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Programas que desenvolvem as competências socioemocionais de crianças com PHDA (Perturbação de Hiperatividade e Défice de Atenção)
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O presente projeto insere-se no âmbito do Mestrado em Educação Especial e tem como objetivo principal compreender de que forma determinados programas de intervenção contribuem para o desenvolvimento de competências socioemocionais em crianças com Perturbação de Hiperatividade e Défice de Atenção (PHDA). A PHDA é uma perturbação do neurodesenvolvimento caracterizada por níveis clinicamente significativos de desatenção, impulsividade e/ou hiperatividade, afetando negativamente o desempenho académico, o comportamento e as relações sociais das crianças.
Neste sentido, foi realizada uma revisão sistemática da literatura, com base em estudos recentes que abordam a implementação e os efeitos de programas específicos, nomeadamente: Anos Incríveis, Sarilhos do Amarelo e Juntos no Desafio. A metodologia seguiu os critérios definidos para revisões sistemáticas: definição clara da pergunta de investigação; critérios de inclusão e exclusão; estratégias de pesquisa nas bases de dados Google Académico e B-on, e avaliação crítica dos estudos selecionados. No total, foram analisados oito estudos, que cumpriam os requisitos metodológicos e temáticos estabelecidos.
Os resultados indicam que os programas analisados apresentam impactos positivos na aquisição de competências socioemocionais, tais como a autorregulação emocional e comportamental; a capacidade de resolução de problemas; o desenvolvimento da empatia e a melhoria das interações sociais. Paralelamente, observou-se também uma melhoria nas práticas parentais, com destaque para o aumento do sentimento de competência parental e a redução dos níveis de stresse familiar.
Entre os programas analisados, o Anos Incríveis revelou maior robustez empírica, evidenciando efeitos positivos sustentados no tempo, tanto ao nível da criança como dos cuidadores. Apesar de algumas limitações metodológicas dos estudos analisados, como a reduzida dimensão das amostras e a ausência de grupos de controlo em certos casos, os dados obtidos sustentam a eficácia destes programas como alternativas ou complementos às intervenções farmacológicas.
Conclui-se que os programas de promoção de competências socioemocionais analisados são ferramentas valiosas na intervenção com crianças com PHDA, permitindo melhorar não só o seu funcionamento socioemocional, mas também a dinâmica familiar, promovendo contextos mais estruturados, empáticos e responsivos.
This project is part of the Master's program in Special Education and aims to understand how certain intervention programs contribute to the development of socio-emotional skills in children with Attention Deficit Hyperactivity Disorder (ADHD). ADHD is a neurodevelopmental disorder characterized by clinically significant levels of inattention, impulsivity, and/or hyperactivity, negatively affecting children's academic performance, behavior, and social relationships. In this sense, a systematic literature review was conducted, based on recent studies that address the implementation and effects of specific programs, namely: "Incredible Years," "Yellow Troubles," and "Together in the Challenge." The methodology followed the criteria defined for systematic reviews: clear definition of the research question; inclusion and exclusion criteria; search strategies in the Google Scholar and B-on databases; and critical appraisal of the selected studies. In total, eight studies were analyzed, which met the established methodological and thematic requirements. The results indicate that the programs analyzed have positive impacts on the acquisition of socio-emotional skills, such as emotional and behavioral self-regulation; problem-solving skills; the development of empathy; and the improvement of social interactions. In parallel, an improvement in parenting practices was also observed, with emphasis on the increase in the feeling of parental competence and the reduction of family stress levels. Among the programs analyzed, the "Incredible Years" program showed greater empirical robustness, demonstrating sustained positive effects over time, both at the child and caregiver levels. Despite some methodological limitations of the studies analyzed, such as the small sample size and the absence of control groups in certain cases, the data obtained support the effectiveness of these programs as alternatives or complements to pharmacological interventions. It is concluded that the socio-emotional skills promotion programs analyzed are valuable tools in intervention with children with ADHD, allowing for improvement not only in their socio-emotional functioning but also in family dynamics, promoting more structured, empathetic, and responsive contexts.
This project is part of the Master's program in Special Education and aims to understand how certain intervention programs contribute to the development of socio-emotional skills in children with Attention Deficit Hyperactivity Disorder (ADHD). ADHD is a neurodevelopmental disorder characterized by clinically significant levels of inattention, impulsivity, and/or hyperactivity, negatively affecting children's academic performance, behavior, and social relationships. In this sense, a systematic literature review was conducted, based on recent studies that address the implementation and effects of specific programs, namely: "Incredible Years," "Yellow Troubles," and "Together in the Challenge." The methodology followed the criteria defined for systematic reviews: clear definition of the research question; inclusion and exclusion criteria; search strategies in the Google Scholar and B-on databases; and critical appraisal of the selected studies. In total, eight studies were analyzed, which met the established methodological and thematic requirements. The results indicate that the programs analyzed have positive impacts on the acquisition of socio-emotional skills, such as emotional and behavioral self-regulation; problem-solving skills; the development of empathy; and the improvement of social interactions. In parallel, an improvement in parenting practices was also observed, with emphasis on the increase in the feeling of parental competence and the reduction of family stress levels. Among the programs analyzed, the "Incredible Years" program showed greater empirical robustness, demonstrating sustained positive effects over time, both at the child and caregiver levels. Despite some methodological limitations of the studies analyzed, such as the small sample size and the absence of control groups in certain cases, the data obtained support the effectiveness of these programs as alternatives or complements to pharmacological interventions. It is concluded that the socio-emotional skills promotion programs analyzed are valuable tools in intervention with children with ADHD, allowing for improvement not only in their socio-emotional functioning but also in family dynamics, promoting more structured, empathetic, and responsive contexts.
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PHDA competências socioemocionais intervenção parental programas de treino ADHD socio-emotional skills parental intervention training programs.