Teenage PregnancyEFAEIPANCT07492082
Executive Functions and Emotional Intelligence in Pregnant Adolescents
A study testing Psychological intervention program in executive functions and emotional intelligence in people with Teenage Pregnancy, run by Universidad Autonoma de Baja California.
Trial summary
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… Read more about this study
- Who is it for?
- Ages 14 to 18 years, women onlyHealthy volunteers can take part
- Conditions the study is for
- Teenage Pregnancy
- What is being tested?
- Psychological intervention program in executive functions and emotional intelligence
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 30 participants
- Where
- No sites listed yet
- Study dates
- 30 Aug 2026to 15 Mar 2028
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 14 to 18 years
- Women only
- Healthy volunteers accepted
- Child, Adult
Who may be able to join
- 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.
- Sign the informed consent form, both the patient and an adult family member.
Who cannot join
- 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.
About this study
Official title: Emotional Intelligence and Executive Functions in Pregnant Adolescents Living in Rural Areas: a Study of a Psychological Intervention
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.
Read more
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.
Read the detailed description
Adolescent pregnancy remains a significant public health concern worldwide and is associated with a variety of social, emotional, and psychological challenges. During adolescence, individuals experience important developmental changes involving cognitive, emotional, and social processes. In particular, adolescence is characterized by the progressive development of executive functions and emotional regulation abilities, which play a critical role in decision-making, behavioral control, and adaptive functioning.
Executive functions refer to a set of higher-order cognitive processes that support goal-directed behavior and the ability to regulate thoughts, emotions, and actions. These processes include inhibitory control, working memory, cognitive flexibility, planning, organization, and self-monitoring. The development of these cognitive abilities is closely associated with the maturation of the prefrontal cortex, which continues to develop throughout adolescence and early adulthood.
When pregnancy occurs during adolescence, young individuals may face additional psychosocial stressors that can affect their emotional well-being and psychological adjustment. Pregnant adolescents often encounter challenges such as social stigma, educational disruption, economic difficulties, and changes in interpersonal relationships. These stressors may increase vulnerability to emotional distress, anxiety, and depressive symptoms.
Previous research has shown that adolescent mothers may present higher levels of emotional vulnerability compared to adult pregnant women. Emotional difficulties during pregnancy may negatively influence maternal well-being, interpersonal relationships, and adaptation to motherhood. Therefore, identifying psychological factors that may support better emotional adjustment during adolescent pregnancy is an important area of research.
Emotional intelligence and emotional regulation have been identified as protective factors that can contribute to improved psychological adaptation during stressful life events. Emotional intelligence refers to the ability to recognize, understand, and manage one's own and others' emotions. Adolescents with greater emotional regulation skills may be better able to cope with stress, manage interpersonal conflicts, and make adaptive decisions in difficult situations.
In addition to emotional regulation, executive functioning plays a key role in self-regulation of behavior and decision-making processes. Difficulties in executive functioning can affect adolescents' ability to plan, control impulses, anticipate consequences, and regulate emotional responses. These cognitive processes are especially relevant in the context of adolescent pregnancy, where individuals must adapt to major life changes and new responsibilities.
Psychoeducational interventions designed to strengthen emotional intelligence and executive functioning have shown promising results in improving adolescents' psychological well-being. These interventions typically focus on developing emotional awareness, teaching emotional regulation strategies, strengthening problem-solving skills, and promoting adaptive coping strategies.
The present study aims to design, implement, and evaluate the effect of a psychological intervention program on executive functioning and emotional intelligence in pregnant adolescents aged 14 to 18 years residing in the Mexicali Valley. The intervention will consist of a structured program delivered through group sessions that focus on emotional awareness, emotional regulation strategies, stress management, decision-making skills, and problem-solving skills related to pregnancy and early motherhood.
The program will include activities such as guided discussions, emotional reflection exercises, skill-building activities, and group interactions that encourage participants to share experiences and develop supportive relationships. The program aims to provide adolescents with practical tools to better understand their emotions, regulate their emotional responses, and manage the challenges associated with pregnancy and the transition to motherhood.
