Dikkat Eksikliği Hiperaktivite Bozukluğunda Duygusal Zeka

Year 2019, Volume: 11 Issue: 1, 112 - 119, 31.03.2019

Gamze Yapça Kaypaklı , Lut Tamam

https://doi.org/10.18863/pgy.467037

Cited By: 2

Abstract

Duygusal zeka, kendisinin ve diğerlerinin duygularını anlayabilme, problem çözerken bu duygulardan faydalanabilme, empati yapabilme, değişikliğe uyum gösterme, stresi yönetebilme, motive olabilme ve başkaları ile başarılı ilişkiler yürütebilmeyi tanımlar. Birçok yazar dikkat eksikliği hiperaktivite bozuklu-ğu (DEHB) olan çocuk ve ergenlerde sosyal defisit olduğunu belirtmiştir. DEHB’li çocuk ve erişkinlerin mimiklerden ve seslerden duyguları tanımada daha kötü performans sergiledikleri, daha fazla agresif davranış gösterdikleri, daha düşük engellenme toleransına sahip oldukları ve özdenetimlerinin bozul-duğu bilinmektedir. Bu nedenle bazı yazarlar, dikkat eksikliği, hiperaktivite ve dürtüsellik yanında kişiler arası etkileşimdeki problemleri açıkça tanımlayabilecek emosyonel işlev bozukluğunun DEHB'nin çekirdek belirtisi olarak kabul edilmesi gerektiğini ileri sürmüşlerdir.  Duygusal zekâ ile ilişkili yeteneklerin öğrenilip geliştirilebileceği göz önüne alındığında, duygusal zekânın geliştirilmesi için bireyselleşti-rilmiş eğitimin DEHB'li hastalar için bir tedavi hedefi olduğu düşünülebilir.

Keywords

Dikkat Eksikliği Hiperaktivite Bozukluğu, Duygusal Zeka, Emosyon Regulasyonu

Emotional Intelligence in Attention Deficit Hyperactivity Disorder

Abstract

Emotional intelligence refers to comprehending the feelings of oneself and others, utilizing these feelings to cope with daily-life demands, showing empathy, adaptability to change, managing stress, self-motivation and establishing successful relationships. Many authors state that there is a social deficit in children and adolescents with attention deficit hyperactivity disorder (ADHD). Children and adults with ADHD were found to have lower ability in recognizing emotions from mimics and sounds, have more aggressive behavior, lower frustration tolerance and impaired self-control. Therefore, some authors suggest the addition of a new core symptom in the diagnosis of ADHD, which could clearly identify problems at the interpersonal interaction besides attention deficit, hyperactivity, and impulsivity. Considering the fact that abilities associated with emotional intelligence can be learned and improved, developing emotional intelligence can be thought as a target for therapy by individualized education for patients with ADHD.

Keywords

Attention Deficit Hyperactivity Disorder, Emotional Intelligence, Emotion Regulation

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