276-290

• Κουβαβά, Σοφία
• Αντωνοπούλου, Αικατερίνη
• Μαριδάκη - Κασσωτάκη, Αικατερίνη

Η φιλία είναι μια δυαδική, εθελοντική, αμοιβαία σχέση, η οποία προϋποθέτει την παρουσία ενός αμοιβαίου συναισθηματικού δεσμού ανάμεσα στα μέλη της. Φιλικές σχέσεις με θετικά και αρνητικά ποιοτικά χαρακτηριστικά μπορούν να δημιουργηθούν μεταξύ παιδιών με και χωρίς Διαταραχή Ελλειμματικής Προσοχής – Υπερκινητικότητα (ΔΕΠ-Υ). Τα παιδιά με ΔΕΠ-Υ, πάντως, αντιμετωπίζουν σημαντικές δυσκολίες στη δημιουργία και διατήρηση φιλικών σχέσεων (Blachman & Hinshaw, 2002). Σκοπός της παρούσας έρευνας είναι να εξετάσει τις αντιλήψεις για την ποιότητα της φιλίας μαθητών με ή χωρίς ΔΕΠ-Υ που φοιτούν στο δημοτικό σχολείο, τη διάρκεια των φιλικών σχέσεων τους και τις προτιμήσεις τους αναφορικά με την επιλογή των φίλων τους. Οι συμμετέχοντες στην έρευνα ήταν 102 παιδιά με τυπική ανάπτυξη και 22 παιδιά με διάγνωση ΔΕΠ-Υ από κρατικό φορέα, μέσης ηλικίας 9,51 ετών (τ.α.=1,30, ηλικιακό εύρος: 8 έως 12 έτη).Τα εργαλεία που χρησιμοποιήθηκαν για τη συλλογή δεδομένων ήταν ένα κοινωνιόγραμμα και μια κλίμακα αξιολόγησης της ποιότητας φιλίας, καθώς και ένα ερωτηματολόγιο με δημογραφικά στοιχεία και πληροφορίες για τα χαρακτηριστικά των φιλικών σχέσεων των παιδιών. Τα αποτελέσματα έδειξαν ότι τα παιδιά με ΔΕΠ-Υ έχουν λιγότερους φίλους στην τάξη τους και οι φιλικές σχέσεις τους είναι βραχύχρονες. Όλα τα παιδιά επιλέγουν ως φίλους συνομηλίκους τους χωρίς κάποια μαθησιακή δυσκολία. Τέλος, οι μαθητές, με και χωρίς ΔΕΠ-Υ περιγράφουν και αντιλαμβάνονται τις φιλικές σχέσεις τους ως ποιοτικές, αποδίδοντάς τους θετικά χαρακτηριστικά. Το κύριο συμπέρασμα της έρευνας είναι ότι ο ρόλος του σχολείου στην ανάπτυξη και ενδυνάμωση των φιλικών σχέσεων χρήζει συστηματικής διερεύνησης, ιδιαίτερα στην ελληνική πραγματικότητα.

• Educational sciences

• Εκπαίδευση

φιλία, ποιότητα φιλίας, μαθητές δημοτικού σχολείου, ΔΕΠ-Υ, friendship, friendship quality, primary-school children, ADHD

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