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1.
Trials ; 25(1): 335, 2024 May 21.
Artigo em Inglês | MEDLINE | ID: mdl-38773529

RESUMO

BACKGROUND: With suicide as a leading cause of death, the issue of children and adolescent suicide risks is in the spotlight today. To empower teachers in primary and secondary schools to serve as gatekeepers and to ensure the safety of children and adolescents, the systematically tailored and localized Life Gatekeeper suicide prevention program was designed for Chinese schools. OBJECTIVE: With the ultimate goal of preventing child and adolescent suicide, we aim to outline a research protocol for examining outcomes of the recently created standardized school-based Life Gatekeeper program in reducing teachers' stigma, increasing their knowledge, willingness to intervene, and perceived competence. METHODS: Participants will be recruited from eligible primary and secondary schools. Cluster sampling will be used to randomly assign each school to either the intervention group or the control group. The primary outcomes are stigma against suicide, suicide literacy, perceived competence, and willingness to intervene with suicidal individuals, which will be measured using the Stigma of Suicide Scale, the Literacy of Suicide Scale, and the Willingness to Intervene Against Suicide Questionnaire, respectively. Measurements will be taken at four time points, including pre-intervention, immediately after the intervention, 6-month follow-up, and 1-year follow-up. CONCLUSIONS: The current study features innovative implementation in the real world, by using a randomized controlled trial design to examine the effectiveness of a school-based gatekeeper program among primary and secondary school teachers, following a sequence of defined and refined steps. The research will also investigate the viability of a school-based gatekeeper program for primary and secondary school teachers that could be quickly and inexpensively implemented in a large number of schools.


Assuntos
Conhecimentos, Atitudes e Prática em Saúde , Serviços de Saúde Escolar , Professores Escolares , Estigma Social , Prevenção do Suicídio , Capacitação de Professores , Humanos , China , Adolescente , Criança , Professores Escolares/psicologia , Capacitação de Professores/métodos , Ensaios Clínicos Controlados Aleatórios como Assunto , Suicídio/psicologia , Fatores de Tempo , Masculino , Feminino , Comportamento do Adolescente , Serviços de Saúde Mental Escolar , Avaliação de Programas e Projetos de Saúde , Comportamento Infantil
2.
BMC Public Health ; 24(1): 1217, 2024 May 02.
Artigo em Inglês | MEDLINE | ID: mdl-38698391

RESUMO

BACKGROUND: One in seven adolescents globally are affected by mental health conditions, yet only a minority receive professional help. School-based mental health services have been endorsed as an effective way to increase access to mental health support for people at risk, or currently presenting with mental health conditions, throughout adolescence. Despite this, low treatment utilisation prevails, therefore the aim of this review is to contribute insights into the processes related to adolescents' accessing and engaging with essential targeted mental health support within schools. METHODS: This systematic review extracted qualitative, quantitative and mixed-methods data to determine what processes affect adolescents seeking help from targeted school-based mental health services (TSMS). Searches were conducted in EMBASE, Medline, PsycINFO, CINAHL, ERIC, Web of Science, in addition to manual searching and expert consultations. Data were synthesised following guidelines for thematic synthesis and narrative style synthesis. RESULTS: The search resulted in 22 articles reflecting 16 studies with participant sample sizes ranging from n = 7 to n = 122. Three main themes were identified: 'access-related factors', 'concerns related to stigma', and 'the school setting'. These findings elucidate how help-seeking processes are variable and can be facilitated or hindered depending on the circumstance. We identified disparities with certain groups, such as those from low-socio economic or ethnic minority backgrounds, facing more acute challenges in seeking help. Help-seeking behaviours were notably influenced by concerns related to peers; an influence further accentuated by minority groups given the importance of social recognition. Conflicting academic schedules significantly contribute to characterising treatment barriers. CONCLUSIONS: The findings of this review ought to guide the delivery and development of TSMS to facilitate access and promote help-seeking behaviours. Particularly, given the evidence gaps identified in the field, future studies should prioritise investigating TSMS in low- and middle-income settings and through quantitative methodologies. REGISTRATION: The protocol for this systematic review was registered on PROSPERO (ID CRD42023406824).


