Afetividade em escolares com dislexia e transtorno do deficit de atencao e hiperatividade.

• Grant number: 11/51668-6
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• Start date: April 01, 2012
• End date: January 31, 2014
• Field of knowledge: Humanities - Psychology
• Principal Investigator: Sylvia Maria Ciasca
• Grantee: Betânia Alves Veiga Dell Agli
• Host Institution: Faculdade de Ciências Médicas (FCM). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

Based on psychogenetics theory, affectivity and intelligence are assumed as inseparable, irreducible, complementary of solidary and parallel constructions which are structured throughout development from interactions with the environment. Children and adolescents that present school complaint may develop negative images, values and judgments of themselves. The present study has as its aim to analyze affectivity in scholars with dyslexia, attention deficit disorder and hyperactivity. More specifically the word intends to assess the scholars self-representation and their concept of images and values taking into consideration external analysis. This study will assess thirty scholars aged eight to fourteen years old with dyslexia, thirty scholars with attention deficit disorder and hyperactivity, and thirty scholars with a satisfactory performance and proper behavior at school. The mothers to these students will also be evaluated (n=90). A dilemma-story about ordinary classroom situation will be used approaching feelings of the characters, classmates and teachers' reactions, family values and finally a consideration about the feelings of the participants themselves. A script of a semi-directed interview concerning how their children feel will be applied to the mothers. At the end of this work the study expects to demonstrate if children with learning disabilities present a negative self image which may, therefore, interfere in the construction of their personality. (AU)