DİKKAT EKSİKLİĞİ VE HİPERAKTİVİTE OLAN ÇOCUKLARDA SOSYAL DAYANIKLILIK: EBEVEYN VE ÖĞRETMEN FAKTÖRLERİ

SOCIAL RESILIENCE IN CHILDREN WITH ADHD: PARENT AND TEACHER FACTORS

Abstract

ADHD, Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder associated with low social functioning and is characterized by persistent patterns of inattention, impulsivity, and hyperactivity, impairing the individual's social functioning. ADHD is often associated with impaired social functioning. These social behavior difficulties, which begin in childhood in children with ADHD, continue throughout adolescence and adulthood. Although self-report does not usually indicate social problems, observations of parents and teachers reveal higher rates of peer rejection and neglect, fewer friends and less diversity in social activities. In the social field, children with ADHD are more likely to develop other disorders such as behavioral disorders, antisocial personality and substance use in adolescence, and the possibility of going to prison in adulthood may require parents and teachers to model social skills teaching and appropriate behavior patterns. For this reason, it is of great importance that parents and teachers receive professional support on how to treat and support the child with EDHD in the home and school environments, which are the ecological environment in which the child lives.

Keywords: Attention deficit hyperactivity disorder, social resilience, parent, family.

Öz

DEHB, Dikkat eksikliği/hiperaktivite bozukluğu (DEHB), düşük sosyal işlevsellikle bağlantıları olan nörogelişimsel bir bozukluk olup sürekli dikkatsizlik, dürtüsellik ve hiperaktivite kalıplarıyla karakterize olup, bireyin sosyal işleyişini bozar. DEHB sıklıkla bozulmuş sosyal işlevsellik ile ilişkilidir. DEHB olan çocuklarda çocukluk döneminde başlayan bu sosyal davranış güçlükleri, ergenlik ve yetişkinlik boyunca devam etmektedir. Öz-bildirim genellikle sosyal sorunlara işaret etmese de, ebeveyn ve öğretmenlerin gözlemleri daha yüksek akran reddi ve ihmali oranlarını, daha az arkadaş ve sosyal faaliyetlerdeki az çeşitliliği ortaya koymaktadır. Sosyal alanda, DEHB olan çocukların ergenlikte davranış bozuklukları, antisosyal kişilik ve madde kullanımı gibi diğer bozuklukları geliştirme olasılığı daha yüksek olması ve yetişkinlikte hapse girme olasılığı ebeveyn ve öğretmenlerin sosyal beceri öğretimine ve uygun davranış örüntüleri ile model olmalarını gerektirebilmektedir. Bu nedenle çocuğun içinde bulunduğu ekolojik çevre olan ev ve okul ortamlarında ebeveynler ve öğretmenlerin EDHB olan çocuğa nasıl davranacakları ve nasıl destek verecekleri konusunda profesyonel destek almaları büyük önem taşımaktadır.

Anahtar Terimler: Dikkat eksikliği, hiperaktivite bozukluğu, sosyal dayanıklılık, ebeveyn, aile.

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