A intervenção descrita neste estudo teve o objetivo de desenvolver as habilidades empáticas de crianças e adolescentes diagnosticados com a Síndrome de Asperger. O modelo aplicado a esta amostra se fundamentou num conceito multidimensional da empatia e teve como base o modelo cognitivo comportamental.
As estratégias escolhidas priorizaram o estímulo ao desenvolvimento do componente cognitivo da empatia que foram exercitadas através do formato em grupo. Os pais dessas crianças e adolescentes de 8 a 17 anos fizeram parte de um grupo paralelo que os instruiu a darem continuidade às estratégias ensinadas durante as sessões, bem como a entenderem melhor o funcionamento da Síndrome de Asperger.
Os resultados do presente estudo mostraram que as habilidades empáticas tenderam a se desenvolver através deste modelo de intervenção e grande parte delas se mantiveram após um pequeno período de tempo. Eles apontaram, ainda, que talvez seja necessário o prolongamento de sua duração e a intensificação de sua frequência. Adicionalmente, poderiam ser acrescentados módulos que incluíssem a participação dos profissionais de educação para que a estimulação se estenda ao ambiente escolar.
Algumas lacunas ficaram em aberto. Sugere-se que, em futuras investigações, os dados avaliados sejam divididos por intervalos de idades mais curtos, a amostra possa ser ampliada e os instrumentos de avaliação refinados. Recomenda-se, ainda, a inserção de um grupo controle.
Em resumo, o presente estudo se constitui numa contribuição inicial para o desenvolvimento de intervenções eficazes que favoreçam o aprimoramento social em crianças e adolescentes com Síndrome de Asperger. Assim, ele assume o papel de uma primeira etapa (dentro das muitas subsequentes a esta) para a padronização de um protocolo que desenvolva de forma eficiente e flexível as habilidades empáticas. Ele também não possuiu o objetivo de diminuir o mérito de outras abordagens e metodologias de intervenção, especialmente aquelas baseadas na teoria estritamente comportamental. Esta última já solidificou sua eficácia através de uma série de estudos. Por outro lado, as intervenções baseadas em modelos
mais amplos que levam em consideração os aspectos de base do desenvolvimento social (aspectos cognitivos e afetivos e não apenas os comportamentais) são mais recentes. Há, sem dúvidas a necessidade de mais investigações neste sentido.
Usando uma linguagem metafórica, fica um questionamento aguçado por este estudo. Afinal, o que seria mais produtivo: dar o peixe ou ensinar a pescar?
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