To evaluate the results of the intervention, participants will complete standardized psychological assessments before the intervention (baseline) and after completing the program. These assessments will allow researchers to evaluate possible changes in executive functioning, emotional regulation, emotional intelligence, and depressive symptoms.
To obtain a comprehensive assessment of the psychological variables included in this study, participants will complete a series of standardized psychological instruments. Executive functioning will be assessed using two complementary measures. The Battery of Executive Functions and Frontal Lobes - Third Edition (BANFE-3) will be used to assess executive processes associated with frontal lobe functioning, including planning, inhibitory control, working memory, and cognitive flexibility. In addition, the self-report version of the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) will assess behavioral manifestations of executive functioning in everyday contexts, including aspects such as inhibition, emotional regulation, and cognitive organization.
Emotional intelligence will be assessed using the BarOn Emotional Quotient Inventory: Youth Version (EQ-i:YV), which measures emotional and social competencies in adolescents, including intrapersonal and interpersonal skills, adaptability, stress management, and overall mood. Psychosocial risk indicators that commonly occur during adolescence will be explored using the Adolescent Self-Descriptive Inventory (ASDI), which identifies behavioral, emotional, and social factors associated with psychosocial vulnerability.
In addition, mental health status will be assessed using standardized measures of anxiety and depressive symptoms. Anxiety will be assessed using the Children's Manifest Anxiety Scale, Second Edition (CMAS-R-2), which assesses different manifestations of anxiety in children and adolescents. Depressive symptoms associated with the perinatal period will be assessed using the Edinburgh Postnatal Depression Scale (EPDS), a widely used instrument designed to identify depressive symptoms during pregnancy and the postpartum period.
- Conditions
- Teenage Pregnancy
- Being tested
- Psychological intervention program in executive functions and emotional intelligence
- Keywords
- Execute functions, Inhibitory control, Planning, Emotional intelligence
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Psychological intervention program in executive functions and emotional intelligenceBehavioural
A 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.
| Study group | Role | What they receive |
|---|---|---|
| single group | Experimental | Pregnant adolescents aged 14 to 18 residing in the Mexicali Valley who participate in a group psychological intervention program aimed at improving executive functioning and emotional intelligence through psychoeducation sessions. Receives: Behavioral: Psychological intervention program in executive functions and emotional intelligence |
What is being measured
The primary outcome is the main question the study is designed to answer.
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).
Measured: Pre- and post-assessment, after 4 months
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).
Measured: Pre- and post-assessment, after 4 months
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.
Measured: Pre- and post-assessment, after 4 months
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)
Measured: Pre- and post-assessment, after 4 months
Identify adolescent risks
Self-descriptive inventory for adolescents (IADA) (Lucio-Gómez et al., 2010) It was developed with the aim of providing a valid and reliable tool to assist in the assessment of psychological problems, both in terms of early detection of risk factors in adolescents' lives and the identification of emotional problems. It was designed to be useful primarily in clinical settings, but also in educational settings, as well as in primary and secondary intervention processes.
The Adolescent Self-Descriptive Inventory (IADA) consists of 168 forced-choice items (YES-NO).
T-score (with a mean of 50 and a standard deviation of 10)
When analyzing the individual dimensions (Family, Social, School, Personal, and Health), the following T-scores are used:
T < 60: Within the normal range (no significant risk). T 60-69: Moderate risk (indicator of problems in that specific area). T ≥ 70: High risk (significant problem reported by the adolescent) has an approximate application time of 30 to 40 minutes.
