Φιλικές σχέσεις μαθητών με και χωρίς Διαταραχή Ελλειμματικής Προσοχής-Υπερκινητικότητα (ΔΕΠ-Υ) στο δημοτικό σχολείο


Δημοσιευμένα: Nov 17, 2016
Λέξεις-κλειδιά:
φιλία ποιότητα φιλίας μαθητές δημοτικού σχολείου ΔΕΠ-Υ
Sofia Kouvava
Ekaterini Antonopoulou
Ekaterini Maridaki-Kassotaki
Περίληψη

Η φιλία είναι μια δυαδική, εθελοντική, αμοιβαία σχέση, η οποία προϋποθέτει την παρουσία ενός αμοιβαίου συναισθηματικού δεσμού ανάμεσα στα μέλη της. Φιλικές σχέσεις με θετικά και αρνητικά ποιοτικά χαρακτηριστικά μπορούν να δημιουργηθούν μεταξύ παιδιών με και χωρίς Διαταραχή Ελλειμματικής Προσοχής – Υπερκινητικότητα (ΔΕΠ-Υ). Τα παιδιά με ΔΕΠ-Υ, πάντως, αντιμετωπίζουν σημαντικές δυσκολίες στη δημιουργία και διατήρηση φιλικών σχέσεων (Blachman & Hinshaw, 2002). Σκοπός της παρούσας έρευνας είναι να εξετάσει τις αντιλήψεις για την ποιότητα της φιλίας μαθητών με ή χωρίς ΔΕΠ-Υ που φοιτούν στο δημοτικό σχολείο, τη διάρκεια των φιλικών σχέσεων τους και τις προτιμήσεις τους αναφορικά με την επιλογή των φίλων τους. Οι συμμετέχοντες στην έρευνα ήταν 102 παιδιά με τυπική ανάπτυξη και 22 παιδιά με διάγνωση ΔΕΠ-Υ από κρατικό φορέα, μέσης ηλικίας 9,51 ετών (τ.α.=1,30, ηλικιακό εύρος: 8 έως 12 έτη).Τα εργαλεία που χρησιμοποιήθηκαν για τη συλλογή δεδομένων ήταν ένα κοινωνιόγραμμα και μια κλίμακα αξιολόγησης της ποιότητας φιλίας, καθώς και ένα ερωτηματολόγιο με δημογραφικά στοιχεία και πληροφορίες για τα χαρακτηριστικά των φιλικών σχέσεων των παιδιών. Τα αποτελέσματα έδειξαν ότι τα παιδιά με ΔΕΠ-Υ έχουν λιγότερους φίλους στην τάξη τους και οι φιλικές σχέσεις τους είναι βραχύχρονες. Όλα τα παιδιά επιλέγουν ως φίλους συνομηλίκους τους χωρίς κάποια μαθησιακή δυσκολία. Τέλος, οι μαθητές, με και χωρίς ΔΕΠ-Υ περιγράφουν και αντιλαμβάνονται τις φιλικές σχέσεις τους ως ποιοτικές, αποδίδοντάς τους θετικά χαρακτηριστικά. Το κύριο συμπέρασμα της έρευνας είναι ότι ο ρόλος του σχολείου στην ανάπτυξη και ενδυνάμωση των φιλικών σχέσεων χρήζει συστηματικής διερεύνησης, ιδιαίτερα στην ελληνική πραγματικότητα.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Βιογραφικά Συγγραφέων
Sofia Kouvava, Χαροκόπειο Πανεπιστήμιο

Χαροκόπειο Πανεπιστήμιο Τμήμα Οικιακής Οικονομίας και Οικολογίας

Υποψήφια Διδάκτωρ

Ekaterini Antonopoulou, Χαροκόπειο Πανεπιστήμιο

Χαροκόπειο Πανεπιστήμιο Τμήμα Οικιακής Οικονομίας και Οικολογίας

Επίκουρη Καθηγήτρια

 

Ekaterini Maridaki-Kassotaki, Χαροκόπειο Πανεπιστήμιο

 

