Departamento de Educación, Universidad Antonio de Nebrija, Madrid, Spain.
Departamento de Lenguas Aplicadas y Centro de Investigación Nebrija en Cognición, Universidad Antonio de Nebrija, Madrid, Spain; Department of Culture, Communication and Media, IOE, UCL's Faculty of Education and Society, University College London, UK.
Trends Neurosci Educ. 2022 Jun;27:100175. doi: 10.1016/j.tine.2022.100175. Epub 2022 Mar 20.
This study assessed the effectiveness of an executive function training programme aiming at reducing the behavioural and emotional problems of 87 minors, aged between 8 and 17, in residential care within the Spanish foster care system. Participants' executive functions were assessed with the Spanish adaptation of the Behaviour Rating Inventory of Executive Function (BRIEF®2). For the assessment of their emotional and behavioural problems, the Spanish adaptation of the Assessment System for Children and Adolescents (SENA) was used. The results revealed an improvement in initiative and task supervision. After the intervention, the minors reported having fewer problems with their classmates and fewer symptoms related to traumatic events. According to the educators, those minors also presented better integration and social skills, a greater willingness to study, less isolation, less symptoms of depression, fewer emotional problems and a higher level and variety of personal resources.
本研究评估了一项执行功能训练计划的效果，该计划旨在减少西班牙寄养系统中 87 名 8 至 17 岁的未成年人在住宿照料中的行为和情绪问题。参与者的执行功能通过西班牙版行为评定量表的执行功能（BRIEF®2）进行评估。为了评估他们的情绪和行为问题，使用了儿童和青少年评估系统（SENA）的西班牙版本。结果显示，在主动性和任务监督方面有所改善。干预后，未成年人报告说与同学的问题较少，与创伤事件相关的症状也较少。根据教育工作者的说法，这些未成年人也表现出更好的融入和社交技能，更大的学习意愿，更少的孤立，更少的抑郁症状，更少的情绪问题，以及更高水平和更多样化的个人资源。
