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O trauma é um acontecimento de vida, que acarreta inúmeras consequências no funcionamento e bem estar das crianças e jovens, por se encontrarem numa fase de especial plasticidade do neurodesenvolvimento. Cumprindo o contexto escolar um papel fulcral neste desenvolvimento, é importante que os agentes educativos estejam preparados para lidar com o trauma. Estes, ao contactarem repetidamente com as partilhas destas experiências, podem ficar numa posição vulnerável de transferência do trauma, que altera o seu bem estar, afetando a sua Qualidade de Vida Profissional (QVP). Uma abordagem de Cuidados Sensíveis ao Trauma (CST) poderá ser útil, tanto para os preparar para responder ao trauma, como também para prevenirem a Fadiga por Compaixão. Complementarmente, o Autocuidado será também benéfico para aumentar o bem estar destes profissionais. Este estudo observou o nível de conhecimentos e formação sobre o trauma previamente adquiridos, a QVP e os comportamentos de Autocuidado mais frequentemente praticados, numa amostra de 58 agentes educativos. Para esse efeito, a análise e tratamento de dados seguiu uma metodologia quantitativa, de modo a objetivar e caracterizar os resultados. Estes demonstraram que os participantes relatam falta de conhecimentos sobre o trauma, mas satisfação com a QVP, e que praticam o autocuidado frequentemente. Deste modo, entende-se que é necessário haver mais investimento por parte das instituições, numa formação direcionada sobre CST.
Trauma is a life event that has numerous consequences for the functioning and well-being of children and young people, as they are at a particular plasticity stage of neurodevelopment. Since the school context plays a key role in this development, it is important that educational agents are prepared to deal with trauma. By dealing repeatedly with the sharings of these experiences, they may find themselves in a vulnerable position of transferring the trauma, which alters their well-being and affects their Quality of Working Life (QWL). A Trauma Informed Care (TIC) approach may be useful, both to prepare them to respond to trauma and also to prevent Compassion Fatigue. In addition, Self-Care will also be beneficial in increasing the well-being of these professionals. This study observes at the level of knowledge and training on trauma previously acquired, QWL and the most frequently practiced Self-Care behaviors in a sample of 58 educational agents. For this purpose, data analysis and processing, followed a quantitative methodology to objectify and characterize the results. These showed that the participants reported a lack of knowledge about trauma, but satisfaction with their QWL, and that they practiced Self-Care frequently. It is therefore, understood that it is necessary to be more investment by institutions, in targeted training on TIC.
Trauma is a life event that has numerous consequences for the functioning and well-being of children and young people, as they are at a particular plasticity stage of neurodevelopment. Since the school context plays a key role in this development, it is important that educational agents are prepared to deal with trauma. By dealing repeatedly with the sharings of these experiences, they may find themselves in a vulnerable position of transferring the trauma, which alters their well-being and affects their Quality of Working Life (QWL). A Trauma Informed Care (TIC) approach may be useful, both to prepare them to respond to trauma and also to prevent Compassion Fatigue. In addition, Self-Care will also be beneficial in increasing the well-being of these professionals. This study observes at the level of knowledge and training on trauma previously acquired, QWL and the most frequently practiced Self-Care behaviors in a sample of 58 educational agents. For this purpose, data analysis and processing, followed a quantitative methodology to objectify and characterize the results. These showed that the participants reported a lack of knowledge about trauma, but satisfaction with their QWL, and that they practiced Self-Care frequently. It is therefore, understood that it is necessary to be more investment by institutions, in targeted training on TIC.
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Palavras-chave
Cuidados sensíveis ao trauma Agentes educativos Contexto escolar Qualidade de vida profissional Autocuidado Trauma informed care Educational agents School context Quality of working life Self-care