Loading...
Publication
Dislexia, bullying e suas relações com ansiedade, depressão e stress
Authors
Advisor(s)
Abstract(s)
Enquadramento: A dislexia é uma deficiência neurológica de aprendizagem, com consequências a nível da leitura e da descodificação de fonemas, palavras de reconhecimento das mesmas e de precisão da grafia (Futterman, 2017). Devido à existência destas vulnerabilidades, os estudantes com dislexia são alvos fáceis de bullying, acabando por relatar alguns problemas de saúde mental. Objetivo: o presente estudo pretende compreender melhor como as práticas de bullying podem prejudicar o ansiedade, depressão e stress e o desenvolvimento das crianças disléxicas em idade escolar. Método: foi utilizada uma abordagem quantitativa, com uma amostra de 273 estudantes, sendo que 138 são estudantes com dislexia e os restantes 135 são estudantes sem dislexia (separados por idade, sexo e nível de educação). Os dados foram recolhidos através de um questionário online, avaliando as variáveis ansiedade, depressão e stress e a presença de bullying. Observou-se nos Resultados: uma elevada percentagem de estudantes com dislexia vítimas de bullying, ao sofrem destes comportamentos agressivos verificou-se elevados níveis de stress (β = .09; p > .05). Conclusão: os resultados obtidos mostram coerência consistente com o que foi encontrado por outros autores. Sugere-se que haja programas preventivos e de intervenção que reduzam tais consequências de bullying, de modo a que os estudantes com dislexia tenham menor impacto negativo no desenvolvimento académico e psicossocial.
Theoretical Framework: Dyslexia is a neurological learning disability, with consequences in terms of reading and decoding phonemes, words of recognition of them and accuracy of spelling (Euttetman, 2017). Because of these vulnerabilities, students with dyslexia are easy targets for bullying, eventually reporting some mental health problems. Objective: the present study aims to better understand how bullying practices can harm anxiety, depression and stress and the development of dyslexic children in school. Method: a quantitative approach was used, with a sample of 273 students, of which 138 are students with dyslexia and the remaining 135 are students without dyslexia (separated by age, sex and education level). Data was collected through an online questionnaire, evaluating the variables anxiety, depression and stress and the presence of bullying. It was observed in the Results that a high percentage of dyslexic students who are victims of bullying, when they suffer these aggressive behaviors showed high levels of stress (β = .09; p > .05). Conclusion: the results obtained show consistency consistent with what was found by other authors. It is suggested the need to implement preventive and intervention programs that reduce such consequences of bullying, so that students with dyslexia have less negative impact on academic psychosocial development.
Theoretical Framework: Dyslexia is a neurological learning disability, with consequences in terms of reading and decoding phonemes, words of recognition of them and accuracy of spelling (Euttetman, 2017). Because of these vulnerabilities, students with dyslexia are easy targets for bullying, eventually reporting some mental health problems. Objective: the present study aims to better understand how bullying practices can harm anxiety, depression and stress and the development of dyslexic children in school. Method: a quantitative approach was used, with a sample of 273 students, of which 138 are students with dyslexia and the remaining 135 are students without dyslexia (separated by age, sex and education level). Data was collected through an online questionnaire, evaluating the variables anxiety, depression and stress and the presence of bullying. It was observed in the Results that a high percentage of dyslexic students who are victims of bullying, when they suffer these aggressive behaviors showed high levels of stress (β = .09; p > .05). Conclusion: the results obtained show consistency consistent with what was found by other authors. It is suggested the need to implement preventive and intervention programs that reduce such consequences of bullying, so that students with dyslexia have less negative impact on academic psychosocial development.
Description
Dissertação de Mestrado
apresentada no ISPA – Instituto Universitário para obtenção
de grau de Mestre na especialidade de Psicologia Clínica
Keywords
Ansiedade Bullying Depressão Disléxia Stress Vitimização Anxiety Depression Dyslexia Victimization