Use of continuous subcutaneous insulin infusion in children and adolescents with type 1 diabetes mellitus: a systematic mapping review.

BACKGROUND: Among the treatments for type 1 diabetes mellitus (T1DM), Continuous Subcutaneous Insulin Infusion (CSII) is a device that infuses insulin through the subcutaneous tissue in an uninterrupted manner and that comes closest to the physiological secretion of insulin. The use of CSII can provide the family with greater security and children and adolescents have more autonomy in relation to the treatment of T1DM. There is a lack of reviews that systematically gather the mounting evidence about the use of CSII in children and adolescents with T1DM. Therefore, the aim of this review was to group and describe primary and secondary studies on the use of CSII in children and adolescents with T1DM. METHODS: A systematic mapping review was performed based on searches in the following databases: PubMed, Embase, CINAHL, Lilacs and PsycINFO, using a combination of descriptors and keywords. The screening of the studies was carried out with the aid of the Rayyan software and reading in full was conducted independently by two reviewers. The data extraction of the studies was performed using an extraction tool adapted and validated by researchers specialized in diabetes. The data were analyzed according to the content analysis technique. The map from geocoding of the studies was produced using the ArcGis 10.5 software. RESULTS: A total of 113 studies were included in the review, including primary studies, literature reviews and gray literature publications. The content analysis of the results of the studies allowed for the identification of four categories: 1) metabolic control; 2) support networks; 3) benefits of using CSII; and 4) challenges of using CSII, each category having its respective subcategories. The review also made it possible to conduct a rigorous mapping of the literature on the use of CSII considering the location of development and the design of the studies. CONCLUSIONS: The use of CSII should be indicated by health professionals able to prepare children, adolescents, and their families for the treatment of T1DM, and, despite being a technological device, it may not be suitable for the entire pediatric population.

Nursing as a mediator between nomophobia and social isolation in response to COVID-19.

OBJECTIVE: To reflect on the relationship between the nomophobia and the pandemic of COVID-19 and the nursing contributions to deal with this issue and its consequences. METHOD: This reflective and theoretical study was based on the dialogue between the scientific literature on the subject and in dialogue and conceptual perspective of comprehensive care. RESULTS: Nursing strives to harmonize observed problems and can support individuals to reflect and discover a potential harmful habit regarding the use of cell phones, especially when undergoing treatments for other diagnoses. FINAL CONSIDERATIONS: Nursing, when accessing the emotional and subjective aspects of those under their care, helps to alleviate the symptoms of nomophobia and, in tune with the patient, promotes harmony in the face of the COVID-19 pandemic.

Significados dos problemas mentais na infância: Quem olha? O que se olha? Como se olha? / Meanings of mental problems in childhood: Who looks? What are you looking at? How do you look at?

Resumo Neste estudo, analisaram-se os significados dos problemas mentais na infância, segundo um grupo de profissionais de duas unidades de saúde da família (USF), destacando-se quem olha, o que se olha e como se olham esses problemas. Realizou-se pesquisa etnográfica, privilegiando-se entrevistas com roteiro semiestruturado com oito profissionais das duas USF, buscando revelar os "modelos nativos" sobre esses problemas. Os problemas mentais na infância eram identificados pelos profissionais, pais, vizinhos, professores, destacando-se o olhar de adultos. Agitação, agressividade, problemas na escola ou em casa, foram queixas classificadoras de uma criança normal ou anormal. Recorriam a profissionais especializados, outras instituições e serviços de saúde para o tratamento às crianças. Para os entrevistados, os problemas mentais na infância estão vinculados a questões familiares, principalmente como causa desses problemas. A complexidade desses problemas, envolvendo aspectos socioculturais, evidencia a importância de construção de práticas fundamentadas no conhecimento interdisciplinar, como incorporado nas políticas de saúde mental infantil e que tem contribuído ao fortalecimento e supressão de lacunas existentes na assistência às crianças, buscando abarcar a complexidade de suas experiências de sofrimento, associadas a situações de vida marcadas pela vulnerabilidade e precariedades sociais, reconhecendo-se crianças como sujeitos dessas políticas.