Assuntos
Aceitação pelo Paciente de Cuidados de Saúde , Serviços de Saúde Mental Escolar , Humanos , Adolescente , Aceitação pelo Paciente de Cuidados de Saúde/psicologia , Acessibilidade aos Serviços de Saúde , Comportamento de Busca de Ajuda , Transtornos Mentais/terapia , Serviços de Saúde Mental/organização & administração , Serviços de Saúde Escolar/organização & administração , Estigma Social
3.
JAMA ; 331(16): 1345-1346, 2024 04 23.
Artigo em Inglês | MEDLINE | ID: mdl-38602666

RESUMO

This Arts and Medicine feature discusses INSPIRE, a digital health game designed to foster adolescent health behavior change.


Assuntos
Saúde do Adolescente , Promoção da Saúde , Serviços de Saúde Mental Escolar , Jogos de Vídeo , Adolescente , Humanos , Promoção da Saúde/métodos , Jogos de Vídeo/psicologia
6.
JBI Evid Implement ; 22(2): 186-194, 2024 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-38602126

RESUMO

INTRODUCTION: More than one in ten people globally live with a mental health illness. Adolescent mental health is a major contributor to that statistic, as 27% of adolescents have one or more mental, emotional, developmental, or behavioral problems. School-based health care clinics can provide mental health services for this age group. OBJECTIVES: This project aimed to promote evidence-based practices regarding adolescent mental health screening in schools. METHODS: This project used the JBI Evidence Implementation Framework to promote evidence-based practices for adolescent mental health screening in schools. The JBI framework is grounded in an audit and feedback process, along with a structured approach to identifying and managing barriers to compliance with best practices. Five audit criteria representing best practice recommendations were developed. A baseline audit was conducted, followed by the implementation of an improvement strategy. The project was finalized with a follow-up audit to determine any changes in compliance with best practice recommendations. RESULTS: The baseline survey of students revealed a 25% average compliance for audit criteria 1 and 2. The primary barrier to compliance was students' unawareness of the availability of mental health services. The improvement strategy included an educational presentation for students regarding mental health. The follow-up audit revealed an increase in compliance with best practices. CONCLUSIONS: The project achieved a 29% increase in compliance with best practices, although only 23% of the students were reached via the improvement strategy. SPANISH ABSTRACT: http://links.lww.com/IJEBH/A189.


Assuntos
Prática Clínica Baseada em Evidências , Programas de Rastreamento , Humanos , Adolescente , Programas de Rastreamento/métodos , Transtornos Mentais/diagnóstico , Serviços de Saúde Mental Escolar , Serviços de Saúde Escolar , Saúde Mental , Masculino , Feminino
8.
Curr Probl Pediatr Adolesc Health Care ; 54(4): 101583, 2024 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-38480043

RESUMO

School based health centers (SBHCs) have been providing preventive, acute and chronic care in schools across the United States (US) for the past 40 years. A discussion of that care is provided in a companion article to this one. Several major societal issues of the 2020s, affecting the care provided in SBHCs, have taken place over the past 4 years. These issues, which will be discussed in this article, include the following: 1. The COVID pandemic had a major impact on utilization and services required at SBHCs, both at the peak of the pandemic, when schools were closed and since the peak of the pandemic, when schools reopened. 2. The transformation of mental health services, due both to increasing mental health needs of youth, as well as progression to new therapeutic modalities, has required expansion of services provided at SBHCs. 3. New immigrant health care needs and services have required a response by SBHCs to the substantial increase of new immigrants, most of whom are impacted by significant trauma, entering public schools nationally. 4. Telehealth integration into SBHC medical and mental health services, and its expansion to incorporate new technologies, have provided avenues for increased provision of services by SBHCs.


Assuntos
COVID-19 , Emigrantes e Imigrantes , Serviços de Saúde Mental , Serviços de Saúde Escolar , Telemedicina , Humanos , COVID-19/epidemiologia , Telemedicina/organização & administração , Serviços de Saúde Escolar/organização & administração , Adolescente , Estados Unidos , Serviços de Saúde Mental/organização & administração , Criança , SARS-CoV-2 , Serviços de Saúde Mental Escolar , Pandemias , Acessibilidade aos Serviços de Saúde/organização & administração
9.
J Sch Health ; 94(6): 562-570, 2024 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-38320292

