Dados do Trabalho

Título

ANALYSIS OF ASPECTS AND IMPACTS OF ATTENTION DEFICIT AND HYPERACTIVITY DISORDER IN CHILD NEURODEVELOPMENT: A NARRATIVE REVIEW OF THE PAST 10 YEARS (2022-2012)

Introdução

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental pathology characterized by persistent degrees of inattention, hyperactivity and impulsivity - manifested in various spheres in which the individual is inserted - and is associated with neural aspects of the prefrontal cortex. In this sense, the disorder directly affects the learning and development of children.

Objetivo

To understand the main pathophysiological and symptomatic aspects of ADHD in children and the impact of such a disorder on the quality of life of patients.

Métodos

Literature Review Study based on research in PubMEd, CAPES Journal and SCIELO databases using the descriptors "Attention Deficit Hyperactivity Disorder", "Physiopathology" and "Impacts". The inclusion criteria were articles published between the years 2012-22 in Portuguese or English; and, as exclusion methods, articles that preceded the period 2012.

Resultados

After the research and application of the filters, 13 articles were selected for discussion regarding physiology: 70% of the articles found deal with the pathology of the disorder being intrinsic to deficits in the neural circuits of the prefrontal cortex and the action of neurotransmitters of the dopaminergic and noradrenergic pathway. On the other hand, 30% of the articles address other aspects such as a delay in myelination of the prefrontal cortex, impacting on anatomical and functional aspects of the region. Under another bias, it was analyzed the impact that the symptoms of ADHD brings to children living with the disorder: it was highlighted in 12 studies that ADHD has an impact on learning and school development and may result in damage to adulthood. Moreover, it was denoted, through 6 studies, that children with ADHD tend to have losses in their personal relationships and in the development of personal aspects - such as trust and security.

Conclusões

Therefore, it is concluded from the study presented that ADHD is a disorder of pathophysiological complexity that acts, in general, on the prefrontal cortex. Consequently, it brings losses to the development of children with the disorder - especially those inserted in the school environment, who may acquire difficulties in their learning if there is no adequate management of the disorder.

Palavras chave

Attention Deficit Hyperactivity Disorder, Neurodevelopment and Childhood

Referências (se houver)

AMERICAN PSYCHIATRIC ASSOCIATION - APA. Manual diagnóstico e estatístico de transtornos mentais: DSM-5. Porto Alegre: Artmed, 2014.

Brasil. Ministério da Saúde. Gabinete do Ministro. Maior sistema público de saúde do mundo, SUS completa 31 anos. 2021.

BUSSING, Regina et al. Parent and Teacher SNAP-IV Ratings of Attention Deficit/ Hyperactivity Disorder Symptoms: Psychometric Properties and Normative Ratings from a School District Sample. Assessment, 2008

CALIMAN, Luciana; DOMITROVIC, Nathalia. Uma Análise Da Dispensa Pública Do Metilfenidato no Brasil: o caso do Espírito Santo. Revista de Saúde Coletiva, 2013.

CARDOSO, Lucila et al. Análise da Produção Científica Brasileira sobre o Teste das Matrizes Progressivas de Raven. Psicologia: Ciência e Profissão, 2017

COLLARES, C. A. L; MOYSÉS, M. A. A. O lado escuro da dislexia e do TDAH. In: FACCI, M. G. D; MEIRA, M.; TULESKI, S. C. A exclusão dos “incluídos”: uma crítica da psicologia da Educação a patologização e medicalização dos processos educativos. Maringá: EDUEM, 2011. p. 133-196.

FERNANDES, A. M.; BRUCHÊZ, A.; D'ÁVILA, A. A. F.; CASTILHOS, N. C.; OLEA, P. M. Metodologia de Pesquisa de Dissertações Sobre Inovação: Análise Bibliométrica . Desafio Online, v. 6, n. 1, p. 141-159, 2018

FERNANDES, Ana et al. O Sentimento De Vergonha Em Crianças E Adolescentes Com TDAH. Psicologia em Estudo, 2014.

