ABSTRACT
OBJECTIVES: This study aimed to compare the quality of life reported by patients with attention-deficit/hyperactivity disorder (ADHD) to the patients' quality of life as reported by their caregivers. In addition, it aimed to examine how emotional problems, including depression and anxiety, and the severity of the symptoms affect the quality of life reported by the patients and their caregivers. METHODS: The patients' quality of life and their degree of depression and anxiety were measured using the Pediatric Quality of Life Inventory (PedsQL) 4.0 Child Self-Report, the Children's Depression Inventory (CDI), and the Revised Children's Manifest Anxiety Scale, respectively. The caregivers' perception of the patients' quality of life and severity of the ADHD symptoms were measured using the PedsQL 4.0 Parent Proxy Report and the Conners' Parent Rating Scale (CPRS), respectively. A total of 66 participants completed the survey. The independent-samples t-test, Pearson's correlation analysis, and multiple regression analysis were conducted. RESULTS: The mean score of the PedsQL 4.0 Child Self-Report was significantly higher than the mean score of the PedsQL 4.0 Parent Proxy Report. However, for school function, the PedsQL 4.0 Child Self-Report score was significantly lower than that of Parent Proxy Report. The correlation between the PedsQL 4.0 Child Self-Report and PedsQL 4.0 Parent Proxy Report scores was significant only for emotional function and social function. The multiple regression analysis showed that the PedsQL 4.0 Child Self-Report and PedsQL 4.0 Parent Proxy Report scores were significantly predicted by the CDI and CPRS scores, respectively. CONCLUSION: Our results demonstrate that there are clear differences between the quality of life reported by the patient themselves and that reported by their caregivers. In addition, the findings suggest that it is critical to treat the patients' accompanying depressive symptoms.
Subject(s)
Adolescent , Child , Humans , Anxiety , Cardiopulmonary Resuscitation , Caregivers , Depression , Manifest Anxiety Scale , Parents , Proxy , Quality of LifeABSTRACT
INTRODUÇÃO: A educação é um bem-estar relacionado à saúde. Acredita-se que no ambiente escolar as crianças com necessidades especiais podem alcançar o mais completo progresso educacional e de integração social. OBJETIVO: O objetivo deste estudo foi avaliar a participação e a necessidade de assistência na realização de tarefas escolares em crianças com paralisia cerebral (PC). MATERIAIS E MÉTODOS: Trinta crianças com PC foram avaliadas por meio do School Function Assessment (SFA). A análise estatística foi realizada por meio do teste Mann Whitney, do coeficiente de correlação de Spearman e da análise de regressão múltipla stepwise backward. RESULTADOS: Foram encontradas diferenças significativas entre os grupos em todas as partes do SFA. Houve correlação negativa entre o nível de comprometimento motor e as partes I e II do SFA e correlação positiva entre as partes I e II do SFA. CONCLUSÃO: A inserção das crianças com PC em um meio coletivo e de participação é dificultada, muitas vezes, pelos múltiplos comprometimentos da criança. O grau de comprometimento motor e a necessidade de assistência na realização de tarefas físicas e cognitivas/comportamentais juntos explicaram 89 por cento da variabilidade da participação escolar em crianças com PC. A necessidade de assistência na realização de tarefas físicas foi o fator que representou maior influência à restrição na participação escolar.
INTRODUCTION: Education is a well-being related to health. It is believed that in school children with special needs can achieve the most comprehensive educational progress and social integration. OBJECTIVES: The objective of this study was to evaluate the need for participation and assistance in performing school tasks in children with cerebral palsy (CP). MATERIALS E METHODS: Thirty children with CP were evaluated through the School Function Assessment (SFA). Statistical analysis was performed using the Mann Whitney test, the Spearman correlation coefficient and stepwise multiple regression analysis backward. RESULTS: Significant differences were found between groups in all parts of the SFA. There was negative correlation between the level of motor impairment and Parts I and II of the SFA and a positive correlation between part I and II of the SFA. CONCLUSION: The inclusion of children with CP in a collective means of participation is difficult and often by multiple disorders of the child. The degree of motor impairment and need assistance in performing physical tasks and cognitive/behavioral together explained 89 percent of the variability of school participation in children with CP. The need for assistance in performing physical tasks was the most influential factor that accounted for the restriction on school participation.
