Sônia Regina Fiorim Enumo

Teoria motivacional do coping: uma proposta desenvolvimentista de análise do enfrentamento do estresse

Coping Motivational Theory is a recent developmental research designed to analyze the coping with stress related to the coping approach as a regulatory action. Any event may be perceived as stressful as it challenges or threatens the basic psychological needs of relationships, competence and autonomy. This theory proposes an analysis system based on the organization of coping strategies into 12 categories according to their probable adaptation outcome: (a) positive: self-confidence, search for support, problem resolution, search for information, accommodation and negotiation; and (b) negative: delegation, isolation, hopelessness, escape, submission and opposition. The use of this system in the analysis of childrens coping allows us to identify patterns of coping related to age, as well as to evaluate the role of developmental changes in the use of specific strategies, thus contributing to the analysis of the evolution of coping throughout childhood.

Avaliação e controle da dor por enfermeiras de uma unidade de terapia intensiva neonatal

BACKGROUND AND OBJECTIVES: Pain is frequent during hospitalization of premature neonates (PNN) in neonatal intensive care units (NICU) and is caused by routine invasive procedures. This study aimed at identifying and analyzing pain conceptions and management by nurses during nine routine invasive procedures in a NICU of a teaching hospital. METHOD: This was a descriptive study with nine nurses working from one to nine years in NICUs, who answered an adapted questionnaire with 13 open and closed questions about pain conceptions. Answers went through descriptive and content statistical analysis. RESULTS: Nurses acknowledged PNNs ability to feel pain and the importance of pain control to minimize childrens development risks. Pain was primarily evaluated by behavioral indicators, such as weeping, facial mimics and motor activity. Routine procedures were considered from moderate to extremely painful, such as venous/arterial puncture and chest drainage; however they used to be carried out without adequate relief measures. CONCLUSION: Although acknowledging that PNNs feel pain and that invasive procedures are painful, nurses considered that pain relief measures were still inadequate. Qualification in pain control is critical for professionals to act as a source of resources to protect future childrens development.

Coping da hospitalização em crianças com câncer: a importância da classe hospitalar

Hospitalization affects childrens behavior, and it is dealt with through childrens coping strategies. This study aims to describe the hospitalization coping strategies adopted by children with cancer, analyzing the importance of the Hospital Class. Eighteen (18) children with cancer, aged between 6 and 12, participated in the study. The children were evaluated using the Computerized Instrument for Assessing Hospitalization Coping Strategies and their parents responded to the Child Behavior Checklist (6-18 years). The most common behaviors referred to were playing, talking, watching TV, taking medication, studying, feeling angry, and blackmailing. The most common strategies identified were rumination and distraction. The children highlighted the importance of the Hospital Class as a way to continue their learning process and education. The samples coping patterns revealed behaviors and strategies that were favorable to coping with hospitalization during the Hospital Class period, which indicated possible benefits for children undergoing cancer treatment.

Indicadores de estresse e estratégias de enfrentamento em professores de ensino multisseriado

Ensenar en clases multiseriadas puede ser estresante, especialmente en zonas rurales, debido al desplazamiento y falta de recursos. Este estudio identifico estresores percibidos en el trabajo, evaluo el estrese, la ansiedad y las estrategias de enfrentamiento correlacionandolos con variables personales y del trabajo de 21 profesores responsables por dos a tres series/clase, con 16,4 alumnos, en promedio. Se identifico, en el 57% del muestreo, estrese relacionado a la ansiedad (moderada a grave en el 30%). Los estresores mas frecuentes fueron poco acompanamiento familiar y problemas motivacionales y comportamentales de los alumnos. Predominaron estrategias de enfrentamiento basadas en la solucion de problemas, especialmente entre profesores sin estrese y/o con mas series/aula, seguidas de busqueda de practicas religiosas. Estas se correlacionaron con la busqueda de soporte social y con el tiempo de trabajo, especialmente entre los casados y aquellos con menos series/grupos. Se hace necesario mas estudios sobre el impacto del contexto de ensenanza multiseriada en la salud mental de los docentes.Teaching in multigrade classes can be stressful, especially in rural areas caused by factors such as displacement and lack of resources. This study identified stressors at work, evaluated the stress, anxiety and coping behaviors, correlating with personal and work variables. We studies 21 teachers who were responsible for 2-3 series/class, with 16.4 students, on average. Stress was identified in 57% of the sample correlated with anxiety (moderate to severe in 30%). More common stressors were: little family monitoring and motivational and behavioral problems of students. Coping behaviors based on problem solving was predominant, especially among teachers without stress and/or more series/class, followed by search for religious practices. These are correlated with seeking social support and time of service, especially among married people and those with fewer grades/classes. There is a need for more studies on the impact of multigrade teaching in the context of teachers ́ mental health. Krywords: Stress; teaching; teachers. Indicadores de estrese y estrategias de enfrentamiento en profesores de enseñanza multiseriada

