Bien qu’il soit largement reconnu dans différents milieux d’intervention au Québec que l’intervenant est un des agents actifs les plus importants de l’efficacité d’une intervention – et c’est un des postulats centraux de l’intervention psychoéducative –, il existe encore très peu d’instruments de mesure validés empiriquement permettant l’évaluation du fonctionnement d’un groupe d’intervenants. Néanmoins, il existe un instrument pouvant mesurer le climat social d’une équipe, soit le Questionnaire du climat social d’une équipe d’intervenants (QCSÉI; Le Blanc, Trudeau-Le Blanc, & Lanctôt, 1999; Moos 1987). Le QCSÉI compte 10 échelles de premier niveau. Dans ses écrits théoriques, Moos (2003) a suggéré que le climat social est un construit hiérarchique et que l’ensemble des instruments mesurant différentes dimensions du climat social d’un groupe ou d’une équipe devrait se regrouper en trois facteurs d’ordre supérieur, soit les relations interpersonnelles, la découverte de soi et le maintien de l’ordre et du changement. Un examen conceptuel des échelles du QCSÉI suggère que ce modèle théorique est problématique. Cette étude visait à déterminer si la structure hiérarchique proposée par Moos était adéquate pour le QCSÉI dans un échantillon d’intervenants québécois. L’échantillon utilisé était composé d’intervenants faisant partie de Boscoville2000, un projet d’intervention cognitivecomportementale en milieu résidentiel pour les adolescents en difficulté. Des analyses factorielles exploratoires ont d’abord démontré que la structure de premier niveau est bien reproduite. Deux échelles jugées importantes pour mesurer le climat social ont ensuite été ajoutées. Par la suite, des analyses factorielles exploratoires et confirmatoires ont démontré que la structure théorique hiérarchique en trois dimensions d’ordre supérieur de Moos ne représente pas bien les données. Les analyses ont révélé une structure alternative plus intéressante sur le plan conceptuel et qui représentait mieux les données. Des corrélations entre les échelles de climat social de l’équipe et les traits de personnalité des intervenants ainsi que différentes variables sociodémographiques et liées à la pratique professionnelle ont procuré un appui qui suggère que le QCSÉI possède une validité de critère acceptable. / Even though it is largely recognized in various psychosocial intervention settings that the counselor is one of the main active component of an intervention efficacy – and it is one of the central postulate of psychoeducation –, there are still very few empirically-validated instruments for the assessment of a youth counselors’ team functioning. Still, there is one interesting instrument for assessing the social climate of a team, the Counselors’ Team Social Climate Questionnaire (“Questionnaire du climat social de l’équipe d’intervenants”, QCSÉI; Le Blanc, Trudeau-Le Blanc, & Lanctôt, 1999; Moos 1987). The QCSÉI is composed of 10 first order scales. In his theoretical writings, Moos (2003) suggested that the social climate is a hierarchical construct and that all instruments measuring different foci of the social climate should group into three higher-order dimensions, namely Relationships, Personal Growth, and System Maintenance and Change. A conceptual examination of the QCSÉI scales suggested that this theoretical model is problematic. This study aimed at evaluating if the hierarchical structure postulated by Moos was adequate in a sample of youth counselors from Quebec. The sample that was used was composed of youth counselors from Boscoville2000, a residential cognitive-behavioral intervention program for adolescents with serious adjustment problems. Exploratory factor analyses first demonstrated that the first order structure was well reproduced. Two additional scales judged as important aspects of the social climate were then added. Next, exploratory and confirmatory factor analyses confirmed that the theoretical hierarchical structure with three higher-order dimensions was not well reproduced in the data. The analyses rather revealed an alternative structure that was conceptually more interesting and provided a better fit to the data. Correlations between the teams’ social climate and youth counselors’ personality traits, as well as socio-demographic and professional practice variables provided evidence suggesting that the instrument have acceptable criterion-related validity.