Χαροκόπειο Πανεπιστήμιο Τμήμα Οικιακής Οικονομίας και Οικολογίας

Καθηγήτρια

Αναφορές
American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders. (4th ed.). Washington, DC.
Asher, S.R., Hymel, S. & Renshaw, P.D. (1984). Loneliness in children. Child Development, 55(4), 1456-1464.
Azmitia, M. & Montgomery, R. (1993). Friendship, transactive dialogues, and the development of scientific reasoning. Social Development, 2, 202-221.
Bagwell, C.L., Molina, B.S., Pelham, W.E. & Hoza, B. (2001). Attention-deficit hyperactivity disorder and problems in peer relations: Predictions from childhood to adolescence. Journal of the American Academy of Child and Adolescent Psychiarty, 40, 1285-1292.
Barkley, R.A. (2006). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. (3rd ed.). New York: Guilford Press.
Berndt, T.J. (1996). Exploring the effects of friendship quality on social development. In W.M. Bukowski, A.F. Newcomb & W.W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 346-365). New York: Cambridge University Press.
Berndt, T.J. (1999). Friends’ influence on students’ adjustment to school. Educational Psychologist, 34, 15-28.
Berndt, T.J., Hawkins, J.A. & Hoyle, S.G. (1986). Changes in friendship during a school year: Effects on children’s and adolescents’ impressions of friendship and sharing with friends. Child Development, 57(5), 1284-1297.
Berndt, T.J. & Hoyle, S.G. (1985). Stability and change in childhood and adolescent friendships. Developmental Psychology, 21, 1007-1015.
Berndt, T.J. & Keefe, K. (1995). Friends’ influence on adolescents’ adjustment to school. Child Development, 66, 1312-1329.
Blachman, D.R. & Hinshaw, S.P. (2002). Patterns of friendship among girls with and without attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 30, 625-640.
Branje, S.J.T., Frijns, T., Finkenauer, C., Engels, R. & Meeus, W. (2007). You are my best friend: Commitment and stability in adolescents’ same-sex friendships. Personal Relationships, 14, 587-603.
Buhrmester, D. (1996). Need fulfilment, interpersonal competence, and the developmental contexts of early adolescent friendship. In Bukowski, W. M., Newcomb, A. F., Hartup, W. W. (Eds.). The Company They Keep: Friendship in Childhood and Adolescence. (pp. 158-185). New York, NY: Cambridge University Press.
Buhrmester, D. & Furman, W. (1987). The development of companionship and intimacy. Child Development, 58, 1101-1113.
Bukowski, W.M., Hoza, B. & Boivin, M. (1994). Measuring friendship quality during pre- and early adolescence: The development and psychometric properties of the friendship qualities scale. Journal of Social and Personal Relationships, 11, 471-484.
Byrne, D. & Nelson, D. (1965). Attraction as a linear function of proportion of positive reinforcements. Journal of Personality and Social Psychology, 1, 659-663.
Cairns, R.B., Cairns, B.D., Neckerman, H.J., Gest, S.D. & Gariepy, J.L. (1988). Social networks and aggressive behavior: Peer support or peer rejection? Developmental Psychology, 24, 815-823.
Cairns, R.B., Leung, M., Buchanan, L. & Cairns, B.D. (1995). Friendship and social networks in childhood and adolescence: Fluidity, reliability, and interrelations. Child Development, 66, 1330-1345.
Cardoos, S.L. & Hinshaw, S.P. (2011). Friendship as protection from peer victimization for girls with and without ADHD. Journal of Abnormal Child Psychology, 39, 1035-1045. Doi: 10.1007/s10802-011-9517-3
De Monchy, M., Pijl, S.J. & Zandberg, T.J. (2004). Discrepancies in judging social inclusion and bullying of pupils with behavior problems. European Journal of Special Needs Education. 19(3¬), 317-330.
Degirmencioglu, S.M., Urberg, K.A., Tolson, J.M. & Richard, P. (1998). Adolescent friendship networks: Continuity and change over the school year. Merrill-Palmer Quarterly, 44, 313-337.
Diener, M.B. & Milich, R. (1997). Effects of positive feedback on the social interactions of boys with attention deficit hyperactivity disorder: A test of the self-protective hypothesis. Journal of Clinical Child Psychology, 26, 256-265.
Dishion, T.J., Spracklen, K.M., Andrews, D.W. & Patterson, G.R. (1996). Deviancy training in male adolescent friendships. Behavior Therapy, 27, 373-390.
DuPaul, G.J. (2007). School-based interventions for students with attention deficit hyperactivity disorder: Current status and future directions. School Psychology Review, 36(2), 183-194.
