RESUMO
CONTEXT: The family’s participation in the psychiatric recovery is an important facilitator. OBJECTIVE: To show the current overview of psychoeducation studies related to family involvement in the treatment of social phobia. METHOD: A systematic literature search was performed based in the VHL database, PsycINFO, and SciELO. Studies in adults between 18 and 65 years with comorbid conditions except personality disorders and psychosis were considered. All kinds of studies and different time intervals of outcome measures were included. RESULTS: Databases showed low number of studies involving family psychoeducation in social phobia. Discussion: Recent literature shows very small amount of studies approaching family participation in the treatment of social phobia. CONCLUSION: It was found only studies with adolescent patients.
CONTEXTO: a participação da família na recuperação psiquiátrica é um facilitador importante. OBJETIVO: mostrar a visão geral atual de estudos psicoeducacionais relacionadas ao envolvimento da família no tratamento da fobia social. MÉTODO: uma revisão sistemática de literatura foi realizada baseada nas bases de dados VHL, PsycInfo e SciELO. Foram considerados estudos em adultos entre 18 e 65 anos de idade com condições concomitantes, exceto transtornos de personalidade e psicose. Foram incluídos todos os tipos de estudo e diferentes intervalos de tempo das medidas de resultados. RESULTADOS: as bases de dados exibiram uma quantidade baixa de estudos envolvendo psicoeducação familiar para fobia social. Discussão: a literatura recente evidencia um número muito baixo de estudos abordando a participação familiar no tratamento da fobia social. CONCLUSÃO: foram encontrados somente estudos com pacientes adolescentes.
CONTEXTO: La participación de la familia en la recuperación psiquiátrica es un facilitador importante. OBJETIVO: Mostrar el panorama actual de estudios psicoeducacionales relativos al envolvimiento de la familia en el tratamiento de la fobia social. MÉTODO: Una pesquisa de literatura sistemática fue realizada con base en el banco de datos VHL, PsycINFO y SciELO. Fueron considerados estudios en adultos entre 18 y 65 años con condiciones comórbidas, excepto disturbios de personalidad y psicosis. Fueron incluidos todos los tipos de estudios y diferentes intervalos de tiempo de las evaluaciones del resultado. RESULTADOS: la banca de datos mostraron un bajo número de estudios envolviendo la psicoeducación familiar en la fobia social. Discusión: La literatura actual presenta una cantidad pequeña de estudios que abordan la participación de la familia en el tratamiento de la fobia social. CONCLUSIÓN: Fueron encontrados estudios apenas con pacientes adolescentes.
Assuntos
Humanos , Masculino , Feminino , Adolescente , Adulto , Pessoa de Meia-Idade , Cuidadores , Relações Familiares , Transtornos FóbicosRESUMO
INTRODUCTION: Although several clinical studies on adult social phobic patients have been developed of late, related literature fails to present studies of interventionist nature dealing with family participation in the patient's treatment. OBJECTIVE: The present article is intended to verify the impact caused by the insertion of family members in the treatment of the adult social phobic patient. METHOD: Subjects included 15 male and 15 female patients affected by social phobia, age range 25 to 40 years, and showing depressed mood; eight caregivers were also included in the study. Instruments used for the study comprised the SCID, SAD, and FNE scales. Family members answered to the adapted Burden Interview scale. Three therapy groups were formed and each one included ten patients that attended 20 weekly 90-minutes sessions. Caregivers' attendance was fortnightly carried out with ten one-hour sessions. Data were analyzed using the paired Student's t test and the adopted significance level was 5%. RESULTS: Twelve patients were able to conclude the program; ten participants quit the ongoing program; eight patients were present at the initial interview only. After the intervention, nine participants showed SAD and FNE decreased scores; two patients showed decreased FNE scores only; and increased scores in both scales were observed in one patient. All the participants who had family members included in the program concluded the intervention. Statistical analysis showed significant mean differences between SAD and FNE scales after the procedure. CONCLUSION: The present study showed that social phobic patients adherence to treatment is likely to increase when family members also participate in the intervention.
Assuntos
Família , Transtornos Fóbicos/terapia , Adulto , Feminino , Humanos , Masculino , Cooperação do PacienteRESUMO
Muitas são as questões que vêm sendo estudadas, quando nos referimos à educação básica brasileira. Independente da abordagem que embasa as discussões, um dos temas recorrentes é a qualidade do ensino, desigual entre as regiões do Brasil. A garantia de uma educação de qualidade só ocorrerá a partir do momento em que sejam adotadas políticas públicas que assegurem a igualdade de condições de acesso e permanência dos alunos na escola. À luz destas constatações, o objetivo deste artigo é fazer uma análise, fundamentada no behaviorismo radical, de algumas dimensões das políticas educacionais da atualidade contidas no Plano de Desenvolvimento da Educação, que estejam ligadas à qualidade da educação e às formas de avaliação propostas para a sua medição. As dimensões elencadas para análise são: progressão continuada, avaliação, responsabilização e pagamento por desempenho. Percebemos que todas as problemáticas discutidas têm um ponto central: o poder de controle, fato que comprova a complexidade do tema em questão e a necessidade de compreender a educação, enquanto instituição.
When it comes to basic education in Brazil, many questions have already been studied. Regardless of the approach that underlies the discussions, one of the recurring themes is the quality of education, disproportionate across regions of Brazil. High quality education will only be possible from the moment that public policies are adopted that guarantee equality of access and the permanence of students at school. The aim of this paper is to analyze, based on radical behaviorism, some of the dimensions of today's educational policies included in the current Educational Development Plan, which are linked to the quality of education and the forms of assessment proposed for its measurement. The dimensions listed for analysis are: continuous progression, assessment, accountability and performance pay. It can be seen that all the issues discussed have a central theme: the power of control, a fact that proves the complexity of the subject matter and the need to understand education as an institution.