RESUMO

BACKGROUND: Medicaid is a key policy lever for expanding access to mental health services and supports for children in schools, especially low-income and minority children. This study examines how Medicaid finances mental health promotion and prevention (tier 1), screening and selected interventions (tier 2), and treatment (tier 3) in schools, informing policy recommendations to expand school mental health. METHODS: Seventeen key informant interviews were conducted virtually from March to October 2022 with research, practice, and policy leaders in school mental health and Medicaid. Interview transcripts were thematically coded to inform recommendations. RESULTS: Interview themes included that Medicaid is a key funder of mental health services, primarily in tier 3, and that braiding and blending funds is necessary to support services across all tiers in schools. Interviewees underscored the need to expand tier 2 in schools, to expand and diversify the behavioral health workforce (including via non-licensed providers, aligning school-employed provider licensure and billing requirements and building school-community referral relationships), strengthen teaming structures (including state children's cabinets, student case management, and education/Medicaid agency coordination), and leverage technical assistance and training to speed up adoption of new policies (including via guidance and templates that facilitate billing for school health services). CONCLUSIONS: Policymakers, practitioners, and advocates can use these findings to identify policies and strategies to expand school mental health and reduce inequities.


Assuntos
Medicaid , Humanos , Estados Unidos , Criança , Acessibilidade aos Serviços de Saúde , Serviços de Saúde Mental Escolar , Serviços de Saúde Escolar/organização & administração , Serviços de Saúde Mental/organização & administração , Instituições Acadêmicas , Entrevistas como Assunto
10.
Trials ; 25(1): 112, 2024 Feb 09.
Artigo em Inglês | MEDLINE | ID: mdl-38336803

RESUMO

BACKGROUND: Depression continues to be an ongoing threat to adolescent well-being with Black adolescents being particularly vulnerable to greater burdens of depression as well as lower mental health service utilization. Black adolescents are likely to have untreated depression due to social network influences, varied perceptions of services and providers, or self-stigma associated with experiencing depressive symptoms. Furthermore, if or when treatment is initiated, low engagement and early termination are common. To address this gap, a trial is being conducted to preliminarily test the effectiveness of an engagement intervention targeting Black adolescents with depression in school mental health services in New York City. METHODS: A total of 60 Black middle and high school adolescents displaying depressive symptoms are equally randomized (based on school site) to the treatment arms. Both trial arms deliver Interpersonal Psychotherapy for Depressed Adolescents (IPT-A), a time-limited, evidence-based treatment for depression. Additionally, one arm pairs IPT-A with a brief, multi-level engagement intervention, the Making Connections Intervention (MCI), involving adolescents, caregivers, and clinicians. Outcomes of interest are group differences in depression and suicide ideation, adolescent and caregiver engagement, and mental health service use. DISCUSSION: This trial will serve as an efficacy assessment of the MCI among a sample of Black adolescent students with depressive symptoms. Clinical and implementation results will be used to inform future research to further test the MCI intervention in a larger sample. TRIAL REGISTRATION: Registered by ClinicalTrials.gov on May 3, 2019, identifier: NCT03940508.


Assuntos
Psicoterapia Interpessoal , Serviços de Saúde Mental , Serviços de Saúde Mental Escolar , Humanos , Adolescente , Depressão/diagnóstico , Depressão/prevenção & controle , Prevenção do Suicídio , Ensaios Clínicos Controlados Aleatórios como Assunto
11.
J Sch Health ; 94(6): 571-580, 2024 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-38263701

RESUMO

BACKGROUND: Telehealth utilization exploded during the COVID-19 pandemic, including within school-based health programs. School-based tele-behavioral health can help programs overcome barriers of access to care, but the current state and effectiveness of such programs are unknown. METHODS: A scoping literature review was conducted. Studies were included if they described in-school behavioral health services delivered via telehealth for children ages 5 to 18. From the included studies, population, location, setting, intervention, telehealth modality, clinician type, and outcomes assessed were extracted. FINDINGS: Eighteen studies met inclusion criteria. All described psychotherapy or medication management delivered by psychologists (n = 7) and/or psychiatrists (n = 11). Treatment included psychotherapy (N = 8), psychiatric consultation (N = 7), medication management (N = 4), crisis stabilization (N = 1), and caregiver education (N = 1). Eight studies provide qualitative or quantitative outcomes, with 4 examining clinical effectiveness. CONCLUSIONS: Despite limited findings in the literature, school-based tele-behavioral health is feasible, effective, and acceptable for delivery of behavioral health care to children and adolescents.


