Loading...
Publication
Representações e sentires dos técnicos face à perturbação do espectro autista e a percepção materna sobre o papel do técnico
Advisor(s)
Abstract(s)
O objectivo do estudo é conhecer as representações que os técnicos têm acerca da
Perturbação do Espectro Autista (PEA) a fim de identificar dificuldades e/ou necessidades
sentidas. Um segundo objectivo visou perceber quais as representações das mães da criança
com perturbação do espectro autista acerca dos técnicos. Os participantes são 2 mães,
ambas com 36 anos de idade e 3 técnicos da equipa de Intervenção Precoce na Infância,
com idades entre os 26 e os 48 anos. Utilizámos a entrevista semi-directiva com questões
abertas, para aceder às vivências e experiências das mães e dos técnicos que conviveram e
acompanharam os casos em estudo. Foram elaboradas notas de entrevista que foram
transcritas e analisadas de acordo com a “Grounded Theory”. Os técnicos identificam na
PEA, como factores dificultantes da relação a baixa resistência à frustração e a resposta
agressiva, que esta desencadeia, face a alguma alteração no meio envolvente. Ao nível da
intervenção são utilizadas estratégias educativas comportamentais (reforço positivo e
punição), como forma de trabalhar a socialização (limites, frustração e aceitação do outro).
A relação afectiva entre técnico e criança surge como determinante para uma evolução
positiva. Para o técnico, a perturbação passa a ser central na dinâmica familiar o que leva a
comportamentos de isolamento, pelo preconceito social percebido em situações de
exposição e pela incerteza do diagnóstico. As mães identificam no técnico atitudes de
desvalorização e preconceito, percebidas como incompetência profissional, levando-as a
sentirem-se desamparadas e desesperadas face à identificação e resolução do problema.
ABSTRACT: The aim of the study is to understand the representations that the coaches have about Autism Spectrum Disorder (PEA) in order to identify difficulties and / or felt needs. A second objective aimed to understand which representations of mothers of children with autistic spectrum disorder on the coaches. Participants are two mothers, both with 36 years of age and 3 technical team of Early Childhood Intervention, ages 26 to 48 years. We used the semi-directive interview with open questions, to access knowledge and life experiences of mothers and technicians who knew and followed the cases studied. Were prepared interview notes were transcribed and analyzed according to "Grounded Theory". The experts identified in the PEA, as factors of difficulty in relation to low resistance to frustration and aggressive response, which triggers this, from a change in environment. In terms of educational intervention strategies are used behavioral (positive reinforcement and punishment) as a way to work socialization (range, frustration and acceptance of others). The affective relationship between coach and child emerges as a determinant for a positive development. For the technician, the disturbance becomes central in family dynamics leading to the behaviors of isolation, prejudice, perceived social situations of exposure and the uncertainty of diagnosis. Mothers identified the technical attitudes of devaluation and prejudice, perceived as incompetence, leading them to feel helpless and hopeless in the face of the identification and resolution of the problem.
ABSTRACT: The aim of the study is to understand the representations that the coaches have about Autism Spectrum Disorder (PEA) in order to identify difficulties and / or felt needs. A second objective aimed to understand which representations of mothers of children with autistic spectrum disorder on the coaches. Participants are two mothers, both with 36 years of age and 3 technical team of Early Childhood Intervention, ages 26 to 48 years. We used the semi-directive interview with open questions, to access knowledge and life experiences of mothers and technicians who knew and followed the cases studied. Were prepared interview notes were transcribed and analyzed according to "Grounded Theory". The experts identified in the PEA, as factors of difficulty in relation to low resistance to frustration and aggressive response, which triggers this, from a change in environment. In terms of educational intervention strategies are used behavioral (positive reinforcement and punishment) as a way to work socialization (range, frustration and acceptance of others). The affective relationship between coach and child emerges as a determinant for a positive development. For the technician, the disturbance becomes central in family dynamics leading to the behaviors of isolation, prejudice, perceived social situations of exposure and the uncertainty of diagnosis. Mothers identified the technical attitudes of devaluation and prejudice, perceived as incompetence, leading them to feel helpless and hopeless in the face of the identification and resolution of the problem.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Representação Autismo Técnico Mães Grounded theory Representations Autism Technicians Professionals Mother