FAMILY VULNERABILITY, MENTAL HEALTH AND EXECUTIVE FUNCTIONS IN ADOLESCENTS IN BASIC EDUCATION
Bibliographic record
Abstract
This article is the result of research on the influence of family vulnerability on the executive functions of adolescents in an educational institution in Tuluá, Colombia, during the year 2023. The study, a mixed-methods approach with a sequential explanatory design, included ten participants aged 11 to 17. An adaptation of the Multifactorial Exploratory Questionnaire of Cooperation and Aggression, the Montreal Cognitive Assessment, and the Rey-Osterrieth Complex Figure Test were used, complemented by semi-structured interviews. The results revealed that 40% of the participants live with family members who consume psychoactive substances; 30% report feeling misunderstood or undervalued; 40% have experienced punitive measures such as beatings, intense arguments, insults, humiliation, and disdain; 30% have a negative perception of neighborhood safety; 90% have had problems for not following family rules; 30% have difficulties expressing their feelings; 70% have negative thoughts about themselves, and 30% have had suicidal ideations. Regarding executive functions, 70% scored below expectations on the Montreal Cognitive Assessment, and their percentiles in the ReyOsterrieth Complex Figure Test showed variability. These findings indicate that family vulnerability negatively influences executive and verbal fluency, planning, and decisionmaking in adolescents. Lack of emotional support and exposure to violent environments were highlighted as critical factors that deteriorate mental health and confidence in their abilities
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".