A todo vapor, sem pensar e distraído : relação entre afetividade e inteligência em crianças com o Transtorno do Déficit de Atenção e Hiperatividade (TDAH)

• Ano de defesa: 2017
• Autor(a) principal: Missawa, Daniela Dadalto Ambrozine
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Psicologia; UFES; Programa de Pós-Graduação em Psicologia
• Palavras-chave em Português: ADHD; Rule Games; Child Development; Affectivity; Desenvolvimento Infantil; Afetividade; TDAH; Jogos de Regras; Inteligência; Distúrbio da falta de atenção com hiperatividade; Jogos; Psicologia infantil; Psicologia; 159.9
• Link de acesso: http://repositorio.ufes.br/handle/10/9112

This thesis aimed to evaluate the relationships between affectivity and intelligence in children with ADHD and their caregivers through a psychological intervention in rule game workshops. The theoretical perspectives that served as the basis for the understanding of the studied phenomena were the writings of Piaget and the studies about the Executive Functions (EFs). Eight children of both sexes (four boys and four girls) with suggestive diagnosis of ADHD, together with one caregiver of each, totaling 16 s ubjects participated in the study. The children selected underwent a neuropsychological evaluation performed by trainees at a psychology clinic at a University of Greater Victoria and were grouped into two groups. The parent group consisted of seven mothers and one father. Data collection procedures involved workshops with rule games between May and November 2015, weekly with children and fortnightly between children and parents, i.e. children were present at all proposed workshops and parents in half of them. The games used were Domino, Tangram, Memory Game, Puzzles, Four Colors, Mico Game, Pick-up sticks, Uno, Link-4, Who am I?, Guess Who, Gridlock, and Lynx. The workshops were structured so that we initially talked about how the participants were feeling at that moment. Shortly after that we presented and explained the rules of the game that would be used to make sure that everyone had understood the rules from practical examples. Then we started the games. In some workshops, protocols with problem situations regarding the game used were presented to the children. We have developed four studies in which each one corresponded to a specific objective proposed. In studies 1 and 2 the data regarding the behavior of the participants during the rule games workshop are presented. In both studies, the relationships between affectivity and intelligence in children with ADHD were discussed through the observation of the connections between the analyzed behaviors. Study 3 addresses the question of how parental participation, together with the children, in workshops with games influences the parental assessment of the cognitive and affective aspects of these children. The article was built on the understanding that parental perception is an important influence on the cognitive and affective development of their children. In study 4 we discussed the issues related to the process of awareness as described in Piaget’s theory through the use of problem situations based on the games Guess Who, Four colors, Dominoes and Link-4. The studies developed lead us to conclusions that corroborate Piaget's postulates regarding the impossibility of only cognitive or affective situations, since we observed that during workshops with rule games, the child often compensated the cognitive limitations with interest and willingness to face the challenge. One of the main contributions of the thesis is the displacement of affectivity from the supporting role in the process of development of individuals and its consequent inclusion, in a systematic way, in close relation with the cognitive aspects.