Le rôle que jouent les services orthophoniques dans l’ajustement des proches de personnes aphasiques ainsi que le contexte dans lequel les orthophonistes mettent en place des interventions auprès de ces proches ne sont actuellement pas connus. La présente thèse a donc pour but de comprendre de quelle manière les relations entre les orthophonistes et les proches de personnes aphasiques, développées en contexte de réadaptation, s’inscrivent dans la trajectoire dynamique des proches et dans la pratique des orthophonistes. Une approche qualitative par théorisation ancrée a été utilisée dans quatre études pour analyser les entrevues effectuées auprès de proches de personnes aphasiques et d’orthophonistes. Dans l’étude 1, les entrevues menées à trois reprises dans la première année suivant l’accident vasculaire-cérébral (AVC), et ce, auprès de quatre filles dont la mère est aphasique, ont été analysées. Un modèle théorique représentant la relation mère-fille a été développé. Ce modèle illustre que les perceptions de fragilité, de difficultés et de compétence, qu’ont les filles à l’égard de leur mère, les amènent à adopter des comportements de protection ou de confiance, ce qui génère des réactions de satisfaction ou d’insatisfaction chez la mère, renforçant alors les perceptions initiales des filles. Quatre patterns relationnels peuvent donc coexister au sein d’une même dyade. L’aphasie complexifierait cet ajustement relationnel. Dans l’étude 2, les entrevues effectuées à trois reprises durant la première année suivant l’AVC, auprès d’une fille dont la mère est sévèrement aphasique, ont été analysées. Un modèle théorique représentant l’expérience d’aider a été élaboré. Selon ce modèle, percevoir des difficultés chez sa mère et ressentir que leur relation antérieure est menacée a déclenché le processus d’aide chez la fille. Parallèlement, la reconnaissance de la compétence de sa mère a motivé la fille à offrir de l’aide visant à rendre sa mère heureuse et à favoriser son indépendance. Ce type d’aide a contribué à augmenter l’indépendance de sa mère, à retrouver une relation satisfaisante avec celle-ci et à s’adapter à l’aphasie. Dans l’étude 3, les entrevues de 12 proches de personnes aphasiques ont été analysées. Un modèle théorique représentant l’expérience de l’aphasie et de la réadaptation post-AVC a été développé et illustre que les proches sont centrés sur la personne aphasique et participent à la réadaptation dans le rôle d’aidant. Cette disposition influence alors leurs attentes envers la réadaptation, leurs interactions avec les professionnels, dont les orthophonistes, et leur appréciation de la réadaptation. Dans l’étude 4, les entrevues effectuées auprès de huit orthophonistes travaillant en réadaptation ont été analysées. Un modèle théorique illustrant le processus d’intervention des orthophonistes auprès des proches de personnes aphasiques a été construit. Pour les orthophonistes, le travail avec les proches est majoritairement perçu comme un ajout positif, mais exigeant, à leur pratique de base centrée sur la personne aphasique. Une satisfaction professionnelle peut en découler, mais des idéaux non-atteints peuvent persister. La relation proche-orthophoniste serait donc principalement axée sur le rôle d’aidant que joue le proche, et ce, en raison de leur expérience respective. Un agrandissement du territoire de rencontre entre les orthophonistes et les proches pourrait soutenir les proches dans les ajustements relationnels induits par l’AVC avec aphasie ainsi que permettre aux orthophonistes d’atteindre leurs idéaux. / The role speech-language therapy (SLT) services play in significant others’ adjustment to stroke and aphasia as well as the context in which SLTs offer interventions to significant others are currently unknown. The present dissertation aims to understand how in rehabilitation settings, relationships between SLTs and significant others of persons with aphasia develop, and fit within significant others’ process of change, on one hand, and into SLTs’ practice, on the other hand. A grounded theory approach was used in four studies to analyze interviews conducted with significant others of persons with aphasia and with SLTs. In study 1, four daughters of aphasic women were each interviewed three times over the first year post-stroke and their discourse was analyzed. A theoretical