Adolescents with and without ADHD indicators: behavioral profile, stress, self-perception and future expectations
DOI:
https://doi.org/10.5902/1984686X84903Keywords:
Adolescence, Attention Deficit Hyperactivity Disorder, Stress, Self perceptionAbstract
Adolescence is marked by numerous transformations that can be intense for young people who have Attention Deficit/Hyperactivity Disorder. The new daily demands, associated with the symptoms inherent to the disorder can be stressors and affect the individual's quality of life. This study described the association between the behavioral profile (indicative of ADHD) and the levels of stress, self-perception and expectations for the future, in a sample of 322 adolescents, enrolled in a public high school. Data were collected in the school environment and the following instruments were used: ISD, ETDAH-AD, ESA, SPPA and the ear about expectations for the future. Descriptive analysis, Pearson's chi-square and binary logistic regression were performed. The results indicated that the negative self-perception of adolescents with ADHD indicators is associated with high levels of stress and that social and academic demands can generate mental suffering and reveal that the negative self-perception presented by subjects with ADHD indicators is congruent with high levels of stress revealed in the investigated sample. In addition, the social and academic demands suffered by adolescents who do not have the resources to meet them generate mental suffering that is expressed in the feeling of incapacity, in high levels of stress, in anguish and insecurity about the future. The need for public policies, mainly educational ones, is evident, which can contribute to increasing the transition from school to a pedagogical offer that seeks the difficulties of the public with differentiated educational needs, especially, students with ADHD.
Downloads
References
AMERICAN PSYCHIATRIC ASSOCIATION - APA. Manual diagnóstico e estatístico de transtornos mentais: DSM-5. Porto Alegre: Artmed, 2014.
ARAÚJO, J. L.; MELO, A. K.; MOREIRA, V. Comprensión fenomenológica del trastorno déficit de atención con hiperactividad (TDAH) en adolescentes. Revista de Psicología, v. 28, n. 2, 29 dez. 2019. DOI: https://doi.org/10.5354/0719-0581.2019.55659
BARKLEY, R. A. Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment. 4. ed. New York, Ny: The Guilford Press, 2014.
BENCZIK, E. B. P. Escala de Transtono do Déficit de Atenção e Hiperatividade: ETDAH-AD. São Paulo: Vetor, 2013.
BERNARDES E. G.; SIQUEIRA E. C. de. Uma abordagem geral do Transtorno de Déficit de Atenção e Hiperatividade: revisão de literatura. Revista Eletrônica Acervo Saúde, v. 15, n. 8, p. e10864, 20 ago. 2022. DOI: https://doi.org/10.25248/reas.e10864.2022
CARVALHO, R. G.; FERNANDES, E.; CÂMARA, J.; GONÇALVES, J. A; ROSÁRIO, J.; FREITAS, S.; CANRVALHO, S. Relações de amizade e autoconceito na adolescência: um estudo exploratório em contexto escolar. Estudos de Psicologia (Campinas), v. 34, n. 3, p. 379–388, set. 2017. DOI: https://doi.org/10.1590/1982-02752017000300006
DE ARAÚJO COSTA FOLHA, O. A. et al. Effect of chronic stress during adolescence in prefrontal cortex structure and function. Behavioural Brain Research, v. 326, p. 44–51, mai. 2017. DOI: https://doi.org/10.1016/j.bbr.2017.02.033
DE BRITTO, É.; JÚNIOR, R.; LOOS, H. Escola e desenvolvimento psicossocial segundo percepções de jovens com TDAH. Paidéia. Ribeirão Preto, v. 21, n. 50, p.373-382, set. 2011.
DELL’AGLIO, D. D.; KOLLER, S. H.; CERQUEIRA-SANTOS, E.; COLAÇO, V. Revisando o Questionário da Juventude Brasileira: uma nova proposta. In D. D. Dell’Aglio & S. H. Koller (Eds.). Adolescência e Juventude: Vulnerabilidade e Contextos de Proteção (pp. 259-270). São Paulo: Casa do Psicólogo, 2011.
