Vivencias de desregulación emocional en estudiantes universitarios de Lima Metropolitana diagnosticados con trastorno por déficit de atención e hiperactividad
Fecha
2022
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Universidad Antonio Ruiz de Montoya
Resumen
Esta investigación buscó conocer las vivencias de desregulación emocional en estudiantes universitarios diagnosticados con Trastorno por Déficit de Atención e Hiperactividad (TDAH); explorando así la calidad de sus relaciones interpersonales. Participaron ocho estudiantes universitarios diagnosticados con TDAH, quienes fueron entrevistados utilizando una guía semiestructurada dividida en dos dimensiones: TDAH y desregulación emocional. Los resultados reflejan que las dificultades de los participantes en relación al TDAH responden al desconocimiento que tienen del mismo, tanto ellos como su entorno, lo cual genera rechazo por parte de este último. También se encontraron diferencias entre los participantes en relación con la autorregulación de sus emociones, teniendo algunos de ellos dificultades para el manejo adecuado de las mismas, lo cual influye negativamente en el desarrollo de sus relaciones interpersonales, mientras que otros no manifiestan mayores conflictos en torno a ello. Se concluye entonces que la desregulación emocional, como componente del TDAH, se manifiesta como respuesta frente al rechazo y exclusión por parte del entorno, que surgen por falta de información y concientización acerca del trastorno; por lo tanto, es necesaria la psicoeducación acerca del TDAH a la población en general, a fin de reducir dicho desconocimiento y promover mayor aceptación de quienes lo padecen.
This research sought to know the experiences of emotional dysregulation in university students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD); thus, exploring the quality of their interpersonal relationships. Eight university students diagnosed with ADHD participated, who were interviewed using a semi-structured guide divided into two dimensions: ADHD and emotional dysregulation. The results reflect that participants’ difficulties in relation to ADHD respond to the lack of knowledge they and their environment have about it, which generates rejection by the latter. Differences were also found in the participants in relation to the self-regulation of their emotions, with some of them having difficulties in the adequate management of their emotions, which negatively influences the development of their interpersonal relationships, while others do not manifest major conflicts in this regard. It is concluded then that emotional dysregulation, as a component of ADHD, manifests itself as a response to rejection and exclusion by their social environment, which arise from the lack of information and awareness about the disorder; therefore, psychoeducation about ADHD is necessary for the general population, in order to reduce this lack of knowledge and promote greater acceptance of those who suffer from it.
This research sought to know the experiences of emotional dysregulation in university students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD); thus, exploring the quality of their interpersonal relationships. Eight university students diagnosed with ADHD participated, who were interviewed using a semi-structured guide divided into two dimensions: ADHD and emotional dysregulation. The results reflect that participants’ difficulties in relation to ADHD respond to the lack of knowledge they and their environment have about it, which generates rejection by the latter. Differences were also found in the participants in relation to the self-regulation of their emotions, with some of them having difficulties in the adequate management of their emotions, which negatively influences the development of their interpersonal relationships, while others do not manifest major conflicts in this regard. It is concluded then that emotional dysregulation, as a component of ADHD, manifests itself as a response to rejection and exclusion by their social environment, which arise from the lack of information and awareness about the disorder; therefore, psychoeducation about ADHD is necessary for the general population, in order to reduce this lack of knowledge and promote greater acceptance of those who suffer from it.
Descripción
Palabras clave
Emociones y sentimientos, Trastornos por déficit de atención con hiperactividad, Relaciones interpersonales, Psicología educativa, Estudiantes universitarios, Lima Metropolitana, Área (Perú), Psicología
Citación
Horna, A. (2022). Vivencias de desregulación emocional en estudiantes universitarios de Lima Metropolitana diagnosticados con trastorno por déficit de atención e hiperactividad [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM.
http://hdl.handle.net/20.500.12833/2391