This study focused on youths’ experience of receiving school-based mental health services and community-based mental health services. This qualitative study utilized a sample of eight girls and boys, ages 15-17 years old, who attended school within the district of Timmins. Data was collected using individual interviews and analyzed using thematic analysis. Results of the study revealed benefits to services, limitations to services, and some recommendations for changes to services. This research helped to explain what the participants, who have had experiences with mental health services, thought about the services they have had; it also provided some recommendations the participants made for changes to the mental health services based on their experiences. The conclusion of this study involved a connection between this study and social work practice, and offered suggestions for future research in the field of children’s mental health services.

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2018-03-29T13:31:51Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Clarissa_de_Souza_Cardoso.pdf: 2026483 bytes, checksum: 03d592783490c3ef8db48829bcdd1387 (MD5) / Made available in DSpace on 2018-04-03T18:38:41Z (GMT). No. of bitstreams: 2 Dissertacao_Clarissa_de_Souza_Cardoso.pdf: 2026483 bytes, checksum: 03d592783490c3ef8db48829bcdd1387 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-01-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / A presente dissertação visa aprofundar o conhecimento das trajetórias terapêuticas e das redes sociais e afetivas de crianças que frequentam um Centro de Atenção Psicossocial Infantojuvenil (CAPSi). As trajetórias terapêuticas se constituem a partir de uma organização de convivência estabelecidas por meio de relações articuladas pelas pessoas que compõem a rede. Com esta pesquisa qualitativa, objetivou-se analisar as trajetórias terapêuticas das crianças que frequentam o Centro de Atenção Psicossocial Infantojuvenil (CAPSi). O estudo desenvolveu-se em um serviço de atenção psicossocial no município de São Lourenço do Sul, que é referência para cinco municípios no atendimento em saúde mental para crianças. Foram participantes desta pesquisa cinco crianças e seus familiares; utilizou-se para coleta de dados a análise dos prontuários, as informações anotadas em diário de campo, entrevistas narrativas, e o mapa dos cinco campos como estratégia metodológica para a entrevista narrativa com as crianças. O parecer de aprovação deste estudo possui nº 1.485.272 pelo Comitê de Ética da Faculdade de Enfermagem. Na análise foram apresentadas as trajetórias terapêuticas, as histórias de vida, e as redes sociais e afetivas de cada criança. A (re)construção das trajetórias terapêuticas e o conhecimento das redes sociais e afetivas das crianças que frequentam um serviço de atenção à saúde mental é fundamental para orientar as práticas de cuidado, fundamentado nas necessidades e demandas existentes por meio da narrativa deste público. As fragilidades encontradas nas trajetórias terapêuticas e nas redes sociais e afetivas relacionam-se com o encaminhamento precoce via escola, a longa permanência no serviço, a patologização-medicalização, e a ausência da figura paterna. Como potencialidades, foram encontrados os vínculos construídos ao longo das trajetórias terapêuticas demonstrados nos mapas e a família como principal fonte de apoio. Conclui-se que a participação efetiva das crianças na construção de um cuidado que atenda às suas singularidades, necessariamente, precisa ser articulada pela rede social e afetiva que as mesmas apresentam, constituindo-se como desafio para os diferentes atores e cenários da vida. / The following dissertation aims to profound the knowledge on therapeutic pathways and social and affective networks of children that attend to the Center for Psychosocial Child and Adolescent Care (CAPSi). The therapeutic pathways constitute from a living organization, established through relationships articulated by people that compose the network. With this qualitative research, the main goal was to analyze the therapeutic pathways of children that attend to the Center for Psychosocial Child and Adolescent Care. The study developed at a service for psychosocial care in the city of São Lourenço do Sul, which is reference to five cities in the mental care assistance to children. Five children and their families participated in this research. For data collection, chart analysis, recorded information in the field diary, narrative interviews, and the five-field map were used as methodological strategy to interviewing the children. The Ethics Committee from the Nursing School approved the study under the number 1.485.272. In the analysis, the therapeutic pathways, life history, and social and affective networks from each child were presented. The (re)building of therapeutic pathways and the knowledge on social and affective networks of the children that attend to a mental health care service is fundamental to guide the practices of care, fundament the necessities and existent demands through their own narrative. As fragilities in the therapeutic pathways, and in the social and affective networks, the early referral from the school, the extended permanence in the service, the pathologization -medicalization, and father’s absence were found. As potentialities, the bonding built during the therapeutic pathways demonstrated in the maps and the family as main source of support were highlighted. It is possible to conclude that the effective participation of children in the construction of a care that attend to their singularities, necessarily, needs to be articulated to the social and affective networks of them, which constitute as a challenge to the different actors and life scenarios.

School attendance problems experienced by children are a concern across Canadian educational systems. Higher rates of attendance issues exist among children who experience emotional and behavioural difficulties, which places them at heightened risk for poor educational outcomes. Frequently explored in educational research are variables related to school attendance problems among the general child population, however, a shortage of literature exists that explores these elements among children with emotional and behavioral difficulties. To address this void, this mixed-methods study explored child and educational elements that surrounded the school attendance problems of a sample of children receiving mental health services at a community clinic. Together, analyses of data gathered from the CANS, SDQ, and client files indicated that dynamic and reciprocal relationships existed among children’s emotional, behavioural, social, and academic difficulties which contributed to their attendance and overall educational experiences. These results corroborate existing research related to school attendance problems, however, provide unique insights into the profiles of this particular population and how their needs can be better met to promote more positive school experiences.