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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of DIS - Dislessia, Discalculia & Disturbi di Attenzione is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Amphetamines are substances with the ability to increase cognitive performance, as well as energy and concentration levels, and are indicated for people diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). One of the most used medications in this clinical condition is methylphenidate hydrochloride, which stimulates the central nervous system (CNS). In Brazil, the drug is sold under the names Ritalin® and Concerta®. Although they are widely effective in treating ADHD, when used illicitly, they present several adverse effects. Excessive use can lead to increased fatigue, which may lead to the need for more stimulants, consequently leading to physical and psychological dependence, tolerance and habituation. In view of the above, this study aims to review the scientific literature on the indiscriminate use of amphetamines and the psychological consequences of this use. For this purpose, bibliographical research was carried out in three databases (LILACS, MEDLINE and EMBASE), from which articles published from 2017 to 2023 were selected, excluding bibliographical reviews and experiments with animals. After applying the methodology, six articles were used for the discussion. After analyzing the data, a tendency towards the indiscriminate use of amphetamines and other brain stimulants and the development of psychological disorders related to this use was observed. In view of this, it is necessary to raise awareness among adolescents and young people regarding the risks of indiscriminate use of these substances and their harm to health. [ABSTRACT FROM AUTHOR]

Introduction: Educational materials, such as booklets, are tools that help in caregiving and elucidate relevant and sensitive interventions to the health context, especially in home care for children with neurodevelopmental disorders. Objective: To build and validate a booklet to guide parents and caregivers of children with attention deficit hyperactivity disorder. Materials and Methods: Methodological study for the construction and validation of a booklet by judges and the target audience. The material was written, designed, and laid out with subsequent validation by judges, considering the content validity index for data analysis. Results: Booklet composed of 13 themes and 32 pages. The validation had 21 content judges obtaining an index of 0.89. Seven judges in appearance evaluated and scored the index of 0.91. 17 participants from the target audience evaluated general content with an index of 0.99. After adjustments, the readability index obtained a satisfactory percentage of 54%. Discussion and Conclusion: The constructed material portrays the daily life of families, presents illustrations in health and education services and is sensitive to the studied audience. The booklet was considered valid in terms of content and appearance and suitable for use in nursing care for children with the disorder, contributing to adequate guidance for parents and caregivers. [ABSTRACT FROM AUTHOR]

Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common mental disorders worldwide. Given the children and adolescents individual needs, it is essential to understand this disorder in its characterization, etiology and treatment. This literature review intends to systematize and organize the best scientific evidence about this disorder, including characterization, epidemiology, diagnosis and treatment. A bibliographic research was carried out within Scopus, Scielo, Pubmed, Web of Science databeses as well Google Scholar, and the INFARMED website has been consulted. The research was carried out by using the combination of keywords: Attention-Deficit/Hyperactivity Disorder, etiology, diagnosis, comorbidities, psychotropic medication and non-pharmacological treatment. Scientific studies were selected between the years 2003 and 2021, as well as studies in Portuguese and English. It was found that beyond the importance of an early diagnosis, it is importante to identify the presence of comorbidity too, in order not to deteriorate the disease prognosis. Scientific advances have demystified the etiology of ADHD resulting from factors related to diet, being mainly attributed to the genetic component. The pharmacological treatment is mainly performed with psychotropic medications, but the institution of a nonpharmacological treatment proved to be extremely important, concomitantly, to be more effective and safe. It was concluded that it is extremely important to continue to carry out studies in order to improve the diagnosis criteria and the guidelines for establishing the pharmacological treatment, with a view to a personalised treatment for each child or adolescent. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this study was to compare the performance in rapid automatic naming (RAN) between children with and without a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), analyzing whether attentional changes negatively interfere in the naming of stimuli, regardless of reading level. To this end, the analyzed sample consisted of 57 children (aged between 7 and 10 years old) from Brazilian public schools. The children were divided into two groups: GADHD - 26 children diagnosed with ADHD (19% female); CG: 31 children without neurodevelopmental disorders (62% female). The data collected for this study involved measurements of RAN (colors, objects, letters and numbers) and reading performance - decoding words and pseudowords. Statistical analysis was performed using linear regression models using the LASSO method. All NAR tasks were positively related to reading performance, regardless of the group (GTDAH or CG). When controlling for the reading variable, the group with the ADHD condition remained with lower performance than the GC in the task of naming colors and objects. The RAN ability, regardless of the stimulus (color, letters and others), is a predictor variable for reading ability, however, naming non-alphanumeric stimuli (colors and objects) requires more accurate attention. This study showed that children with ADHD, even with adequate reading skills, may have deficits in naming colors and objects. [ABSTRACT FROM AUTHOR]