model of the daughter-mother relationship was constructed. This model shows how the daughters’ perception of maternal fragility, problems, and abilities motivated daughters to take on protective and trusting behaviors that resulted in maternal reactions of satisfaction and dissatisfaction that, in turn, reinforced the daughters’ initial perceptions. Four relational patterns may therefore coexist in a given dyad. Aphasia could make relational adjustments more complex. In study 2, three interviews conducted over the period of one year with the daughter of a woman with severe aphasia were analyzed. A theoretical model representing the experience of caregiving was elaborated. This model illustrates that for the daughter, perceiving her mother’s problems and feeling their previous relationship was threatened triggered the caregiving process. In parallel, the daughter’s recognition of her mother’s competence encouraged her to offer care aiming to make her mother happy and to foster her mother’s independence. Increases in her mother’s independence, a renewal of their relationship and adaptation to aphasia were consequences of this type of caregiving. In study 3, the interviews conducted with 12 significant others of aphasic persons were analyzed. A theoretical model representing significant others’ experience of aphasia and rehabilitation following stroke was developed and showed that significant others participated in rehabilitation as caregivers centered on the person who had aphasia. This disposition influenced their expectations of rehabilitation, their interactions with professionals, such as SLTs, and how they appraised rehabilitation. In study 4, the interviews conducted with eight SLTs working in rehabilitation settings were analyzed. A theoretical model representing SLTs’ process of working with significant others of persons with aphasia was elaborated. SLTs mostly perceived work with significant others as a challenging bonus to their fundamental approach centered on the person with aphasia. As a consequence, SLTs felt professional satisfaction while dreaming for something more to offer significant others. The relationship between significant others and SLTs thus mainly seem to focus on the caregiver role endorsed by significant others as a result of the experience of each of them. Expanding the shared territory of SLTs and significant others could support significant others’ adjustment to the relational changes induced by stroke and aphasia and could help SLTs attain their professional dreams.

Public health nurses (PHNs) are ideally situated to reduce health inequities and based on documents articulating their role, should be working upstream to promote equity, prevent chronic diseases, and improve population health outcomes. In reality however, numerous barriers contribute to lack of role clarity for PHNs, and this goal has not been attainable in practice. A common vision for PHN practice based on discipline specific competencies and full scope of practice has been identified as a priority by Canadian experts. The intention of this study was to develop a model to support PHN practice in an urban Canadian city. This study used a participatory action research approach, grounded in local experience and context. The action was the development of a professional practice model. Data were gathered using semi-structured interview guides during audio-recorded research working group (RWG) meetings from November 2012 to July 2013. A researcher reflexive journal and field notes were kept. The data were analyzed using qualitative methods. A significant feature was full participant involvement throughout the course of the study. A professional practice model was a key organizational tool that provided the framework to develop an autonomous PHN role and the structures necessary to support PHN practice within the health system. The professional practice model fostered full scope of practice and role clarity, with a focus on population health and equity, so that a consistent and evidence-based practice was attainable. The result was that RWG participants reported a shift in their practice, with greater awareness of theory. Participatory action research was essential in developing the framework and common language, and is a research methodology that should continue to be explored with nurses in Canada.

