Teenage pregnancy is a major global public health issue and is associated with a range of psychosocial, emotional, and developmental challenges. Adolescence is a critical stage of development characterized by the ongoing maturation of executive functions, including inhibitory control, emotional regulation, working memory, planning, and decision-making. These cognitive and emotional processes are essential for adaptive functioning and psychological well-being. However, when pregnancy occurs during adolescence, young women may face additional stressors, such as social stigma, limited social support, disruption of education, and economic vulnerability, which can negatively affect their mental health and coping abilities.
Previous research has shown that pregnant adolescents may experience higher levels of emotional distress, anxiety, and depressive symptoms compared to pregnant adult women. Furthermore, difficulties in executive functions and emotional regulation may influence adolescents' ability to manage stress, regulate their emotions, and make adaptive decisions during pregnancy and the transition to motherhood. Therefore, interventions that strengthen emotional and cognitive self-regulation may play an important role in improving the psychological adjustment and well-being of pregnant adolescents.
The present study aims to evaluate the effectiveness of an intervention designed to improve emotional intelligence and executive functions in pregnant adolescents. The program seeks to promote greater emotional understanding and self-regulation, as well as to support adolescents in coping with the psychological challenges associated with pregnancy.
Participants will complete standardized psychological assessments before and after the intervention to evaluate potential changes in executive functioning and emotional well-being.
By assessing the impact of an intervention on emotional intelligence and executive functions, this study seeks to contribute to the development of evidence-based strategies to improve the mental health and psychosocial outcomes of pregnant adolescents. The results may provide valuable information for healthcare professionals, psychologists, and public health programs seeking to support adolescent mothers and promote healthier developmental trajectories during pregnancy and early motherhood.
Be in the first or second trimester of pregnancy at the time of the procedure.
Be between the ages of 14 and 18.
Have a basic level of literacy (be able to read and write).
Receive prenatal medical care.
Serious medical conditions that limit your participation and/or continued participation in the study.
Neurological or psychiatric conditions (other than mild to moderate depression and anxiety) that have an impact on executive functioning and emotional intelligence on their own.
No interest or availability to participate in the entire program.
Single group
Psychological intervention program in executive functions and emotional intelligence
BehavioralA group psychological intervention program based on psychoeducation, designed for pregnant adolescents living in the Mexicali Valley. The program consists of four 40-minute sessions, held once a month over a four-month period, and focuses on developing skills in emotion recognition, planning, organization, emotional regulation, and decision-making.
Inhibitory control
Stroop test, will be measured from the standardized executive function test BANFE, using accuracy of response, stroop type error, no-Stroop errors, and time, Total score is transformed to normalized points 0-19 (with a mean of 10 ±3 SD, 4-6 low, 14-19 high performance).
Planning
Tower of Hanoi, using number of movements, and time, will be measured by calculating EF quotients from the standardized test BANFE. Total score is transformed to normalized points 0-19 (with a mean of 10 ±3 SD, 4-6 low, 14-19 high performance).
Executive Functioning
Inventory for the Behavioral Assessment of Executive Functioning in its self-report version (BRIEF-2) is a standardized instrument that assesses executive functioning in adolescents through their perception of their own behavior in daily life. It analyzes behavioral, emotional, and cognitive regulation, allowing for the identification of difficulties in planning, self-control, and organization. The self-report version of BRIEF-2 takes approximately 10 to 15 minutes to complete, followed by a brief scoring and interpretation process by the evaluator. The BRIEF has been adapted and validated in Spanish-speaking and Mexican populations, showing adequate validity and reliability indices. For example, studies conducted with Mexican populations report high internal consistency (α = .939) and an adequate factorial structure of the instrument, which supports its use for assessing executive functions in similar cultural contexts.
Emotional Intelligence
BarOn Emotional Intelligence Inventory: Youth Version. EQ-i:YV (R. Bar-On, J. D. A. Parke, 2000) is a psychometric inventory that assesses emotional intelligence in children and adolescents using a self-report questionnaire. It analyzes intrapersonal and interpersonal skills, stress management, adaptability, and general mood, providing insight into the socio-emotional development of the person being assessed. Has an approximate application time of 20 to 30 minutes. Raw scores are converted to standard scores (mean 100, standard deviation 15) Standard Score \> 120 Very high emotional capacity (positively atypical) \< 80 Very low emotional capacity (intervention required)
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