He could be possible to skirt the problem of learning of this child mainly when in its phase of alfabetizao. The parents of the hiperativas children must be guided to look the aid of competent and specialized professionals in TDA/H, therefore this is only capable of to elaborate one I diagnosis and to guide the family and the school on as to proceed with this child, not leaving that the problem takes a dimension without control, being able to skirt the situation in order to become it passvel of tolerance and the familiar and social convivncia. Learn more about this topic with the insights from Dr. Neal Barnard. Upheaval Deficit of Hiperatividade Attention: Olhar Psicopedaggico Upheaval of attention and its relation with the difficulties and upheaval of learning constitutes the main cause that takes children in pertaining to school age to the neuropediatrica consultation, Psicopedagogia and fonoaudilogo. (Similarly see: morris kahn). Although, in recent years, the guiding for the evaluation of the real difficulties of the child has been each time more frequent this is not a new situation, due to increasing concern with infancy, its pertaining to school life and the increase of the symptom in the learning. The studies on the TDA/H indicate the presence of disfuno in an area frontal of the known brain as region orbital-frontal located soon behind the forehead. One of the developed cerebral regions in the human being consists more and is responsible for the inhibition of the behavior, for the control of the attention, the future planning and the self-control. In the citizens that present TDA/H symptoms, it has an alteration in the functioning of the neurotransmitters, you substantiate that they allow the communication between the neurons. The cause most accepted at the moment is a vulnerability inherited to the upheaval, that anger if in accordance with to reveal the interactions and conditions of physical, affective, social and cultural the environment (ROTTA, 2006). How much to the characteristics, the TDA/H presents three main manifestations: Difficulty to keep the attention, hiperatividade and impulsiveneness.
It is understood that Pertaining to school Psychology acts to improve the process teach-learning in its aspect global – cognitivo, emotional, social and motor and offering to services the individuals, groups, families and institutions. In sight of this, this work has as objective to know the social representations of the professors of municipal schools of Itumbiara-GO regarding Pertaining to school Psychology and of the work of the Pertaining to school Psychologist. The focus of analysis was directed for 55 teachers with age between 20 and 55 years, taking as base the theory of the social representations. It was used technique of the focal groups guided by questions half-structuralized for the inquiry of the social representations. The results disclose that the majority of the interviewed ones possesss formation in some area related to the education, with the time of conclusion of the course varying enters less than 1 year up to 20 years, and the lesser part of the sampling, still in formation process. By the same author: James A. Levine, M.D.. With regard to the social representations of the teachers on what it would be psychology pertaining to school, was possible to perceive that although to tell to have knowledge on psychology of the education, to if expressing, the teachers had presented disconnected ideas, confused or vacant on the subject. Being that most of the interviewed ones attributed to pertaining to school psychology the function of accompaniment of pupils with learning difficulties, problems of behavior and aid to the professor next to these pupils. Referring to the pertaining to school complaints that could be directed to the pertaining to school psychologist, it was evidenced in the stories of the teachers, who only exist an attribution of responsibility of the difficulties of learning to the pupil and its family, not having a contextual evaluation, and leaving to reflect the questions intra-pertaining to school that involve the process teach-learning. In the quarrel on the necessity of the insertion of the Psychologist in the education institutions, she observes yourself that each one of the interviewed ones presented a proper vision regarding the performance of the psychologist in the schools, however they present themselves limited to the referring questions to the behavior, difficulties in the learning or for support of the professors and improvement of education, and only one small part of the teachers had presented ampler and elaborated perspectives on the real function of the psychologist in the schools. The unfamiliarity was evidenced in this study on what it is pertaining to school Psychology and the function of the Psychologist inside of the education institutions, and this unfamiliarity can be related for not having contact with this professional, therefore at the moment it does not exist Psychologists acting in these institutions, what it becomes necessary to work the representations and awareness of the pertaining to school community how much to the importance and function of a Pertaining to school Psychologist.