Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-18T11:51:47Z No. of bitstreams: 1 camilamenezesferreiraguerreiro.pdf: 1353311 bytes, checksum: 220d79b7b0f98180c3dd10ff39e8e739 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-20T11:55:56Z (GMT) No. of bitstreams: 1 camilamenezesferreiraguerreiro.pdf: 1353311 bytes, checksum: 220d79b7b0f98180c3dd10ff39e8e739 (MD5) / Made available in DSpace on 2018-04-20T11:55:56Z (GMT). No. of bitstreams: 1 camilamenezesferreiraguerreiro.pdf: 1353311 bytes, checksum: 220d79b7b0f98180c3dd10ff39e8e739 (MD5) Previous issue date: 2018 / A Psicologia Escolar e Educacional (PEE) constitui campo de atuação, pesquisa e produção de conhecimento com foco no processo de aprendizagem e desenvolvimento humano, tal como a Educação Superior. As investigações acerca da PEE na Educação Superior relacionadas à prevenção e promoção de saúde, mostram-se pouco exploradas pelos estudiosos da área, confirmando-se assim a relevância do presente estudo que objetivou investigar concepções e práticas sobre prevenção e promoção de saúde de Psicólogos com enfoque Educacional atuantes em Instituições Federais de Educação Superior Mineiras (IFES-MG). A primeira etapa da pesquisa envolveu, por meio de consulta ao setor de recursos humanos das IFES, um levantamento de Psicólogos, aderindo à pesquisa 14 IFES, nas quais foram identificados 128 Psicólogos. Na segunda etapa, esses Psicólogos responderam, de forma online, ao Instrumento de Rastreamento de Intervenções para Psicólogos com enfoque Educacional (IRIPE), delimitando-se 31 Psicólogos que foram solicitados a responderem ao Questionário para Psicólogos com enfoque Educacional (QPE). Responderam ao QPE 18 Psicólogos, investigados mais detalhadamente em relação às concepções e práticas sobre prevenção e promoção de saúde. Esse instrumento divide-se em 4 eixos de investigação, a saber: 1) atuação na Educação Superior; 2) prevenção, promoção de saúde e desenvolvimento humano na Educação Superior; 3) desafios encontrados e 4) capacitação. Para a análise dos resultados dos eixos 1, 3 e 4 utilizou-se metodologia quantitativa, já no eixo 2, qualitativa. A análise quantitativa evidenciou uma variabilidade de intervenções desenvolvidas pelos Psicólogos, revelando concepções tradicionais e emergentes dirigidas, em sua maioria, aos alunos. Verificou-se, contudo, ainda que de forma menos expressiva, intervenções mais amplas junto aos professores, coordenadores de curso/gestores e aos técnicos administrativos. Na vertente qualitativa da pesquisa, que investigou as concepções e práticas em relação à prevenção e promoção de saúde desses profissionais, constatou-se que a maioria dos Psicólogos está pouco familiarizada com o conceito ampliado e atual desse enfoque no âmbito da Psicologia. As práticas desses profissionais indicaram a utilização de estratégias voltadas para a prevenção universal/primária no contexto educativo, modalidade preventiva recomendada pela literatura na área. Houve uma tendência dos Psicólogos a valorizar estratégias proativas e desenvolvimentais por meio do incremento de competências e habilidades, lançando mão de uma compreensão do indivíduo inserido no contexto e suas inter-relações. Ressalta-se, contudo, a identificação, também, de estratégias informadas pelos profissionais como sendo preventivas e promotoras da saúde, tais como o atendimento/aconselhamento psicológico, que vem sendo considerado, pela literatura, como de cunho mais tradicional e reativo. Quanto aos desafios encontrados e capacitação submetidos à análise quantitativa, constatou-se que esses Psicólogos encontram dificuldades para desenvolver seu trabalho de forma mais proativa. Eles alegam buscar atualização tanto na área da PEE quanto na da prevenção e promoção de saúde. Enfatiza-se a necessidade de o Psicólogo Escolar/Educacional atuante no âmbito da Educação Superior preparar-se para realizar intervenções com foco na Prevenção e Promoção de Saúde por meio de uma atuação proativa, tendo em vista o objetivo mais amplo de promover saúde mental e desenvolvimento humano neste nível de escolaridade. / The School and Educational Psychology (PEE) is an area of practicing, research and knowledge production focused on the process of learning and human development, such as Higher Education. The investigations regarding PEE in Higher Education that are related to the prevention and health promotion, though, had been slightly exploited by the researchers in this field, what reaffirms the relevance of this work. The main goal of this research is to investigate the concepts and practices regarding prevention and health promotion of psychologists working in an Educational perspective in Federal Institutions of Higher Education from Minas Gerais (IFES-MG). The first stage of the research consisted of consulting the human resources department of the 14 IFES participating