American Journal of Applied Psychology 2018; 7(1): 1-10 http://www.sciencepublishinggroup.com/j/ajap doi: 10.11648/j.ajap.20180701.11 ISSN: 2328-5664 (Print); ISSN: 2328-5672 (Online) Stimulation of Cognitive Functions in University Students with Obsessive Compulsive Disorder Using Captain’s Log Computerized Cognitive Training Program Luz María Álvarez, Norma Yépez * , María Martina Jurado, José Benjamín Guerrero, Ileana Petra Psychiatry and Mental Health Department, Faculty of Medicine, National Autonomous University of Mexico, Mexico City, Mexico Email address: lmalvarezp@yahoo.com (L. M. Álvarez), normayepez@yahoo.com.mx (N. Yépez), idamar007@gmail.com (M. M. Jurado), jbengl.com.mx@yahoo.mx (J. B. Guerrero), ileanapetra@yahoo.com (I. Petra) * Corresponding author To cite this article: Luz María Álvarez, Norma Yépez, María Martina Jurado, José Benjamín Guerrero, Ileana Petra. Stimulation of Cognitive Functions in University Students with Obsessive Compulsive Disorder Using Captain’s Log Computerized Cognitive Training Program. American Journal of Applied Psychology. Vol. 7, No. 1, 2018, pp. 1-10. doi: 10.11648/j.ajap.20180701.11 Received: December 3, 2017; Accepted: December 14, 2017; Published: January 12, 2018 Abstract: The Obsessive Compulsive Disorder (OCD) has significant implications for quality of life of a person. This study proposes the use of a cognitive stimulation program (Captain´s Log Cognitive Training) to improve the cognitive deficits produced by this disorder. Ten university students with OCD were randomly selected; 4 of them (control group) received psychiatric and pharmacological treatment, and six students (experimental group) received training using a computer program that stimulated the cognitive deficits besides the psychiatric and pharmacological treatment. A pre and posttest neuropsychologic evaluations were applied using the Wechsler Adult Intelligence Scale (WAIS-III) and an abbreviated version of the Barcelona Test. Training was carried out twice a week until each subject covered 30 sessions. Significant differences were found (p<0.05) in functions associated with Planning skills, anticipation and organization, verbal fluency, visuoconstructive praxis, working memory and processing speed. Cognitive training helped to improve the intellectual performance of the students who participated in the treatment, reflected in higher flexibility to solve practical problems. Keywords: Obsessive Compulsive Disorder, Students, Cognitive Functions 1. Introduction The Obsessive Compulsive Disorder (OCD) is characterized by the presence of obsessions (recurrent, persistent, intrusive and unwanted thoughts, impulses or images) and compulsions (repetitive behaviors in response to an obsession) that may cause severe discomfort or dysfunction or in general activity. [1] Patients with OCD respond favorably to pharmacological therapy and cognitive behavioral therapy; however, remission is incomplete in all the patients, since between 20 and 60% of the cases remain with symptoms that can’t disappear despite the treatment. [2] OCD affects between 2 and 3% of world population, while in Mexico, according to the Psychiatric Epidemiological Survey [3], total prevalence was about 2.6%, with an average age of onset of 19 years. According to Caraveo [4], in Mexico City prevalence was approximately 1.4% and the average age of onset between men and women was 22 years. In the Psychiatry and Mental Health Department, it presents as principal diagnosis in 1.8% of the patients who attend for service. OCD is one of the disorders with more comorbidities within mental illnesses. It is associated with other disorders such as major depressive disorder, bipolar disorder, social anxiety disorder, specific phobias and generalized anxiety disorder. [1] As Carretero & Palacios [5] mentioned, the disorder itself implies a series of problems to the patient, who will face diverse academic demands, difficulties on learning development, and the acquisition of skills when going to college that may cause failure or success that, added to their study rhythm, schedules intensities, teachers’ demands, group pressures, peer competitiveness, changes in diet