| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.48 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A família, enquanto suporte social da criança, interfere significativamente no seu bemestar. Uma família com uma boa dinâmica, estrutura e organização, possivelmente tende a conseguir proporcionar à criança mais estabilidade, meios e apoio em diversos contextos, principalmente, a nível escolar. Após o conhecimento do diagnóstico, estas famílias terão de aprender a se reorganizar. Novas responsabilidades, tarefas e rotinas surgirão, às quais, é expectável que estas famílias consigam responder. Pautando-se este estudo pelo paradigma qualitativo, com a realização de um estudo de caso de sujeito único, a questão central desta investigação é “Quais as perceções de pais e técnicos sobre as dinâmicas relacionais e mudanças familiares no contexto de ajustamento parental ao diagnóstico, educação e cuidado de uma criança com PEA?” Os instrumentos de recolha de dados utilizados foram: a entrevista semiestruturada, a desenvolver-se numa lógica de entrevista exploratória, tendo sido realizada aos pais e à técnica de Intervenção Precoce na Infância (IPI); pesquisa documental (relatórios clínicos, desenvolvimentais e escolares, bem como planos de intervenção); escalas de avaliação familiar, Índice de Stress Parental; genograma e ecomapa. Evidenciam-se os principais resultados obtidos, a saber: toda a família sofreu alterações nas rotinas após o diagnóstico e apresenta níveis expressivos de stress parental, em especial no Domínio dos Pais. No que toca aos recursos, a técnica de Intervenção Precoce na Infância teve um papel crucial no processo de educação e inclusão e, no suporte social, destaca-se a família alargada. O processo de inclusão escolar ocorreu sem grandes percalços, tendo a escola um impacto bastante positivo na vida da criança. Por fim, esta família não sentiu grandes mudanças devido ao confinamento e todas as outras restrições devido ao Covid-19.
The family, as the child's social support, significantly interferes with their well-being. A family with good dynamics, structure and organization, possibly tends to be able to provide the child with more stability, means and support in different contexts, especially at school level. After knowing the diagnosis, these families will have to learn to reorganize themselves. New responsibilities, tasks and routines will emerge, to which these families are expected to be able to respond. Based on the qualitative paradigm of this study, with a single subject case study, the central question of this investigation is “What are the perceptions of parents and technicians about relational dynamics and family changes in the context of parental adjustment to the diagnosis, education and care of a child with ASD?” The data collection instruments used were: the semistructured interview, to be developed in an exploratory interview logic, having been carried out with the parents and the Early Childhood Intervention (ECI) technique; desk research (clinical, developmental, and school reports, as well as intervention plans); family rating scales, Parental Stress Index; genogram and ecomap. The main results obtained are evidenced, namely: the whole family underwent changes in routines after the diagnosis and presents expressive levels of parental stress, especially in the Parents' Domain. In terms of resources, the Early Childhood Intervention technique played a crucial role in the education and inclusion process and, in terms of social support, the extended family stands out. The school inclusion process took place without major mishaps, and the school had a very positive impact on the child's life. Ultimately, this family didn't feel any big changes due to confinement and all the other restrictions due to Covid-19.
The family, as the child's social support, significantly interferes with their well-being. A family with good dynamics, structure and organization, possibly tends to be able to provide the child with more stability, means and support in different contexts, especially at school level. After knowing the diagnosis, these families will have to learn to reorganize themselves. New responsibilities, tasks and routines will emerge, to which these families are expected to be able to respond. Based on the qualitative paradigm of this study, with a single subject case study, the central question of this investigation is “What are the perceptions of parents and technicians about relational dynamics and family changes in the context of parental adjustment to the diagnosis, education and care of a child with ASD?” The data collection instruments used were: the semistructured interview, to be developed in an exploratory interview logic, having been carried out with the parents and the Early Childhood Intervention (ECI) technique; desk research (clinical, developmental, and school reports, as well as intervention plans); family rating scales, Parental Stress Index; genogram and ecomap. The main results obtained are evidenced, namely: the whole family underwent changes in routines after the diagnosis and presents expressive levels of parental stress, especially in the Parents' Domain. In terms of resources, the Early Childhood Intervention technique played a crucial role in the education and inclusion process and, in terms of social support, the extended family stands out. The school inclusion process took place without major mishaps, and the school had a very positive impact on the child's life. Ultimately, this family didn't feel any big changes due to confinement and all the other restrictions due to Covid-19.
Description
Keywords
Perturbação do Espetro do Autismo dinâmicas familiares ajustamento parental suporte social covid-19 Autism Spectrum Disorder family dynamics parental adjustment social support