Si l’alternative est de nos jours et dans nos sociétés occidentales un concept de plus en plus en vogue, son caractère lui, en demeure pas moins ambigu. En effet, et alors même que nombre de pratiques dites alternatives émergent de part et d’autre de la société, en faire allusion dans certains domaines équivaut à s’affliger soi-même d’une étiquette sur laquelle serait inscrite « New-Age » en caractère gras. Pourtant, son caractère loin d’évoquer cette seule dimension, semble par ailleurs être conséquente d un déséquilibre de plus en plus prégnant au sein même des prérogatives de l’État. Ce mémoire tente donc de rendre compte de ce phénomène tout en investiguant les répercussions de cette asymétrie sur l’intégration de pratiques médicales alternatives au Québec. Ceci dans l’intention non seulement d’explorer davantage la nature de la relation entre médecine alternative et biomédecine, mais aussi afin de poser un nouveau regard sur son expansion. Un regard, lequel permettrait potentiellement de poser les jalons nécessaires à un espace de conciliation entre les médecines, lequel découlerait alors d’un nouvel équilibre au cœur des prérogatives mêmes de l’État. / If the alternative is to our days and in our western societies a concept more and more in vogue, its character remains ambiguous. In effect, and even that number of practices called “alternatives” emerge on both sides of the society, in referring to in some areas is equivalent to plague itself-even a label on which would be marked “New-Age” in bold. Yet, its character far from referring to this single dimension, seems also be consistent to a more and more significant unbalance within the prerogatives of the State. This dissertation therefore attempts to account for this phenomenon while inquiry into the repercussions of this asymmetry on the integration of alternative medical practices in Quebec. This with the intention not only to further explore the nature of the relationship between alternative medicine and biomedicine, but also in order to install a new look on its expansion. A look, which would potentially lay the groundwork necessary to a space of conciliation between the medicines and which would lead to a new balance in the heart of the prerogatives of the State.

Popular management literature routinely presents management discourses that offer managers with strategies or 'recipes' for organisational improvement. Practitioners often uncritically accept and implement strategies prescribed within these discourses. Management discourses are constantly evolving to seemingly provide newer and better solutions to organisations' problems. The evolutionary pressures are evidenced through the limited life spans of many of the strategies proffered in the various management discourses. So short have been the life spans of some of these management strategies that the question of faddism has been raised (Birnbaum, 2001). Over recent years knowledge management has filtered from the broader management discourse into the discourse of educational administration. Knowledge management practices are said to enable individuals within an educational organisation to add value to the information and knowledge that an organisation possesses. This research used self-study to examine the effectiveness of a school administrator attempting to model explicit knowledge management principles within his professional practice. A focus of the research was the critical investigation of knowledge management as a management fad or a framework for sustainable management behaviour. Employing the living theory approach to action research allowed me to ask questions about 'how' to improve my practice and to provide evidence to support my answers. It allowed me to examine my professional practice as an educational administrator who valued knowledge, its creation and use critically. My research learnings been have presented as propositions related to the 'how' of my professional practice and its influence on the creation and management of knowledge. The propositions are as follows. * Proposition 1: As an administrator my practices when working with knowledge are a reflection of my ontology and epistemology. To consciously vary my professional practices to facilitate knowledge creation and management it is essential for me to make my ontology and epistemology explicit. * Proposition 2: My professional practices related to information sharing and knowledge creation are directly influenced by psycho-social filters. Three primary psycho-social filters are context, need and relationships. * Proposition 3: The influence of the relationship filter on my knowledge creation activities is directly linked to the relationships that exist between me and those involved in the knowledge activities. The ongoing capacity for my professional practices to influence knowledge creation is linked through relationships by my personal resilience. * Proposition 4: My knowledge influencing practices are those practices that support the provision of opportunities for information sharing and the creation of knowledge with the specific intent of applying that knowledge in an organisational context. A primary application of the created knowledge is decision making. * Proposition 5: Knowledge creation is an ongoing process and knowledge is only relevant at a point in time and applicable in a particular context. * Proposition 6: My professional practices that influence information sharing, knowledge creation and decision making are explicit iterations of my power as an administrator. * Proposition 7: Involvement in the decision making process is one of my key roles as an administrator. Decision making is a major example of the creation and use of knowledge within a school. * Proposition 8: I acknowledge that stories are a valuable way for individuals to share information and they can act as a catalyst for the creation of knowledge. * Proposition 9: Using the knowledge management discourse as a framework to support the critique of my professional practice challenges its branding as a management fad. The propositions have been developed and tested through reconnaissance and two cycles of action research. These propositions have been integrated into a model representing my capacity as an administrator to influence the creation of knowledge.

Diss. Stockholm : Stockholms universitet, 2004.