Abstract This study analyzed the meanings of mental problems in childhood, according to a group of professionals from two family health units (USF), highlighting who looks at these problems, what they look at and how they look at them. Ethnographic research was carried out, focusing on interviews with a semi-structured script with eight professionals from the two USF, seeking to reveal the "native models" about these problems. The mental problems in childhood were identified by professionals, parents, neighbors, teachers, highlighting the adults' views. Agitation, aggressiveness, problems at school or at home, were complaints that classified a "normal" or "abnormal" child. They resorted to specialized professionals, other institutions, and health services for children's treatment. For the interviewees, mental problems in childhood are linked to family issues, mainly as a cause of these problems. The complexity of these problems, involving socio-cultural aspects, highlights the importance of the construction of practices based on interdisciplinary knowledge, as incorporated in child mental health policies and that has contributed to the strengthening and suppression of existing gaps in the assistance to children, seeking to encompass the complexity of their suffering experiences, associated with life situations marked by vulnerability and social precariousness, recognising children as subjects of these policies.

Atuação do Professor de Educação Especial no Cenário da Pandemia de Covid-19 / Performance of the Special Education Teacher in the Covid-19 Pandemic Scenario

RESUMO: A atuação qualificada do professor de Educação Especial é condição fundamental para o apoio à inclusão escolar do público-alvo em diferentes contextos escolares. Este estudo objetivou analisar a atuação do professor de Educação Especial no cenário da pandemia da Covid-19. Os dados foram coletados por meio da técnica de grupo focal on-line, com a participação de seis professoras. Das experiências compartilhadas nos encontros, foi possível elaborar três eixos temáticos: Os desafios vividos pelas professoras da Educação Especial; Contextos vivenciados pelas professoras da Educação Especial na escola; e Fortalezas, perspectivas e pontos positivos da inclusão escolar. A inclusão escolar é um projeto coletivo que pressupõe ações coordenadas e exige adesão de todos os segmentos da sociedade civil, não apenas da escola. Os professores de Educação Especial perceberam-se implicados no processo inclusivo, ainda que não haja envolvimento total das equipes educacionais, o que os faz se sentirem isolados e desamparados diante de algumas situações desafiadoras. Compreender o olhar dos professores de Educação Especial oferece subsídios para o planejamento da Educação Especial, na perspectiva da inclusão.

ABSTRACT: The qualified performance of the Special Education teacher is a fundamental condition for supporting the school inclusion of the target population in different school contexts. Tis study aimed to analyze the role of the Special Education teacher in the context of the COVID-19 pandemic. Data were collected using the online focus group technique with the participation of six teachers. From the experiences shared in the meetings, it was possible to elaborate three themes: Te challenges experienced by the Special Education teachers; Contexts experienced by the Special Education teachers at school; and Strengths, perspectives and positive points of school inclusion. School inclusion is a collective project that presupposes coordinated actions and requires adherence from all segments of civil society, not just the school. Special Education teachers perceive themselves to be involved in the inclusive process, even though there is no full involvement of the educational teams, which makes them feel isolated and helpless in the face of some challenging situations. Understanding the gaze of Special Education teachers offers subsidies for the planning of Special Education, from the perspective of inclusion.

Contextos etnográficos en la investigación en entornos masculinos / Ethnographic contours in research in male scenarios

Objetivo principal: Describir la experiencia de los investigadores en el desarrollo de investigaciones etnográficas en el contexto de la adopción masculina del cáncer de próstata y de pene. Metodología: Se trata de un relato de experiencia con base en los registros en campo sobre la conducción de dos investigaciones etnográficas, norteadas por el método narrativo y los referentes teóricos de la antropología médica y de las masculinidades. Resultados principales: La experiencia de los investigadores fue sistematizada en tres categorías que presenta los vínculos establecidos entre los investigadores y los participantes, las barreras vividas y las relaciones masculinas durante el desarrollo de las investigaciones. Conclusión principal: Las masculinidades desempeñadas por los participantes hicieron que los investigadores se enfrentaran con limitaciones como el acceso a los hombres enfermos, desde el agendamiento de las entrevistas hasta la ida al entorno domiciliar/familiar, ya que las masculinidades influyeron en el desarrollo de investigaciones científicas cualitativas. (AU)

Objective: To describe the experience of researchers in the development of ethnographic investigations in the context of male illness due to prostate and penile cancer. Methods: This is an experience report based on field diary records about the conduct of two ethnographic researches, guided by the narrative method and the theoretical references of medical anthropology and masculinities. Results: The researchers' experience was systematized into three categories that present the links established between the researchers and the participants, the barriers experienced, and the male relationships during the development of the investigations. Conclusions: The masculinities performed by the participants made researchers face limitations such as access to sick men, from scheduling interviews to going to the home/family environment, that is, masculinities influence the development of qualitative scientific investigations. (AU)

