Title Cognitive Intervention Programs in Minors Belonging to Disadvantaged Contexts in Spain: A Systematic Review
External publication No
Means Children-Basel
Scope Review
Nature Científica
JCR Quartile 2
SJR Quartile 2
JCR Impact 2.4
SJR Impact 0.504
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138502328&doi=10.3390%2fchildren9091306&partnerID=40&md5=f1486272a3db628d3bd6ee2a91e85c3c
Publication date 28/08/2022
ISI 000858173600001
Scopus Id 2-s2.0-85138502328
DOI 10.3390/children9091306
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.
Keywords low socioeconomic status; poverty; 2030 agenda; children; adolescents; cognitive training; neuropsychological intervention; cognitive development
Universidad Loyola members

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