Habilidades Sociais em Crianças com TDAH: uma revisão de literatura

O presente estudo teve por objetivo realizar uma revisão da literatura sobre habilidades sociais (HS) em crianças com Transtorno de Déficit de Atenção/Hiperatividade (TDAH), considerando o período de dez anos. Para tanto foram consultadas as bases de dados LILACS, PsycInfo, SciElo, Eric e Pepsic. A metodologia foi de revisão de literatura, baseada no Reporting Items for Systematics Review and Meta-Analysis (PRISMA), com análise temática e de nuvem de palavras com o auxílio do software Iramuteq. Foram consultados na íntegra 34 estudos, divididos em duas categorias: Avaliação das HS de crianças com TDAH e Caracterização HS após intervenção dirigidas às crianças, pais e professores. Os resultados indicaram ausência de regularidade nas publicações; poucos estudos nacionais; predomínio de estudos empíricos, apenas alguns randomizados; tendência do uso de multi-informantes; instrumento SSRS (Social Skills Rating System) utilizado frequentemente e; déficits nas HS de asserção, autocontrole, empatia, cooperação e responsabilidade. A análise de nuvem de palavras evidenciou presença de problemas de comportamento; dificuldades acadêmicas, domésticas e com pares; promoção de repertório comportamental após intervenção; e ausência de intervenções dirigidas à professores. Tendências e limitações foram exploradas, no entanto, indica-se a inserção de outras fontes de dados.

Social Skills as Predictors of Cognitive Failure, Attention Deficits and Psychological Maladjustment in School Children

Poor social skills are linked with presence of cognitive and attention difficulties as well as poor social functioning and presence of cognition disturbances. Present research aimed to explore poor social skills as predictors of cognitive failure, attention deficits and psychological maladjustment in school children. Sampleincluded 200 students (100 girls & 100 boys) of class 4 & 5 with the meanage= 10.12(SD= 1.37).Social Skills Rating System, The Cognitive Failure Questionnaire, Attention Deficits Questionnaire (child version) and Personality Assessment Questionnaire were used to assess social skills, cognitive failure, attention deficits and psychological adjustment respectively.Results revealed significant inverse correlation of different social skills i.e., assertion, empathy, cooperation and self-control with cognitive failure, attention deficits and psychological maladjustment (p<0.01) Whereas cognitive failure, attention deficits had positive correlation with psychological maladjustment (p<0.01). Hierarchical regression analyses showed social skills deficits emerged as significant predictors of cognitive failures, attention deficits and psychological maladjustment in school children.

Conceptual Model for Explaining Academic Achievements and Social Functioning of Students with and without Learning Disorders

The purpose of the study was to develop a comprehensive model that examines whether motor abilities and socioemotional adjustment contribute to the academic achievement and social functioning of students. Participants were 733 children, aged 6.04–13.72 years. Among them, 642 were typically achieving children, and 91 were children with learning disorders (LD). Measurements were: Children’s Sense of Coherence Scale, Children’s feelings of loneliness and social dissatisfaction, The Social Skills Rating System, and The Test of Motor Impairment–Henderson Revision. Results showed that LD explains all dependent variables in the model. According to this model, there is a valid reason for the controversy that still exists between policy makers who focus on academic achievement and early childhood educators who emphasize social skills and behavior.

SELF-REVIEW OF PARENTING STYLES: Experiences in a group of socially vulnerable mothers in Northern Brazil

Thisstudy presents a group intervention with mothers of children fromsix to twelveyears old in a situation of socialvulnerability. Weaimed to encouragethe participants to identifythe parenting style they adoptand alternatives for action, totest changes in behavior between group meetings and toevaluate the results of their efforts. Thefieldresearch describedcorresponds to one of the focus groups created in2018 in the contextofan action research implemented at the University ofAmazônia(UNAMA), Belém, located in northern Brazil. We selected five participants who were present in atleast 60% of the ten weekly meetings. Verbal exchanges in meetings and individual interviews supported the formation of analysis categories corresponding to three parenting styles: authoritative or democratic, authoritarian,and permissive. The Social Skills Rating System -Brazilian version (SSRS)and a secondindividual interview were applied attheend of the meetings. We have verified changes towardsthe adoption of an authoritative parenting style, whichgenerated positive impacts onfamily relationships. Social skills led to developments in the behavior ofchildren at school, indicating that it is a way to overcome the situation of social vulnerability in which they find themselves.

Habilidades Sociais de Pais, Professores e Alunos com Deficiência Intelectual em Inclusão Escolar

RESUMO: A Educação Inclusiva estabelece que os indivíduos com deficiências devem aprender junto a seus pares em escolas regulares. A socialização em ambiente inclusivo é uma importante ferramenta na aquisição de habilidades sociais, as quais são entendidas como um constructo descritivo de desempenhos individuais, que permitem ao sujeito lidar de maneira adequada em diferentes situações. Este estudo teve por objetivos caracterizar as habilidades sociais de alunos com deficiência intelectual matriculados em escolas regulares, assim como caracterizar as habilidades sociais educativas de pais e de professores. Trata-se de um estudo quantitativo, transversal e descritivo, que apresenta um recorte dos dados de uma pesquisa maior. Participaram 44 alunos, 42 responsáveis e 34 professoras. Os instrumentos utilizados foram o Social Skills Rating System (SSRS-BR), versão para pais e professores, o Roteiro de Entrevista de Habilidades Sociais Educativas Parentais (RE-HSE-P) e o Inventário de Habilidades Sociais Educativas - Professores (IHSE-Prof.). As avaliações foram realizadas nas escolas. Os dados foram avaliados utilizando o programa estatístico JASP. Os resultados apontaram que Responsabilidade e Civilidade foram as habilidades dos alunos com maiores escores segundo professoras e responsáveis, respectivamente; nas demais classes de habilidades, os responsáveis atribuíram maiores escores do que os professores. Quanto às Habilidades Sociais Educativas, os responsáveis apontaram dificuldades, sendo classificados como clínicos; e as professoras foram classificadas como acima da média nessas habilidades. Os achados apontam a importância de programas de intervenção para a promoção de habilidades sociais no contexto da Educação Inclusiva.

