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Advisor(s)
Abstract(s)
Muitas são as afirmações, frequentemente proferidas com alguma leveza, que
atualmente levam a uma banalização do termo hiperatividade. Tudo isto resultou numa
vulgarização no diagnóstico desta perturbação, o que faz com que qualquer criança que
apresente modificações a nível comportamental possa ser, desde logo, identificada como
uma criança hiperativa, sem muitas vezes se tentar compreender quais as circunstâncias
ou as variáveis que podem justificar tais comportamentos.
Com este trabalho pretendemos compreender como é percecionada esta
perturbação por famílias de crianças com PHDA, a frequentar o 1º ciclo do ensino
básico português. A metodologia deste trabalho é de índole qualitativa. Para a sua
concretização prática, recorremos à entrevista semiestruturada como instrumento de
recolha de dados, posteriormente apresentados e discutidos.
Ao longo da nossa investigação, verificámos que a dinâmica familiar é afetada,
surgindo mais preocupações no seio familiar. Concluímos que no momento do
diagnóstico, os pais preocupam-se e sentem-se culpados. Estes pais, diariamente,
questionam-se sobre a sua responsabilidade, perguntam-se a si próprios onde é que
erraram, o que fizeram para merecer isto. Ao questionarmos os encarregados de
educação sobre o que os preocupa atualmente constatamos que a preocupação com a
escola e com todo o processo de ensino/aprendizagem. É a maior preocupação porque o
tempo de aprendizagem do seu filho é distinto do tempo de aprendizagem da criança
dita “normal”. Existem ainda preocupações com a forma como se irá integrar, a
socialização com os adultos e com os seus pares, porque não será tratada da forma que é
tratada em casa, pois os seus colegas poderão discriminá-la e não se interessar por ela.
Quando questionamos os pais sobre as suas perspetivas/ preocupações futuras,
verificamos que as preocupações estão mais relacionadas com o processo
ensino/aprendizagem. Quanto questionámos os encarregados de educação sobre a
pertinência de reuniões e discussões, com encarregados de educação de outras crianças
com a mesma problemática, a maioria dos encarregados de educação considerou
pertinente a realização das mesmas. Desta discussão, sobressai a importância de
formação de pais para melhorar a comunicação e a intervenção junto destas crianças.
Many claims are often made with some levity, which currently lead to a trivialization ode the term hyperactivity. All this resulted in popularizing this disorder diagnosis, which causes children with behavioural modifications are immediately identified as hyperactive child, often without trying to understand what factors or variables behind such behaviours. With this work we intend to understand how this disturbs perceived by families of children with ADHD attending the 1st stage of basic Portuguese Education. The methodology of this study is qualitative in nature. For its practical implementation, we used the structured interview as a tool for data collection, presented and discussed later. During our investigation we found that family dynamics are affected, emerging more concerns within the family. We conclude that at the time of the diagnosis, the parents showed guilty and worry. These parents question themselves daily about their responsibilities, they ask themselves where they went wrong, and what did they do to deserve this. By questioning the parents about what worries them now, we found that their concern is about the school and the whole process of teaching/learning. The teaching/learning process is the major concern because the time of your child’s learning is distinct from learning time of the “normal” child. There are still concerns about how they will integrate, socialize with adults and with peers, because they will not be treated the way they are treated at home, because their colleagues can discriminate and may not be interested in her. When we ask parents about their future perspectives/concerns, their concerns are more related to the teaching / learning process. When we questioned the caregivers about the relevance of meetings and discussions, with other children guardians with the same problem, most of the caregivers considered appropriate to conduct them. In this discussion, stands the importance of parents education to improve communication and intervention with these children.
Many claims are often made with some levity, which currently lead to a trivialization ode the term hyperactivity. All this resulted in popularizing this disorder diagnosis, which causes children with behavioural modifications are immediately identified as hyperactive child, often without trying to understand what factors or variables behind such behaviours. With this work we intend to understand how this disturbs perceived by families of children with ADHD attending the 1st stage of basic Portuguese Education. The methodology of this study is qualitative in nature. For its practical implementation, we used the structured interview as a tool for data collection, presented and discussed later. During our investigation we found that family dynamics are affected, emerging more concerns within the family. We conclude that at the time of the diagnosis, the parents showed guilty and worry. These parents question themselves daily about their responsibilities, they ask themselves where they went wrong, and what did they do to deserve this. By questioning the parents about what worries them now, we found that their concern is about the school and the whole process of teaching/learning. The teaching/learning process is the major concern because the time of your child’s learning is distinct from learning time of the “normal” child. There are still concerns about how they will integrate, socialize with adults and with peers, because they will not be treated the way they are treated at home, because their colleagues can discriminate and may not be interested in her. When we ask parents about their future perspectives/concerns, their concerns are more related to the teaching / learning process. When we questioned the caregivers about the relevance of meetings and discussions, with other children guardians with the same problem, most of the caregivers considered appropriate to conduct them. In this discussion, stands the importance of parents education to improve communication and intervention with these children.
Description
Keywords
PHDA Família e família de crianças com PHDA ADHD Family and family of children’s with ADHD