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Intervenção Psicossocial em Contexto Escolar: Relatório de Estágio numa Escola da Região Centro
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O presente relatório assenta na experiência de estágio desenvolvido numa escola da Região Centro. Este estágio está integrado no Mestrado de Intervenção Psicossocial com Crianças e Jovens em Risco e constitui-se como uma possibilidade de aplicação do conhecimento teórico na prática profissional em ambiente escolar, proporcionando um desenvolvimento aprofundado dos desafios deste contexto. Assim, este estágio tem como objetivos a redução das fragilidades do ambiente escolar, das dificuldades na inclusão, das fragilidades motivacionais e comportamentos de risco, visando a promoção do sucesso escolar. Para tal, seguiu as etapas de diagnóstico, proporcionando a identificação de problemáticas como a indisciplina, as dificuldades de aprendizagem, a inclusão de alunos migrantes e os comportamentos aditivos, e da implementação, de forma a dar resposta às problemáticas identificadas e onde foram delineados quatro eixos de intervenção, nomeadamente a colaboração com os Serviços de Psicologia e Orientação da escola, a integração de duas equipas multidisciplinares e a aplicação do programa “Eu e os Outros”. As atividades desenvolvidas passaram por sessões de promoção de competências pessoais e sociais, assim como, de prevenção de comportamentos de risco, por integração de reuniões, acompanhamento do trabalho realizado no gabinete de psicologia e diferentes equipas e participação em diversas atividades/programas da comunidade educativa. Os resultados evidenciaram o cumprimento geral dos objetivos propostos, em particular do estudo realizado na aplicação do programa “Eu e os Outros”, que mostrou um aumento da perceção dos alunos rel
This report is based on the experience gained during a placement at a school in the Central Region. This placement forms part of the master’s degree in Psychosocial Intervention with Children and Young People at Risk and provides an opportunity to apply the theoretical knowledge to professional practice within a school setting, offering an in-depth exploration of the challenges within this context. Thus, the objectives of this placement are to reduce vulnerabilities within the school environment, difficulties with inclusion, and motivational weaknesses and risk behaviours, with a view to promoting academic success. To this end, it followed the diagnostic phase, identifying issues such as indiscipline, learning difficulties, the inclusion of migrant pupils and addictive behaviours, and the implementation phase, to address the identified issues. Four areas of intervention were outlined, namely collaboration with the school’s Psychology and Guidance Services, the integration of two multidisciplinary teams, and the implementation of the “Me and Others” programme. The activities carried out included sessions to promote personal and social skills, as well as the prevention of risky behaviours, through the organisation of meetings, monitoring of work carried out in the psychology office and by different teams, and participation in various activities and programmes within the educational community. The results demonstrated that the proposed objectives were met, particularly in the study conducted as part of the “Me and Others” programme, which showed an increase in pupils’ awareness regarding the use of psychoactive substances and their self-perception.
This report is based on the experience gained during a placement at a school in the Central Region. This placement forms part of the master’s degree in Psychosocial Intervention with Children and Young People at Risk and provides an opportunity to apply the theoretical knowledge to professional practice within a school setting, offering an in-depth exploration of the challenges within this context. Thus, the objectives of this placement are to reduce vulnerabilities within the school environment, difficulties with inclusion, and motivational weaknesses and risk behaviours, with a view to promoting academic success. To this end, it followed the diagnostic phase, identifying issues such as indiscipline, learning difficulties, the inclusion of migrant pupils and addictive behaviours, and the implementation phase, to address the identified issues. Four areas of intervention were outlined, namely collaboration with the school’s Psychology and Guidance Services, the integration of two multidisciplinary teams, and the implementation of the “Me and Others” programme. The activities carried out included sessions to promote personal and social skills, as well as the prevention of risky behaviours, through the organisation of meetings, monitoring of work carried out in the psychology office and by different teams, and participation in various activities and programmes within the educational community. The results demonstrated that the proposed objectives were met, particularly in the study conducted as part of the “Me and Others” programme, which showed an increase in pupils’ awareness regarding the use of psychoactive substances and their self-perception.
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Comunidade Escolar Indisciplina Comportamentos Aditivos Inclusão Equipas Multidisciplinares Programa de Prevenção School Community Indiscipline Addictive Behaviours Inclusion