Participation and environment measure - children and youth: PEM-CY Brazil measurements properties.

BACKGROUND: Participation of children with disabilities is an indicator of social inclusion, health, and well-being, and its evaluation needs to be included in the clinical practice of rehabilitation professionals. OBJECTIVES: To investigate the measurement properties of the Participation and Environment Measure - Children and Youth Brazilian version (PEM-CY Brazil). METHODS: We used the PEM-CY to evaluate participation and environment of children with and without disabilities in the home, school, and community settings. Based on COSMIN guidelines, we analyzed two measurement properties: internal consistency for all domains using Cronbach's alpha; and construct (known-groups) validity, i.e., the degree to which instrument scores identify differences between groups. T-tests, Mann-Whitney, or Chi-square tests compared children with and without disabilities. RESULTS: 101 Brazilian children (mean age=9.31 years) with (n = 62) and without (n = 39) disabilities were included. Internal consistency ranged from appropriate (0.70) to excellent (0.95) for all domains in all settings, except for Resources in the environment of the home setting (0.53). Regarding construct validity, PEM-CY participation scores were significantly different between groups in most domains. Children with disabilities were significantly less involved and participated in a smaller number of activities in all settings, in comparison to those without disabilities. The PEM-CY scores in all settings of the environment were significantly higher in the group of children without disabilities. CONCLUSION: Preliminary support was provided for the internal consistency and construct (known-groups) validity of the PEM-CY Brazil to measure participation and the environment in the Brazilian context. The PEM-CY can therefore be used by rehabilitation professionals in Brazil.

Rehabilitation Practices Delivered by Physical and Occupational Therapists to Brazilian Children With Congenital Zika Syndrome: A Cross-Sectional Study.

INTRODUCTION: Congenital Zika syndrome (CZS) is a health condition that has affected the development of thousands of children in Brazil. Because it is a new condition, its understanding is an ongoing process. Therefore, it is important to know the rehabilitation interventions being delivered to improve the functioning of these children. We aimed to describe the practices of physical therapists (PTs) and occupational therapists (OTs) who provide follow-up care for children with CZS in Brazil. METHODS: This cross-sectional study included PTs and OTs who assist children with CZS in Brazil. An online questionnaire was used to verify the participants' personal characteristics and professional work environment, as well as the rehabilitation programs they implemented in Brazil for children with CZS. Data were analyzed using descriptive statistics. RESULTS: A total of 116 professionals (79 PT and 37 OT) who work mainly in public health services (81.9%) participated in the study. Of these, 24.1% plan interventions based on reading scientific articles, 66.4% did not report using the biopsychosocial model, 52.6% do not perform any assessments before starting an intervention, 31.9% use neurodevelopmental treatment, and 22.4% use sensorimotor stimulation interventions. The majority of the interventions are delivered 1 to 2 times a week, lasting up to 1 hour. CONCLUSIONS: Professional training and knowledge translation strategies are needed to implement evidence-based practices and improve the quality of rehabilitation programs for Brazilian children with CZS.

Formação para o SUS: a trajetória de adesão de um curso de terapia ocupacional às políticas indutoras de mudança curricular Pró e PET-Saúde, / Training for SUS: the adhesion trajectory of a course on occupational therapy to the inducing policies of curricular change Pró and PET-Saúde,

Resumo Tendo por base a relevância das políticas indutoras da formação para, com e no Sistema Único de Saúde (SUS), este artigo apresenta a experiência da participação do Curso de Graduação em Terapia Ocupacional da Universidade Federal do Rio de Janeiro no Pró-Saúde e no PET-Saúde, bem como indica as perspectivas e desafios que ainda se configuram. Trata-se de um relato de experiência a respeito de como, juntamente com outros cursos da universidade, o curso de terapia ocupacional se lançou ao desafio de rever sua matriz curricular, criando metodologias de ensino e aprendizagem que favorecessem uma formação profissional eticamente compromissada com o SUS e que reconhecessem o papel estratégico da Atenção Básica à Saúde (ABS) nos modos de pensar e agir em saúde. Nesse contexto, foi eleita uma unidade básica de saúde no entorno da Universidade que passou a receber estudantes de seis disciplinas obrigatórias remodeladas para promover maior integração ensino-serviço. Também foram desenvolvidas ações de extensão e projetos de pesquisa abarcando populações historicamente atendidas pela terapia ocupacional, mas com acesso limitado à ABS. Por fim, foi criada uma disciplina obrigatória sobre o tema. As iniciativas do curso de terapia ocupacional se configuraram como resistência a processos de captura dos modos de produção do cuidado pela lógica produtivista, insistindo na sensibilização dos atores, na visibilidade a seus modos de saber-fazer alinhados à perspectiva da integralidade, e na articulação da construção de terrenos férteis para a produção de saúde e convivência com e nas diferenças.

