International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología).
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Literacia em saúde mental, bem-estar e inteligência emocional em adolescentes
No full textIntroduction: A current review of the literature allows us to see that Mental Health Literacy, Emotional Intelligence and Well-Being have been the target of growing interest in the scientific community. However, there is still little research on the relationship between these constructs, especially considering the adolescence stage. Therefore, this study aims to contribute to the investigation of the relationships between these variables, clarifying the potential predictive value of Mental Health Literacy in relation to Emotional Intelligence and Well-Being. It is also intended to analyse the effect of some sociodemographic variables on the levels of Mental Health Literacy, Emotional Intelligence and Well-Being. Method: A sample consisting of 341 Portuguese adolescents (181 female), aged 15 to 18, answered a set of self-report questions, by completing the following instruments: Sociodemographic Questionnaire, Mental Health Literacy Questionnaire, Emotional Intelligence Questionnaire - Youth version, and Mental Health Continuum - Short Form. Results: Analysis of the data obtained reveals that there is a significant and positive association between the constructs, with the correlation between Emotional Intelligence and Well-Being being the strongest and most significant. It appears that Mental Health Literacy has predictive and positive power in relation to Emotional Intelligence and Well-Being. It is also noted that the scales scores reveal a gender effect and thatthose who attended psychology consultations obtained lower scores in Emotional Intelligence and Well-Being. Discussion and Conclusion: Implications for research and practice are drawn from the relationships found.Introdução: Uma revisão atual da literatura permite perceber que a Literacia em Saúde Mental, a Inteligência Emocional e o Bem-Estar têm sido alvo de um crescente interesse pela comunidade científica. No entanto, são ainda escassas as pesquisas sobre a relação entre estes constructos, principalmente considerando a etapa da adolescência. Assim, este estudo pretende contribuir para a investigação das relações entre estas variáveis, clarificando o potencial valor preditivo da Literacia em Saúde Mental face à Inteligência Emocional e ao Bem-Estar. Pretende-se, ainda, analisar o efeito de algumas variáveis sociodemográficas nos níveis de Literacia em Saúde Mental, Inteligência Emocional e Bem-Estar. Método: Uma amostra constituída por 341 adolescentes portugueses (181 do sexo feminino), dos 15 aos 18 anos, respondeu a um conjunto de questões de autorrelato, através do preenchimento dos seguintes instrumentos: Questionário Sociodemográfico, Mental Health Literacy Questionnaire, Questionário de Inteligência Emocional - Versão para jovens e Mental Health Continuum - Short Form. Resultados: A análise dos dados obtidos revela que existe uma associação significativa e positiva entre os constructos, sendo a correlação entre Inteligência Emocional e Bem-Estar a mais forte e significativa. Verifica-se que a Literacia em Saúde Mental exerce poder preditivo e positivo face à Inteligência Emocional e ao Bem-Estar. Constata-se também que as pontuações das escalas revelam um efeito do género e que aqueles que frequentaram consultas de psicologia obtiveram pontuações mais baixas em Inteligência Emocional e Bem-Estar. Discussão e Conclusão: Das relações encontradas são retiradas implicações para a investigação e para a prática
Intervención online basada en mindfulness para la gestión del estrés en alumnado universitario
No full textMindfulness-based interventions (MBIs) are effective tools for managing the stress associated with university students academic lives. Recently, these interventions have begun to be implemented online, emerging as effective and accessible alternatives in various contexts. However, there is limited research on their implications in academic settings. The objective of this study was to examine the effectiveness of an online MBI in reducing academic stress levels and optimizing coping strategies among university students. A quasi- experimental design was employed, with an experimental group (EG) and a control group (CG) using a pretest-posttest measurement approach. Two scales from the Academic Stress Questionnaire (ASQ; Cabanach et al., 2009) were used as measurement instruments, focusing on psychophysiological stress responses (R-ASQ) and coping strategies (C-ASQ). The sample consisted of 87 first-year students from the Faculty of Sport Sciencesat the University of Extremadura. Twenty of these students volunteered to form the EG and participate in an eight-week online mindfulness program. The results indicated that the EG had lower average scores in the dimensions of academic stress and slightly higher scores in most coping strategy dimensions after the intervention, compared to the CG. However, the observed differences did not reach statistical significance. These findings highlight the necessity of enhancing the planning and design of online interventions, providing extended follow-up periods to examine their long-term effects and compare the outcomes in various