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A entrevista com base nas rotinas na intervenção precoce: Formadores e formandos em avaliação
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Abstract(s)
As perspectivas ecológico-transaccionais abriram portas à visão de intervenção precoce actual, que vê a família como um todo, valorizando os suportes, recursos e redes sociais que têm disponíveis e procurando responder às suas necessidades através de uma prestação de serviços que apoie e fortaleça a capacidade da família para melhorar e promover o desenvolvimento e aprendizagem da criança. Neste modelo, centrado na família, os profissionais e as famílias trabalham de mão-dada, no sentido de reconhecer como se podem estruturar as práticas e criar programas que funcionem como meios de protecção. Escolher o curso e os métodos para a intervenção, é uma tarefa complexa a que McWilliam (2010) se tem dedicado, afirmando que se deve trabalhar, sempre que possível, em consonância com as rotinas e contextos onde as crianças passam a maior parte do seu tempo de aprendizagem.
Este trabalho tem por objectivo a análise de alguns dados, resultantes de uma formação sobre a Entrevista com Base nas Rotinas (EBR), no âmbito de um estudo sobre a ‘Promoção da qualidade dos objetivos do Programa Educativo Individual/Plano Individual’, aplicando-se para o efeito a Lista de Verificação da Entrevista com base nas Rotinas (EBR) e questões relativas à avaliação da qualidade da formação.
O grupo inclui 123 participantes, com uma média de 37,7 anos, sendo composto maioritariamente por elementos do sexo feminino (91,9%).
Os resultados indicam que os formandos focaram, na sua maioria, aspectos positivos na formação, salientando sobretudo o seu conteúdo, impacto e metodologia; verificaram-se também algumas dificuldades na aplicação da EBR pelos formandos, sobretudo em itens associados à compreensão da perspectiva da família.
Deste estudo pode-se concluir a necessidade de se apostar mais em formações que ajudem estes profissionais a desenvolver práticas centradas na família.
ABSTRACT: The ecological-transactional perspective led to the current view of early intervention, which treat the family as a whole, enhancing supports, resources and social networks that are available, and trying to know which are their needs through the provision of services to support and strengthen family's ability to improve and promote the development and learning of children. In this model family-centered professionals and families work together to recognize how they can structure practices and create programs that function as means of protection. Choose the course and methods for intervention is a complex task that McWilliam (2010) has been engaged, stating that one should work whenever possible in line with the routines and contexts where children spend most of their time learning. This work aims to analyzing some data resulting from training on the Routines Based Interview (RBI), as part of a study on ' Enhancing the quality of the goals of the Individual Educational Plan / Individual Plan ', applying for this purpose the Checklist Interview based on routines (RBI) and questions related to evaluating the quality of training. The group included 123 participants, with an average of 37.7 years, being mainly composed of elements of the females (91.9%). The results indicate that students focused mostly positive aspects in training, particularly emphasizing the content, methodology and impact, there were also some difficulties in applying the RBI by trainees, especially in items associated with understanding the perspective of family. From this study it can be concluded the need to invest more in training to help these professionals to develop family-centered practices.
ABSTRACT: The ecological-transactional perspective led to the current view of early intervention, which treat the family as a whole, enhancing supports, resources and social networks that are available, and trying to know which are their needs through the provision of services to support and strengthen family's ability to improve and promote the development and learning of children. In this model family-centered professionals and families work together to recognize how they can structure practices and create programs that function as means of protection. Choose the course and methods for intervention is a complex task that McWilliam (2010) has been engaged, stating that one should work whenever possible in line with the routines and contexts where children spend most of their time learning. This work aims to analyzing some data resulting from training on the Routines Based Interview (RBI), as part of a study on ' Enhancing the quality of the goals of the Individual Educational Plan / Individual Plan ', applying for this purpose the Checklist Interview based on routines (RBI) and questions related to evaluating the quality of training. The group included 123 participants, with an average of 37.7 years, being mainly composed of elements of the females (91.9%). The results indicate that students focused mostly positive aspects in training, particularly emphasizing the content, methodology and impact, there were also some difficulties in applying the RBI by trainees, especially in items associated with understanding the perspective of family. From this study it can be concluded the need to invest more in training to help these professionals to develop family-centered practices.
Description
Dissertação de Mestrado em Psicologia Clínica apresentada ao ISPA - Instituto Universitário
Keywords
Intervenção precoce Formação Profissionais Entrevista com base nas rotinas Família Early intervention Training Professionals Early-based interview Family