Emotional Intelligence and Attention-deficit/hyperactivity disorder (ADHD)

Introduction Attention-deficit/hyperactivity disorder (ADHD) is the most common neurodevelopmental in children and adolescents. It characterized by age-inappropriate inattention/impulsiveness and/or hyperactivity symptoms. However, emotional symptoms are frequent patients with ADHD may, some cases, be responsible for a major part of negative impact on functioning outcome. now well established that large number without any comorbid exhibit lability. Recently , given importance symtoms several authors have argued intelligence affects health essential success academics as life general it defined ability to perceive, appraise, express emotions; access generate feelings when they facilitate thought; regulate emotions promote intellectual growth. Objectives •Our research aimed evaluate compare social two groups children, aged 6 19 . Methods •One hundred twenty child (N=60 ADHD, N = 60 Control cases) were assessed BarOn Emotional Quotient Inventory: Youth Version (BarOn EQ-i:YV™), providing an estimate their underlying intelligence. •The EQ-i:YV specifically designed assess coping skills, adaptability, well-being teenagers. •Children control cases compared each other. Results results showed (EQ) was significantly lower group (p=0.01) •Also, our there statistically significant differences intrapersonal skills (p˂0.0010) Adaptability Scale (p=0.005) ; General Mood ( p=0.004) positive impression (p 0.001) between cases. Thus, first got scores than second one all aspects. Conclusions •ADHD quality person who suffers from personal areas. Therefore, study individuals this diagnosis important. •And considering fact abilities associated can learned improved, thought target therapy individualized education inadequate healthy population Disclosure Interest None Declared