Doutorado em Psicologia

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17535

Nível: Doutorado
Ano de início: 2000
Conceito atual na CAPES: 5
Ato normativo: Homologado pelo CNE (Portaria MEC Nº 609, de 14/03/2019).Publicação no DOU 18 de março de 2019, seç. 1, p.268 - Parecer CNE/CES nº 487/2018
Periodicidade de seleção: Anual
Área(s) de concentração: Psicologia
Url do curso: https://psicologia.ufes.br/pt-br/pos-graduacao/PPGP/detalhes-do-curso?id=1496

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Navegando Doutorado em Psicologia por Assunto "ADHD"

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    A todo vapor, sem pensar e distraído : relação entre afetividade e inteligência em crianças com o Transtorno do Déficit de Atenção e Hiperatividade (TDAH)
    (Universidade Federal do Espírito Santo, 2017-09-01) Missawa, Daniela Dadalto Ambrozine; Corrêa, Mônica Cola Cariello Brotas; Rossetti, Claudia Broetto; Dell’Agli, Betânia Alves Veiga; Santos, Claudimara Chisté; Pylro, Simone Chabudee; Canal, Claudia Patrocínio Pedroza
    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.
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    Transtorno do desenvolvimento da coordenação em crianças com transtornos do deficit de atenção e hiperatividade: um estudo com um programa de aprendizagem de natação
    (Universidade Federal do Espírito Santo, 2017-07-03) Damasceno, Leonardo Graffius; Queiroz, Sávio Silveira de; Silva, Otávio Guimarães Tavares da; Salgado Filho, Leandro Nogueira; Canal, Cláudia Patrocinio Pedroza; Pylro, Simone Chabudee
    This study aimed to investigate the influences of a swimming learning program on the Developmental Coordination Disorder (DCD), in children with Attention Deficit Hyperactivity Disorder (ADHD). The sample consisted of 05 children, boys, between 7 and 9 years of age, presenting a diagnosis of ADHD of the combined subtype, with comorbidity of DCD (ADHD/DCD). The children (N = 05) were a single group submitted to an aquatic intervention with systematized swimming lessons. The group was submitted for 3 months, to two weekly classes of 50 minutes duration, totaling 23 sessions / meetings. The motor coordination dependent variable (total DCDQ-Brazil score) was evaluated at two points in time - pre and post test. The results regarding the total DCDQ-Brazil test score showed a positive effect between the times, which expresses functional significance to the intervention, approximating the development of the motor coordination of the child with ADHD/DCD of the reference for children with typical development. At least considering our sample, we infer that motor intervention through sport in the form of a Swimming Learning Program contributed to the final performance of children with ADHD/DCD being similar to that of children with typical development. Future studies should be developed with the objective of, for example, investigating the effects of other sports practices on those with a similar diagnosis.