Desempenho de funções executivas em adolescentes que cometem autolesão não suicida

• Ano de defesa: 2025
• Autor(a) principal: Guedes, Mahyne Cleia Albino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Psicologia; Programa de Pós-Graduação em Neurociência Cognitiva e Comportamento; UFPB
• Palavras-chave em Português: Autolesão não suicida; Função executiva; Adolescência; Nonsuicidal self-Injury; Executive function; Adolescents; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/37343

Adolescence is a transitional period marked by puberty and the maturation of cognitive control, driven by the development of the prefrontal cortex and its connections. This process directly influences executive functions, which are essential for emotional regulation, planning, and impulse control. Changes in these functions can increase vulnerability to risky decision-making, contributing to risky behaviors such as non-suicidal self-harm (NSS). NSS is more prevalent in adolescence and has been associated with the prediction of future suicide attempts, one of the leading causes of death among adolescents worldwide. Given this scenario, the present study aimed to analyze the performance of executive functions in adolescents involved in non-suicidal self-harm. The sample consisted of 144 adolescents (72 from the self-harm group and 72 from the comparison group), aged between 14 and 17 years. The following instruments were used in this study: sociodemographic questionnaire, Five Digit Span Test (FDT), Digit Span, Adult Executive Functioning Inventory (ADEXI) (self-report and informed versions), Positive and Negative Affect Scale (PANAS), Emotion Regulation Questionnaire (ERQ), Depression Anxiety and Stress Scale (DASS-21) and Functional Self-Harm Scale (FASM). These instruments seek to access the three subcomponents of executive functioning — working memory, cognitive flexibility and inhibitory control —, affective states, emotion regulation strategies, stress, anxiety and depression scores, as well as data on NSSI behaviors. Parametric data were analyzed by Student's t-test and nonparametric data by the Mann-Whitney test. The results were analyzed with a 95% confidence interval and indicated statistically significant differences only in self-reported working memory (p < 0,05), positive affect (p < 0,05), negative affect (p < 0,05) and stress, anxiety and depression (p < 0.001). The results suggest that there is no direct relationship between ALNS and deficits in executive functioning in adolescents who practice these behaviors. On the other hand, affective states seem to be better related to this behavior.