FALCONI, C.A; SANTOS, T. A; FIGUEIRA JUNIOR, A. J; NEVES, A. N; ANDRADE, E. L; BRANDÃO, M. R. F; ZANETTI, M. C. Relação entre antropometría, gordura corporal e autoconceito de adolescentes do sexo feminino. Cuadernos de Psicología del Deporte, Espanha, v.19 n.2, abr. 2019. DOI: https://doi.org/10.6018/cpd.348001
GUNTHER, I. DE A.; GUNTHER, H. Brasílias pobres, Brasílias ricas: perspectivas de futuro entre adolescentes. Psicologia: Reflexão e Crítica, v. 11, n. 2, p. 191–207, 1998. DOI: https://doi.org/10.1590/S0102-79721998000200003
IOVU, M.-B.; HĂRĂGUȘ, P.-T.; ROTH, M. Constructing future expectations in adolescence: relation to individual characteristics and ecological assets in family and friends. International Journal of Adolescence and Youth, v. 23, n. 1, p. 1–10, 25 out. 2016. DOI: https://doi.org/10.1080/02673843.2016.1247007
KRIEGER, V.; AMADOR-CAMPOS, J.A. Avaliação da função executiva em adolescentes com TDAH: contribuição de testes de desempenho e escalas de avaliação. Child Neuropsychology. v. 24, n.8, 2018.
LEPIQUE, F. DA S.; LEMOS, V. DE A.; SARDINHA, L. S. Possíveis Relações Entre O Tdah E Os Problemas No Processo De Ensino E Aprendizagem Em Crianças E Adolescentes Da Educação Básica. Diálogos Interdisciplinares, v. 8, n. 10, p. 91–102, dez. 2019
LIPP, M. E. N. O modelo quadrifásico do stress. Mecanismos neuropsicofisiológicos do stress: teorias e aplicações clínicas. v. 4. p. 17-22, 2003.
MUENKS, K.; WIGFIELD, A.; ECCLES, J. S. I can do this! The development and calibration of children’s expectations for success and competence beliefs. Developmental Review, v. 48, p. 24–39, jun. 2018. DOI: https://doi.org/10.1016/j.dr.2018.04.001
ÖSTER, C.; RAMKLINT, M.; MEYER, J.; ISAKSSON, J. How do adolescents with ADHD perceive and experience stress? An interview study. Nordic Journal of Psychiatry, v. 74, n. 2, p. 123–130, out. 2019. DOI: https://doi.org/10.1080/08039488.2019.1677771
PEREIRA, E. E. L. D.; MINERVINO, C.A C. M.; CRUZ, L.F.P; ROAMA-ALVES, R.J.; ANDRADE, J. M. Executive Functions in Children with ADHD and/or Reading Difficulty. Psicologia: Teoria e Pesquisa, v. 36, 2020. DOI: https://doi.org/10.1590/0102.3772e3623
PEOPLE, Y. Young people’s health, a challenge for society: report of a WHO Study Group on Young People and “Health for All by the Year 2000.” Geneva: World Health Organization; Albany, Ny, 1986.
RESENDE, F. B.; TREVISAN, E. R.; PEREIRA, A. R. Relações sociais de adolescentes com transtorno do déficit de atenção com hiperatividade. Revista Família, Ciclos de Vida e Saúde no Contexto Social, v. 8, p. 719, ago. 2020. DOI: https://doi.org/10.18554/refacs.v8i0.4747
RANGEL JÚNIOR, É. DE B.; LOOS, H. Escola e desenvolvimento psicossocial segundo percepções de jovens com TDAH. Paidéia (Ribeirão Preto), v. 21, n. 50, p. 373–382, dez. 2011. DOI: https://doi.org/10.1590/S0103-863X2011000300010
RODILLO, B. E. Trastorno por déficit de atención e hiperactividad (TDAH) en adolescentes. Revista Médica Clínica Las Condes, v. 26, n. 1, p. 52–59, jan. 2015. DOI: https://doi.org/10.1016/j.rmclc.2015.02.005
SALLA, J.; GALÉRA, C.; GUICHARD, E.; TZOURIO, C.; MICHEL, G. ADHD Symptomatology and Perceived Stress Among French College Students. Journal of Attention Disorders, v. 23, n. 14, p. 1711–1718, jan. 2017. DOI: https://doi.org/10.1177/1087054716685841
SCHOLTENS, S.; RYDELL, A.-M.; YANG-WALLENTIN, F. ADHD symptoms, academic achievement, self-perception of academic competence and future orientation: A longitudinal study. Scandinavian Journal of Psychology, v. 54, n. 3, p. 205–212, mar. 2013. DOI: https://doi.org/10.1111/sjop.12042
SILVA, F. G., GONZAGA, A. V., SILVA, M., & CARVALHO, L. T. C. Adaptação transcultural da escala Vanderbilt para Português - Uma proposta de entrevista de rastreio de TDAH. Brazilian Journal of Development, Curitiba, v. 7, n. 5, p. 45079-45085, mai. 2021.