Assuntos
COVID-19 , Serviços de Saúde Escolar , Telemedicina , Humanos , Telemedicina/métodos , Criança , Adolescente , Serviços de Saúde Escolar/organização & administração , SARS-CoV-2 , Serviços de Saúde Mental Escolar , Pré-Escolar
12.
Clin Child Psychol Psychiatry ; 29(1): 103-115, 2024 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-37467422

RESUMO

This study aimed to examine the relationship between school mental health service use in high school and educational outcomes of adolescents with psychiatric disorders. The sample included 2617 adolescents who were enrolled in eighth grade in a large urban school district in the United States, were enrolled in Medicaid during eighth grade, and had a mental health diagnosis. Psychiatric hospitalization, school enrollment, school absences, out-of-school suspensions, school dropouts, and school exits for negative reasons were examined as mental health and educational outcomes. Compared with adolescents who used school mental health services for 2 years following eighth grade, adolescents who did not use school mental health service during the high school years had a significantly lower annual number of days enrolled in school and higher rates of exiting school for negative reasons such as school dropout and long-term hospitalization. Our findings support the positive role of school mental health care delivery in high schools in preventing negative educational outcomes for adolescents with psychiatric disorder.


Assuntos
Transtornos Mentais , Serviços de Saúde Mental Escolar , Humanos , Adolescente , Estados Unidos , Transtornos Mentais/terapia , Instituições Acadêmicas , Escolaridade , Saúde Mental
13.
J Sch Health ; 93(11): 1000-1005, 2023 11.
Artigo em Inglês | MEDLINE | ID: mdl-37525409

RESUMO

BACKGROUND: We examined trends in mental health service utilization before, during, and in the immediate return to in-person learning throughout the COVID-19 pandemic. METHODS: Retrospective chart review was assessed for changes in odds of any visit being a mental health encounter from five school-based health centers from the 2018-2019 to the 2021-2022 school years. Data are limited to the in-person school year from mid-August to early June. RESULTS: Data were assessed from 1239 students seen through 2256 visits over the 4 school years (Mage = 12.93). The odds of any visit being related to a mental health encounter increased each school year, with the 2020 to 2021 and 2021 to 2022 school years having significant increases in odds (both compared to the first and to the antecedent school year). In addition, during the 2019 to 2020 and 2020 to 2021 school years, the odds of a repeated mental health encounter significantly increased from year to year. CONCLUSIONS: Findings indicate a steadily increasing number of mental health service utilization needs among adolescent students that was significantly exponentiated throughout the COVID-19 pandemic.


Assuntos
COVID-19 , Serviços de Saúde Mental , Serviços de Saúde Mental Escolar , Adolescente , Humanos , Criança , COVID-19/epidemiologia , Estudos Retrospectivos , Pandemias
14.
Community Ment Health J ; 59(8): 1588-1600, 2023 11.
Artigo em Inglês | MEDLINE | ID: mdl-37289384

RESUMO

Public-academic partnership-based program evaluations can generate actionable evidence for policymaking, program design and implementation in improving school-based mental health service delivery. The University of Pennsylvania Center for Mental Health and public behavioral health care agencies in Philadelphia in the United States have evaluated Philadelphia's school mental health programs reimbursable through Medicaid billing since 2008. The variety of evaluations include (1) examining acute mental health service use of children receiving school-based mental health care and Medicaid expenditure, (2) examining children's externalizing and internalizing behaviors to measure school mental health providers' performance, and (3) examining effects of different types of school mental health programs on children's behavioral health functioning, school outcomes, and other out-of-school service use. This paper reports key findings of these evaluations, discusses how programs have been refined based on evaluation results, and shares lessons learned for successful public-academic partnership-based evaluations to promote use of actionable evidence.


