Crianças portadoras de HIV/AIDS: desenvolvimento emocional e competência social

Abstract

BRAGHETO, Ana Cristina Magazoni. Children with HIV/Aids: Emotional development and social competence. Ribeirao Preto, 2008. 83 p. Master’s thesis – University of Sao Paulo at Ribeirao Preto College of Nursing, 2008. This descriptive and cross-sectional study was carried out at an infectious disease unit of a teaching hospital in the interior of Sao Paulo State, Brazil and at a kindergarten in the interior of the State. The general aim is to identify the personal characteristics that can constitute resiliency factors in children with HIV/Aids. The specific aims are: to assess, through children, parents and/or caregivers of children with HIV/Aids, these children’s social competences, school performance and cognitive and emotional development. The sample consisted of children between seven and twelve years old, including 15 children with HIV/Aids and their respective caregivers and 15 children without any chronic disease and their respective caregivers. The School Performance Test (SPT) was used for data collection, as well as the Strengths and Difficulties Questionnaire (SDQ), which assesses social competences, and Human Figure Drawing (HFD), which assesses emotional and social competence. Data were analyzed by calculating the scores of each child on the assessed domains, in line with the usage instructions of each instrument. Both groups’ scores, the research group (children with HIV/Aids) and the control group (children without chronic disease) were compared, using Mann-Whitney’s non-parametrical test and Fisher’s Exact test. The results showed no difference in school performance between the study groups, but significant differences in emotional and cognitive development. Children with HIV/Aids were at greater risk in these two aspects. As to the behavioral assessment, the two groups did not show mutual differences, except in the domain of relationships with colleagues. Children with HIV/Aids showed less problems with colleagues in the group than children without chronic disease. It is concluded that the emotional and cognitive development of children with HIV/Aids is at risk. School performance in both groups remained below expectations. It seems that, despite the child’s condition, the schools’ conditions are not favoring this performance. In the behavioral assessment, the result related to the difference between both groups in their relations with colleagues suggests that children with HIV/Aids may have less problems in this domain because they have less opportunities to Interact. This result may be due to difficulties they experience in their routine as a consequence of stigmatization processes. These results provide support to outline care and help strategies for children with HIV/Aids and mainly bring up aspects for further research. Descriptors: HIV/Aids, children, child development, behavior.