on the study in order to establish the number of psychologists among them. At this point, 128 professionals were identified. In the following stage, they answered online the Tracing Instrument of interventions for psychologists of Educational approach (IRIPE), and 31 psychologists were requested to answer the Questionnaire for psychologists of Educational approach (QPE). Among them, 18 psychologists answered it and their answers analyzed in more details, according to four investigative topics. They are:1) practice on Higher Education; 2) prevention, health promotion and human development in Higher Education; 3) challenges faced and 4) training. The results obtained on topics 1,3 and 4 were analyzed following the quantitative approach, while the topic 2 had a qualitative analysis. The quantitative analysis showed a variability in interventions among the psychologists, unfolding traditional and emerging concepts targetingthe students. It was possible to see, although less markedly, more extensive interventions including professors, coordinators/managers of the courses and administrative staff. Moreover, the qualitative approach helped in the investigation of concepts and practices regarding prevention and health promotion among the participants and it was possible to conclude that the most part of the psychologists are not very particular familiarly with the broad and current concept of such approach in the Psychology. The practices of these professionals indicate the use of strategies for promoting universal/primary prevention within the educational context, strongly recommended by the existing literature in the field. There was a tendency to value proactive and developmental strategies among the participants, mainly by increasing competences and skills through the understanding of an individual inside a context and their interrelationships. Some strategies listed by the professionals as preventive and health promoting, though, are considered responsive and traditional by the literature, such as psychological care/counselling. Considering topics 3 and 4, based on a quantitative approach, it is possible to understand that participants found difficulties to develop their jobs in a more proactive way. According to them, they have been trying to develop on the field of PEE and prevention and health promotion. Thus, aiming to promote mental health and human development in Higher Education, it is extremely relevant having the educational psychologist preparing themselves to be able to make interventions focusing the prevention and health promotion using a proactive approach.

Background: School-based mental health promotion aims to strengthen mental health and reduce stress. Results on the effectiveness of such programs are heterogeneous. This study realized a school-based mental health promotion program (StresSOS) for all students and aimed to identify moderators (mental health status, gender, grade level) of pre- to post-changes in stress symptoms and knowledge. Methods: Participants were N = 510 adolescents (from 29 classes; 46.7% female) aged 12–18 years (M = 13.88, SD = 1.00; grade levels 7–10). They were without mental health problems (65.9%), at risk for mental health problems (21.6%), or with mental health problems (12.5%) and participated in a 90 min per week face-to-face training with 8 sessions in class at school. Demographic variables, mental health status, stress symptoms, and knowledge about stress and mental health were collected at baseline. Program acceptance, stress symptoms, and knowledge were collected post-intervention. Multilevel mixed effects models were conducted with the fixed effects time (within factor), mental health status, gender, and grade level (between factors). Random effects for students within classes were included. Results: In the pre-post comparison, mental health status moderated the changes on psychological stress symptoms (p < 0.05). In adolescents with mental health problems the largest reduction in stress symptoms was observed between pre- and post-assessment. Gender and grade level were less relevant. For all adolescents knowledge gains were revealed (p < 0.001). Program acceptance was moderated by mental health status and grade level (p < 0.01). Mentally healthy adolescents and within the group of adolescents at-risk or with mental health problems, especially younger students (7th/8th grade), rated program acceptance higher. Conclusion: Psychological stress symptoms decreased among adolescents with mental health problems and not among adolescents at risk for or without mental health problems. Mental health-related knowledge increased for all adolescents. The results add to knowledge on school-based mental health intervention research and practice. Its implications for different prevention strategies (universal, selective or a combination of both) are discussed.

