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Abordagem multidisciplinar no acompanhamento de uma criança com Traumatismo Crânio-Encefálico
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Abstract(s)
Quer pela mortalidade, quer pelo número de indivíduos
que resulta de alguma forma incapacitado, o Traumatismo
Crânio-Encefálico (TCE) constitui um dos
maiores problemas de saúde pública nos EUA, Europa
e outros países desenvolvidos. As alterações cognitivas,
comportamentais e emocionais são, entre as consequências
das lesões focais ou difusas do TCE, as que
causam maior incapacidade na criança, maior destabilização
nas suas famílias e maior dificuldade no seu
meio social e escolar. Mais persistentes no tempo que
os défices físicos, estas alterações interferem no desenvolvimento
global, podendo condicionar a capacidade
da criança na realização das suas aprendizagens escolares,
limitar a prossecução de actividades prévias e
constituir um obstáculo às relações interpessoais. Este
quadro requer um longo processo de reabilitação e um
acompanhamento profissional tão diversificado quanto
necessário. Apresenta-se o caso A.M. com 8 anos de
idade, frequentando o 2.º ano de escolaridade que, em
Abril de 2002, aos 6 anos, após queda de cerca de 6 metros
de altura, sofreu um Traumatismo Crânio-Encefálico
(TCE) moderado. Em consequência, apresentou alterações
motoras, da linguagem, cognitivas, comportamentais
e emocionais, que obrigaram a uma intervenção
terapêutica multidisciplinar. Durante um ano e meio
foram efectuadas várias avaliações neuropsicológicas
e de desenvolvimento que nos permitiram descrever a
progressão do quadro clínico, incluindo as repercussões
ao nível da reintegração familiar, escolar e socio-emocional.
Palavras-chave: Traumatismo Crânio-Encefálico (TCE),
lobo frontal, alterações psico-sociais, défice de atenção
por hiperactividade, perturbação de oposição, intervenção
multi e interdisciplinar.
Traumatic Brain Injury (TBI) leads to death, longterm disabilities and constitutes a major public health problem in Europe, United States and other countries. Cognitive, behaviour and emotional changes as possible consequences of TBI are responsible for main impairments in children’s lives, including family disfunctions, social disabilities and school unachievement. These later problems are more persistent than physical incapacities and influence children’s development by conditioning their ability to learn, to perform behaviours previous to TBI and to develop socially adequate relationships. Thus, these TBI sequels require a long rehabilitation process, which has to include all the professional help needed. A.M. is an 8 years-old child attendind a 2nd grade class who in April 2002, aged 6 years old, suffered a moderate TBI following a 6 meters height fall. Consequently, A.M. presented motor, linguistic, cognitive, behavioural and emotional disabilities, which required a multi professional intervention. During one year and a half, numerous neuropsychological and developmental evaluations were performed allowing the description of the child’s clinical progression, including the effects in family functioning, school performance, social behaviour and emotional adaptation. Key words: Traumatic Brain Injury (TBI), psychosocial effects of TBI, Attention Deficit and Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), multi professional team intervention.
Traumatic Brain Injury (TBI) leads to death, longterm disabilities and constitutes a major public health problem in Europe, United States and other countries. Cognitive, behaviour and emotional changes as possible consequences of TBI are responsible for main impairments in children’s lives, including family disfunctions, social disabilities and school unachievement. These later problems are more persistent than physical incapacities and influence children’s development by conditioning their ability to learn, to perform behaviours previous to TBI and to develop socially adequate relationships. Thus, these TBI sequels require a long rehabilitation process, which has to include all the professional help needed. A.M. is an 8 years-old child attendind a 2nd grade class who in April 2002, aged 6 years old, suffered a moderate TBI following a 6 meters height fall. Consequently, A.M. presented motor, linguistic, cognitive, behavioural and emotional disabilities, which required a multi professional intervention. During one year and a half, numerous neuropsychological and developmental evaluations were performed allowing the description of the child’s clinical progression, including the effects in family functioning, school performance, social behaviour and emotional adaptation. Key words: Traumatic Brain Injury (TBI), psychosocial effects of TBI, Attention Deficit and Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), multi professional team intervention.
Description
Keywords
Citation
Análise Psicológica, 24(2), 235-245
Publisher
ISPA - Instituto Superior de Psicologia Aplicada