La exclusión social, presente en diversos ámbitos como lo social, escolar, familiar y personal, es una realidad multifactorial. Esta investigación tiene como objetivo realizar un análisis descriptivo y correlacional de Niños, Niñas y Adolescentes en situación de riesgo social y evaluar la validez y fiabilidad del Proyecto Educativo Individual (PEI) en la superación de dichos riesgos. Se empleó una metodología expost-facto, descriptiva y correlacional, con una muestra no probabilística de 65 niños, niñas y adolescentes del Programa I+I de Parla. Se utilizaron varios instrumentos de evaluación, incluyendo el Test de Análisis Multifactorial de Adaptación Infantil (TAMAI), una escala de autoestima y el PEI diseñado para este estudio. Los resultados revelaron una alta percepción de dificultades adaptativas en diversos contextos, relacionadas con una baja autoestima. Además, el PEI mostró consistencia interna, validez de constructo y predictiva, destacando su utilidad como herramienta de intervención para mejorar las dificultades adaptativas de la población infantil en riesgo social.

Childhood and adolescence are critical periods for the development of Executive Functions (EF), which underpin self-control, planning, and social adaptation, and are often compromised in children growing up in psychosocially vulnerable contexts. This study examined the effects of STap2Go, a fully digital, strategy-based EF training, on EF performance and self-perceived maladjustment in 36 at-risk children and adolescents compared with 32 controls. Participants completed pre- and post-intervention assessments using the Neuropsychological Assessment Battery of Executive Functions (BANFE-3) and the Multifactorial Self-Evaluative Test for Child Adaptation (TAMAI). Results showed a significant effect of training on global EF and on General Maladjustment, with improvements only in the intervention group. These findings support the inclusion of scalable, avatar-guided EF stimulation programs such as STap2Go within social inclusion pathways for youth in vulnerable situations.

Childhood and adolescence are critical periods for the development of Executive Functions (EF), which underpin self-control, planning, and social adaptation, and are often compromised in children growing up in psychosocially vulnerable contexts. This study examined the effects of STap2Go, a fully digital, strategy-based EF training, on EF performance and self-perceived maladjustment in 36 at-risk children and adolescents compared with 32 controls. Participants completed pre- and post-intervention assessments using the Neuropsychological Assessment Battery of Executive Functions (BANFE-3) and the Multifactorial Self-Evaluative Test for Child Adaptation (TAMAI). Results showed a significant effect of training on global EF and on General Maladjustment, with improvements only in the intervention group. These findings support the inclusion of scalable, avatar-guided EF stimulation programs such as STap2Go within social inclusion pathways for youth in vulnerable situations.

Social exclusion is a multidimensional problem that occurs across different areas of life, including personal, social, school, and family settings. Such situations can impact the development of children and young people, particularly in the maturation of Executive Functions (EF). This study aims to conduct a descriptive analysis of the perception of maladjustment in its different dimensions and the level of development of EF and compare it to a non-risk group. For this purpose, the study examined a sample of 60 minors enrolled in the I+I Programs of the Community of Madrid, as well as 29 children from a non-risk group. They completed a self-reported test to assess maladjustment and a battery of assessments for EF. The results indicate that a significant number of participants reported experiencing maladjustment and the existence of a relationship between different dimensions of maladjustment. Additionally, a significant portion of the at-risk group demonstrated suboptimal EF performance, highlighting the importance of addressing social justice issues to support vulnerable minors more effectively. This approach is essential to ensure that interventions target not only cognitive development but also seek to reduce the broader social inequalities affecting these minors.