills of adolescents, therefore, its implementation should be continued.

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Section: Tabla 4 Efectividad Del Programa Educativo En El Fortalecimi...unclassified

Habilidades sociales en adolescentes desde la enseñanza virtual: Programa educativo de fortalecimiento en Amazonas-Perú

2024

RCS

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“…Moreover, a growing body of evidence suggests that ER and EF are closely intertwined and mutually reinforcing (Howard et al, 2021;Bartholomew, Heller & Miller, 2021). For example, inhibitory control, an essential EF skill, enables individuals to suppress maladaptive emotional responses and promote more constructive coping strategies (Camuñas et al, 2022). Even if current EF training interventions to improve ER in children and adolescents are limited, preliminary evidence suggests that boosting EF skills may prevent emotion dysregulation symptoms in this population (Rothbart & Posner, 2006).…”

Section: Background and Rationalementioning

confidence: 99%

A preventive school-based paradigm using virtual reality technologies for improving emotional regulation, depressive and anxiety symptoms in children and adolescents (e-Emotio project): a randomized controlled pilot trial

Carballo-Marquez,

Garcia-Casanovas,

Ampatzoglou

et al. 2024

Preprint

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Introduction Preventive transdiagnostic interventions for depression and anxiety symptoms in children and adolescents are important in reducing the development of disorders later in life, and emotion regulation (ER) is one potentially relevant factor to consider. Impairments in executive functions play a critical role in emotion development and regulation in these ages. Immersive Virtual Reality (IVR) technology has exhibited potential to augment traditional cognitive training interventions. In this project, we propose to use Enhance IVR, a gamified cognitive training that can be tailored to specific ER strategies that individuals may face, such as difficulty with attention control, inhibition, or cognitive flexibility. Methods and analysis This is a longitudinal, parallel, single-blind, randomized, controlled pilot trial with an estimated sample of 160 participants. The first group (experimental group) will receive the gamified IVR program (Enhance IVR), while the second group (active control group) will receive a comparable IVR relaxation experience. Both Enhance IVR and the control IVR interventions will last five weeks, two times a week, 30 minutes (10 sessions per participant). Participants will undergo a baseline assessment that includes several measures related to mental health, ER, executive functioning, and cognitive performance, and another post intervention assessment with the same measures. Finally, variables related to system usability and cybersickness with the IVR tool will be evaluated for both groups. Ethics and dissemination This study was approved by the Ethical Committee of the International University of Catalonia (PSI-2023-04). The findings will be disseminated through peer-reviewed journals, reports, conferences, and other scientific events.

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“…In addition to this, the study findings may be informative for the development of targeted and tailored interventions specifically for children who already present with behavioral or learning difficulties. Such interventions could include teaching activities that specifically target inhibitory control and cognitive flexibility, such as games, activities or exercises that require children to inhibit impulsive responses or switch between tasks (Camuñas et al, 2022). In addition, incorporating activities that target cognitive self-regulation, such as goal-setting activities, may be beneficial in helping children to maintain focus and stay on task, which could potentially reduce behavioral difficulties and improve learning skills (Camuñas et al, 2022).…”

Section: Conclusion and Educational Implicationsmentioning

confidence: 99%

“…Such interventions could include teaching activities that specifically target inhibitory control and cognitive flexibility, such as games, activities or exercises that require children to inhibit impulsive responses or switch between tasks (Camuñas et al, 2022). In addition, incorporating activities that target cognitive self-regulation, such as goal-setting activities, may be beneficial in helping children to maintain focus and stay on task, which could potentially reduce behavioral difficulties and improve learning skills (Camuñas et al, 2022). To improve reading comprehension, interventions in which educators design tailored lesson plans that include activities and interventions targeting working memory, such as verbal rehearsal or visualization techniques appropriate and adapted to the children's age group, or cognitive self-regulation, such as strategies for maintaining focus while reading or adjusting reading strategies as needed, may also be beneficial (Vernucci et al, 2022).…”

Section: Conclusion and Educational Implicationsmentioning

confidence: 99%

Socio-emotional behavior, learning, and the distinct contributions of Executive Functions in primary graders

Ruffini,

Bei,

Pecini

2024

Eur J Psychol Educ

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Socio-emotional school behavior and learning are both fundamental aspects of children’s development influenced by cognitive control processes named Executive Functions (EF). Yet, research on school-age children has often focused on the relationship between EF and learning skills overlooking that of EF and school behavior, which has usually been examined among preschoolers. The current study investigated the contribution of EF in both school behavior and learning in school-age children. One hundred forty-six III–V graders were assessed using text comprehension and EF tasks and evaluated by teachers-rated inventories on behavioral difficulties and EF within the school context. The results suggested a different involvement of direct and indirect EF measures in the two domains considered: controlling for socioeconomic level and age, an EF direct measure, predicted reading comprehension whereas teacher-reported EF related to both behavior and text comprehension. The results contribute to defining the role of cognitive control processes on school behavior and learning in school-age children.

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An executive function training programme to promote behavioural and emotional control of children and adolescents in foster care in Spain

Cited by 4 publications

References 40 publications

Habilidades sociales en adolescentes desde la enseñanza virtual: Programa educativo de fortalecimiento en Amazonas-Perú

Habilidades sociales en adolescentes desde la enseñanza virtual: Programa educativo de fortalecimiento en Amazonas-Perú

A preventive school-based paradigm using virtual reality technologies for improving emotional regulation, depressive and anxiety symptoms in children and adolescents (e-Emotio project): a randomized controlled pilot trial

Socio-emotional behavior, learning, and the distinct contributions of Executive Functions in primary graders

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