Enfrentamento em crianças portuguesas hospitalizadas por câncer: comparação de dois instrumentos de avaliação

Conditions associated with hospitalization and treatment of children with cancer have been identified as sources of stress, thus the relevance of studying the coping strategies spontaneously used by these children. The present study aimed to compare two methods for evaluating coping in the context of pediatric hospitalization. A total of 19 children

ESTRESSE E ENFRENTAMENTO EM PROFESSORES: UMA ANÁLISE DA LITERATURA

Stress has been linked to health problems to teachers. Conversely, it is important to understand teachers coping strategies. Thus, this study reviewed the literature on stress and coping to teachers, by analyzing most important researches results in addition to its methodological characteristics. The keywords considered were stress, coping and teacher on articles published by CAPES international portal of journals, between 2006 and 2011. It was possible to examine 19 empirical studies that were fully available. As far as this material is concerned, analyses related to stress, coping strategies and their implications for teaching were conveyed. It showed the need for evaluative and interventionism practices in attention to cope and symptoms of stress, in order to extend the understanding processes that lead to the well-being on teaching and, consequently, the education quality.

Enfrentamento religioso-espiritual de mães com bebê em Unidade de Terapia Intensiva Neonatal

O enfrentamento (coping) e definido como a forma com que as pessoas regulam seu comportamento, emocao e orientacao sob estresse. Este processo ocorre quando ha ameaca ou desafio a tres necessidades psicologicas basicas: Relacionamento, Autonomia e Competencia, pela Motivational Theory of Coping [MTC]. A internacao em Unidade Terapia Intensiva Neonatal [UTIN] e um estressor que afeta a vida da familia, podendo ameacar ou desafiar essas necessidades psicologicas. Nesse contexto, e comum o uso do enfrentamento religioso-espiritual. Esta pesquisa analisou o processo de enfrentamento, destacando o enfrentamento religioso-espiritual, de 20 maes de bebes em UTIN. Foram analisadas variaveis neonatais pela Ficha do Bebe. As maes responderam estes instrumentos: a) Questionario para registro de dados gerais; b) Criterio de Classificacao Economica Brasil; c) Protocolo de Entrevista de Enfrentamento da Hospitalizacao do bebe, com 22 questoes, com uma adaptacao da Motivational Theory of Coping Scale-12 [MTC-12], avaliando 12 familias de enfrentamento, sendo seis adaptativas (Autoconfianca, Busca de suporte, Resolucao de problemas, Busca de informacoes, Acomodacao, Negociacao) e seis mal adaptativas (Delegacao, Isolamento, Desamparo, Fuga, Submissao, Oposicao); e d) uma adaptacao da Escala RCOPE (Escala de Coping Religioso-Espiritual - CRE), com 87 itens, classificando as estrategias de enfrentamento em CREP (positivo - 8 fatores, 66 itens) e CREN (negativo - 4 fatores, 21 itens). Foi feita uma correspondencia entre os itens da Escala CRE e a MTC-12 e as funcoes da Escala CRE, avaliada por 4 juizes, com concordância media acima de 70%. Foram feitas analises descritivas e correlacionais entre os dados das escalas entre si, e com as variaveis maternas e do bebe. As maes tinham entre 17-35 anos, a maioria era catolica, de uma classe socioeconomica mais desfavorecida, com Ensino Medio incompleto e 3 filhos. A internacao na UTIN variou de 1-181 dias (M = 10,5), com predominância de nascimentos a termo (N = 9), por cesariana, de baixo risco gestacional. O apoio social recebido e percebido pela maioria das maes vinha principalmente dos familiares, pelo auxilio nas tarefas domesticas. O acesso ao apoio profissional psicologico mostrou-se limitado. O principal estressor era a preocupacao com a saude do bebe. Neste contexto, a Submissao e o Desamparo foram frequentes, mas tambem ocorrem a Busca de Informacao, a Acomodacao e a Resolucao de Problemas, esta correlacionada ao aumento do CREP. Houve um nivel medio de uso do enfrentamento religioso-espiritual, tambem com predominio de CREN sobre CREP. O coping transformacional foi identificado em todas as maes, e um aumento da fe, especialmente da crenca sobre o apoio de Deus. Houve varias correlacoes, destacando-se as expectativas positivas em relacao ao filho e EE adaptativas (Autoconfianca); o maior nivel socioeconomico e CREP, e entre baixa escolaridade e CREN. Metodologicamente, este estudo contribuiu para a compreensao do enfrentamento da internacao do filho em UTIN, apresentando as relacoes entre as EE da MTC-12 e as funcoes do enfrentamento religiosoespiritual do CRE, para analise desse conceito. Essa analise auxiliou a compreensao das condicoes que favorecem o enfrentamento adaptativo dessas maes, o qual pode promover resultados positivos na saude e desenvolvimento dos bebes.

