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Práticas de intervenção precoce na infância : Quem faz o quê, onde e como?
Advisor(s)
Abstract(s)
Diversos estudos procuram perceber o hiato entre a investigação e a prática no âmbito da
Intervenção Precoce (IP), na medida em que a investigação não apenas tem assinalado uma
deficiente utilização de práticas baseadas em evidências, como uma distância considerável a uma
intervenção centrada na família e nas rotinas das crianças, recomendada pela literatura e disposições
legais. Nesta pesquisa procurámos examinar o fenómeno em estudo – o desenvolvimento de
programas de IPI orientados pelo modelo de intervenção centrado na família – conjugando a
análise da articulação entre perspetivas e práticas percebidas pelo profissionais com a análise da
qualidade e orientação de exemplares concretos das suas práticas. Este eixo de análise foi conjugado
com um outro, relativo às representações e juizos de avaliação de um outro interveniente
incontornável: as famílias. Pretendem-se identificar consonâncias e detetar focos de dissonância
entre interlocutores e tipos de resposta dos diferentes serviços e contextos de intervenção que
ajudem a manter atualizada uma caraterização das práticas que tem vindo a ser realizada na última
década e a construir medidas de promoção da qualidade e do envolvimento das famílias na IP. Para
isso realizou-se um estudo de caso instrumental, com casos múltiplos que convocou diversas
técnicas de recolha e análise de dados. Os resultados continuam a revelar a existência de lacunas a
nível das práticas dos profissionais no âmbito da avaliação, planificação e intervenção e pouca
permeabilidade às implicações práticas do modelo de intervenção focado na família. Quanto às
representações recíprocas e articulação entre profissionais e família parece atravessar-se um
momento de transição, com os técnicos já a valorizarem o enfoque nas familias e rotinas, mesmo
que pouco o reflitam nas práticas, e as famílias ainda centradas num modelo de especialista,
relegando para um plano secundário o seu papel de interveniente crucial. São discutidas implicações
dos resultados para a melhoria da formação e supervisão dos profissionais e formuladas questões
que orientem futuras investigações.
ABSTRACT: Several studies have tried to understand the gap between research and practices in the field of Early Intervention (EI), since research has not only pointed to an inappropriate use of practices, but also a significant lack of a family based intervention centred in the child’s daily routines, as recommended by the literature and legal provisions. In this thesis we tried to evaluate the development of EI programs with a family centered intervention model, conjugating both professionals’ practices and perspectives, through the analysis of quality and guidance of real exemplary cases. To this analysis we added the representations and the evaluation assessment of another crucial player in this milieu – the families. We aim to identify consonances and detect hubs of dissonance between the different inter players and types of answers provided from the diverse services and intervention contexts. We want on the one hand to portrait the practices that have been used in the last decade and, on the other, to design new courses of action to promote quality and family participation in EI. With that in mind, we took upon an instrumental case study, with multiple cases that required different techniques of data collection and analysis. The results show some breaches in the professionals’ practices in the areas of evaluation, planning and intervention and moreover little permeability to the practical implications of a family focused intervention model. Has to do with representations and the articulation between professionals and families, it comes into light that we are living in a transition moment. Technicians appreciate the family and child’s routines even though that is little reflected in their practices, while families are still centred on a “specialist” model, relegating their main vital role to a background one. Finally, results and their implications will be debated in order to not only increase the quality of professional’s schooling and supervision, but also open new future research questions.
ABSTRACT: Several studies have tried to understand the gap between research and practices in the field of Early Intervention (EI), since research has not only pointed to an inappropriate use of practices, but also a significant lack of a family based intervention centred in the child’s daily routines, as recommended by the literature and legal provisions. In this thesis we tried to evaluate the development of EI programs with a family centered intervention model, conjugating both professionals’ practices and perspectives, through the analysis of quality and guidance of real exemplary cases. To this analysis we added the representations and the evaluation assessment of another crucial player in this milieu – the families. We aim to identify consonances and detect hubs of dissonance between the different inter players and types of answers provided from the diverse services and intervention contexts. We want on the one hand to portrait the practices that have been used in the last decade and, on the other, to design new courses of action to promote quality and family participation in EI. With that in mind, we took upon an instrumental case study, with multiple cases that required different techniques of data collection and analysis. The results show some breaches in the professionals’ practices in the areas of evaluation, planning and intervention and moreover little permeability to the practical implications of a family focused intervention model. Has to do with representations and the articulation between professionals and families, it comes into light that we are living in a transition moment. Technicians appreciate the family and child’s routines even though that is little reflected in their practices, while families are still centred on a “specialist” model, relegating their main vital role to a background one. Finally, results and their implications will be debated in order to not only increase the quality of professional’s schooling and supervision, but also open new future research questions.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Intervenção precoce na infância Avaliação Qualidade Perceções das práticas Intervenção centrada na família Práticas baseadas em evidências Early intervention Evaluation Practice perceptions Family based intervention Evidence based practices