Made available in DSpace on 2016-06-02T20:44:11Z (GMT). No. of bitstreams: 1 4831.pdf: 2096066 bytes, checksum: d367da2e084bdb67e171029ec907527a (MD5) Previous issue date: 2012-12-18 / Financiadora de Estudos e Projetos / The clinical documentation in occupational therapy is developed whenever the service is offered to a client to register and report information pertaining to care. The aim of the study is to identify how this is done and what the perception of occupational therapists about the practice of outpatient clinical documentation is. The research was conducted in two stages: documentary research, through qualitative research of legal documents in Brazil; and field research, descriptive and exploratory study, conducted with 104 active occupational therapists in the state of Sao Paulo who worked in outpatient services. This was carried out using an online questionnaire and data was analyzed using quantitative methods, descriptive statistics and specific tests for comparison and correlation of variables. The results of the field research show: 64.4% of the records are held only on paper; all respondents perform assessment records; one makes no record of intervention / monitoring; and 13.5% do not carry records of patient discharge. Also, 91.9% reported some level of satisfaction with their own record. Virtually all clinical documentation was considered to be necessary and useful. The results revealed a significant correlation (p <0.05) with the level of satisfaction with their own practice of clinical documentation the variables: considered have sufficient knowledge for the development of the records, and values attributed to the practice of clinical documentation (those who consider it complex or difficult present a lower level of satisfaction when compared to those who consider it simple or easy). As for documentary research, 123 documents of different organs of origin were selected and will be analyzed qualitatively, with 103 consisting of reports, technical notes or orders, and the rest, ordinances, resolutions, and Decree. Only 13 of them are specific to the occupational therapy. It was considered that the data obtained allowed an initial approach to the topic, identifying as clinical records are held by occupational therapists working in outpatient care and what their perception of this practice, and identify aspects that influence this perception. The documentary research helped to understand and contextualize the practice of clinical documentation in Brazil, especially in relation to occupational therapy. The study could also contribute to the identification of topics of interest for future research on the topic and to produce knowledge that can guide the development of better quality of clinical documentation by occupational therapists. / A documentação clínica em terapia ocupacional é desenvolvida sempre que o serviço é oferecido a um cliente, para registrar e comunicar as informações pertinentes ao seu atendimento. Este estudo teve por objetivo identificar como é realizada e qual a percepção dos terapeutas ocupacionais sobre a prática da documentação clínica ambulatorial. A pesquisa foi desenvolvida em duas etapas: pesquisa documental, através de investigação e análise qualitativa de documentos jurídicos brasileiros; e pesquisa de campo, descritiva e exploratória, realizada com 104 terapeutas ocupacionais ativos do estado de São Paulo, que atuavam em serviços ambulatoriais. Esta etapa foi realizada através de aplicação on-line de questionário e os dados foram analisados por métodos quantitativos, com uso de estatística descritiva e testes específicos para comparação e correlação das variáveis. Os resultados da pesquisa de campo revelaram que 64,4% dos registros são realizados somente em papel. Todos os respondentes realizam registros de avaliação, um não realiza registros de intervenção/acompanhamento e 13,5% não realizam registros de alta. 91,9% referiram algum nível de satisfação com o próprio registro. Praticamente todos consideram a documentação clínica necessária e útil. Revelaram correlação significativa (p<0,05) com a satisfação em relação à própria prática da documentação clínica as variáveis: considerar possuir conhecimento suficiente para o desenvolvimento dos registros, e valores atribuídos à prática da documentação clínica, sendo que os que a consideram complexa, difícil e desgastante apresentam pior avaliação da satisfação do que aqueles que a consideram simples, fácil e tranqüila. Quanto à pesquisa documental, 123 documentos de diferentes órgãos de origem foram selecionados, sendo 103 constituídos por pareceres, notas técnicas ou despachos, e o restante, portarias, resoluções e decretos. Apenas 13 deles são específicos da terapia ocupacional. Considerou-se que os dados obtidos possibilitaram uma aproximação inicial com o tema, identificando como os registros clínicos são realizados pelos terapeutas ocupacionais que atuam em assistência ambulatorial e qual a percepção deles sobre esta prática, assim como a identificação dos aspectos que interferem nesta percepção. A pesquisa documental auxiliou a compreender e contextualizar a prática da documentação clínica no Brasil, especialmente em relação à terapia ocupacional. O estudo também pôde contribuir para a identificação de focos de interesse para futuras investigações sobre o tema e para a produção de conhecimento que possa orientar o desenvolvimento com melhor qualidade da documentação clínica por terapeutas ocupacionais.