Subject(s)
Humans , Male , Female , Child, Preschool , Child , Cerebral Palsy , Disabled Children , Health Promotion , Social SupportABSTRACT
O artigo apresenta a discussão de uma pesquisa realizada numa escola da rede pública de Fortaleza-CE, como parte de uma disciplina de Psicologia Escolar. A pesquisa investigou as relações entre a função da escola e evasão escolar, pelo ponto de vista de educadores e alunos. Foi utilizado o referencial teórico foucaultiano para a análise dos dados. Como resultados, podemos apontar que há um desencontro entre a função que a escola deveria assumir na ótica dos alunos e a função que os educadores a fazem assumir ao se comprometerem com determinadas obrigações institucionais, resultando disso a massiva evasão encontrada no estabelecimento em questão. Compreendemos que o fato de a escola pública não assegurar uma vaga no mercado de trabalho especializado para seus alunos, via vestibular ou ensino técnico, contrapõe-se à função escolar de educação para o trabalho. Estando enfraquecida nessa função, a escola não consegue manter seus alunos, mesmo apelando para os mais diversos mecanismos de controle disciplinares.
The article discusses the results of a research done in a public school in Fortaleza (Brazil) as part of a School Psychology course. The research investigated the relationship between the function of school and pupils' drop-out based upon the opinions of the pupils and teachers. It was used a Foucauldian theoretical reference in order to analyze the collected data. It could be found that there is a difference between the school function perceived by the pupils and the function that teachers try to develop through institutional rules, resulting on the massive student drop-out reported in the researched school. When public schools fail to assure a better place for its pupils in the job market, through university access or technical formation, the idea of school as 'education for work' becomes contradictory. When this function is undermined, the school cannot avoid student drop-out despite the use of different disciplinary control mechanisms.
Subject(s)
Education , Psychology, Educational , Student Dropouts , WorkABSTRACT
A inclusão escolar do portador de deficiência é um processo complexo que envolve a articulação de ações em diversos âmbitos, como o da educação e o da saúde. Um importante fator contribuinte para a inclusão de crianças portadoras de deficiência física na escola regular a participação ativa em atividades funcionais que dão suporte ao desenvolvimento de competências pedagógicas e sociais relacionadas ao programa educacional. Neste estudo, analisamos os dados obtidos com a aplicação do instrumento de Avaliação da Função Escolar em urna amostra de 29 alunos com o diagnóstico de paralisia cerebral, com idade entre 5 e 14 anos, que freqüentam o ensino regular do município de São Paulo. Em seguida, discutimos as influências das variáveis tipo de escola (pública ou privada) e comprometimento motor (leve, moderado ou grave) no nível de participação em atividades funcionais relacionadas a seis ambientes: sala de ensino regular, recreio, transporte, banheiro, transições, lanche. Para a variável "comprometimento motor" foram detectadas diferenças significativas (p<0,001), que não foram encontradas na comparação entre os tipos de escola (p>0,10). Os resultados deste estudo sugerem a necessidade da integração entre escola, família, serviços diferenciados e ações comunitárias de reabilitação para a efetivação do processo de inclusão.
Inclusion in school for children with disabilities is a complex process which deals with the articulation of actions it) several areas_ such as education and health. An important factor that contributes to the inclusion of physically disabled children in regular schools is the active participation in functional activities which support the development of pedagogical and social competences related to the educational program In this study, we analyze the information obtained with the application of the School Function Assessment instrument in a sample of 29 students with diagnosis of cerebral palsy, with age range between 5 and 14 years old, who attended regular educational system in the city of Sao Paulo, Brazil. Next, we discussed the influences of the indicators type of school (public or private) and "severity of motor impairment" (mild, moderate or severe) on the level of participation in functional activities typical of six environments: regular classroom, playground, transportation, bathroom, transitional, mealtime. For the indicator severity of motor impairment we detected significant differences (p,0.001), but the result wasn't similar when we established a comparison between the types of school (p>0, 10, 1 The results of this study suggest the need of integration between school, family, specialized services and rehabilitation community actions for the effective inclusion process.