Indicadores de estresse e coping no contexto da educação inclusiva

A escola tem sido o principal meio de educacao para alunos com necessidades educativas especiais (NEE), gracas as politicas inclusivas. Mas as dificuldades vivenciadas na implementacao de tais politicas podem contribuir para o desenvolvimento de estresse entre docentes. Tendo isso em vista, no presente artigo procurou-se identificar os estressores e os niveis de estresse docente e analisar variaveis sociodemograficas, pessoais, do trabalho e dos alunos, de acordo com a presenca de estresse. Dezenove professoras de classes de 1o, 2o e 3o ano do Ensino Fundamental de escolas publicas da cidade de Vitoria/ES, regentes de classes com alunos com NEE, responderam ao Inventario de Sintomas de Stress para adultos de Lipp, a um questionario com variaveis de interesse e a seis escalas de estressores e de enfrentamento (coping), especialmente traduzidas e adaptadas para o presente estudo. A grande quantidade de alunos e seus problemas comportamentais foram os estressores mais frequentes. Especificamente com relacao a educacao inclusiva, destacaram-se a sobrecarga de servico e a percepcao de pouca preocupacao governamental em fornecer subsidios para o trabalho. Todavia, cabe ressaltar que a inclusao de alunos com NEE foi um fator menos citado, podendo nao ser a variavel central para o estresse, uma vez que os docentes com estresse apontaram mais frequentemente a seguinte causa: a percepcao de incompreensao publica frente ao trabalho docente. A partir dessa constatacao, sugerem-se intervencoes para a promocao do bem-estar entre os professores.

Desempenho de crianças com e sem necessidades especiais em provas assistidas e psicométricas

Assisted cognitive tests, that include assistance from an examiner, analyze the process of problem solving and the learning potential, complementing traditional psychometric assessment. They are especially useful for cases of special educational needs (SEN). This study analyzed the relationship between the performance of children with and without special needs, in three assisted and two psychometric tests, and between the performance profile in assisted tests and status variables (gender, education and SEN). Results of 256 assisted tests and 228 psychometric tests were analyzed, those obtained in six studies, that counted with 228 children (125 girls) with 5-12 years (M = 8 years and 6 months), enrolled from kindergarten to elementary school (three in special class) and stating: learning disability (63), visual impairment (6), premature birth and low body weight (38), premature birth and very low body weight (30) and without SEN (91). In psychometric tests, the ratings at Columbia-EMC (69 applications) were mostly Medium-lower (40.5%) and Medium (33.3%) and in Raven-MPC (159 applications), Intellectually on the Average (45.2%) and Definitely Above Average (23.9%). As for assisted tests (256 applications) - Search Questions Game with Geometric Figures (154 applications) and with General Figures (34 applications) and the Childrens Analogical Thinking Modifiability Test (68 applications) predominated the profile Winner (55.8%), followed by the profile Winner Dependent on Assistance (16.8%), No Maintainer (14%) and High Score (13.3%). There were no significant associations between performance on psychometric and assisted tests, confirming the proposition of complementarity of these assessment methodologies, especially for children with development problems.

Jovens Insatisfeitos com a Imagem Corporal: Estresse, Autoestima e Problemas Alimentares

Resumo Jovens correm riscos para transtornos alimentares. Este estudo verificou as relações entre imagem corporal (IC), estresse percebido, autoestima, comportamento alimentar e Índice de Massa Corporal (IMC) em 238 adolescentes e jovens (14-20 anos; 62,2% meninas), respondendo ao Eating Atittudes Test, Escala de Estresse Percebido, Silhouette Matching Task e Inventário de Autoestima, medindo-se peso e altura (IMC). Meninas apresentaram riscos para distúrbios alimentares, maior preocupação com IC, mais estresse e menor autoestima; meninos desejam ser mais musculosos. Pela análise de redes, comportamento alimentar e IMC não se associaram, divergindo de outros estudos. Houve relações positivas entre IC e IMC e, entre fator dieta e fator bulimia; foram negativas as relações entre autoestima e estresse, e entre IC e sexo. Foram identificadas relações que podem subsidiar intervenções preventivas e centradas em variáveis, como a preocupação em emagrecer, estresse e autoestima em meninas, e o desejo de aumentar a massa corporal nos meninos. Palavras-chave: comportamento alimentar, imagem corporal, autoestima, estresse, jovens