Abstract Based on the relevance of formation-inducing policies for, with and in the Unified Health System (SUS), this article aims to present the participation of Occupational Therapy undergraduate course of Federal University of Rio de Janeiro in national policies (Pró-Saúde and PET-Saúde), as well as indicate the perspectives and challenges that still exist. It is an experience report about how, with other university courses, the Occupational Therapy course reviewed its curriculum matrix, creating new teaching and learning methodologies that provide professional training ethically committed to SUS and that recognize the strategic role of Primary Care in the ways of thinking and acting in health. In this context, a Basic Health Unit in the vicinity of the University was chosen and started to receive students from six subjects remodeled to promote greater integration between teaching and health service. Extension actions and research projects were also developed, covering populations historically served by Occupational Therapy, but with limited access to primary care. Finally, a compulsory subject on the topic was created. The initiatives of the Occupational Therapy course were configured as resistance to processes in which the productivist logic captures the production of care. Therefore, they sought to raise awareness of the actors, to give visibility to their know-how aligned to the perspective of integrality, and to articulate them in the construction of fertile lands to produce health and living within the differences.

Medida da Participação e do Ambiente - Crianças Pequenas (YC-PEM): tradução e adaptação transcultural para o uso no Brasil / Young Children's Participation and Environment Measure (YC-PEM): translate and cross-cultural adaptation for use in Brazil

: Introduction: The Young Children's Participation and Environment Measure (YC-PEM) is a tool used to evaluate the frequency, involvement and impact of the environment on participation of children with and without disabilities between zero and five years of age in the home, daycare/preschool and community contexts. Objective: To translate and culturally adapt YC-PEM for use in Brazil. Method: The process consisted of six steps - (1) Translation from English-North American to PortugueseBrazil; (2) Synthesis of translations; (3) Analysis by an expert committee; (4) Cognitive interviews with parents/guardians; (5) Retro translation; (6) Consolidation of the final version. Results: Concomitantly with the translation, adaptations were necessary to facilitate the reading and interpretation of the tool. The title structure and the instructions for users were changed. Some items related to participation and environment were changed and received other examples more related to the Brazilian context. Conclusion: YC-PEM Brazil can help caregivers and healthcare professionals to identify the level of participation of children between zero and five years of age and the need for interventions aimed at improving their participation in the environment

Vygotsky e sua interface com as teorias de conceitos: aproximações e distanciamentos / Vygotsky and its interface with the theories of concepts: similarities and differences / Vygotsky y su interface con las teorías de conceptos: acercamientos y alejamientos

Embora a natureza dos conceitos seja tema de especulação desde a Grécia antiga, ainda não há um consenso quanto a sua definição e seu modo de representação na mente humana. Na Psicologia, ao longo de um século, diferentes concepções vêm sendo desenvolvidas. A teoria de Vygotsky sobre conceitos é tradicionalmente enquadrada na primeira delas - a visão clássica, a única existente em sua época. Contudo, tal enquadramento é questionado pelos autores desse artigo. Tendo por base a análise da literatura, o objetivo deste trabalho é comparar a concepção de Vygotsky com as diferentes visões psicológicas sobre conceitos, identificando as aproximações e distanciamentos entre elas. Por meio dessa análise foi possível identificar na teoria de Vygotsky aspectos pertinentes a diferentes formas de se compreender os conceitos, o que indica que o autor estava à frente de seu tempo, antecipando questões que só viriam a ser discutidas décadas depois.

Although the nature of concepts is speculation theme from ancient Greece, there is still no consensus on its definition and its mode of representation in the human mind. In Psychology, over a century, different concepts have been developed. Vygotsky's theory of concepts is traditionally framed in the first one - the classical view, the only one in his time. However, this framework is questioned by the authors of this article. Based on the analysis of the literature, the aim of this study is to compare the design of Vygotsky with different psychological views on concepts, identifying similarities and differences between them. Through this analysis it was possible to identify the theory of Vygotsky relevant aspects of the different ways to understand the concepts, which indicates that the author was ahead of his time, anticipating questions that would only be discussed after decades.

