Cognitive Intervention Programs in Minors Belonging to Disadvantaged Contexts in Spain: A Systematic Review

Abstract

Research studies show a strong influence of socioeconomic status (SES) on human development, and how the exposure to risk contexts in the earliest stages translates into dangers in the cognitive development of children and adolescents. To alleviate these consequences and favour development, different cognitive training programs have contributed to this field by identifying the criteria of efficacy. This systematic review identifies and synthesizes the evidence of cognitive intervention studies implemented with psychosocial risk groups carried out in Spain. The search strategy was adapted to different databases. Only studies published in English or Spanish and developed in Spain that included interventions applied in populations aged 5 to 18 years with a low SES were included. The analysis of the literature showed nine interventions that indicated an improvement in those cognitive functions worked with low SES children. The cognitive domains that most worked were executive functions, followed by social cognition and language. After reviewing the available literature, a clear scarcity of interventions carried out in Spain was observed. Variables such as age, cognitive functions or personal vulnerability were identified as factors to be taken into account in future lines of research due to their influence on minors. These findings indicate the relevance of this review to help decision-making in relation to the actions to be carried out by the competent bodies in Spain.

Neuropsychological stimulation for children living in low socioeconomic level suburbs from Guatemala City: A study protocol.

“…The specific objective was the development of a comprehensive neuropsychological stimulation program in which the following cognitive and emotional functions were intervened: attention, language, executive functions, social cognition, and emotional competence. This comprehensive intervention responds to the needs detected in recent previous experiences, and we hypothesise that the strengthening of cognitive abilities and emotional competence will improve their overall health and well-being, as of previous studies have shown [16][17][18].…”

“…For this reason, actions to strengthen emotional intelligence are included. Scientific evidence shows that, in addition to improving concentration and academic performance, this type of intervention promotes the prevention of the appearance of violent, addictive behaviours, and other behaviours associated with impulsiveness and difficulty in long-term planning, thus contributing to personal and collective empowerment of these children [18,20,21].…”

“…Neuropsychological stimulation programs focused on both cognitive and emotional functions have a long tradition in the clinical field, being the treatment of first choice in various neurodevelopmental disorders [15]. Additionally, there are currently some previous experiences on the efficacy of neuropsychological interventions focused on specific cognitive domains in a non-clinical child population belonging to socioeconomically vulnerable contexts [16][17][18]. These investigations seem to support the use of different agents and materials in cognitive intervention, with early intervention and a high number of sessions appearing to be more effective.…”

“…Research shows that these children can also benefit from learning emotional regulation tools with which to constructively face the various risk situations to which they are frequently exposed in their daily lives [19]. However, the available scientific evidence on the efficacy of these neuropsychological stimulation programs in improving the cognitive and emotional skills of children at risk of social exclusion, and its expected impact on the academic performance and quality of life of these children, while solid, is still scarce [18,20,21].…”

Neuropsychological Stimulation Program for Children from Low Socioeconomic Backgrounds: Study Protocol for a Randomized Controlled Trial

“…), with a wide range of activities, games, and other media, so patients can improve cognitive skills that are not fully acquired/developed (due to neurodevelopmental disorders) or have declined (due to acquired brain damage or degenerative illnesses). In addition, research exists demonstrating the efficacy of neuropsychological interventions focused on specific cognitive domains in non-clinical child populations belonging to socioeconomically vulnerable contexts [ 25 , 26 , 27 ]. The results suggest that protocols employing different agents and materials in cognitive intervention, with early intervention and a large number of sessions, are the most effective.…”