Measured: Pre- and post-assessment, after 4 months
Manifest Anxiety
Revised Children's Manifest Anxiety Scale (CMAS-R-2) (Reynolds, 2008) It is a self-report instrument consisting of 49 items designed to assess the degree and nature of anxiety in children. The child only answers the questions with yes or no. Scoring is simple. The total scores give the Total Anxiety Index but also provide five additional scores: Physiological Anxiety, Worries, Social Anxiety, Defensiveness, and an Index of Inconsistent Responses. This instrument is very useful for assessing children/adolescents with problems such as academic stress, test anxiety, family conflicts, drug addiction, disruptive behavior, results Typically analyzed using T-scores, where a total score >60 indicates high impairment. It covers physiological anxiety, worry, social anxiety, and includes defensiveness/inconsistency indices. personality problems, etc. has an approximate application time of 10 to 15 minutes.
Measured: Pre- and post-assessment, after 4 months
Perinatal Depression
The Edinburgh Postnatal Depression Scale (EPDS) The scale consists of 10 items that assess emotional and cognitive symptoms associated with perinatal depression experienced over the previous seven days.
Each item is scored on a 4-point Likert scale (0-3), with total scores ranging from 0 to 30, where higher scores indicate greater severity of depressive symptoms. The EPDS evaluates symptoms such as sadness, loss of interest or pleasure, anxiety, feelings of guilt, and sleep disturbances related to mood.
Validation studies in Mexico recommended lower cut-offs: 11/12 for women within the first 4 weeks postpartum, and 7/8 for 4 to 13 weeks postpartum.
13 or more (13+): A score of 13 or higher is commonly used to indicate a high probability of depressive illness of varying severity.
10-12: Some guidelines suggest that scores of 10 or greater indicate the possibility of depression.
0-9 Scores in this range suggest that the mother is less likely to be suffering from a significant.
Measured: Pre- and post-assessment, after 4 months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted25 Mar 2026
- Study start30 Aug 2026 (estimated)
- Primary completion30 Oct 2026 (estimated)
- Study completion15 Mar 2028 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Teenage PregnancyStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Treatment
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Enrolment
- 30 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Universidad Autonoma de Baja California
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Gilberto Galindo, Universidad Autonoma de Baja California
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07492082
- Sponsor's protocol ID
- MP/2026MMPG
- Acronym
- EFAEIPA
- Status last verified
- Mar 2026
- First submitted
- 19 Mar 2026
- Last updated
- 2 Apr 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 2 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Emotional Intelligence and Executive Functions in Pregnant Adolescents Living in Rural Areas: a Study of a Psychological Intervention
- ClinicalTrials.gov ID
- NCT07492082
- Acronym / sponsor ID
- EFAEIPA / MP/2026MMPG
- Conditions
- Teenage Pregnancy
- Keywords
- Execute functions, Inhibitory control, Planning, Emotional intelligence
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 30 participants (estimated)
- Lead sponsor
- Universidad Autonoma de Baja CaliforniaUniversity, hospital or other
- Study start
- 30 Aug 2026 (estimated)
- Primary completion
- 30 Oct 2026 (estimated)
- Study completion
- 15 Mar 2028 (estimated)
- First posted
- 25 Mar 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed description
Adolescent pregnancy remains a significant public health concern worldwide and is associated with a variety of social, emotional, and psychological challenges. During adolescence, individuals experience important developmental changes involving cognitive, emotional, and social processes. In particular, adolescence is characterized by the progressive development of executive functions and emotional regulation abilities, which play a critical role in decision-making, behavioral control, and adaptive functioning.
Executive functions refer to a set of higher-order cognitive processes that support goal-directed behavior and the ability to regulate thoughts, emotions, and actions. These processes include inhibitory control, working memory, cognitive flexibility, planning, organization, and self-monitoring. The development of these cognitive abilities is closely associated with the maturation of the prefrontal cortex, which continues to develop throughout adolescence and early adulthood.
When pregnancy occurs during adolescence, young individuals may face additional psychosocial stressors that can affect their emotional well-being and psychological adjustment. Pregnant adolescents often encounter challenges such as social stigma, educational disruption, economic difficulties, and changes in interpersonal relationships. These stressors may increase vulnerability to emotional distress, anxiety, and depressive symptoms.