populations and contexts.Las intervenciones basadas en mindfulness (IBM) constituyen una herramienta útil para manejar el estrés asociado a la vida académica del alumnado universitario. Actualmente, han empezado a implementarse en formato online, emergiendo como una alternativa eficaz y accesible en diferentes contextos. No obstante, hay pocas investigaciones sobre sus implicaciones en ambientes académicos. El objetivo del presente estudio fue examinar la efectividad de una IBM online para reducir los niveles de estrés académico y optimizar las estrategias de afrontamiento de estudiantes universitarios. Se realizó un diseño cuasiexperimental, con un grupo experimental (GE) y un grupo control (GC) con medición pretest-postest, utilizando como instrumento de medida dos escalas del Cuestionario de Estrés Académico (CEA; Cabanach et al., 2009), relacionadas con las respuestas psicofisiológicas de estrés (R-CEA) y las estrategias de afrontamiento (A-CEA). La muestra estuvo formada por 87 alumnos del primer curso de la Facultad de Ciencias del Deporte de la Universidad de Extremadura. 20 de ellos, se ofrecieron voluntariamente para formar parte del GE y participar en un programa de mindfulness online de ocho semanas. Los resultados indicaron que el GE obtuvo puntuaciones promedio inferiores en las dimensiones del estrés académico y ligeramente superiores en la mayoría de las dimensiones de afrontamiento tras la intervención, en comparación con el GC. Sin embargo, las diferencias encontradas no alcanzaron significancia estadística. Estos hallazgos sugieren la necesidad de mejorar la planificación y el diseño de las intervenciones online, ofreciendo períodos de seguimiento más extensos para analizar sus efectos a largo plazo y comparar los resultados obtenidos en diferentes poblaciones y contextos
Evidências da associaçao da anquiloglossia com a assimetria corporal e suas repercussoes em bebês
No full textThe motor and emotional development of the fetus and newborn follow paths known to science. It is constantly being updated. The presence of dysfunctions or anomalies during its development is likely to cause impairments of various orders in the motor and emotional evolution in the first 365 days of the baby’s life. One of these anomalies is ankyloglossia, a condition characterized by limited mobility of the tongue, caused by a restrictive lingual frenulum that affects various bodily functions, such as swallowing, breathing and movement, and this can cause compensations and asymmetries. Occasionally typical babies find themselves in this situation. This research aims to analyze whether there is an association between ankyloglossia and body asymmetry, also establishing a relationship with the acquisition of psychomotricity. Carrying out a prospective cross-sectional observational epidemiological study, data will be collected from typical Brazilian and Portuguese babies using maternity wards in Vila Velha, Espírito Santo, Brazil, and Braga, Portugal, during the year 2025. The instruments of this project will be the tongue test, the Bayley assessment scale, medical records and static image analysis in the first days of life under the following hypothesis: ankyloglossia may influence body posture and cause asymmetries and these may have an impact on neuro psychomotor development in the first 365 days of the baby’s life. As a result, it is expected to find material support on the subject, confirming motor changes such as asymmetries, delays in global motor development and emotional dysfunctions in the mother-baby binomial such as weak bonds and maternal guilt caused by ankyloglossia, impacting on neuro psychomotor development in the first year of baby’s life.O desenvolvimento motor e emocional do feto e do neonato seguem caminhos conhecidos pelas ciências, estando em constantes atualizações. A presença de disfunções ou anomalias durante o seu desenvolvimento épassível de provocar comprometimentos de diversas ordens na evolução motora e emocional nos primeiros 365 dias de vida do bebê. Uma dessas anomalias é a anquiloglossia, uma condição que se caracteriza por uma mobilidade limitada da língua, causada por um freio lingual restritivo que se repercute em várias funções corporais, como deglutição, respiração e movimento, podendo ocasionar compensações e assimetrias. Ocasionalmente bebês típicos encontram-se nesta situação. Esta investigação tem como objetivo analisar se há associação entre a anquiloglossia e a assimetria corporal, estabelecendo ainda relação com a aquisição da psicomotricidade. Realizando um estudo epidemiológico prospectivo transversal observacional, recolher-se-ão dados de bebês típicos brasileiros e portugueses usuários de maternidades de Vila Velha, Espírito Santo, Brasil, e de Braga, Portugal, durante o ano de 2025. Serão instrumentos desse projeto o teste da linguinha, a escala de avaliação de Bayley, a análise de prontuário e de imagem estática nos primeiros dias de vida, sob a seguinte hipótese: a anquiloglossia poderá influenciar a postura corporal e provocar assimetrias e essas poderão repercutir-se no desenvolvimento neuropsicomotor nos primeiros 365 dias de vida do bebê. Como resultado espera-se encontrar suporte material no assunto, que se confirmem as alterações motoras como assimetrias, atrasos no desenvolvimento motor global e disfunções emocionais no binômio mãe-bebê, como vínculos fracos e culpa materna provocadas pela anquiloglossia repercutindo-se no desenvolvimento neuropsicomotor no primeiro ano de vida do bebê
