ATTENTION DEFICIT AND/WITH HYPERACTIVITY DISORDER: IDENTIFICATION OF DIAGNOSTIC HYPOTHESES IN SCHOOL PRACTICE

Abstract

This research had as its main objective to map the criteria for diagnostic hypotheses of ADHD, in school practice, through the experience of the Pedagogue/Psychopedagogue/Psychologist, from schools and private schools, in the city of Londrina-PR, so that it would be possible to discuss and compare them to the institutionalized diagnosis and treatment model, in addition to understanding the social aspects of this psychopathology. Thirteen professionals participated in the research, responsible for approximately 1000 students, from the public school system, and 79 patients. The research, using a descriptive method with survey and correlational designs, and qualitative data processing based on the content analysis method, had questionnaires and interviews as instruments, analyzed and discussed in light of the psychoeducational and health implications. These responses were quantified and compared to the data presented by official bodies, with their respective legal standards, and presented results very close to the theoretical questions about the diagnosis of ADHD, in addition to showing low interest in participation by institutions, insufficient participation by those responsible, lack of compliance with the criteria for the verification of psychopathology and the exclusion, by means of a Public Authority Resolution, of Psychoanalysis as a possibility of psychological evaluation or non-drug treatment. The empirical data, correlated with the quantitative data obtained and the subjective theoretical criteria presented by the DSM-V TR, can provide a new perspective of action, bringing Psychology closer to the diagnostic context, with an emphasis on the psychoanalytic-based psychological evaluation outlined by the research.