Livssituationer præget af mange komplekse psykosociale og helbredsmæssige problemstillinger fordrer en anden grad af tværfagligt samarbejde i social- og sundhedssektoren. En samtidig øgetfokusering på forebyggelse og sundhedsfremme har øget behovet for udvikling af kundskaber og kompetencer, som kan matche disse udfordringer. Målet med studiet er, at identificere mulige mønstre vedrørende erfaringer med udvikling af fælles kundskaber og kompetencer i tværfaglige team som arbejder forebyggende og sundhedsfremmende. Der er tale om et kvalitativt studie, som bygger på fokusgruppeinterview med deltagelse af 25professionelle fra ni team inden for social-og sundhedssektoren. Otte faggrupper var repræsenteret.Der blev anvendt en memoreret temaguide til interviewene. Grounded theory blev anvendt til dataanalyse. Studiets overordnede kernekategori blev defineret som: ”sociokulturel organisation sætter dagsordenen for udvikling af kundskaber og kompetencer”. Der fremkom yderligere tre hovedkategorier som relaterede sig til kernekategorien: ”det nødvendige professionelle fundament,”den forebyggende og sundhedsfremmende diskurs”, og ”de tavse kundskaber og kompetencer”. Konklusion: Hovedfundet i studiet viste at sociokulturel organisation har væsentlig indflydelse påtværfaglige teams muligheder for at udvikle kundskaber og kompetencer i det forebyggende og sundhedsfremmende arbejde. Skabes der ikke lærings- og refleksionsrumi praksisfællesskabernereduceres mulighederne for, at den ”tavse” kundskab sættes i spil med den eksplicitte kundskab / Situations of life characterised by numerous complex psychosocial and health problems demand another extent in interprofessional co-operation in social and health service. At the same timeincreased focus on prevention and health promotion have raised the necessity of knowledge andcompetence creation that is able to deal with these complex challenges. The aim of this study is to identify possible patterns of experience with creation of shared knowledgeand competence in interprofessional co-operation with focus on prevention and health promotion.The studyis based on qualitative interviews in focus groups and memorized theme guide was used.The analyzing process was based on grounded theory. 25 professionals represented eight occupationgroups from nine social and health service teams. The overall core categories emerge as: ”social cultural organization sets the agenda for creation of knowledge and competence”. Three additional overall categories related to the core category definedas: ”the needful professional foundation”, “the discourse of prevention and health promotion” and“the tacit knowledge and competence”. Conclusions: The overall findings pointed out the essential influence of the social culturalorganization on the possibility of the interprofessional co-operation to create shared knowledge in the prevention and health promotion. If space for learning and reflection in community of practice is not created the feasibility of meetings between tacit and explicit knowledge will be reduced / <p>ISBN 91-7997-099-0</p>

Background: Modern health systems are increasingly faced with the challenge to provide effective, affordable and accessible health care for people with chronic conditions. As evidence on the specific unmet needs and their impact on health outcomes is limited, practical research is needed to tailor chronic care to individual needs of patients with diabetes. Qualitative approaches to describe professional and informal caregiving will support understanding the complexity of chronic care. Results are intended to provide practical recommendations to be used for systematic implementation of sustainable chronic care models. Method: A mixed method study was conducted. A standardised survey (n = 92) of experts in chronic care using mail responses to open-ended questions was conducted to analyse existing chronic care programs focusing on effective, problematic and missing components. An expert workshop (n = 22) of professionals and scientists of a European funded research project MANAGE CARE was used to define a limited number of unmet needs and priorities of elderly patients with type 2 diabetes mellitus and comorbidities. This list was validated and ranked using a multilingual online survey (n = 650). Participants of the online survey included patients, health care professionals and other stakeholders from 56 countries. Results: The survey indicated that current care models need to be improved in terms of financial support, case management and the consideration of social care. The expert workshop identified 150 patient needs which were summarised in 13 needs dimensions. The online survey of these pre-defined dimensions revealed that financial issues, education of both patients and professionals, availability of services as well as health promotion are the most important unmet needs for both patients and professionals. Conclusion: The study uncovered competing demands which are not limited to medical conditions. The findings emphasise that future care models need to focus stronger on individual patient needs and promote their active involvement in co-design and implementation. Future research is needed to develop new chronic care models providing evidence-based and practical implications for the regional care setting.

Background: Modern health systems are increasingly faced with the challenge to provide effective, affordable and accessible health care for people with chronic conditions. As evidence on the specific unmet needs and their impact on health outcomes is limited, practical research is needed to tailor chronic care to individual needs of patients with diabetes. Qualitative approaches to describe professional and informal caregiving will support understanding the complexity of chronic care. Results are intended to provide practical recommendations to be used for systematic implementation of sustainable chronic care models. Method: A mixed method study was conducted. A standardised survey (n = 92) of experts in chronic care using mail responses to open-ended questions was conducted to analyse existing chronic care programs focusing on effective, problematic and missing components. An expert workshop (n = 22) of professionals and scientists of a European funded research project MANAGE CARE was used to define a limited number of unmet needs and priorities of elderly patients with type 2 diabetes mellitus and comorbidities. This list was validated and ranked using a multilingual online survey (n = 650). Participants of the online survey included patients, health care professionals and other stakeholders from 56 countries. Results: The survey indicated that current care models need to be improved in terms of financial support, case management and the consideration of social care. The expert workshop identified 150 patient needs which were summarised in 13 needs dimensions. The online survey of these pre-defined dimensions revealed that financial issues, education of both patients and professionals, availability of services as well as health promotion are the most important unmet needs for both patients and professionals. Conclusion: The study uncovered competing demands which are not limited to medical conditions. The findings emphasise that future care models need to focus stronger on individual patient needs and promote their active involvement in co-design and implementation. Future research is needed to develop new chronic care models providing evidence-based and practical implications for the regional care setting.