IMPACTS OF EUTONY ON THE PERCEPTION OF EMOTIONS AND SUBJECTIVE WELL-BEING IN CHILDREN WITH ADHD

Abstract

The perception of emotions and subjective well-being represent crucial dimensions in the development of children with Attention Deficit Hyperactivity Disorder (ADHD). This study investigated how students diagnosed with ADHD perceive their emotions before and after interventions based on Eutony, a practice within the field of Somatic Education. The research was conducted in a municipal school in Umuarama-PR, tracking 12 students aged between 8 and 12 years attending the Multifunctional Resource Room. The procedure comprised eight 60-minute weekly sessions based on the manual by Brieghel-Muller (1998). For data collection, an adapted Cantril Scale was applied at the beginning and end of each session, combined with qualitative observation notes in a Field Journal. Results showed 63 instances of stability in well-being self-assessment, 19 positive changes, and 6 negative changes. It was found that older children demonstrated greater ease in incorporating autonomous self-regulation strategies, such as breathing techniques, whereas the observed fluctuations reflected the awakening of self-awareness and an improved ability to differentiate emotions. It is concluded that Eutony serves as a promising pedagogical resource in the school environment, as it promotes body awareness and assists in emotional regulation, fostering the enhancement of subjective well-being and the socio-emotional development of students with ADHD.