Revisión de estudios dirigidos hacia las actitudes docentes inclusivas
No full textAttitudes of university professors towards students with disabilities can influence their process of development and socialization. Negative attitudes can represent mental barriers that hinder the participation of these students. Even when professors accept inclusive principles, they do not always translate into inclusive practices. Therefore, this paper presents a systematic review of research conducted in the last two years regarding the attitudes of university professors towards students with disabilities. A systematic exploration is designed, using the following databases: EBSCO, WEB OF SCIENCE, PROQUEST, SCOPUS, ERIC, MEDLINE, PsycARTICLES, PsychINFO, and SocINDEX. Given the amount of articles collected (more than 200), those published in the last two years have been chosen for this review, totaling 10. The results indicate the need to continue implementing projects aimed at transforming attitudes and beliefs towards people with disabilities, training teachers in the quality of work to be done with them, and promoting institutional supports and resources that aid in the effort involved in working with this type of studentsLas actitudes de los profesores universitarios hacia los estudiantes con discapacidad pueden influir en su proceso de desarrollo y socialización. Las actitudes negativas pueden representar barreras mentales que dificultan la participación de estos estudiantes. Incluso cuando los profesores aceptan principios inclusivos, no siempre se traducen en prácticas inclusivas. En orden a todo ello, en este trabajo se plantea una revisión sistemática de los trabajos realizado en los dos últimos años, con relación a las actitudes del profesorado universitario hacia los estudiantes con discapacidad. Se diseña una exploración sistemática, utilizándose las siguientes bases de datos: EBSCO, WEB OF SCIENCIE, PROQUEST, SCOPUS ERIC, MEDLINE, PsycARTICLES, PsychINFO y SocINDEX. Dada la cantidad de artículos que se han podido recoger (más de 200), se ha escogido utilizar los publicados en los dos últimos años, así, forman parte de esta revisión un total de 10. Los resultados indican la obligación de continuar con la ejecución de proyectos de trabajo dirigidos a la transformación de actitudes y creencias hacia las personas con discapacidad, a la formación del profesorado en la calidad del trabajo a realizar con estas y a la promoción de apoyos y recursos institucionales que ayuden en el esfuerzo que supone el trabajo con esta tipología de estudiantes
Análisis de la salud mental y uso problemático del móvil en universitarios españoles
No full textThe advancement of mobile telephony has become the real global player in society, influencing people both positively and negatively. For the statistical analysis, the following objectives were formulated: (1) To find out the influence of university course (from first to fourth year) on Problematic Mobile Phone Use and Mental Health (anxiety and depression) and (2) To detect variables that influence problematic mobile phone use according to sex,course,and mental health. The sample consisted of 1216 university adolescents, 68.24% female and 31.76% male, from the University of Extremadura (Spain) aged between 18 and 24 years (M=21.46; SD=3.83). The results showed that women are more likely to suffer from problematic mobile phone use, being in the first years where it is more accentuated. In addition, it was found that the increase in anxiety and depression is closely related to problematic mobile phone use. In conclusion, it is advisable to implement programmes to prevent and detect situations of problematic mobile phone use, recommending action in the first years of university, focusing on mental health and mobile phone use in women. El avance de la telefonía móvil se ha convertido en el verdadero protagonista a nivel mundial en la sociedad, influyendo tanto positiva como negativamente en las personas. Para el análisis estadístico se formularon los siguientes objetivos: (1) Conocer la influencia del curso universitario (de primero a cuarto) en el uso problemático del móvil y en la salud mental (ansiedad y depresión) y (2) Detectar variables que influyen en el uso problemático del móvil en función de sexo, curso y salud mental. La muestra estuvo constituida por 1216 adolescentes universitarios, 68.24 % mujeres y 31.76% hombres, de la Universidad de Extremadura (España) con edades comprendidas entre los 18 y los 24 años (M=21.46; DT=3.83). Los resultados mostraron que las mujeres son más proclives a sufrir un uso problemático del móvil, siendo en los primeros cursos donde más se acentúa.Además, se obtiene que el aumento de la ansiedad y depresión está estrechamente relacionado con el uso problemático del móvil. Para concluir se aconseja implantar programas para prevenir y detectar situaciones de uso problemático del móvil recomendando actuar en los primeros años de universidad enfocando los riesgos de salud mental y uso de móviles en las mujeres
Evaluación de la escritura manuscrita en la etapa escolar
