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Previous issue date: 2015-06-19 / O TDA/H ? um dos transtornos mentais mais comuns na inf?ncia e adolesc?ncia e contempla uma complexa combina??o de d?ficits neurocognitivos, os quais culminam no desenvolvimento inapropriado de sintomas de desaten??o, hiperatividade e impulsividade. A indefini??o etiol?gica, bem como a influ?ncia de fatores socioculturais sobre sua sintomatologia, refletem a complexidade subjacente a tal transtorno. Diante da variabilidade de ferramentas e etapas constituintes da avalia??o diagn?stica, al?m das diversas proposi??es terap?uticas sugeridas pela literatura, buscou-se investigar como m?dicos, psic?logos e psicopedagogos da cidade de Natal-RN t?m realizado ou contribu?do para o diagn?stico e a interven??o junto a crian?as e adolescentes com hip?tese diagn?stica de TDA/H. Participaram desse estudo 34 profissionais, selecionados por conveni?ncia, com os quais foi realizado procedimento de entrevista, orientado por roteiro semi-estruturado. Ap?s a categoriza??o das informa??es seguiu-se ? an?lise descritiva multidimensional do tipo Clusters. Como resultados, evidenciou-se a parti??o do efetivo global em dois agrupamentos: Grupo 1, predominantemente composto por profissionais com forma??o m?dica e Grupo 2, constitu?dos por profissionais das ?reas da psicologia e psicopedagogia. A vari?vel ?N?mero de sess?es?, ou seja, tempo necess?rio para o diagn?stico, foi aquela de maior for?a estat?stica na segmenta??o entre os grupos, seguida das vari?veis ?Forma??o Profissional? e ?Uso de instrumentos diagn?sticos?. As vari?veis ?Comorbidade?, ?Defini??o do TDA/H? e ?Modalidades de Interven??o? demonstraram contribui??o na parti??o dos clusters, apesar de refletirem menor for?a. A despeito da similaridade entre os grupos, constatou-se associa??es espec?ficas entre a forma??o acad?mica do profissional e as modalidades diagn?sticas/interventivas utilizadas junto ao TDA/H, o que sugere a presen?a de heterogeneidade na compreens?o do transtorno em rela??o ?s diferentes categorias profissionais. / TDA/H is usually considered among the most frequent psychological malfunctions in both childhood and adolescence. It covers a complex combination of neurocognitive deficits leading to developmental troubles linked to attention failure, hyperactivity and impulsivity. On the other hand, diagnosis of TDA/H is frequently a hard task, since sociocultural aspects concerning the evaluation of symptoms lead to some etiologic vagueness. Additionally, the large extent of evaluation tools, together with the diversity of therapeutic approaches referred by specialized literature justify the interest of investigating the diverse ways of diagnosing and treating TDA/H by medical doctors, psychologists and psycho-pedagogues developing professional activities in Natal-RN (Brazil) in the assistance of children and teenagers with TDA/H diagnosis hypothesis. A sample of thirty-four professionals participated in this study in a convenience-basis, and submitted to a semi-directed interview. Information from this procedure was analyzed, categorized and submitted to a multidimensional descriptive analysis (cluster analysis procedure), allowing to verify the partition of the sample in two groups: Group 1, basically composed by medical professionals, and Group 2, composed by psychologists and psycho-pedagogues. The categorized variable ?Number of sessions? ? average time used for arriving to a diagnosis ? was the partition-variable showing the larger amount of statistical contribution for the partition, followed by the variables ?Professional formation? and ?Use of diagnostic tools?. Variables such ?Comorbidity?, ?TDA/H Definition? and Modalities of Intervention? also showed contribution to the partition obtained, even though their lesser amount of statistical contribution. Despite some similarity between these two groups, data allowed to demonstrate specific association between academic source-formation of the professional concerned and diagnosis and intervention modalities shown by these professionals when dealing with TDA/H. These data confirm relevant heterogeneity in dealing with TDA/H due to professional formation of professionals involved in diagnosis and treatment tasks.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20901 |
| Date | 19 June 2015 |
| Creators | Arag?o, Laura Carolina Lemos |
| Contributors | 71223010449, http://lattes.cnpq.br/5496201609189471, Abreu, Jos? Neander Silva, 01357049790, http://lattes.cnpq.br/1020328026365974, Barreto, Maria da Apresenta??o, 37913883472, http://lattes.cnpq.br/0256251497039883, Pires, Izabel Augusta Hazin |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM PSICOLOGIA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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