Erhardt, D. & Hinshaw, S.P. (1994). Initial sociometric impressions of attention-deficit hyperactivity disorder and comparison boys: predictions from social behaviors and from nonbehavioral variables. Journal of Consulting Clinical
Psychology, 62, 833-842.
Erwin, P. (1993). Friendship and peer relations in children. Chichester, UK: Wiley & Sons.
Furman, W. & Buhrmester, D. (1985). Children’s perceptions of the personal relationships in their social networks. Developmental Psychology, 21(6), 1016-1024.
Gauze, C., Bukowski, W.M., Aquan-Assee, J. & Sippola, L.K. (1996). Interactions between family environment and friendships and associations with self-perceived well-being during early adolescence. Child Development, 67, 2201-2216.
Hartup, W.W. (1989). Social relationships and their developmental significance. American Psychologist, 44, 120-126.
Hartup, W.W. (1996). The company they keep: Friendships and their developmental significance. Child Development, 67, 1-13.
Hartup, W.W., Laursen, B., Stewart, M.I. & Eastenson, A. (1988). Conflict and the friendship relations of young children. Child Development, 59(6), 1590-1600.
Heiman, T. (2005). An examination of peer relationships of children with and without attention deficit hyperactivity disorder. School Psychology International, 26, 330-339.
Hinshaw, S.P. & Melnick, S.M. (1995). Peer relationships in boys with attention-deficit hyperactivity disorder with and without comorbid aggression. Development and Psychopathology, 7627-647.
Hodges, E.V.E., Boivin, M., Vitaro, F. & Bukowski, W.M. (1999). The power of friendship: Protection against an escalating cycle of peer victimization. Developmental Psychology, 35(1), 94-101.
Hoza, B. (2007). Peer functioning in children with ADHD. Journal of Pediatric Psychology, 32, 655-663.
Hoza, B., Bukowski, W.M. & Beery, S. (2000). Assessing peer network and dyadic loneliness. Journal of Clinical Child Psychology, 29, 119-128.
Hoza, B., Gerdes, A.C., Mrug, S., Hinshaw, S.P., Bukowski, W.M., Gold, J.A. et al. (2005). Peer-assessed outcomes in the multimodal treatment study of children with attention deficit hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 34, 74-86.
Hoza, B., Pelham, W.E., Dobbs, J., Owens, J.S. & Pillow, D.R. (2002). Do boys with attention-deficit/hyperactivity disorder have positive illusory self-concept? Journal of Abnormal Psychology, 111, 268-278.
Hoza, B., Waschabusch, D.A., Pelham, W.E., Molina, B.S.G. & Milich, R. (2000). Attention deficit/hyperactivity disordered and control boys’ responses to social success and failure. Child Development, 71, 432-446
Kupersmidt, J.B., Burchinal, M. & Patterson, C.J. (1995). Developmental patterns of childhood peer relations as predictors of externalizing behavior problems. Development and Psychopathology, 7, 825-843.
Ladd, G.W. & Burgess, K.B. (1999). Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school. Child Development, 70, 910-929
Ladd, G.W., Kochenderfer, B.J., & Coleman, C. (1996). Friendship quality as a predictor of young children’s early school adjustment. Child Development, 67, 1103-1118.
Landau, S.L. & Milich, R. (1988). Social communication patterns of attention-deficit-disordered boys. Journal of Abnormal Child Psychology, 16, 69-81.
Landau, S.L., Milich, R. & Diener, M.B. (1998). Peer relations of children with attention-deficit hyperactivity disorder. Reading and Writing Quarterly, 14, 83-105.
Larson, R. & Richards, M.H. (1991). Daily companionship in late childhood and early adolescence: Changing developmental contexts. Child Development, 62, 284-300.
Laursen, B. (1995). Conflict and social interaction in adolescent relationships. Journal of Research on Adolescence, 5, 55-70.
Laursen, B., Hartup, W.W. & Keplas, A.L. (1996). Towards understanding peer conflict. Merrill-Palmer Quarterly, 42, 76-102.
Lee, S.H., Yoo, S.Y. & Bak, S.H. (2003). Characteristics of friendships between children with and without disabilities. Education and Training in Developmental Disabilities, 38(2), 157-166.
Maccoby, E.E. (1990). Gender and relationships: A developmental account. American Psychologist, 45(4), 513-520.
Male, D.B. (2007). The friendships and peer relationships of children and young people who experience difficulties in learning. In L. Florian (Ed.) The SAGE handbook of special education (pp. 460-474). London: SAGE Publication.
