Treinamento de pais em grupo: um relato de experiência

Abstract

Este artigo descreve uma experiência de treinamento de pais e os efeitos encontrados sobre o desenvolvimento de práticas educativas parentais positivas, habilidades sociais educativas, e enfrentamento a estressores externos. Cinco mães e dois pais participaram de uma intervenção grupal, com 20 sessões de 90 minutos e periodicidade semanal. Foram utilizadas técnicas comportamentais, como modelação e ensaio comportamental. Os resultados, avaliados por entrevistas e checklist, indicaram aumento nas práticas educativas parentais positivas, desenvolvimento de habilidades sociais educativas e desenvolvimento de estratégias saudáveis de enfrentamento a estressores externos nos participantes. Além da percepção positiva sobre mudanças no comportamento parental, os pais também avaliaram positivamente as mudanças dos filhos.

Treino parental para manejo comportamental de crianças com Síndrome de Prader-Willi: impacto sobre a saúde mental e práticas educativas do cuidador

“…Parenting practices adapted to the main care demands of a person with PWS may result not only in a reduction in individual behavioral problems related to the syndrome, but also in improving indicators of family relationships and reducing the mental health problems of parents. Studies point to the need to educate and train caregivers in the proper management of overeating and progressive weight gain 23,24 . Evidence shows that providing care is associated with caregiver psychological profiles which are characterized by stress states, anxiety disorders and depression in at least one member of the couple 25. In Brazil, the monitoring of people with rare diseases is complex, and although PWS is a syndrome that is associated with moderate to severe levels of intellectual disability and should in fact be treated in Psychosocial Care Centers (CAPS) within the health system, the diagnosis is often delayed, consequently so too are the necessary care actions and psychological interventions 26 .…”

Qualidade metodológica de programas de intervenção baseados em fortalezas na América Latina: uma revisão sistemática da literatura

“…Only two studies (Murta and Tróccoli, 2009;Pinheiro et al, 2006) reported clear in the text whether the loss of participants and/or the data lost was correctly addressed, or at least that the quality of the data had been reviewed before statistical analysis. All studies reported results in line with the objectives proposed, despite seven studies having reported the variables of interest for this review as secondary outcome measures (e.g., Borges and Seidl 2014;Coelho and Murta, 2007;Cuadra-Peralta et al, 2012;Murta and Tróccoli, 2009;Pivaral et al, 2015;Pureza et al, 2012;Rocha et al, 2013). The majority of studies published achieved good standards in terms of methodology quality.…”

“…Unexpected high dropout rates for severe anxiety individuals, as well as no significant results for Assertiveness and Empathy were detected following a social skills training intervention for university students with social anxiety and/or social phobia (Pureza et al, 2012). A group training programme for parental educational practices (Coelho and Murta, 2007) and a psycho-educative intervention to reduce Burnout in the workplace (Pivaral et al, 2015) reported increases in Coping and Empathy. Assertiveness was reported to improve and no significant result was found for Optimism after a brief behavioural intervention for emotional states of teachers (Vera-Villarroel et al, 2005), as well as improvement in Assertiveness and Empathy following a social skills educative training for parents of children with behavioural problems (Pinheiro et al, 2006).…”

“…For those, the variables of interest manipulated in intervention programmes include Assertiveness, Coping, Empathy and Optimism. Out of the remaining studies reviewed there were three interventions for parents of children with cognitive or behavioural problems (Coelho and Murta, 2007;Pinheiro et al, 2006;Rocha et al, 2013), aimed to improve Assertiveness, Coping and/ or Empathy; two for elderly people (Borges and Seidl, 2014;Cuadra-Peralta et al, 2012), aiming to positively impact on Assertiveness, Empathy, Forgiveness, Gratitude and/or Optimism; one intervention for Rheumatoid Arthritis patients (Quiceno et al, 2011), focusing on Assertiveness, Gratitude and Resilience; one for abused women (Cruz-Almanza et al, 2006), to improve Assertiveness and Coping; and one intervention programme for students with social anxiety and social phobia (Pureza et al, 2012), which aimed to but did not present significant results for Assertiveness or Empathy. Also in terms of participants' characteristics, 46.6% (seven studies) reported to have included at least 30 participants to compose the sample (Cruz-Almanza et al, 2006;Cuadra-Peralta et al, 2012;Tróccoli, 2004, 2009;Pinheiro et al, 2006;Quiceno et al, 2011;Toledo et al, 2011).…”

<b>Psicoeducative Group of Country: project Extension</b>

“…A orientação educacional de pais se insere nessa linha de trabalho e deve focalizar não apenas nas habilidades da criança, mas também propiciar o bem-estar da família. Assim, o grupo psicoeducativo deve ter a finalidade de auxiliar os pais a se adaptarem á singularidade do filho, as suas necessidades, ao seu ritmo de desenvolvimento, e compreenderem as suas reações emocionais advindas do problema da criança (PARDO, CARVALHO, 2011;BOLSONI-SILVA et al, 2008;COELHO, MURTA, 2007;BERNHEIMER, 1993).…”