No full textFormal education is based on the development of different complex skills, among which handwriting stands out. The purpose of this study was to analyze the relationship between performance in the speed and quality of handwriting and performance in the visual-motor integration function in the graphic plane, in schoolchildren who are in the fourth year of the primary school. A total of 158 boys and girls from 7 public educational institutions, common education, from the 5th income quintile of Montevideo, participated in the study (total girls: 80, 50.6%; total boys: 78, 49.4%). A quantitative, cross-sectional study was carried out based on probabilistic sampling carried out in two stages. To evaluate the quality and speed of handwriting, the Concise Assessment Method of Children’s Handwriting (BHK) was used. To evaluate the visual- motor integration function in the graphic plane, the second version of Bender’s Visual- Motor Gestalt Test (Bender-II) was used. The statistical analysis of the data obtained was carried out using specific software for each of the stages of the study. Girls’ handwriting turned out to be more legible than boys’. No significant differences were found in writing speed based on sex. The quality and speed of handwriting were positively correlated with visual-motor integration function. This research contributes to the characterization of handwriting in the school stage and constitutes an important advance towards the construction of specific scales for our population.La educación formal se basa en el desarrollo de diferentes habilidades complejas, entre las que destaca la escritura manuscrita. El propósito de este estudio fue analizar la relación entre el desempeño a nivel de la velocidad y la calidad de la escritura manuscrita y el desempeño a nivel de la función de integración viso–motriz en el plano gráfico, en escolares que cursan cuarto año de la escuela primaria. Un total de 158 niños y niñas de 7 instituciones educativas públicas, de educación común, del quintil 5 de Montevideo, participaron en el estudio (total niñas: 80, 50,6%; total niños: 78; 49,4%). Se realizó un estudio cuantitativo, transversal, a partir de un muestreo probabilístico efectuado en dos etapas. Para la evaluación de la calidad y la velocidad de la escritura manuscrita se utilizó el Método de evaluación concisa de la escritura a mano de niños (BHK). Para la evaluación de la función de integración visomotriz en el plano gráfico se utilizó la segunda versión del Test Gestáltico Visomotor de Bender (Bender-II). El análisis estadístico de los datos obtenidos se realizó utilizando software específico para cada una de las etapas del estudio. La escritura manuscrita de las niñas resultó ser más legible que la de los niños. No se encontraron diferencias significativas de la velocidad de la escritura en función del sexo. La calidad y velocidad de la escritura manuscrita se correlacionaron positivamente con la función de integración visomotriz. Esta investigación contribuye a la caracterización de la escritura manuscrita en la etapa escolar y constituye un avance importante hacia la construcción de baremos específicos para nuestra población
Los efectos del uso del móvil en el desarrollo de las funciones ejecutivas
No full textThe impact of social isolation in relation to the real world is broad and may be due to the social and anthropological changes caused by mobile phone use. The need to share information immediately is not limited to a question of age nor is it restricted to a specific context. It can manifest itself in any environment, be it school, family, social, professional, cultural or even in personal relationships that can trigger a currently unregulated addiction. The objective of this study is to identify if there is a relationship between mobile phone use and the possibility of developing an addiction based on sociodemographic variables, as well as to study possible deteriorations in the correct development of Executive Functions. To this end, the influence of different variables such as age and sex of the participants, their geographical location, as well as their academic training or employment situation has been studied through a cross-sectional descriptive design. In this cross-sectional design, the differences between the independent variable (problematic mobile phone use) are studied as a function of the dependent variables (gender, age, educational level, current employment situation and location). The sample for this study is made up of 196 participants and is non-probabilistic and incidental and was evaluated using an ad-hoc questionnaire, which is composed of 10 items that include sociodemographic variables, mobile phone use, hours of use, frequency of turning it off and on at night, what it is most frequently used for, and by the MOBILE PHONE USE SCALE by López-Fernández et al. (2012), composed of 26 items, which aim to explore the existence or absence of excessive or problematic mobile phone use. The results indicate that the age variable and the sex variable significantly influence the risk of developing excessive mobile phone use, with the other sociodemographic variables not being relevant for problematic mobile phone use. Based on this, psychological intervention guidelines are proposed for the correct development of executive functions at risk of developing a