Made available in DSpace on 2016-06-02T20:44:12Z (GMT). No. of bitstreams: 1 5042.pdf: 2067350 bytes, checksum: 025fe555b03ca955f62ea213254b540d (MD5) Previous issue date: 2013-02-26 / Financiadora de Estudos e Projetos / The inclusion of children and adolescents in the mental health field was late and there s a gap between demand and offer of assistance in the field. Currently, there are actions to implement a policy on mental health of children and adolescents seeking to build a network of services, which main actions are the implementation of Psychosocial Care Centers for Children and Youth (CAPSi) and building strategies for intersectorial articulation between health mental and sectors that assist children and adolescents. The occupational therapist (OT) is a professional who makes up the team of CAPSi and is present in the process of effective actions aimed at this population. There are still few national and international studies published over the actions of the OT in child and adolescent mental health. This study aimed to characterize the inclusion of OT in CAPSi and identify the actions taken by them with users. Furthermore, it aimed to characterize the specific dynamics of CAPSi; characterize the users cared by occupational therapists in CAPSi; identify, by the perspective of occupational therapists, if CAPSi respond to Brazilian public policies of child and adolescent mental health; and identify possible gaps during graduation for OT work in the field of child and adolescent mental health. This is a descriptive study, with quantitative and qualitative approach. A total of 24 occupational therapists inserted in 18 units CAPSi the State of São Paulo participated on this study. To data collection, it was used a questionnaire, with presentation of open and closed questions. It was found that 26 of 38 units CAPSi in the State of São Paulo have occupational therapist in your staff. It was found that groups and workshops are the main programs, projects and activities offered to users and groups are the main actions to relatives. The participants assess that, even with limitations, the actions taken in the units respond to the proposals of Brazilian public policies and SUS. The only actions, which characterize the specificity of occupational therapy, undertaken by occupational therapists are related to the tools used by this professional such as analysis of activity, social inclusion and activities in daily life, as the focus on activities of daily living. It was found that the actions of occupational therapists are guided by aspects related to users such as their needs and diagnosis. Regarding gaps during graduation, the participants pointed out the insufficient content of basic/clinical disciplines on child and adolescent mental health. It s Indicated the need to reflect on the CAPSi not being the only equipment responsible for assisting the child and youth with psychological distress, necessitating the realization and consolidation of intersectoral actions to achieve psychosocial rehabilitation. It is believed that this study will assist the knowledge produced in the field of child and adolescent mental health, knowledge about the practices and training of occupational therapists in this field, as well as contribute to reflections about public policy and improving interventions. / A inserção da criança no campo da saúde mental ocorreu tardiamente e há uma defasagem entre a demanda e a oferta de assistência no campo. Atualmente, existem ações para implantar uma política de saúde mental infanto-juvenil que buscam a construção de uma rede de serviços, cujas ações principais são a implantação de Centros de Atenção Psicossocial Infanto-juvenil (CAPSi) e a construção de estratégias de articulação intersetorial da saúde mental com os setores que assistem crianças e adolescentes. O terapeuta ocupacional (TO) é um dos profissionais que compõe a equipe dos CAPSi e está presente neste processo de efetivação de ações voltadas para esta população. Ainda são poucos os estudos nacionais e internacionais publicados sobre as