The aim of this study was to show the importance of the school mediator in the learning, inclusion and development processes of students with Attention Deficit Hyperactivity Disorder (ADHD). This is a field research, of the case study type, with a qualitative approach. It consisted of the observation and follow-up of school mediation with a student with ADHD in the 5th year of elementary school at a school in the city of Salgueiro-PE. Throughout the article, reports of teachers and activities carried out by the student are presented. Analyzing the teachers' speeches and comparing them with the student's recent attitudes and behavior, it was possible to notice the difference and the general progress of this child after the interventions and strategies developed by the mediator. It was concluded that the student with this disorder needs monitoring throughout basic education, which is essential in their learning and socialization process at school. In this way, the progressive advancement of the child in the school environment tends to be noticed with greater effectiveness. [ABSTRACT FROM AUTHOR]

This study aims to present an integrative review based on the following guiding question: "What pedagogical practices aimed at students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) are described in the literature of the educational area?". The review was performed through the Capes Journal Portal and focused on full articles written in Portuguese, published between 2014 and 2018. Nine articles were found and the analysis of their underlying theoretical assumptions indicated two distinct positions: 1) the 'medicalizing', centered on organic-functional and emotional issues of diagnosed students, called medicalizing; 2) the 'contextualized', focused on aspects of history, culture and social interactions. Complementarily, it was observed that there is a shortage of publications based on contextualized practices, although these encompass a planning that welcomes the heterogeneity of the subjects in the school as well as the promotion of literacy. Thus, the need for more research based on the socio-historical perspective is advocated to broaden the debate on pedagogical practices for ADHD. [ABSTRACT FROM AUTHOR]

We investigate the processing of passive sentences with [+animate] subjects, in contrast with active sentences, by college students with and without self-reported ADHD symptoms. Short narrative texts are presented, in which the last sentence - the critical active or passive sentence, is presented for self-paced reading. The reaction times were measured in 2 critical points. A truth-value judgement task measured the comprehension of the critical sentence. The experiment was run in the PCIbex online platform. The results reveal passives as more costly than actives in the online measure. There were not significant difference of sentence type between groups, even though the ADHD group was particularly sensitive to the passive voice at the second critical point, i.e. at the noun in the PP that presents the agent. [ABSTRACT FROM AUTHOR]

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present work presents research on the use of literature with children with Attention Deficit/Hyperactivity Disorder, prioritizing its characteristics in the school environment. The main context of this research is to show a better educational development of the child, with the help of reading, where it can be used as a development tool for students with ADHD. The methodology used in this work was the bibliographical research, through theorists that approach the theme of the research line. Considering that education is responsible for the construction of students' knowledge, the student as the main aid in the classroom, has the role of encouraging and showing the new to the student, performing a pedagogical work that is often challenging in relation to the student with hyperactivity. But for that to happen, it is necessary that the formation starts with the family, because it has the fundamental importance in this educational process. Faced with so many uncertainties, attention deficit disorder is a diagnosis that presents several difficulties, being able to punctuate some as more relevant, such as: impulse control, organization, inattention, restlessness, impulsivity, among others. [ABSTRACT FROM AUTHOR]