Assuntos
Serviços de Saúde Mental , Serviços de Saúde Mental Escolar , Criança , Humanos , Estados Unidos , Saúde Mental , Instituições Acadêmicas , Avaliação de Programas e Projetos de Saúde
15.
Public Health Rep ; 138(2_suppl): 71S-79S, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-36971251

RESUMO

OBJECTIVE: Suicide is a leading cause of death among American Indian/Alaska Native (AI/AN) young people aged 10-19 years in the United States, but data collection and reporting in this population are lacking. We examined results of an oversample project in New Mexico to determine the association between resiliency factors and suicide-related behaviors among AI/AN middle school students. METHODS: We conducted analyses using data from the 2019 New Mexico Youth Risk and Resiliency Survey for students in grades 6 through 8. An oversampling method was used to increase the sample size of AI/AN students. We used logistic regression to determine the association between resiliency factors and suicide indicators among AI/AN students, stratified by sex. RESULTS: Among female AI/AN students, community support had the strongest protective effect against having seriously thought about suicide (adjusted odds ratio [aOR] = 0.23; 95% CI, 0.14-0.38), while family support was significantly associated with the lowest odds of having made a suicide plan (aOR = 0.15; 95% CI, 0.08-0.28) and having attempted suicide (aOR = 0.21; 95% CI, 0.13-0.34) (P < .001 for all). Among male AI/AN students, school support had the strongest protective effect against all 3 outcomes: seriously thought about suicide (aOR = 0.34; 95% CI, 0.19-0.62; P < .001), having made a suicide plan (aOR = 0.19; 95% CI, 0.09-0.39; P < .001), and having attempted suicide (aOR = 0.27; 95% CI, 0.12-0.65; P = .003). CONCLUSIONS: Oversampling AI/AN young people can help accurately quantify and understand health risk behaviors and strengths of this population, leading to improved health and wellness. Family, community, and school-based support should be considered in interventions geared toward suicide prevention among AI/AN young people.


Assuntos
Indígena Americano ou Nativo do Alasca , Resiliência Psicológica , Apoio Social , Estudantes , Suicídio , Adolescente , Feminino , Humanos , Masculino , Indígena Americano ou Nativo do Alasca/psicologia , Indígena Americano ou Nativo do Alasca/estatística & dados numéricos , New Mexico/epidemiologia , Estudantes/psicologia , Estudantes/estatística & dados numéricos , Inquéritos e Questionários , Estados Unidos/epidemiologia , Suicídio/etnologia , Suicídio/psicologia , Suicídio/estatística & dados numéricos , Criança , Adulto Jovem , Ideação Suicida , Tentativa de Suicídio/etnologia , Tentativa de Suicídio/psicologia , Tentativa de Suicídio/estatística & dados numéricos , Apoio Social/psicologia , Apoio Social/estatística & dados numéricos , Serviços de Saúde Mental Escolar/estatística & dados numéricos
16.
Syst Rev ; 12(1): 4, 2023 01 11.
Artigo em Inglês | MEDLINE | ID: mdl-36631829

RESUMO

BACKGROUND: Globally, suicide is the fourth leading cause of adolescent mortality. Although post-primary school-based suicide prevention (PSSP) interventions are an evidence-based strategy for targeting adolescent suicidal thoughts and behaviors (STBs), PSSP effectiveness does not easily translate to school settings. Adolescents' perspectives on PSSP are particularly important for (1) intervention effectiveness and implementation in both research and practice, (2) addressing PSSP evidence-practice gaps, and (3) enhancing meaningful adolescent involvement in PSSP, yet there is a gap in understanding adolescents' experiences of engaging with PSSP. As such, this protocol outlines a meta-ethnography which will explore and synthesize adolescents' perspectives on engaging with PSSP interventions, as participants/end-users, intervention advisors, facilitators, and co-designers and co-researchers. METHODS: The meta-ethnography protocol follows the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) guidelines. The protocol was guided by the seven-stage process for meta-ethnography proposed by Noblit and Hare. Searches of PsycINFO, MEDLINE, Web of Science, CINAHL, ERIC, Scopus, and study reference lists will identify peer-reviewed studies. Gray literature will be identified by searches in ProQuest, British Library EThOS, and DART-Europe E-theses Portal. The main reviewer will initially assess the eligibility of studies based on title and abstract, with full texts reviewed by at least two reviewers. Findings of the included studies will be synthesized in line with Noblit and Hare's stages and evaluated using the Critical Appraisal Skills Program (CASP) checklist. DISCUSSION: To our knowledge, this is the first proposed meta-ethnography to explore and integrate the findings of qualitative studies exploring adolescents' perspectives on engaging with PSSP interventions. Understanding adolescents' experiences of engaging with PSSP will impact the field of PSSP in several ways by (1) enhancing research processes and intervention effectiveness and implementation, (2) informing decision-making and policymaking relevant to practice, (3) guiding meaningful adolescent involvement in PSSP, and (4) contributing to knowledge on the safety implications of engaging adolescents in PSSP. Finally, it is expected that the insights from this meta-ethnography will be widely applicable, given the growing demand for meaningful youth involvement in health-related fields. SYSTEMATIC REVIEW REGISTRATION: PROSPERO CRD42022319424.