Aunque la naturaleza de los conceptos sea tema de especulación desde la Grecia antigua, aun no hay un consenso cuanto su definición y su modo de representación en la mente humana. En la Psicología, a lo largo de un siglo, diferentes concepciones vienen siendo desarrolladas. La teoría de Vygotsky sobre conceptos es tradicionalmente encuadrada en la primera de ellas - la visión clásica, la única existente en su época. Sin embargo, tal encuadramiento es cuestionado por los autores de este artículo. Teniendo por base el análisis de la literatura, el objetivo de este estudio es comparar la concepción de Vygotsky con las diferentes visiones psicológicas sobre conceptos, identificando los acercamientos y alejamientos entre ellas. Por medio de este análisis fue posible identificar en la teoría de Vygotsky aspectos pertinentes a diferentes formas de comprenderse los conceptos, lo que indica que el autor estaba más allá de su tiempo, adelantando cuestiones que sólo vendrían a ser discutidas décadas después.

Formação de conceitos por crianças com paralisia cerebral: um estudo exploratório sobre a influência de atividades lúdicas / Concept development by children with cerebral palsy: a study about the influence of playful activities

O objetivo deste trabalho foi investigar a influência de atividades lúdicas no processo de formação de conceitos espontâneos por crianças com seqüelas de paralisia cerebral. Participaram da pesquisa sete crianças, que foram submetidas a um pré-teste de conceitos espontâneos, sessões individuais de atividades lúdicas que envolviam alguns dos conceitos avaliados e reaplicação do teste inicial a fim de avaliar o grau de desenvolvimento dos conceitos. Todas as crianças participantes desenvolveram ao menos um dos conceitos mais vivenciados nas sessões de atividades lúdicas, além de terem desenvolvido outros conceitos espontâneos não avaliados por meio dos testes.

The objective of this research was to investigate the influence of playful activities in the process of developing basic concepts by children with cerebral palsy. The subjects were seven children who have been submitted to a pre-test of basic concepts; individual sessions of playful activities, which involved some of the evaluated concepts; and a second administration of the initial test in order to assess the degree of learning of such concepts. Every child has learned at least one of the concepts involved in the sessions of playful activities. They have also learned other concepts not evaluated by basic concepts tests.

Concepções de deficiência e reabilitação: um estudo exploratório com graduandos de fisioterapia / Concepciones de deficiencia y rehabilitación: un estudio exploratorio con estudiantes de fisioterapia / Conceptions of impairment and rehabilitation: an exploratory study with physiotherapy undergraduates

O objetivo deste estudo foi identificar alterações nas concepções de deficiência e reabilitação de alunos do primeiro e do último ano de um curso de graduação em Fisioterapia. A amostra foi constituída por 67 alunos de uma universidade brasileira. Os alunos foram solicitados a escrever todas as características que lhe viessem à mente, num intervalo de um minuto e meio, diante das palavras deficiência e reabilitação. As respostas foram analisadas visando identificar aspectos comuns que permitissem a criação de categorias para o agrupamento dos dados. Computaram-se as diferenças entre as porcentagens de respostas do 1º e do 4º anos para cada categoria criada. Verificou-se que os alunos do 1º ano citaram características mais ligadas ao senso comum e os do 4º ano arrolaram um maior número de atributos de caráter técnico-científico. Os resultados foram discutidos em função da influência do curso de graduação nos conceitos analisados

El objetivo de este estudio ha sido identificar alteraciones en las concepciones de deficiencia y rehabilitación de alumnos del primer y último año de un curso de fisioterapia. La muestra ha sido constituida por 67 alumnos de una universidad brasilera. Ha sido solicitado a los alumnos a escribir todas las características que les apareciesen a la cabeza en n intervalo de un minuto y medio, frente a las palabras deficiencia y rehabilitación. Las respuestas han sido analizadas con el objetivo de identificar aspectos comunes que permitiesen la creación de categorías para el agrupamiento de los datos. Se han computado las diferencias entre los porcentajes de respuesta del 1º y 4º año para cada categoría creada. Se ha verificado que los alumnos del 1º año han citado características más relacionadas al sentido común, y los del 4º año han señalado un mayor número de atributos de características técnicocientíficas. Los resultados han sido discutidos en función de la influencia del curso de graduación en los conceptos analizados.

The purpose of this study was to identify shifts on impairment and rehabilitation conceptions of sophomore and senior undergraduate physiotherapy students. The subjects were 67 students from a Brazilian university. They were asked to write all attributes that occurred to them in a minute and half interval, given the verbal stimuli impairment and rehabilitation. The responses were analyzed in order to identify their common features that allowed grouping data in categories. The differences between response percentages from sophomores and seniors for each category were computed. It was verified that the sophomores listed more characteristics related to the common sense and the seniors listed more technician-scientific attributes. The results were discussed in function of the influence of graduation course on the concepts analyzed.