Crenças e sentimentos relacionados ao desenvolvimento do filho com Transtorno do Espectro Autismo (TEA) exercem importante papel na adaptação materna. Entretanto, estes fatores nem sempre são compreendidos com base nos aspectos psicossociais associados. Objetivo: investigar crenças e sentimentos de mães de crianças com TEA relacionando-os a fatores psicossociais, com base no metamodelo biopsicossocial de Bradford. Delineamento: estudo de casos múltiplos, transversal e exploratório. Participantes: quatro mães (idade: 38 a 45 anos) de meninos com TEA (idades: 3 anos e 5 meses a 6 anos e 9 meses).
Autism spectrum disorder (ASD) is a developmental condition characterized by various cognitive and behavioral symptoms that may be associated, among other factors, with executive dysfunction. However, the relationship between these aspects still needs to be understood in more detail. The present study investigated associations and dissociations in the performance of 11 children/adolescents who were diagnosed with ASD without mental retardation, aged 10–15 years, in tasks that assessed executive function and working memory. Formal and functional assessment instruments and a questionnaire on developmental history and health-related aspects were used. Performance in tasks that were used for the objective assessment of executive function ranged from preserved to impaired, making the identification of specific performance profiles difficult. In contrast, functional assessment indicated the presence of important executive dysfunctions in 9 of the 11 cases. The present study stresses the importance of neuropsychological assessment using formal and functional (environmental) tools and mixed-model approaches (cases and groups) to provide a further understanding of executive dysfunction in ASD.
Este escrito relata a experiência da equipe de Saúde Mental do Centro Integrado em Atenção Psicossocial do Hospital Psiquiátrico São Pedro na construção de uma rede ampliada de atenção aos adolescentes da zona leste de Porto Alegre. Nesse território, analisamos os circuitos que inscrevem certa adolescência nos regimes de controle e os muros que a contêm: instituições que vão desde as escolas até a clássica instituição psiquiátrica da qual partimos. Apresentamos nossos itinerários conceituais e intervencionistas pelos regimes de atenção e exclusão dos adolescentes; as estratégias de acompanhamento de um passo desviante da norma; os ensaios de trama de uma rede ampliada; a proposta de um acolhimento responsabilizado em rede.
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