Previous research has shown that adolescent mothers may present higher levels of emotional vulnerability compared to adult pregnant women. Emotional difficulties during pregnancy may negatively influence maternal well-being, interpersonal relationships, and adaptation to motherhood. Therefore, identifying psychological factors that may support better emotional adjustment during adolescent pregnancy is an important area of research.
Emotional intelligence and emotional regulation have been identified as protective factors that can contribute to improved psychological adaptation during stressful life events. Emotional intelligence refers to the ability to recognize, understand, and manage one's own and others' emotions. Adolescents with greater emotional regulation skills may be better able to cope with stress, manage interpersonal conflicts, and make adaptive decisions in difficult situations.
In addition to emotional regulation, executive functioning plays a key role in self-regulation of behavior and decision-making processes. Difficulties in executive functioning can affect adolescents' ability to plan, control impulses, anticipate consequences, and regulate emotional responses. These cognitive processes are especially relevant in the context of adolescent pregnancy, where individuals must adapt to major life changes and new responsibilities.
Psychoeducational interventions designed to strengthen emotional intelligence and executive functioning have shown promising results in improving adolescents' psychological well-being. These interventions typically focus on developing emotional awareness, teaching emotional regulation strategies, strengthening problem-solving skills, and promoting adaptive coping strategies.
The present study aims to design, implement, and evaluate the effect of a psychological intervention program on executive functioning and emotional intelligence in pregnant adolescents aged 14 to 18 years residing in the Mexicali Valley. The intervention will consist of a structured program delivered through group sessions that focus on emotional awareness, emotional regulation strategies, stress management, decision-making skills, and problem-solving skills related to pregnancy and early motherhood.
The program will include activities such as guided discussions, emotional reflection exercises, skill-building activities, and group interactions that encourage participants to share experiences and develop supportive relationships. The program aims to provide adolescents with practical tools to better understand their emotions, regulate their emotional responses, and manage the challenges associated with pregnancy and the transition to motherhood.
To evaluate the results of the intervention, participants will complete standardized psychological assessments before the intervention (baseline) and after completing the program. These assessments will allow researchers to evaluate possible changes in executive functioning, emotional regulation, emotional intelligence, and depressive symptoms.
To obtain a comprehensive assessment of the psychological variables included in this study, participants will complete a series of standardized psychological instruments. Executive functioning will be assessed using two complementary measures. The Battery of Executive Functions and Frontal Lobes - Third Edition (BANFE-3) will be used to assess executive processes associated with frontal lobe functioning, including planning, inhibitory control, working memory, and cognitive flexibility. In addition, the self-report version of the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) will assess behavioral manifestations of executive functioning in everyday contexts, including aspects such as inhibition, emotional regulation, and cognitive organization.
Emotional intelligence will be assessed using the BarOn Emotional Quotient Inventory: Youth Version (EQ-i:YV), which measures emotional and social competencies in adolescents, including intrapersonal and interpersonal skills, adaptability, stress management, and overall mood. Psychosocial risk indicators that commonly occur during adolescence will be explored using the Adolescent Self-Descriptive Inventory (ASDI), which identifies behavioral, emotional, and social factors associated with psychosocial vulnerability.
In addition, mental health status will be assessed using standardized measures of anxiety and depressive symptoms. Anxiety will be assessed using the Children's Manifest Anxiety Scale, Second Edition (CMAS-R-2), which assesses different manifestations of anxiety in children and adolescents. Depressive symptoms associated with the perinatal period will be assessed using the Edinburgh Postnatal Depression Scale (EPDS), a widely used instrument designed to identify depressive symptoms during pregnancy and the postpartum period.
Study design
- Primary purpose
- Treatment
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| single group | Experimental | Behavioral: Psychological intervention program in executive functions and emotional intelligencePregnant adolescents aged 14 to 18 residing in the Mexicali Valley who participate in a group psychological intervention program aimed at improving executive functioning and emotional intelligence through psychoeducation sessions. |
Who may qualify
- Ages
- 14 to 18 years
- Sex
- Female only
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult
Key inclusion criteria (5 listed)
- 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.
