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Abstract(s)
Este estudo pretende explorar o impacto das estratégias da Disciplina Positiva no âmbito da gestão comportamental e das competências pessoais e sociais de duas crianças do 1.ºciclo com Perturbação de Hiperatividade e Défice de Atenção. Procurou-se perceber a sua relevância como meio facilitador visto que são escassos os estudos que abordam a relação entre a Disciplina Positiva e esta perturbação. A metodologia de investigação foi de natureza qualitativa, recorrendo à investigação-ação, com duas crianças de 7 e 8 anos, com diagnóstico de Perturbação de Hiperatividade e Défice de Atenção, a frequentar Centros de Estudo no horário pós-escolar. Participaram no estudo elementos da família (a mãe e o pai) e as docentes responsáveis pelas respetivas crianças nos Centros de Estudo. Foram utilizadas duas técnicas de recolha de dados: questionários - Questionário de Capacidades e Dificuldades – aplicado aos pais e docentes; e duas entrevistas semiestruturadas aplicadas em dois momentos temporais do estudo no início das sessões de intervenção e no fim. Os resultados permitem-nos concluir que, na perspetiva dos participantes, após a intervenção com recurso a estratégias da Disciplina Positiva, verificaram-se melhorias, sobretudo ao nível comportamental, nas crianças com Perturbação de Hiperatividade e Défice de Atenção. Ainda assim, é fundamental continuar a acompanhar a evolução das crianças, uma vez que, a longo prazo, havendo continuidade no recurso a estas estratégias se poderão constatar mudanças estruturais mais significativas.
This study aims to explore the impact of Positive Discipline strategies in the field of behavioral management and on personal and social skills of two children of the 1st Cycle with Attention Deficit and Hyperactivity Disorder. We tried to realize its relevance as a facilitator, since there are scarce studies that explore the relationship between Positive Discipline and this disorder. The methodology was qualitative, using the action research study of the cases of two children aged 7 and 8 years, diagnosed with Attention Deficit and Hyperactivity Disorder, attending Study Centers in the after-school hours. Members of the family (mother and father) and the teachers responsible for these children in the study centres took part in the study. Two data collection techniques were used: questionnaires - Strengths and Difficulties Questionnaire - applied to parents and teachers; and two semi-structured interviews at two time points of the study at the beginning and at the end of the intervention sessions. The results allow us to conclude that, from the perspective of the participants, after Positive Discipline strategies implemented, there were improvements, especially at the behavioral level in children with Hyperactivity Disorder and Attention Deficit. Nevertheless, it is essential to continue to monitor the development of children, as significant structural changes may be observed in the long term, if the intervention has continuity.
This study aims to explore the impact of Positive Discipline strategies in the field of behavioral management and on personal and social skills of two children of the 1st Cycle with Attention Deficit and Hyperactivity Disorder. We tried to realize its relevance as a facilitator, since there are scarce studies that explore the relationship between Positive Discipline and this disorder. The methodology was qualitative, using the action research study of the cases of two children aged 7 and 8 years, diagnosed with Attention Deficit and Hyperactivity Disorder, attending Study Centers in the after-school hours. Members of the family (mother and father) and the teachers responsible for these children in the study centres took part in the study. Two data collection techniques were used: questionnaires - Strengths and Difficulties Questionnaire - applied to parents and teachers; and two semi-structured interviews at two time points of the study at the beginning and at the end of the intervention sessions. The results allow us to conclude that, from the perspective of the participants, after Positive Discipline strategies implemented, there were improvements, especially at the behavioral level in children with Hyperactivity Disorder and Attention Deficit. Nevertheless, it is essential to continue to monitor the development of children, as significant structural changes may be observed in the long term, if the intervention has continuity.
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Keywords
Disciplina Positiva Perturbação de Hiperatividade e Défice de\r\nAtenção Comportamento Estratégias Positive Discipline Attention Deficit and Hyperactivity Disorder Behavior Strategies