Adolescents with and without ADHD indicators: behavioral profile, stress, self-perception and future expectations

• Autor(a) principal: Tavernard, Edimeire Pastori de Magalhães
• Data de Publicação: 2023
• Outros Autores: Florêncio, Cybelle Bezerra Sousa, Pereira, Bárbara Lídia da Silva, Silva, Simone Souza da Costa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/84903
• topic: Adolescence; Attention Deficit Hyperactivity Disorder; Stress; Self perception; Adolescencia; Desorden hiperactivo y deficit de atencion; Estrés; Autopercepción; Adolescência; Transtorno de Déficit de Atenção e Hiperatividade; Estresse; Autopercepção

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.