- Sign the informed consent form, both the patient and an adult family member.
Key exclusion criteria (3 listed)
- 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.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Psychological intervention program in executive functions and emotional intelligenceA 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. | Behavioural | single group |
Primary outcome
Inhibitory control
Time frame: Pre- and post-assessment, after 4 months
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
Time frame: Pre- and post-assessment, after 4 months
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
Time frame: Pre- and post-assessment, after 4 months
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
Time frame: Pre- and post-assessment, after 4 months
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)
Identify adolescent risks
Time frame: Pre- and post-assessment, after 4 months
Self-descriptive inventory for adolescents (IADA) (Lucio-Gómez et al., 2010) It was developed with the aim of providing a valid and reliable tool to assist in the assessment of psychological problems, both in terms of early detection of risk factors in adolescents' lives and the identification of emotional problems. It was designed to be useful primarily in clinical settings, but also in educational settings, as well as in primary and secondary intervention processes. The Adolescent Self-Descriptive Inventory (IADA) consists of 168 forced-choice items (YES-NO). T-score (with a mean of 50 and a standard deviation of 10) When analyzing the individual dimensions (Family, Social, School, Personal, and Health), the following T-scores are used: T < 60: Within the normal range (no significant risk). T 60-69: Moderate risk (indicator of problems in that specific area). T ≥ 70: High risk (significant problem reported by the adolescent) has an approximate application time of 30 to 40 minutes.
Manifest Anxiety
Time frame: Pre- and post-assessment, after 4 months
Revised Children's Manifest Anxiety Scale (CMAS-R-2) (Reynolds, 2008) It is a self-report instrument consisting of 49 items designed to assess the degree and nature of anxiety in children. The child only answers the questions with yes or no. Scoring is simple. The total scores give the Total Anxiety Index but also provide five additional scores: Physiological Anxiety, Worries, Social Anxiety, Defensiveness, and an Index of Inconsistent Responses. This instrument is very useful for assessing children/adolescents with problems such as academic stress, test anxiety, family conflicts, drug addiction, disruptive behavior, results Typically analyzed using T-scores, where a total score >60 indicates high impairment. It covers physiological anxiety, worry, social anxiety, and includes defensiveness/inconsistency indices. personality problems, etc. has an approximate application time of 10 to 15 minutes.
Perinatal Depression
Time frame: Pre- and post-assessment, after 4 months
The Edinburgh Postnatal Depression Scale (EPDS) The scale consists of 10 items that assess emotional and cognitive symptoms associated with perinatal depression experienced over the previous seven days. Each item is scored on a 4-point Likert scale (0-3), with total scores ranging from 0 to 30, where higher scores indicate greater severity of depressive symptoms. The EPDS evaluates symptoms such as sadness, loss of interest or pleasure, anxiety, feelings of guilt, and sleep disturbances related to mood. Validation studies in Mexico recommended lower cut-offs: 11/12 for women within the first 4 weeks postpartum, and 7/8 for 4 to 13 weeks postpartum. 13 or more (13+): A score of 13 or higher is commonly used to indicate a high probability of depressive illness of varying severity. 10-12: Some guidelines suggest that scores of 10 or greater indicate the possibility of depression. 0-9 Scores in this range suggest that the mother is less likely to be suffering from a significant.
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 2 Apr 2026.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
The record lists no contact. Use the official record to reach the sponsor.
Questions about this trial
What is this clinical trial studying?
A study testing Psychological intervention program in executive functions and emotional intelligence in people with Teenage Pregnancy, run by Universidad Autonoma de Baja California.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 5 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 2 Apr 2026. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Inhibitory control (time frame: Pre- and post-assessment, after 4 months). The study lists 7 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 2 Apr 2026.