Assuntos
Aceitação pelo Paciente de Cuidados de Saúde , Serviços de Saúde Mental Escolar , Prevenção do Suicídio , Suicídio , Adolescente , Humanos , Metanálise como Assunto , Suicídio/psicologia , Revisões Sistemáticas como Assunto , Prevenção do Suicídio/métodos , Aceitação pelo Paciente de Cuidados de Saúde/psicologia , Participação do Paciente/psicologia
17.
J Anxiety Disord ; 93: 102655, 2023 01.
Artigo em Inglês | MEDLINE | ID: mdl-36517320

RESUMO

There needs to be serious transformation of evidence-based interventions (EBIs) into real-world solutions; otherwise, EBIs will never achieve the intended public health impact. In a randomized trial, we reported effects of a redesigned anxiety program. Herein, we described the redesign process that led to the program. Survey data revealed provider preferences for school mental health anxiety services. Focus groups and prototype feedback sessions revealed service barriers to uptake, implementation, and sustainability along with corresponding enabling strategies. Prototype feedback sessions also focused on refinement and fine-tuning of the redesign. In the end, traditional EBI strategies were transformed and packaged into six lessons, lasting 20-30 minutes each, and amenable to delivery in small-group format. The redesign achieved the intended purpose of retaining elements from cognitive and behavior therapy and social skills training for the target population of the intervention (e.g., 3rd to 5th graders with heterogeneous anxiety problems - identified and referred). The streamlined EBI is accessible from PBS LearningMedia™ - a service that hosts public, research-based, and school-ready materials.


Assuntos
Serviços de Saúde Mental Escolar , Humanos , Criança , Ansiedade/terapia , Ansiedade/psicologia , Transtornos de Ansiedade/diagnóstico , Transtornos de Ansiedade/terapia , Terapia Comportamental , Inquéritos e Questionários , Serviços de Saúde Escolar
18.
Psychol Serv ; 20(3): 647-656, 2023 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-34793190

RESUMO

Although partnerships between community-based mental health (MH) organizations and school systems to deliver MH services on school grounds (i.e., expanded school mental health, ESMH services) are growing, qualitative research is needed about stakeholders' perspectives on ESMH services. This study collected qualitative data from caregivers, MH providers, and MH administrators recruited from three MH organizations to understand their perspectives regarding potential advantages and challenges associated with ESMH services. The three MH organizations were located in three regions of Georgia and the majority of youth served by the organizations were enrolled in Medicaid. We conducted four focus groups with 33 caregivers and 13 semistructured interviews with MH administrators and providers, and we implemented a thematic content analysis. Caregivers, providers, and MH administrators described how ESMH services could improve MH services by (a) facilitating appointment attendance through the reduction of logistical barriers to care (including geographic barriers, missed class time, and missed work time) and (b) enhancing communication between providers and teachers. However, some participants also described logistical issues with ESMH services including school space constraints and challenges scheduling appointments. In addition, some caregivers expressed concerns about peer stigma if MH services are delivered at school (vs. the clinic). Providers and MH administrators discussed problems with low caregiver engagement and challenges collaborating with school personnel that stem from lack of understanding of MH problems and treatment. Although ESMH services can improve MH treatment among low-income youth, MH providers and MH administrators may consider collaborating with school personnel to proactively develop strategies to address challenges to its success. (PsycInfo Database Record (c) 2023 APA, all rights reserved).


Assuntos
Serviços de Saúde Mental , Serviços de Saúde Mental Escolar , Humanos , Adolescente , Medicaid , Cuidadores/psicologia , Pesquisa Qualitativa
19.
Psicol. ciênc. prof ; 43: e250370, 2023.
Artigo em Português | LILACS, Index Psicologia - Periódicos | ID: biblio-1440796

