Emotional problems in attention deficit hyperactivity disorder

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Published

2010-03-01

How to Cite

García, A. M., & Hernández, S. (2010). Emotional problems in attention deficit hyperactivity disorder. Revista De Psiquiatría Infanto-Juvenil, 27(1), 17–24. Retrieved from https://aepnya.eu/index.php/revistaaepnya/article/view/118

Issue

Vol. 27 No. 1 (2010)

Section

Orginial article

Authors

  • A M García Unidad de Salud Mental del Puerto. Gran Canaria
  • S Hernández Departamento de Psicobiología y Metodología de las Ciencias del Comportamiento. Universidad de La Laguna (Tenerife)

Keywords:

ADHD, depression, emotion, self-esteem

Abstract

Aim. Attention Deficit/Hyperactivity Disorder (ADHD) is an example of psychopathology, although traditionally studied from the cognitive point of view, its etiology may be better understood if we consider also the emotional perspective. This study focuses on examining whether children diagnosed with ADHD have increased levels of depression and anxiety disorders with other emotional variables such as self-esteem and negative attitude toward school. Additionally we analyzed the interobserver differences in perception of the emotional level of these variables in individuals with ADHD. Methodology. The sample consisted of 12 children (8-12 years) who met DSV-IV criteria for ADHD diagnosing. We administer an assessment protocol consisting of the following tests: WISC-R, D2-Attention Test, Behavior Assessment System for Children (BASC), State-Trait Anxiety Inventory for Children (STAIC), and Spanish Child Depression Questionnaire (CEDI). The results were compared with those exhibited by a control group matched for age, IQ and years of schooling, and with the normative data provided by the scales for their age of the tests used. Results. Regarding the sample self-perceived anxiety
was felt less anxious than the average of the sample used to scale the BASC in Spain but, according to STAIC, subjects in the sample had a higher anxiety scale controls. Parents appreciate higher levels of anxiety and depression in children that they and their teachers. ADHD children have a higher level of depressive features in comparison with the average of the ratings of their age, but stop short of a depressive disorder. In the other emotional variables evaluated, relating to motivation and self-esteem, subjects had more negative levels of both the scales. Conclusions. The results show a psychological profile found in the sample of individuals with ADHD is characterized by significant emotional disturbances. We feel the need to take into account the emotional profile of children with ADHD both in the evaluation processes and in therapeutic approaches. 

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