Empathy Skills, Recognition of Emotional Facial Expressions and Peer Bullying in Children and Adolescents with Attention-Deficit and Hyperactivity Disorder

Yıl 2024, Cilt: 5 Sayı: 3, 78 - 85, 30.11.2024

Elif Gökçe Ersoy Şimşek , Tülin Fidan

Öz

OBJECTIVE: In this study, it, was aimed to compare the empathy skills, recognition of emotional facial expressions and peer bullying in children and adolescents with Attention-Deficit and Hyperactivity Disorder (ADHD) and control group, and to examine the relationship between empathy skills and peer bullying.
METHOD: Study population consists of 65 children and adolescents aged 8 to 16 who were diagnosed with ADHD. Control group consists of 60 healthy children in a similar age group. Diagnoses were established by using the Kiddie Schedule for Affective Disorders and Schizophrenia Presentand Lifetime Version, KASI Empathic Tendency Scale, Reading the Mind in the Eyes Test and Peer Bullying Scale.
RESULTS: According to the findings of this study, the level of empathy skills were lower in ADHD group than control group in adolescents. There was no difference between the ADHD group and the control group in terms of recognizing emotional facial expressions in children and adolescents. Verbal bullying was more frequently detected in adolescents with ADHD and they were more exposed to bullying than the control group. It was found that there was a negative correlation between cognitive empathy skills and bullying and victimization in adolescents. It was also determined that there was a negative correlation between recognition of emotional facial expressions and bullying in adolescents. It was concluded that there is a relationship between low level of cognitive empathy skills and peer bullying.
CONCLUSION: ADHD affects empathy skills in adolescents, and there is a relationship between cognitive empathy and peer bullying; Therefore, it can be said that children and adolescents with ADHD are at risk of peer bullying.

Anahtar Kelimeler

Attention Deficit Hyperactivity Disorder, empathy, peer bullying

Dikkat Eksikliği Hiperaktivite Bozukluğu Olan Çocuk ve Ergenlerde Empati Becerileri, Duygusal Yüz İfadelerini Tanıma ve Akran Zorbalığı

Öz

GİRİŞ: Bu çalışmada Dikkat Eksikliği Hiperaktivite Bozukluğu (DEHB) tanısı olan çocuk ve ergenlerde empati becerilerinin, duygusal yüz ifadelerini tanıma becerilerinin ve akran zorbalığına uğrama ve maruz kalma durumlarının kontrol grubu ile karşılaştırılması ve empati becerileri ile akran zorbalığına arasındaki ilişkinin incelenmesi amaçlanmıştır.
YÖNTEMLER: Çalışmamıza DEHB tanısı konmuş, 8-16 yaş 65 çocuk ve ergen dahil edilmiştir. Kontrol grubuna 60 sağlıklı çocuk ve ergen dahil edilmiştir. Olguların değerlendirmesinde Okul Çağı Çocukları için Duygulanım Bozuklukları ve Şizofreni Görüşme Çizelgesi-Şimdi ve Yaşam Boyu Şekli, KASİ Empati Eğilim Ölçeği, Gözlerden Akıl Okuma Testi ve Akran Zorbalığı Belirleme Ölçeği kullanılmıştır.
BULGULAR: Çalışmamızda; ergen DEHB grubunda duygusal ve bilişsel empati becerilerinin kontrol grubundan daha düşük olduğu saptanmıştır. DEHB grubu ile kontrol grubu duygusal yüz ifadelerini tanıma açısından karşılaştırıldığında çocuk ve ergenlerde gruplar arasında fark saptanmamıştır. Ergenlerde DEHB'si olan grubun kontrol grubuna göre daha fazla sözel zorbalık yaptığı ve zorbalığa daha fazla maruz kaldığı saptanmıştır. Ergenlerde bilişsel empati becerileri ile zorbalık yapma ve zorbalığa maruz kalma arasında negatif ilişki olduğu saptanmıştır. Ergenlerde duygusal yüz ifadelerini tanıma ile zorbalık yapma arasında da negatif ilişki olduğu saptanmıştır. Bilişsel empati becerilerindeki zayıflık ile akran zorbalığı arasında ilişki olduğu sonucuna varılmıştır.
SONUÇ: DEHB’nin ergenlerde empati becerilerini etkilediği, bilişsel empati ile akran zorbalığı arasında ilişki olduğu; bu nedenle de DEHB’si olan çocuk ve ergenlerin akran zorbalığı açısından risk altında olduğundan söz edilebilir.

Anahtar Kelimeler

Dikkat eksikliği hiperaktivite bozukluğu, empati, akran zorbalığı

Kaynakça

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