Introduction: Auditory processing (AP) is the set of skills needed to understand auditory information. Objectives: To analyze the profile of the patients evaluated with AP during the period from 2010 to 2016 at the Phoniatrics Ambulatory. Methods: Descriptive, retrospective study by means of the survey of AP exams in the mentioned period. Casuistry divided into three age groups (WHO criteria, 2000). Evaluated among other characteristics: sex; main complaints that led to referral; and AP test results. Included: patients evaluated at the outpatient Clinic of Phoniatrics and referred for AP. Excluded: patients who did not complete the evaluation. Results: A total of 119 patients were evaluated, 50 children, 52 adolescents, and 17 adults, mostly male, in a ratio of 1:1.18. In 82% of the children, a frequent symptom was to ask to repeat what was said; 88.4% of adolescents did not seem to understand or heard poorly, 82.3% of adults had difficulty memorizing. The most altered test in all groups was the SSW (competitive left) in 52% of the children, 38.4% of the adolescents and 43.7% of the adults. In the PPS test, Nomination was altered in children and adolescents (respectively 43.7% and 30.7%) and Humming was altered in adults (31.2%). Conclusions: There was a predominance of male children and adolescents. More frequent symptoms were children asked to repeat what was said frequently, adolescents did not seem to understand or heard poorly, and adults had difficulty memorizing. Main altered tests: PPS (Appointment - children and adolescents, and Humming - adults) and SSW (competitive left). [ABSTRACT FROM AUTHOR]

The early relationship between caregiver and child allows the establishment of a secure or insecure bond. In the child, a good reflective function and mentalization to understand their own mental states and the child, by adopting sustainable education allows the caregiver to develop the child.The objective was to verify differences in bond and reflective function in mothers of children with ADHD (n=30) compared to a group of mothers of children without ADHD (n=30). There was a statistically significant difference between the groups. Mothers from the clinal group showed less reflective function compared to mothers from the nonclinical, control group. Mothers of children with ADHD have impaired reflective function, evidenced by higher levels of uncertainty about mental states, when compared to mothers of non-clinical children. These findings are in line with international studies and are indicative of the usefulness of developing programs to expand the reflexive/ mentalization capacity of mothers and primary caregivers of children with this clinical condition. [ABSTRACT FROM AUTHOR]

This paper analyses the contributions of phenomenological psychopathology for the critical consideration of the phenomena of attention and inattention in the contemporary social and historical context. To achieve that goal, we analyzed the naturalist matrix of conception of attention and its dysfunction and situated phenomenological psychopathology. We present critical guidelines regarding the naturalistic conception of executive functions and their correlation with attentional processes and question descriptions of the inattentive subject's experience. We further analyzed the social normativity of the attentive experience and its intersubjective and contextual criteria. Finally, we propose a hermeneutical approach regarding contemporary attention regime, which highlights the link between the experience of attentive failure and the demands of a world that has become increasingly faster and filled with stimuli. [ABSTRACT FROM AUTHOR]

The idea about attention deficit hyperactivity disorder has historically accumulated different perspectives and ways of dealing with individuals with this singularity, causing myths and mistreatment. Given this fact, the objective was to understand the historical process of disorder. Specifically, the objective was to understand the origin of the study origin of this disorder; perceive the perspectives of the different studies that point to a direction for the referred disorder; reflect on the implications of the idea conceived today on the subject. The theoretical basis was based on Amorim (2019); the American Psychiatric Association (1995 - 2014); at the Brazilian Attention Deficit Association (2016), in Côas (2011); Condemarín, Gorostegui and Milicic (2006); Larroca and Domingos (2012); Macêdo (2016); Rohde and Mattos (2003) and Santos (2017). Through a qualitative bibliographic study and inductive analysis, it can be seen that there are possibilities of origin, types and degree of the problem that need to be interpreted and in view of the results to act accordingly. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Interação em Psicologia is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Política & Sociedade: Revista de Sociologia Política is the property of Revista Politica & Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Attention Deficit Hyperactivity Disorder (ADHD) is a risk in child development, impacting interpersonal relationships and academic performance. The present study aimed to characterize resources and difficulties reported by teachers and children with ADHD in the school context. Participants were 43 students (M=9.6 years) and 36 teachers (M=43 years) of public education in a city in the interior of São Paulo. The instruments used were interviews (children) and questionnaires (teachers). Thematic analysis was performed using the Iramuteq software. The results showed difficulties: in the children regarding the negative self-concept, academic losses and exclusion by peers, and, in the teachers, regarding the lack of knowledge about ADHD and the absence of differentiated pedagogical strategies. Regarding resources, family support in academic matters was highlighted by children and teachers. The findings contribute to the discussion of educational policies, such as continuing education for teachers and multidisciplinary interventions. [ABSTRACT FROM AUTHOR]