RESUMO

A atuação em situações de emergências e desastres apresentam-se como um dos grandes desafios na atuação dos profissionais da Psicologia, demandando intervenções singulares, desde o primeiro contato com as vítimas e o com entorno afetado pelo ocorrido, passando pelo trabalho interdisciplinar e interinstitucional junto aos órgãos públicos de segurança, justiça, assistência e saúde. O presente artigo tem como objetivo apresentar, por meio da experiência na assistência às vítimas na Escola Estadual Raul Brasil, as particularidades e adversidades enfrentadas durante o primeiro semestre de intervenções emergenciais que antecederam a contratação de psicólogos por parte do poder público municipal para continuidade das ações. Por meio de relatos de experiência em intervenções psicológicas, obtidos em diferentes instituições para a assistência às vítimas, este trabalho também visa apresentar alternativas que possam servir de referências para a intervenção do psicólogo e da psicóloga em situações de emergências e desastres, especialmente ocorridas na comunidade escolar. Observou-se que a realização do trabalho interdisciplinar e interinstitucional somado à participação da direção da escola no planejamento das ações e a realização de plantões psicológicos e rodas de conversa junto à comunidade escolar foram fundamentais para a assistência às vítimas do ocorrido.(AU)


Timely response to emergency and disaster situations is a major challenge for Psychology professionals and require particular interventions, from initial contact with the victims and the affected environment to interdisciplinary and interinstitutional collaboration with public security, justice, assistance and health agencies. Based on the experience of providing assistance to the victims of the State School Raul Brasil, this paper presents the adversities and specificities faced during the first semester of emergency interventions implemented before psychologists were hired by municipal officials for the continuity of care. By analyzing experience reports on psychological interventions obtained from different institutions for victim assistance, this paper proposes alternatives to be used as reference for psychological intervention in emergency and disaster situations, especially those experienced by the school community. Interdisciplinary and interinstitutional collaboration with the school board for planning actions and offering psychological services and conversation circles for the school community was fundamental to assist the victims.(AU)


La actuación en situaciones de emergencias es uno de los grandes desafíos a los profesionales de la psicología, pues demanda intervenciones singulares desde el primer contacto con las víctimas y con el contexto afectado por lo ocurrido, pasando por la interdisciplinaridad e interinstitucionalidad junto a los organismos públicos de seguridad, justicia, asistencia y salud. Este artículo tiene como objetivo presentar, por medio de la experiencia de la asistencia a las víctimas del colegio estadual Raul Brasil (en São Paulo, Brasil), las particularidades y adversidades enfrentadas durante el primer semestre de las intervenciones de emergencia que antecedieron la contratación de psicólogos por parte del municipio para continuidad de las acciones. Por medio de reportes de experiencia en intervenciones psicológicas, obtenidos en diferentes instituciones para la asistencia a las víctimas, este estudio también pretende presentar alternativas que puedan servir de referencia en la intervención de psicólogos y psicólogas en situaciones de emergencia y desastres, especialmente ocurridas en la comunidad escolar. Se verificó que la realización del trabajo interdisciplinar e interinstitucional, la participación de la dirección del colegio en la implementación de acciones y la realización de guardias psicológicas y círculos de conversación con la comunidad escolar fueron fundamentales para una asistencia a las víctimas.(AU)


Assuntos
Humanos , Masculino , Feminino , Psicologia , Instituições Acadêmicas , Emergências , Ansiedade , Pânico , Relações Pais-Filho , Política , Prisões , Psiquiatria , Psicologia Educacional , Psicologia Social , Psicopatologia , Punição , Terapia da Realidade , Religião , Serviços de Saúde Escolar , Automutilação , Mudança Social , Problemas Sociais , Socialização , Estereotipagem , Violência , Políticas de Controle Social , Transtorno Bipolar , Consumo de Bebidas Alcoólicas , Luto , Adaptação Psicológica , Preparações Farmacêuticas , Atitude , Criança , Maus-Tratos Infantis , Educação Infantil , Características de Residência , Adolescente , Polícia , Transtorno de Pânico , Violência Doméstica , Trabalho de Resgate , Vida , Vítimas de Crime , Encômio , Transtornos Relacionados ao Uso de Substâncias , Internet , Crime , Direito Penal , Intervenção em Crise , Atentado Terrorista , Terrorismo , Morte , Mecanismos de Defesa , Atenção à Saúde , Disseminação de Informação , Aplicação da Lei , Amigos , Menores de Idade , Agressão , Depressão , Planejamento em Desastres , Auxiliares de Emergência , Humanização da Assistência , Acolhimento , Incidentes com Feridos em Massa , Medo , Bullying , Apatia , Abrigo de Emergência , Incêndios , Ajustamento Emocional , Influência dos Pares , Assédio não Sexual , Terapia Focada em Emoções , Sobrevivência , Fracasso Acadêmico , Etnocentrismo , Extremismo , Cyberbullying , Frustração , Violência com Arma de Fogo , Respeito , Angústia Psicológica , Serviços de Saúde Mental Escolar , Transtorno de Adição à Internet , Desinformação , Apoio Familiar , Prevenção do Suicídio , Processos Grupais , Culpa , Homicídio , Hostilidade , Direitos Humanos , Jurisprudência , Ira , Acontecimentos que Mudam a Vida , Meios de Comunicação de Massa , Transtornos Mentais , Motivação , Transtornos Neuróticos , Transtorno da Personalidade Antissocial
20.
Psicol. ciênc. prof ; 43: e246666, 2023.
Artigo em Português | LILACS, Index Psicologia - Periódicos | ID: biblio-1422403

