| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 976.2 KB | Adobe PDF |
Abstract(s)
As consequências que experiências potencialmente traumáticas, nomeadamente o abuso físico ou sexual e o bullying, podem ter na vida das crianças e jovens são um tópico pertinente. O contexto escolar desempenha um papel fulcral no desenvolvimento dos alunos, pelo que deve estar preparado para reconhecer e lidar com sinais e sintomas resultantes do trauma. Assim, é importante que os agentes educativos possuam os conhecimentos necessários para apoiar os alunos, bem como capacidade de autorregulação emocional. O presente estudo objetivou a caracterização de escolas portuguesas no que diz respeito aos cuidados sensíveis ao trauma, através da perspetiva dos agentes educativos. Os dados recolhidos, junto de 105 agentes educativos através de um questionário, foram tratados e analisados segundo uma metodologia mista, para uma maior compreensão das perspetivas dos profissionais. Os resultados mostraram como área mais forte a dimensão “Espaço Físico” e como área mais fraca a dimensão da “Formação”, o que põe a descoberto que ainda existe falta de conhecimento relativo ao trauma e, consequentemente, alguma incapacidade de as escolas responderem de forma eficaz aos alunos. De modo a colmatar esta lacuna, discute-se a utilidade de implementação de uma abordagem de Cuidados Sensíveis ao Trauma no sistema educativo.
The consequences that potentially traumatic experiences, namely physical or sexual abuse and bullying, can have on the lives of children and young people is a pertinent topic. The school context plays a central role in students' development and must be prepared to recognise and deal with signs and symptoms resulting from trauma. Thus, it is important that educational agents have the necessary knowledge to support students, as well as the capacity for emotional self-regulation. This study aimed at characterising Portuguese schools regarding trauma-informed care through the perspective of educational agents. Data collected from 105 educational agents through a questionnaire were processed and analysed using a mixed methodology, for a better understanding of the professionals' perspectives. The results showed that the strongest area was the "Physical Space" dimension, and the weakest area was the "Training" dimension, which shows that there is still a lack of knowledge regarding trauma and, consequently, some inability of schools to respond effectively to students. In order to bridge this gap, the usefulness of implementing a Trauma Sensitive Care approach in the education system is discussed.
The consequences that potentially traumatic experiences, namely physical or sexual abuse and bullying, can have on the lives of children and young people is a pertinent topic. The school context plays a central role in students' development and must be prepared to recognise and deal with signs and symptoms resulting from trauma. Thus, it is important that educational agents have the necessary knowledge to support students, as well as the capacity for emotional self-regulation. This study aimed at characterising Portuguese schools regarding trauma-informed care through the perspective of educational agents. Data collected from 105 educational agents through a questionnaire were processed and analysed using a mixed methodology, for a better understanding of the professionals' perspectives. The results showed that the strongest area was the "Physical Space" dimension, and the weakest area was the "Training" dimension, which shows that there is still a lack of knowledge regarding trauma and, consequently, some inability of schools to respond effectively to students. In order to bridge this gap, the usefulness of implementing a Trauma Sensitive Care approach in the education system is discussed.
Description
Keywords
Cuidados sensíveis ao trauma Escolas Agentes educativos Trauma-sensitive care Schools Educational agents