SILVA, J. F. DA; CID, M. F. B.; MATSUKURA, T. S. ATENÇÃO PSICOSSOCIAL DE ADOLESCENTES: A PERCEPÇÃO DE PROFISSIONAIS DE UM CAPSij. Cadernos Brasileiros de Terapia Ocupacional, v. 26, n. 2, p. 329–343, 2018. DOI: https://doi.org/10.4322/2526-8910.ctoAO1081
SILVA, J. F. DA et al. Adolescência e saúde mental: a perspectiva de profissionais da Atenção Básica em Saúde. Interface - Comunicação, Saúde, Educação, v. 23, 2019. DOI: https://doi.org/10.1590/interface.180630
STICKLEY, A.; Koposov, R.; Kamio, Y.; Takahashi, H.; Koyanag, A.; Inoue, Y.; Yazawa, A.; Ruchkin, V. Attention deficit/hyperactivity disorder and future expectations in Russian adolescents. ADHD Attention Deficit and Hyperactivity Disorders, v. 11, n. 3, p. 279–287, mar. 2019. DOI: https://doi.org/10.1007/s12402-019-00292-w
TREVISAN, K.; MESQUITA, A. P. B.; PEREIRA, R. C; AVERSI-FERREIRA, T. A. Comentários sobre o TDAH na educação de jovens e adultos: uma mini revisão. Research, Society and Development, v. 10, n. 10, p. e342101019061, ago. 2021. DOI: https://doi.org/10.33448/rsd-v10i10.19061
TRICOLI, V. A. C. O estresse emocional e seus efeitos. In: Lipp MEN, organizador. O adolescente e seus dilemas: orientação para pais e educadores. Campinas: Papirus, p. 157-178, 2010.
VEIGA, F. H.; ALMEIDA, A.; CARVALHO, C.; GALVÃO D.; GOULÃO, F.; MARINHA, F.; FESTAS, I.; JANEIRO, J. N.; CONBOY.; J. MELO, MADALENA.; TAVEIRA, M. C.; BAHÍA, S.; CALDEIRA, S. N.; PEREIRA, T.Atas do l Congresso Internacional. Envolvimento dos alunos na escola: perspectivas da psicologia e educação. 2014.
VERDUGO, L.; FREIRE, T.; SÁNCHEZ-SANDOVAL, Y. Understanding the Connections between Self-perceptions and Future Expectations: A Study with Spanish and Portuguese Early Adolescents. Revista de Psicodidáctica (English ed.), v. 23, n. 1, p. 39–47, jan. 2018. DOI: https://doi.org/10.1016/j.psicoe.2017.07.001
VERDUGO, L.; SÁNCHEZ-SANDOVAL, Y. Predictive Capacity of Psychopathological Symptoms for Spanish Adolescents’ Future Expectations. OALib, v. 05, n. 04, p. 1–15, 2018. DOI: https://doi.org/10.4236/oalib.1104546
ZAPPE, J. G.; DELL’AGLIO, D. D. Adolescência em diferentes contextos de desenvolvimento: risco e proteção em uma perspectiva longitudinal. Psico, v. 47, n. 2, p. 99, maio 2016. DOI: https://doi.org/10.15448/1980-8623.2016.2.21494
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Special Education Magazine
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Declaration of originality
We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction. We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.
We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).