This study aimed to identify which components of executive functions are most commonly stimulated in children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) and to verify the presence of computerized and non-computerized cognitive training described in the neuropsychological literature. A scoping review was performed using the relevant psychology and computer science databases: ACM, IEEE, ERIC, PsycINFO and Medline. Sixty studies were included. There was a predominance of studies that used computerized cognitive training and also a predominance in stimulating working memory and inhibitory control. Interventions in the computerized modality were largely associated with improved cognitive performance. Furthermore, interventions that enabled human interaction were commonly reported to be effective in improving ADHD symptoms. None of the studies analyzed were carried out in Latin America. The need for Latin American countries to invest in interventions to stimulate executive functions through technological resources adapted for native children in these countries is highlighted. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The stigma toward individuals with mental disorders is highly prevalent, not only in the general population but among health care providers as well. The aim of this study was to identify subgroups based on stigmatizing beliefs related to psychiatric disorders among Brazilian psychiatrists, as well as to investigate their association with clinical and personality characteristics. Methods: Latent cluster analysis was used to find subgroups of cases in multivariate data according to a psychotic (schizophrenia) and a nonpsychotic disorder (attention-deficit hyperactivity disorder). The clusters for each psychiatric disorder were compared according to sociodemographic, emotional traits, and personality characteristics. Results: A total of 779 psychiatrists answered the questionnaire. Three different subgroups of stigma levels were identified regarding schizophrenia: the highest (n=202 [51.7%]), intermediate (108 [27.6%]), and the lowest (81 [20.7%]). Participants from the highest stigma group had a significantly longer time since graduation, higher anxiety-state scores, and lower positive affect. Two subgroups were identified with respect to attention-deficit hyperactivity disorder, although there were no differences between them in sociodemographic or clinical variables. Conclusion: There were more subgroups of stigmatizing beliefs regarding psychotic disorders. Individual characteristics, such as those related to trait anxiety and affect, can be associated with high stigma toward schizophrenia.

This article presents the process of ideation and prototyping of an application to help patients with ADHD in self-management of daily habits to a greater adherence to treatment and time management, thus adding a lot of value to society. This process was proposed in the first edition of the HCPA Experience - ADHD Hackathon event. The method used was field research of patients with ADHD and validation of hypotheses. The need for a reliable tool is justified, where ADHD patients will be able to centralize their appointments, medication reminders, time management, among other facilities in just one mobile application, being the most viable and effective means of adhering to treatment. [ABSTRACT FROM AUTHOR]

The objective of this article is to understand the way in which the school has responded to children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), from the point of view of pedagogical work and the relationship with the family. Through a bibliographic research and a study of a case, it brings the story of an 8-year-old child with a diagnostic hypothesis of ADHD. Data was collected through the mother's narrative and recorded in a field diary. The results reveal that the student's task demanded by the school goes beyond cognitive aspects and content learning, involving an adult's expectation about a "way of being school". It is concluded that the school must embrace diversity and difference, so as not to incur in strategies for the defense and no responsibility of pedagogical work. [ABSTRACT FROM AUTHOR]

Copyright of Política & Sociedade: Revista de Sociologia Política is the property of Revista Politica & Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Política & Sociedade: Revista de Sociologia Política is the property of Revista Politica & Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Psicologia. Organizacoes e Trabalho is the property of Sociedade Brasileira de Psicologia Organizacional e do Trabalho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Trough the parameters that have been though to understand the hyperactivity, we distinguish, through a Rorschach’s Protocol of a teenager diagnosed with ADHD, some principles to interpret and analyse this pathology. For that, we used the standarts settings of the Paris School and those of Lisbon’s School for the analysis of Rorschach’s Protocols. From the results obtained, we highlights the concepts of ma)nia and identification, in all they’re conceptualization’s spectrum as main references for the interpretation of the hyperactivity of this case. [ABSTRACT FROM AUTHOR]

