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O mundo dos "super-hiper-mega" ativos: Uma perspetiva psicopatológica e desenvolvimental a partir de três estudos de caso sobre a perturbação hiperativa e défice de atenção
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Abstract(s)
A PHDA é uma perturbação do desenvolvimento neurocomportamental de tipo
crónico. A grande variedade de sintomas e os diferentes níveis de desadaptação resultam
numa população marcada por grande heterogeneidade (Azevedo et al., 2012; Deault, 2009). A
perturbação afeta aproximadamente 3 a 7% das crianças em todo o mundo sendo uma das
patologias mais frequentes em crianças (APA, 2002). A literatura é extensa, no entanto,
apresenta controvérsia e limitações, muitos estudos valorizam uns fatores em detrimento de
outros. Trabalhos recentes sugerem a importância de uma perspetiva psicopatológica do
desenvolvimento, uma vez que expressão comportamental e as diferentes trajetórias de
desenvolvimento destas crianças resultam de uma complexa interação multifatorial (Deault,
2009). O presente estudo pretende fazer um entendimento integrado e complexo da criança
com PHDA. Partindo de três estudos de caso, procura-se promover a reflexão empírica,
clínica e ética, de questões ligadas ao diagnóstico, intervenção, contexto familiar e contexto
escolar. Os resultados verificam a grande heterogeneidade que caracteriza esta população. As
problemáticas associadas à PHDA vão muito para além da expressão sintomática e reforçam a
necessidade de uma abordagem multidisciplinar ancorada a uma perspetiva psicopatológica
do desenvolvimento. O diagnóstico claro e aprofundado, muito para além dos pressupostos da
perturbação mental, constitui-se como ponto de partida para uma intervenção eficaz. A
Intervenção não deve valorizar apenas a normalização de comportamentos, mas sim dar
ênfase à criança e sua família e promover respostas adequadas às problemáticas reais
associadas a cada caso de PHDA.
ABSTRACT: ADHD is a neurodevelopmental chronic disorder that varies the intensity of symptoms and level of maladjustment, which characterizes its population by marked heterogeneity (Azevedo et al., 2012; Deault , 2009) . It affects approximately 3 to 7% of all children worldwide being one of the most frequent development pathologies (APA, 2002). The literature is extensive, however, most studies seem biased and limited by enhancing some factors and forgetting others. Recent works suggests the importance of a developmental psychopathology perspective. The interaction of personal, environmental and social factors influence the behavioral expressions and different ADHD developmental trajectories (Deault, 2009). This study aims to make an integrated and complex understanding of children with ADHD. Three case studies were used in order to promote the clinical, empirical and ethical reflection of issues relating to the diagnosis, intervention, family background and school context. The results verify the considerable heterogeneity that characterizes this population. The problems associated with ADHD go far beyond the symptomatic expression, and reinforce the need for an individual, complex and multidisciplinary approach. The clear and thorough diagnosis, far beyond the assumptions of mental disorder, is constituted as a starting point for effective intervention that should promote appropriate responses to real problems of ADHD children and their families. The intervention should improve child development without resorting to behavioral standardization.
ABSTRACT: ADHD is a neurodevelopmental chronic disorder that varies the intensity of symptoms and level of maladjustment, which characterizes its population by marked heterogeneity (Azevedo et al., 2012; Deault , 2009) . It affects approximately 3 to 7% of all children worldwide being one of the most frequent development pathologies (APA, 2002). The literature is extensive, however, most studies seem biased and limited by enhancing some factors and forgetting others. Recent works suggests the importance of a developmental psychopathology perspective. The interaction of personal, environmental and social factors influence the behavioral expressions and different ADHD developmental trajectories (Deault, 2009). This study aims to make an integrated and complex understanding of children with ADHD. Three case studies were used in order to promote the clinical, empirical and ethical reflection of issues relating to the diagnosis, intervention, family background and school context. The results verify the considerable heterogeneity that characterizes this population. The problems associated with ADHD go far beyond the symptomatic expression, and reinforce the need for an individual, complex and multidisciplinary approach. The clear and thorough diagnosis, far beyond the assumptions of mental disorder, is constituted as a starting point for effective intervention that should promote appropriate responses to real problems of ADHD children and their families. The intervention should improve child development without resorting to behavioral standardization.
Description
Dissertação de Mestrado em Psicologia Clínica apresentada ao ISPA - Instituto Universitário
Keywords
PHDA Estudos de caso Diagnóstico Contexto familiar Intervenção Psicopatologia do desenvolvimento ADHD Developmental psychopathology Case studies Intervention Diagnosis Familial context