possible addiction or excessive use of mobile phones.El impacto del aislamiento social en relación con el mundo real es amplio y es posible que se deba a los cambios sociales y antropológicos provocados por el uso del móvil. La necesidad de compartir información de manera inmediata no se limita a una cuestión de edad ni está restringida a un contexto específico. Puede manifestarse en cualquier entorno, ya sea escolar, familiar, social, profesional, cultural o incluso en las relaciones personales que puede desencadenar en una adicción actualmente no regulada. El objetivo de este estudio es identificar si existe relación entre el uso del móvil y la posibilidad de desarrollar una adicción en base a variables sociodemográficas, así como estudiar los posibles deterioros en el correcto desarrollo de las Funciones Ejecutivas. Para ello se ha estudiado la influencia de diferentes variables como edad y sexo de los participantes, su localización geográfica, así como su formación académica o situación laboral mediante un diseño descriptivo transversal. En este diseño transversal se estudia las diferencias entre la variable independiente (uso problemático del móvil) en función de las variables dependientes (género, edad, nivel de estudios, situación actual laboral y localidad). La muestra para este estudio está constituida por 196 participantes y es de tipo no probabilístico e incidental y fue evaluada mediante un cuestionario ad-hoc, el cual está compuesto por 10 ítems que incluyen variables sociodemográficas, uso del móvil, horas de su utilización, frecuencia de apagado y encendido de este por la noche, para qué se utiliza con mayor frecuencia, y por la escala MOBILE PHONE USE SCALE de López-Fernández et al. (2012), compuesta por 26 ítems, que tienen por objetivo explorar la existencia o ausencia de un uso excesivo o problemático del móvil. Los resultados indican que la variable edad y la variable sexo influyen significativamente en el riesgo del desarrollo del uso excesivo del móvil, siendo las demás variables sociodemográficas no relevantes para un uso problemático del móvil. En base a ello se proponen unas pautas de intervención psicológicas para el correcto desarrollo de las funciones ejecutivas en riesgo de desarrollar una posible adicción o uso excesivo del móvil
Programa de formaçao continuada online para professores da educaçao especial que atuam junto a jovens e adultos com deficiência intelectual
No full textThe construction of a theoretical-practical training program in the perspective of continuous teacher training, entitled “Evidence-Based Practices: An Integrative Approach to Intellectual Disability” was carried out with special education teachers. It is known that the process of continuous training is fundamental for the integration of concepts and updated information according to the most current perspectives and research. This study aimed to present the results collected based on the theoretical activities conducted by special education teachers, utilizing pre- and post-test evaluations of the intervention. Participated 10 special education teachers from the state of Paraná, Brazil. The results showed, through the collected data, that the participating teachers gradually exhibited greater learning of the acquired knowledge, highlighting the need for continuous online training to assist teachers in their work with young people and adults with intellectual disabilities.A construção de um Programa formativo teórico-prático na perspectiva da formação continuada docente intitulado “Práticas Baseadas em Evidências uma Abordagem Integrativa da Deficiência Intelectual” foi realizada junto aos professores da educação especial, sabe-se que o processo de formação continuada é fundamental para integração de conceitos e informações atualizadas de acordo com as perspectivas e pesquisas mais atuais. Este estudo buscou apresentar os resultados coletados com base nas Atividades teóricas realizadas pelos/as Docentes da educação especial de forma que utilizou-se da avaliação pré e pós-teste da intervenção. Participaram 10 professores da educação especial do Estado do Paraná, Brasil. Os resultados mostraram por meio dos dados coletados que os professores participantes apresentaram gradativamente maior aprendizagem dos conhecimentos adquiridos, e aponta para necessidade de formações continuadas online que busquem auxiliar na aprendizagem dos professores para sua atuação junto a jovens e adultos com deficiência intelectual
Follow-up do caregivers skills training da organização mundial da saúde no Brasil