Social integration of children with and without ASD in their first school year

The present research presents the results of a cross-sectional study on the relationships among developmental level at the beggining of the first school year, interpersonal relationships, and social abilities at the end of the first school year, in children with and without ASD. The participants were 120 children, 60 diagnosed with ASD and 60 with typical development aged 6 to 7 years, M = 6.27, AS = .20, of which 78 boys (65%) and 42 girls (35%). The instrument used for the measurement of developmental level was Portage Psychomotor Development Scale (Bluma et al., 1976), social skills were measured with 17 items of the Social Skills Rating System (SSRS) (Gresham & Elliott, 1990), and the quality of relationships with others was measured with four items of the Sense of Relatedness Questionnaire (Furrer& Skinner, 2003). Two hierarchical regression analyses were ran, with three steps each. The results showed that child-peer relationship and also child-teacher relationship could diminish the effects of being diagnosed with ASD and also of developmental level on social skills. Practical implications were discussed. Our results support the importance of early interventions for children with ASD as a means to contribute to the developmental level of children with ASD, comparable with children without ASD.

Social integration of children with and without ASD in their first school year

The present research presents the results of a cross-sectional study on the relationships among developmental level at the beggining of the first school year, interpersonal relationships, and social abilities at the end of the first school year, in children with and without ASD. The participants were 120 children, 60 diagnosed with ASD and 60 with typical development aged 6 to 7 years, M = 6.27, AS = .20, of which 78 boys (65%) and 42 girls (35%). The instrument used for the measurement of developmental level was Portage Psychomotor Development Scale (Bluma et al., 1976), social skills were measured with 17 items of the Social Skills Rating System (SSRS) (Gresham & Elliott, 1990), and the quality of relationships with others was measured with four items of the Sense of Relatedness Questionnaire (Furrer& Skinner, 2003). Two hierarchical regression analyses were ran, with three steps each. The results showed that child-peer relationship and also child-teacher relationship could diminish the effects of being diagnosed with ASD and also of developmental level on social skills. Practical implications were discussed. Our results support the importance of early interventions for children with ASD as a means to contribute to the developmental level of children with ASD, comparable with children without ASD.

Hubungan Bullying Dengan Kemampuan Sosial Pada Remaja Di SMK X Kota Bandung

Juvenile delinquency that is happening is bullying. In 2015, 84% of Indonesian students experienced difficulties in school. One of the problems of bullying is disrupt social abilities. In Bandung's X Vocational School, most of the adolescents claimed to have corrected bullying by their peers. This study aims to find the relationship of bullying with the social abilities of adolescents in X Vocational School in Bandung. This type of research uses descriptive research through cross-sectional research. The sample consisted of 83 students taken by purposive sampling technique. Data collection uses a Multidimensional Peer-Victimization Scale questionnaire for bullying variables and Social Skills Rating System (SSRS) for social ability variables. Data analysis was performed by non-parametric statistics using the Spearman Rank valuation method. Results: Research shows that most adolescents have high rates of bullying (88%) and most adolescents have moderate social abilities (56.6%). Statistical test results using the Spearman rank test (p-value = 0.023) with a value of r = 0.249. Conclusion: it can be concluded that there is a weak relationship between intimidation and social ability. Based on this, it is expected that for other parties, SMK X should pay more attention to develop adolescents through routine development activities by activating counseling.

Effects of a Preventive Intervention of Emotional Regulation in the School Context

In early childhood education, socio-emotional learning is not always considered with appropriate planning nor based on scientific evidence. Aiming to analyze impact of an Emotional Regulation (ER) Intervention in school achievement and social skills (SS), fifty-five children from public schools were evaluated by Raven's Coloured Progressive Matrices (CPM), School Achievement Test (TDE) and Social Skills Rating System (SSRS-BR). After nine 50-minute meetings addressing ER strategies, evaluation of SS by the teacher indicated improvement in all aspects of SS in Intervention Group (IG) and worsening of the self-control in Comparison Group (CG). Self-evaluation of SS showed that IG overcame the initial difference in assertiveness and problem avoidance. Results suggest that ER programs can bring benefits to the development of SS.

Protection and Risk for Different School Stress Trajectories

The study of chronic stress, potentially harmful to development, resents the focus of research on modal trends, not discriminating individual trajectories of chronicity. This study aimed to associate groups differentiated by the trajectory of stress, in children from the 1st to the 3rd year of Elementary School - Without Stress, Acute Stress and Chronic Stress, to the variables of protection or risk of the child and the school itself. One hundred and eleven students (56 boys) participated in the Child Stress Scale, Provinha Brasil, School Stressors Inventory and Social Skills Rating System - Teachers. Early childhood education, the Basic Education Index and the location of the school were considered. Comparison and prediction analyses were performed. Results indicated worse performance and greater perception of stressors in the group with chronic stress. Externalizing behavior, performance stressors and less permanence in Early Childhood Education contribute to chronicity. The focus on trajectories highlighted the vulnerability of chronically stressed children.