FRANCO, Adriana et al. Medicalização da Infância: Avanço ou Retrocesso. Nuances: estudos sobre Educação, 2020

GIL, A. C. Métodos e técnicas de pesquisa social. 6. ed. São Paulo: Atlas, 2008.

HEISER, P. et al. Aspectos genéticos moleculares do transtorno de déficit de atenção/hiperatividade. Neurociências e Revisões Biocomportamentais, v. 28, não. 6, pág. 625-641, 2004.

JÚNIOR, Édison; LOOS, Helga. Escola E Desenvolvimento Psicossocial Segundo Percepções De Jovens Com TDAH. Paidéia, 2011

LAVAGNINO, Nicholas et al. Caracterización, alcances y dificultades de las "bases biológicas" del Trastorno por Déficit de Atención e Hiperactividad (TDAH). Un enfoque desde la Filosofía de la Biología. Revista de Saúde Coletiva, 2018

MONTES, Luís et al. Alteraciones estructurales encefálicas en el trastorno por déficit de atención e hiperactividad: una actualización. Salud Mental, 2009

OLAZARÁN, J. et al. Motor effects of REAC in Advanced Alzheimer’s Disease: results from a pilot trial. Journal of Alzheimer’s Disease, v. 36 (2), pág. 297-302, 2013.

PAULS, DL A genética do transtorno de déficit de atenção/hiperatividade. Psiquiatria Biológica, v. 57, nº. 11, pág. 1313-23, 2005.

PIROLI, M. E., BLANCHETTE, J. O., & JABBAZARDEH, E. Polarity as a physiological modulator of cell function. Frontiers in bioscience (Landmark edition), 24, 451,1, 2019

RINALDI, Arianna et al. Radio electric asymmetric conveyer neuromodulation in depression, anxiety, and stress. Neuropsychiatric disease and treatment, 15, 469, 2019

SCHIFANO, F., Catalani, V., Sharif, S. et al. Benefits and Harms of ‘Smart Drugs’ (Nootropics) in Healthy Individuals. Drugs 82, 633–647 (2022).

SIMÃO, Guilherme et al. Implicações Neuropsicopedagógicas Na Compreensão Clínica Do Transtorno De Déficit De Atenção/Hiperatividade (TDAH) Em Crianças. Revista Triângulo, 2021.

SOUZA, Silvana Paulina de. Meio ambiente escolar e a influência no desenvolvimento do indivíduo portador do Transtorno do Déficit de Atenção e Hiperatividade (TDAH). In: Congresso Estadual Paulista sobre Formação de Educadores. Universidade Estadual Paulista (UNESP), 2011. p. 5079-5086.

Fonte de Fomento (se houver)

Declaração de conflito de interesses de TODOS os autores

I, Eduardo Cristhian Oliveira de Souza Mota, declare that there was no conflict of interests of an academic, financial, political or commercial nature during the production of this report on my part with the other authors. I, Gabriel Vitor Oliveira de Souza Mota, declare that there was no conflict of interests of an academic, financial, political or commercial nature during the production of this report on my part with the other authors. I, Alyssa Maria Rigon Bueno, declare that there was no academic, financial, political or commercial conflict of interest during the production of this report on my part with the other authors. I, Kauê Magalhães Castro dos Santos, declare that there was no conflict of interests of an academic, financial, political or commercial nature during the production of this report on my part with the other authors. I, Renato Lobato da Costa Nunes, declare that there was no academic, financial, political or commercial conflict of interest during the production of this report on my part with the other authors. I, Jonas Araripe Gabriel Dantas, declare that there was no academic, financial, political or commercial conflict of interest during the production of this report on my part with the other authors. I, Lucas Sousa de Souza, declare that there was no conflict of interests of an academic, financial, political or commercial nature during the production of this report on my part with the other authors. I, Douglas Machado da Costa, declare that there was no conflict of interests of an academic, financial, political or commercial nature during the production of this report on my part with the other authors. I, Ana Paula Palheta Faria, declare that there was no academic, financial, political or commercial conflict of interest during the production of this report on my part with the other authors.

Área

Transtornos neuropsiquiátricos e distúrbios de aprendizagem