Narrativas gráficas sobre família por crianças matriculadas em uma escola de atendimento especializado / Graphic narratives of children with mental problems about a family

A criança se expressa de maneira pluralizada, de maneira verbal e não verbal. O desenho é uma das formas de expressão e possibilita, em especial, o uso de um método adequado de interpretação. Vários pesquisadores dedicaram-se ao estudo do desenho infantil, entretanto, são incipientes temas específicos para a interpretação de desenhos de crianças com deficiências e transtornos mentais. Através das narrativas gráficas pretendeu-se focar na compreensão do olhar da criança para a família. Os desenhos das crianças são parte da oficina Café & Prosa, realizada numa escola de atendimento especializado. A pesquisa teve objetivo de mostrar, a partir das narrativas gráficas, como as crianças apresentam a família e como projetam os sujeitos com os quais convivem. Obtiveram-se, através da interpretação das narrativas gráficas, temas sobre a presença e ausência da mãe ou do pai; a substituição do pai por avós, tios, namorados da mãe; animais de estimação. Todos os desenhos apresentados foram confeccionados por crianças com algum problema de ordem mental ou deficiências em fases distintas. É fato que as crianças, sejam "normais" ou com deficiências, conseguem expressar e narrar, graficamente, suas histórias e seus contextos particulares. Criar narrativas gráficas poetiza o dia a dia, ressignifica as atividades diárias, incorpora novos significados e sentidos para a vida.

The child expresses himself in a pluralized, in a verbal and non-verbal way, in which the drawings assume, in particular, an adequate method of interpretation. Several researchers dedicated to the study of children's design, however, is incipient specific themes for the interpretation of drawings of children with mental problems or multiple disabilities. Through the graphic narratives it was intended to focus on the understanding of the child's and family's gaze. The drawings of the children are part of the Café & Prosa workshop, held in a specialized service school. The research had the objective of presenting, from the graphic narratives, how the children present the family and how they project the subjects with whom they coexist. By the interpretation of graphic narratives, themes about the presence and absence of the mother or father were obtained; the replacement of the father by grandparents, uncles, mother's boyfriends; pets. All drawings presented were made by children with some mental problem or deficiency in their development and at different stages. It is a fact that children, being "normal" or carrying some disorder or disability, can express and narrate, graphically, their stories and their particular contexts. To create graphical narratives poetizes the day to day, resignifies the daily activities, incorporates new meanings for the life.

Práticas integrativas e complementares na atenção primária em saúde: em busca da humanização do cuidado / Integrative and complementary therapies in primary health care: a way to humanize care

Esta pesquisa objetivou identificar como a incorporação de práticas integrativas e complementares na Atenção Primáriaem Saúde tem auxiliado a promover a humanização do cuidado. Foi realizada uma Revisão Sistemática de Literaturaque utilizou os descritores ‘Atenção Primária em Saúde’ (Primary Health Care) e ‘Práticas Integrativas e Complementares’(Complementary Therapies), por meio do conector AND, nas seguintes bases de dados: PubMed e EMBASE, para buscarartigos publicados até 2011. Foram encontradas 1434 referências; dessas, 680 foram selecionadas pelo título e 15, pelo resumo.O ideal para incluir as PIC na APS é pensar dentro da lógica de cuidado humanizado e, para tal, deve-se considerar:fomentar pesquisas sobre PIC, inserir PIC nos cursos de graduação e em treinamentos de profissionais de saúde, promovera colaboração internacional, aproximar curadores tradicionais e profissionais da APS e organizar lista de fitoterápicos eplantas medicinais recomendadas pelos sistemas de saúde.

This study aimed to identify how the incorporation of complementary and integrative practices in Primary Health Care hashelped to promote the humanization of care. We developed a systematic literature survey using the descriptors ‘AtençãoPrimária em Saúde’ (Primary Health Care) and ‘Práticas Integrativas e Complementares’ (Complementary Therapies) andthe connector AND in the following databases: PubMed and EMBASE, looking for articles published until 2011. A total of1434 references were found, and 680 of these were selected by title and 15 by abstract. The ideal to include CAM in theAPS is to think within the logic of humanized care, and to do this we must consider: to promote research on CAM, to insertCAM in undergraduate courses and in health professionals training, to promote international collaboration, to promote themeeting between traditional healers and health care practitioners, and the organization of a list of herbal and medicinalplants recommended by health systems.