McGoey, K.E., Eckert, T.L. & DuPaul, G.J. (2002). Early intervention for preschool-age children with ADHD: A literature review. Journal of Emotional and Behavioral Disorders, 10(1), 14-28.
Mikami, A.Y. (2010). The importance of friendship for youth with attention-deficit/hyperactivity disorder. Clinical Child and Family Psychology Review, 13(2), 181-198. Doi: 10.1007/s10567-010-0067-y
Mikami, A.Y. & Hinshaw, S.P. (2003). Buffers of peer rejection among girls with and without ADHD: The role of popularity with adults and goal-directed solitary play. Journal of Abnormal Child Psychology, 31, 381-397.
Nangle, D.W., Erdley, C.A., Newman, J.E., Mason, C.A. & Carpenter, E.A. (2003). Popularity, friendship quantity and friendship quality: Interactive influences on children’s loneliness and depression. Journal of Clinical Child and Adolescent Psychology, 32, 546-555.
Neckerman, H.J. (1996). The stability of social groups in childhood and adolescence: The role of the classroom social environment. Social Development, 5, 131-145.
Newcomb, A.F. & Bagwell, C.L. (1995). Children’s friendship relations: A meta-analytic review. Psychological Bulletin, 117, 306-347.
Newcomb, A.F. & Bagwell, C.L. (1996). The developmental significance of children’s friendship relations. In W. M. Bukowski, A. F. Newcomb & W. W. Hartup (Eds,) The company they keep: Friendship in childhood and adolescence (pp. 289-321). Cambridge: Cambridge University Press.
Normand, S., Schneider, B.H, & Robaey, P. (2007). Attention-Deficit/Hyperactivity Disorder and the Challenges of Close Friendship. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 16(2), 67-73.
Normand, S., Schneider, B.H., Lee, M.D., Maisonneuve, M.F., Kuehn, S.M. & Robaey, P. (2011). How do children with ADHD (mis)manage their real-life dyadic friendships? A multi-method investigation. Journal of Abnormal Child Psychology, 39, 293-305. Doi: 10.1007/s10802-010-9450-x
Parker, J.G. & Asher, S.R. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 611-621.
Parker, J.G. & Gottman, J.M. (1989). Social and emotional development in a relational context: Friendship interaction from early childhood to adolescence. In T. J. Berndt & G. W. Ladd (Eds.) Peer relationships in child development (pp. 95-131). New York: Wiley.
Parker, J.G. & Seal, J. (1996). Forming, losing, renewing, and replacing friendships: Applying temporal parameters to the assessment of children’s friendship experiences. Child Development, 67, 2248-2268.
Pelham, W.E. & Bender, M.E. (1982). Peer relationships in hyperactive children: Description and treatment. In K.D. Gadow & I. Bailer (Eds.) Advances in learning and behavioral disabilities. Vol. 1 (pp.365-436). JAI Press: Greenwich.
Peterson, B.S., Pine, D.S., Cohen, P. & Brook, J.S. (2001). Prospective, longitudinal study of tic, obsessive-compulsive, and attention-deficit/hyperactivity disorders in an epidemiological sample. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 685-695.
Pijl, S.J., Koster, M., Hannink, A. & Stratingh, A. (2011). Friends in the classroom: a comparison between two methods for the assessment of students’ friendship networks. Social Psychology of Education, 14, 475-488. doi: 10.1007/s11218-011-9162-2
Rose, A.J. & Asher, S.R. (1999). Children’s goals and strategies in response to conflicts within a friendship. Developmental Psychology, 35(1), 69-79.
Sabornie, E.J. & Kauffman, J.M. (1987). Assigned, received and reciprocal social status of adolescents with and without mild mental retardartion. Education and Training in Mental Retardation, 22, 139-149.
Tannen, D. (1990). Gender differences in topical coherence: Creating involvement in best friends’ talk. Discourse Processes, 13, 73-90.
Vitaro, F., Tremblay, R.E., Kerr, M., Pagani, L. & Bukowski, W.M. (1997). Disruptiveness, friends’ characteristics, and delinquency in early adolescence: a test of two competing models of development. Child Development, 68(4), 676-689.
Wehmeier, P.M., Schacht, A. & Barkley, R.A. (2010). Social and emotional impairment in children and adolescents with ADHD and the impact of quality of life. Journal of Adolescent Health, 46, 209-217.
Whalen, C.K. & Henker, B. (1992). The social profile of Attention-Deficit Hyperactivity Disorder: Five fundamental facets. Child and Adolescent Psychiatry Clinics of North America, 1, 395-410.
Τα περισσότερο διαβασμένα άρθρα του ίδιου συγγραφέα(s)