ATTENTIONAL CAPACITY IN CHILDREN: INTERVENTION PROGRAMMES FOR ITS DEVELOPMENT

ISON, MIRTA SUSANA

Psychiatry and Neuroscience Update

Springer

Lugar: Washington D.C.; Año: 2015; p. 243 - 252

Attention plays a key role in children´s school performance, as it participates in the selection, integration and comprehension of a broad amount of information. It is understood as an active and constructive mechanism, whose capacity may be modified through continued practice. Indeed, each subject may generate his or her own attentional potential, which depends on the interaction of cognitive, conative and affective factors. From this follows the relevance of research showing the effectiveness of different intervention strategies aiming to boost the functioning of different socio-cognitive-affective processes that have not yet achieved, for various reasons, an adequate level of development for a certain maturation stage. The goal of this chapter is to present a psychoeducational intervention programme intended to contribute to the development of attentional and cognitive functioning. It is hypothesized that the implementation of intervention programmes directed towards strengthening schoolchildren´s attentional resources will allow for an improvement in attentional efficacy in the participating children, as compared with children not involved in the program.The results obtained by our team show that intervention programmes have greater effectiveness if applied to small groups of schoolchildren, and greater improvement of attention is achieved if stimulation starts at earlier ages. In addition, greater effectiveness is attained if such programmes are implemented systematically and sustained over time, with greater probabilities for them to help all children to develop cognitive and socio-affective skills that may enhance their educational opportunities.