RESUMO

Este artigo objetiva analisar como a constituição subjetiva do psicólogo se expressa em sua atuação no contexto escolar. A Teoria da Subjetividade, numa perspectiva cultural-histórica, e os princípios da Epistemologia Qualitativa foram utilizados no processo de construção interpretativa das informações. A pesquisa qualitativa foi realizada com uma psicóloga escolar em uma escola da rede pública de ensino de uma cidade de grande porte da região Centro-Oeste do país. Foram utilizados sistemas conversacionais e instrumentos apoiados em indutores escritos e indutores não escritos e realizados momentos informais e observações. Concluímos que a atuação profissional é marcada por produções subjetivas geradas em diferentes áreas da vida que se expressam no cotidiano escolar, muitas vezes, assumindo preponderância em relação às diretrizes políticas e pedagógicas dessa atuação. Essa constatação aponta para a necessidade de repensar a formação do psicólogo escolar por meio da criação de espaços reflexivos sobre a prática profissional e sobre o próprio psicólogo, para que haja um equilíbrio entre a subjetividade, os saberes e os fazeres da profissão.(AU)


This article aims to analyze how the subjective constitution of the psychologist is expressed in his performance in the school context. The Theory of Subjectivity, in a cultural-historical perspective, and the principles of Qualitative Epistemology were used in the process of interpretive construction of information. The qualitative research was carried out with a school psychologist at a public school in a large city in the Midwest region of the country. Conversational systems and instruments supported by written and unwritten inducers were used and informal moments and observations were carried out. We conclude that professional performance is marked by subjective productions generated in different areas of life that are expressed in school daily life often assuming preponderance to the political and pedagogical guidelines of this performance. This finding points to the need to rethink the training of the school psychologist by creating reflective spaces about professional practice and about the psychologists themselves, so that there is a balance between subjectivity, knowledge, and practice in the profession.(AU)


Este artículo tiene como objetivo analizar cómo se expresa la constitución subjetiva del psicólogo en su desempeño en el contexto escolar. La Teoría de la Subjetividad, desde una perspectiva histórico-cultural, y los principios de la Epistemología Cualitativa se utilizaron en el proceso de construcción interpretativa de la información. La investigación cualitativa se llevó a cabo con un psicólogo escolar en una escuela pública de una gran ciudad de la región Centro-Oeste de Brasil. Se utilizaron sistemas conversacionales e instrumentos apoyados en inductores escritos y no escritos, realizados en momentos informales y observaciones. Se concluye que el desempeño profesional estuvo marcado por producciones subjetivas generadas en diferentes ámbitos de la vida y que se expresan en la cotidianidad escolar, asumiendo muchas veces preponderancia con relación a los lineamientos políticos y pedagógicos de este desempeño. Este hallazgo apunta a la necesidad de repensar la formación del psicólogo escolar mediante la creación de espacios de reflexión sobre la práctica profesional y sobre uno mismo, para que se establezca un equilibrio entre subjetividad, conocimiento y práctica en la profesión.(AU)


Assuntos
Humanos , Masculino , Feminino , Prática Profissional , Psicologia , Instituições Acadêmicas , Comportamento , Religião e Psicologia , Serviços de Saúde Escolar , Socialização , Crescimento e Desenvolvimento , Educação , Educação Continuada , Capacitação Profissional , Serviços de Saúde Mental Escolar
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