ações do TO em saúde mental infanto-juvenil. Este estudo objetivou caracterizar a inserção do TO nos CAPSi e identificar as ações desenvolvidas pelos mesmos junto a clientela atendida. Além disso, teve como objetivos específicos caracterizar a dinâmica de funcionamento dos CAPSi; caracterizar os usuários atendidos pelos terapeutas ocupacionais nos CAPSi; identificar, através da ótica dos terapeutas ocupacionais, se os CAPSi respondem às políticas públicas brasileiras de saúde mental infanto-juvenil; e identificar possíveis lacunas durante a graduação para a atuação do TO no campo da saúde mental infanto-juvenil. Trata-se de um estudo descritivo, com abordagem quanti-qualitativa. Participaram 24 terapeutas ocupacionais inseridas em 18 unidades de CAPSi do Estado de São Paulo. Para a coleta de dados, utilizou-se um questionário com 55 questões, com apresentação de perguntas fechadas e abertas. Verificou-se que 26 de 38 unidades de CAPSi existentes no Estado de São Paulo possuem TO em seu quadro de funcionários. Em relação aos programas e projetos desenvolvidos nas unidades, os resultados revelaram que os grupos e oficinas constituem os principais programas oferecidos aos usuários e os grupos são as principais ações voltadas aos familiares. As participantes avaliam que, ainda que com limitações, as ações desenvolvidas nas unidades respondem às proposições das políticas públicas brasileiras e do SUS. As ações únicas, que caracterizam a especificidade da terapia ocupacional, desenvolvidas pelas participantes estão relacionadas à análise da atividade, a inserção social e as atividades no cotidiano, como o enfoque nas atividades de vida diária. Verificou-se que as ações dos terapeutas ocupacionais são norteadas por aspectos relativos aos usuários como, por exemplo, suas necessidades e diagnóstico. Em relação às lacunas de conhecimento teórico ou prático durante a graduação que dificultaram as ações junto a esta população no campo da saúde mental, as participantes apontaram o conteúdo insuficiente de disciplinas específicas e/ou clínicas em saúde mental infanto-juvenil. Indica-se a necessidade de refletir sobre o CAPSi não ser o único equipamento responsável pela assistência a população infanto-juvenil com sofrimento psíquico, sendo necessário a efetivação e consolidação das ações intersetoriais para a concretização da reabilitação psicossocial. Acredita-se que este estudo colaborará para o conhecimento produzido no campo da saúde mental infanto-juvenil, para o conhecimento sobre as práticas e sobre a formação do TO nesse campo, assim como contribuirá para reflexões acerca das políticas públicas e o aprimoramento das intervenções.

Made available in DSpace on 2014-12-17T15:45:08Z (GMT). No. of bitstreams: 1 AndrezzaKAMP_DISSERT.pdf: 1412729 bytes, checksum: ea9e38a76733214abb3a361e6d66bd2b (MD5) Previous issue date: 2014-03-27 / A Estrat?gia Sa?de da Fam?lia (ESF) apresenta-se como um espa?o privilegiado para a efetiva??o de pr?ticas de educa??o em sa?de orientadas pelo di?logo entre o saber cient?fico e o saber popular, uma vez que ? nesse espa?o de sa?de que profissionais e indiv?duos/fam?lia se interrelacionam, criam v?nculos, dialogam e constroem solu??es para o enfrentamento dos problemas de sa?de da popula??o. O objetivo geral deste estudo foi analisar os limites e as possibilidades de efetiva??o da educa??o em sa?de voltada para a coletividade na ESF de Pau dos Ferros/RN. Nesse sentido, buscou-se conhecer as concep??es de educa??o em sa?de dos profissionais de n?vel universit?rio da ESF; observar onde as pr?ticas de educa??o eram desenvolvidas; conhecer os conte?dos e metodologias utilizadas para a efetiva??o das pr?ticas de educa??o em sa?de e caracterizar os espa?os onde tais pr?ticas eram desenvolvidas. Trata-se de uma pesquisa qualitativa, de car?ter descritivo-explorat?rio realizada junto a nove equipes localizadas na zona urbana do munic?pio. Foram investigados 28 profissionais que atuam nessas equipes, dentre os quais elencamos: quatro m?dicos, oito enfermeiros e dezesseis cirurgi?es dentistas. Fez-se uso da