Estratégias de enfrentamento do tdah no ensino superior: uma abordagem cognitivo-comportamental

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) generates deficits in attention, hyperactivity, and impulsivity, often persisting into adulthood and accompanying individuals throughout their learning processes. Given the significant prevalence of ADHD in the population and the increased accessibility of diagnostic and therapeutic tools, it is essential to adopt coping strategies in academic settings. This article aims to identify, from a cognitive-behavioral perspective, coping strategies for ADHD that can be implemented in academic environments. The methodology used was an Integrative Literature Review based on books and scientific articles on the subject. The research was conducted using the PEPSIC, SCIELO, and Google Scholar databases, covering articles published between 2015 and 2024 in Portuguese. From the 15 articles identified, 10 were selected for analysis. The results highlight psychoeducation as a foundational technique for developing strategies, as it seeks to explain and guide individuals about their cognitive functioning and the symptoms of the disorder. The main strategies identified for managing ADHD symptoms in academic contexts include environmental modulation, aimed at adjusting the environment to reduce distractions; task planning and organization, focusing on prioritizing tasks and structuring routines; and time management, involving self-monitoring the time spent on tasks and other activities. In conclusion, adopting strategies to manage ADHD symptoms in academic settings is crucial to minimizing the disorder's impact during university life.