Estresse na vida escolar de crianças com e sem TDAH

• Ano de defesa: 2016
• Autor(a) principal: Gonçalves, Lívia Caroline Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Psicologia; UFES; Programa de Pós-Graduação em Psicologia
• Palavras-chave em Português: Stress; Escola; Transtorno de falta de atenção e hiperatividade; Escolas; Educação de crianças; Crianças com distúrbio do déficit de atenção; Crianças hiperativas; Stress em crianças; Psicologia; 159.9
• Link de acesso: http://repositorio.ufes.br/handle/10/9048

Childhood stress is regarded as a process involving stressors and individual reactions; it is manifested through physical and psychological symptoms and may have consequences on the child´s social, emotional and cognitive development. Studies report that children who have been diagnosed with Attention Deficit with Hyperactivity Disorder - ADHD may be more likely to have feelings of guilt, sadness and rejection when compared which children with a more typical development pattern. This is especially true in the learning context, where the quest for results becomes paramount. This study sought to investigate how children who have been diagnosed with ADHD report signs of childhood stress, as well as the indications of its manifestation in the learning context. To this effect, 32 children were assessed. The children were divided in two groups; group one (G1) which consisted of children who had been diagnosed with AHD and group two (G2) which consisted of children with no previous diagnosis. After signing the Term of Informed Consent, the following instruments were used: (a) Sociodemographic Data Questionnaire, (b) Escala de Stress Infantil (ESI) and (c) Interview Script to assess Stress in Children. The data obtained from the questionnaires was analyzed qualitatively; the ESI data was analyzed according to the instructions on the manual and the data from the interview was analyzed according to the clinical method model proposed by Delval. Both groups of children manifested similar stress signs in the learning context, especially when concerning difficulties learning, relationship with family, friends and teachers and diagnosis. However, children with ADHD showed more intense signs of stress, which was also manifested in more advanced phases. This study contributes to better understand childhood stress as per the report of children themselves, so as to help develop intervention programs which might help fight childhood stress in the learning context.