entrevista semiestruturada e da observa??o baseada em princ?pios etnogr?ficos. Os dados foram analisados com base na t?cnica de an?lise de conte?do de Bardin. O estudo obedeceu aos aspectos ?ticos contidos na Resolu??o 196/96 que regulamenta as Pesquisas Envolvendo Seres Humanos. Os resultados apontam que as concep??es e pr?ticas de educa??o em sa?de dos profissionais da ESF s?o orientadas por uma educa??o banc?ria , pautadas pela transmiss?o e reprodu??o de conhecimentos. As tem?ticas s?o desenvolvidas de forma verticalizada, dissonantes da realidade de vida e sa?de dos usu?rios. As pr?ticas educativas s?o ofertadas majoritariamente por enfermeiros e estudantes de gradua??o em est?gio na USF. Em sua maioria n?o s?o planejadas em equipe, e est?o direcionadas ? preven??o de doen?as, distanciando-se da promo??o da sa?de. As principais dificuldades apontadas para a efetiva??o da educa??o em sa?de dizem respeito ? dificuldade de trabalhar em equipe, ? falta de apoio da gest?o, ? estrutura f?sica inadequada e a pouca ades?o dos profissionais as pr?ticas educativas. Portanto, a educa??o em sa?de praticada na ESF n?o consegue instrumentalizar os sujeitos para que estes tenham autonomia e possam tornar-se sujeitos de suas vidas, de sua hist?ria. A pr?tica educativa centrada na transmiss?o de conhecimentos ainda ? uma realidade presente na ESF, constituindo-se em um desafio a ser superado

Made available in DSpace on 2014-12-17T15:46:28Z (GMT). No. of bitstreams: 1 SarahTC_DISSERT.pdf: 3482770 bytes, checksum: df0e9c6516c155935154cb058bac629a (MD5) Previous issue date: 2013-06-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Presents the discussion of practical and social dimensions that comprise the instrumentality (formative; theoretical and intellectual; investigative; technical-instrumental; and ethical-political) Social Work from research in social and occupational areas in which they operate social workers in Natal in Rio Grande do Norte. Chapters expose positions, experiences and reality of the respondents and the theoretical constructs and analytical, to understand: the evaluation of the training process, relating the teaching practice, the role of knowledge and the importance of research in professional practice of social workers, the seizure of technical-instrumental dimension, articulating demands, duties, powers and instruments, as elements that comprise it, and finally the ethical-political dimension, discussing the challenges of ethics and materialization of the ethical-political in daily work. In this sense, the dissertation sought add to production and academic debate about the work of the social worker, as well as contribute to their own professional practice, revealing how professionals articulate the practical and social dimensions that comprise the instrumentality in their daily work / Apresenta o debate das dimens?es pr?tico-sociais que comp?em a instrumentalidade (formativa, te?rico-intelectual, investigativa, t?cnico-instrumental e ?tico-pol?tica) do Servi?o Social, a partir da pesquisa com os/as assistentes sociais que se inserem nos espa?os s?cio-ocupacionais na cidade de Natal no Rio Grande do Norte. Os cap?tulos exp?em as posi??es, as viv?ncias e a realidade dos/as entrevistados/as e as constru??es te?rico-anal?ticas, visando compreender: a avalia??o do processo de forma??o, relacionando o ensino da pr?tica, o papel do conhecimento e a import?ncia da investiga??o no exerc?cio profissional do assistente social; a apreens?o da dimens?o t?cnico-instrumental, articulando demandas, atribui??es, compet?ncias e instrumentos, como elementos que a integram; e por fim a dimens?o ?tico-pol?tica, debatendo os desafios da ?tica e da materializa??o do projeto ?tico-pol?tico no cotidiano profissional. Nesse sentido, a disserta??o de mestrado busca alimentar a produ??o acad?mica e o debate acerca do trabalho do assistente social, bem como contribuir para o pr?prio exerc?cio profissional, revelando como os profissionais articulam as dimens?es pr?tico-sociais que comp?em a instrumentalidade no seu cotidiano de trabalho