No full textCaregivers Skills Training (CST) is a World Health Organization program developed to assist caregivers of children with developmental delays and teach them to stimulate the development of children’s skills. The program is being implemented in more than 30 countries and evidence points to an improvement in both training objectives. In Brazil, the CST was adapted and validated, is inserted and is being disseminated in the context of public health. However, despite the positive results of the program at the end of the training, there is no evidence in the global context of long-term effectiveness. In this context, the present research aimed to evaluate the perception of the impact of CST in different periods after completing the training. Thirteen caregivers participated and were grouped according to the time elapsed since they completed the training (6, 12 or 18 months). Three focus groups were conducted, which were recorded, transcribed and analyzed using Content Analysis. The results indicate that caregivers cited the following as positive impacts of the program: 1) development of the child’s skills; 2) greater caregiver empowerment; 3) more appropriate management of disruptive behaviors; 4) better organization of theenvironment and routine; 5) development of family relationships; and 6) establishment of support networks. Furthermore, caregivers suggested including the topics of toilet training and feeding and holding meetings after the end of the CST to review the topics. The differences found between the groups can be associated with the type of training or focus group (online or in person). The perception of positive impacts and suggestions from the program are in line with and complement the immediate findings of the program, as well as indicating the permanence of the effects of the training in the medium term. O Caregivers Skills Training (CST) é um programa da Organização Mundial da Saúde desenvolvido para auxiliar cuidadores de crianças com atrasos no desenvolvimento e capacitá-los a estimular o desenvolvimento de habilidades das crianças. O programa está sendo implementado em mais de 30 países e as evidências apontam para uma melhora em ambos os objetivos do treinamento. No Brasil, o CST foi adaptado e validado, está inserido e está sendo disseminado no contexto da saúde pública. Entretanto, apesar dos resultados positivos do programa ao término do treinamento, ainda não existem evidências no contexto mundial de eficácia a longo prazo. Nesse sentido, a presente pesquisa teve como objetivo avaliar a percepção de impacto do CST em diferentes períodos após a realização do treinamento. Participaram 13 cuidadores que foram agrupados com relação ao tempo decorrido desde que finalizaram o treinamento (6, 12 ou 18 meses). Foram realizados 3 grupos focais, que foram gravados, transcritos e analisados por meio da Análise de Conteúdo. Os resultados apontam que os cuidadores citaram como impactos positivos do programa: 1) desenvolvimento de habilidades da criança; 2) maior empoderamento dos cuidadores; 3) manejo de comportamentos inadequados mais adequado; 4) melhor organização do ambiente e rotina; 5) desenvolvimento relacionamento familiar; e 6) estabelecimento de redes de suporte. Além disso, os cuidadores sugeriram inserir os temas de treino de toalete e alimentação e a realização de encontros posteriores ao encerramento do CST para revisar os temas. As diferenças encontradas entre os grupos podem ser associadas à modalidade do treinamento ou grupo focal (online ou presencial). A percepção de impactos positivos e sugestões do programa vão ao encontro e complementam os achados imediatos do programa, bem como indicam a permanência dos efeitos do treinamento a médio prazo
Programa piloto de estimulación de la memoria en adultos mayores
No full textCognitive stimulation constitutes an effective form of intervention for the prevention and optimization of cognitive abilities in the elderly, as well as for the maintenance and arrest of the progression of cognitive deterioration. The purpose of the present study was to determine the effect of the application of a pilot program of memory stimulation in older adults with normal aging. The study had a pre-experimental design with a quantitative approach with the participation of 15 older adults attending a Gerontological Day Care Center, selected under a non-probabilistic purposive sampling. A memory stimulation program was designed based on playful stimulation activities and a task booklet, applied to the study population during 20 sessions, evaluating its effect through a pre- and post-test applying the memory subtest of the Neuropsychological Evaluation NEUROPSI. The results obtained showed an increase of 22 points in the post-test with respect to the level prior to the application of the program, showing an improvement in the performance of the memory function of the elderly participants.La estimulación cognitiva constituye una forma de intervención eficaz para la prevención y optimización de las capacidades cognitivas en el adulto mayor, así como para el mantenimiento y detención del avance del deterioro cognitivo. La presente investigación tuvo como propósito determinar el efecto de la aplicación de un programa piloto de estimulación de la memoria en adultos mayores con un envejecimiento normal. El estudio tuvo un diseño preexperimental con enfoque cuantitativo en el que participaron 15 adultos mayores que asisten a un Centro Gerontológico de atención diurna, seleccionados bajo un muestreo no probabilístico intencional. Se diseñó un programa de estimulación de la memoria basado en actividades lúdicas de estimulación y un cuadernillo de tareas, aplicado a la población de estudio durante 20 sesiones, evaluando su efecto a través de un pre y posttest aplicando la subprueba de memoria de la Evaluación Neuropsicológica NEUROPSI. Los resultados obtenidos evidenciaron un aumento de 22 puntos en el pos-test respecto al nivel previo de la aplicación del programa, observándose una mejora en el rendimiento de la función memoria de los adultos mayores participantes