In many school contexts it is perceived that these institutions have expectations, creating rules that tend to adapt children to a socially accepted standard, often ignoring the fact that there are several social factors, external to the child’s biology, that directly interfere in their development, associating its failures with biological pathologies treated through medicalization. Therefore, this master’s degree work aimed to analyze the individualization process of learning problems through school medicalization and ADHD diagnoses. With the objective achieved, it then presents through a bibliographic review, the controversies of ADHD and how this process of medicalization individualizes the processes of school failure, making healthy children “sick” with pseudo-learning disorders. [ABSTRACT FROM AUTHOR]

Given that processing speed deficits are a risk factor for ADHD and dyslexia, we investigated the cognitive profile of individuals with ADHD and with indicators of dyslexia. The sample comprised children between the ages of 7 and 15 (62% male), 23 of whom were diagnosed with ADHD, 17 were at risk for ADHD, and 31 formed the control group. The evaluation included WISC subtests and tasks such as Word-Color Stroop, rapid automatized naming, verbal fluency, pseudowords repetition, and phoneme suppression. After this procedure, the participants were reclassified: 45 without ADHD or signs of dyslexia; 9 with ADHD; 6 with signs of dyslexia; and 11 with ADHD and signs of dyslexia. The serious cognitive deficits presented by the latter justify the findings on school failure to which it is subject. ADHDdyslexia comorbidity needs to be better investigated in the diagnostic evaluation of schoolchildren with complaints of learning difficulties. [ABSTRACT FROM AUTHOR]

Socialization goals and action strategies consist of a set of ideas and beliefs culturally constructed by parents as goals to be achieved in the future for their children. The research aimed to investigate the socialization goals and action strategies of parents of children with and without Attention Deficit Hyperactivity Disorder (ADHD). 78 parents participated, of which 39 were children with ADHD (Experimental Group) and 39 without ADHD (Control Group). A questionnaire was used to collect socio-demographic data, as well as two qualitative questions. The answers were transcribed and categorized according to the theoretical model of socialization goals and action strategies. Results indicated that the parents of both groups had their main goals related to self-improvement. Regarding the strategies of action in the EG, the most frequent was the self-centered and in the context and the focused self-centered GC. [ABSTRACT FROM AUTHOR]

Thinking about psychotherapy as a therapeutic intervention strategy with children or adolescents with the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), due to the nature of the symptomatology of this entity, may seem almost a contradiction. It is known that the inattention, hyperactivity and impulsivity that characterize ADHD in childhood remain at about 50 to 80% in adulthood and have an important impact on various domains of the individual's life. There has been a great evolution of knowledge about etiology, diagnosis and treatment, but the concern remains about how children and adolescents that, despite the pharmacological treatment, maintain residual symptomatology. At this point, psychosocial interventions, including cognitive behavioral therapy, has gained ground. A bibliographic review was carried out through the research in the PubMed database, using the following keywords: "attention-deficit/hyperactivity disorder", "Cognitive Behavioral Therapy", "psychotherapy", "children" and "adolescents". The results suggest that the cognitive behavioral therapy for ADHD in children and adolescents is usefull as strategy of psychosocial therapeutic intervention and that they experienced clinical benefit. Psychosocial therapeutic interventions, including cognitive behavioral therapy, are an important coadjuvant to pharmacological therapeutics in ADHD in children and adolescents. More scientific research is needed on its effectiveness. [ABSTRACT FROM AUTHOR]

The present study case aims to highlight the benefits of horseback riding to improve the quality of life and health of an adolescent who displayed striking characteristics of Attention-deficit/hyperactivity disorder (TDAH), and was positively diagnosed as an TDAH patient. The protocol of horseback riding activities was performed in 24 sessions targeting at applying exercises that would improve the concentration span and attention of the patient. The exercises included routines that should be performed in the suggested order together with ludic activities in a jumping track. Based on the results it was possible to conclude that the horseback riding program was beneficial considering the daily routine of this TDAH adolescent who displayed striking disorder characteristics. She showed improvements in quality of life as well as in daily school and family activities. [ABSTRACT FROM AUTHOR]