An evidence highlighted by multiple sources that shows a combination of causes [1] is that nowadays school faces the presence of children and young people with behavioural problems, self-control and emotional difficulties. This last aspect though is expected in children with ADHD, it is also widely diffused in many pupils and it causes behavioural problems and interpersonal conflicts. Studies about emotional literacy highlight how emotional self-regulation skills can be taught and consequently learned, it emphasizes the role of context and learning factors; allocating great importance to strategies to promote the emotional self-regulation [2]. In light of these assumptions, the study describes the systemic action implemented through the network of actors (school, family and the world of research) that have supported a child with ADHD, dyslexia and dysgraphia, in IV primary. Within a framework of multimodal intervention where behavioural rehabilitation, emotional-relational, educational/didactical and pharmacological intervention were realized with excellent results, the research team carried out also an action in the classroom, defined by teachers and principal as highly problematic. Although the classroom is composed by 16 pupils, in fact, it is a very complex reality which includes strongly disturbing pupils with serious family problems and aggressive behaviours, children with socio-cultural disadvantage and traumatic life events. The instruments used, interviews with teachers, field observations and the Test Of Emotion Comprehension [3] revealed, together with a high emotional competence achieved by the pupil with ADHD, a negative difference for 5 pupils. The test components more problematic for the children were the ninth on the Moral and the component III on Desire. The multimodal nature of the study in the ADHD case, lead to plan an intervention also for the entire classroom group in order to act on the emotional components seen as compromised. Keywords
AN ADHD STUDENT IN A DIFFICULT CLASSROOM: WHEN THE CONTEXT MAKES A DIFFERENCE
PINNELLI, Stefania;SORRENTINO, CLARISSA
2017-01-01
Abstract
An evidence highlighted by multiple sources that shows a combination of causes [1] is that nowadays school faces the presence of children and young people with behavioural problems, self-control and emotional difficulties. This last aspect though is expected in children with ADHD, it is also widely diffused in many pupils and it causes behavioural problems and interpersonal conflicts. Studies about emotional literacy highlight how emotional self-regulation skills can be taught and consequently learned, it emphasizes the role of context and learning factors; allocating great importance to strategies to promote the emotional self-regulation [2]. In light of these assumptions, the study describes the systemic action implemented through the network of actors (school, family and the world of research) that have supported a child with ADHD, dyslexia and dysgraphia, in IV primary. Within a framework of multimodal intervention where behavioural rehabilitation, emotional-relational, educational/didactical and pharmacological intervention were realized with excellent results, the research team carried out also an action in the classroom, defined by teachers and principal as highly problematic. Although the classroom is composed by 16 pupils, in fact, it is a very complex reality which includes strongly disturbing pupils with serious family problems and aggressive behaviours, children with socio-cultural disadvantage and traumatic life events. The instruments used, interviews with teachers, field observations and the Test Of Emotion Comprehension [3] revealed, together with a high emotional competence achieved by the pupil with ADHD, a negative difference for 5 pupils. The test components more problematic for the children were the ninth on the Moral and the component III on Desire. The multimodal nature of the study in the ADHD case, lead to plan an intervention also for the entire classroom group in order to act on the emotional components seen as compromised. KeywordsI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
