Navegando por Palavras-chave "Transtorno Do Espectro Autista"
Agora exibindo 1 - 3 de 3
Resultados por página
Opções de Ordenação
- ItemSomente MetadadadosAnálise dos itinerários terapêuticos de famílias de crianças com transtorno do espectro autista(Universidade Federal de São Paulo (UNIFESP), 2019-07-05) Fornazier, Vivian De Castro Pires [UNIFESP]; Jurdi, Andrea Perosa Saigh [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The studies of the therapeutic itineraries are not limited to map people's pathway seeking for treatment, it goes deepen in correlating the fields of meanings that cross these people and support their care choices. Thus, to study these fields is to draw near the contexts of the subjects, enabling them to see themselves as protagonists in their health relations and in the comprehension of their illnesses. This study aimed to analyze the therapeutic itinerary of ten families with children members aged 7 to 12 years with Autism Spectrum Disorder, identifying the adopted strategies of care and the correlations between the therapeutic itinerary and the socio-cultural context. It is a qualitative approach research that used semi-structured interview and socio-economic questionnaire as data production instruments. The interviews were carried out from March to June of 2018 and the analysis of the produced material by the interviews was conduct through content analysis. As results, it was noticed that what families understand about ASD appeared in the majority of reports through biological and genetic conception. It was observed change on family dynamic and considerable maternal overload after the diagnosis. Also, it was evidenced the search for treatments considered alternative or complementary for the kids - homeopathic treatment, the use of herbs and flower remedies were the most reported. The inclusion of these children into physical activities such as swimming, equine therapy and martial arts also appear as complementary activities to traditional therapies. For the families, social support is given mainly through the groups of familiars with children diagnosed with ASD, through faith and religion. The circulation of these families and children in environments that allow social approximations and leisure has also been a common practice, however, the public places that favor this circulation are located in a specific area of the city, with better social indicators, compromising the access and the social participation of the residents of outskirts. The philanthropic institutions that provide special education emerged as the main place of formal care. Eight of the ten families interviewed attend philanthropic institutions, three attend public health services (CAPSi and CER), one of them also attend a philanthropic institution and four use the private system as a complement to the philanthropic and the public system. In relation to the sphere of the inclusion in regular education, many were the reports pointing to a negative evaluation of the reality they are braving. According to the interviews, the lack of qualified professionals, once families are required to pick up the children at school when they are in crisis situations or in the absence of mediators, appear as frequent situations that cause considerable stress for these families. In some situations, these families evaluate philanthropic institutions that provide special education as more appropriate places to take their children instead of regular schools. Although confronting strategies used by the families have shown common points, the socioeconomic conditions appeared as a limiting factor that conducts decisions in both formal and informal care. It was possible to understand that the construction of the therapeutic itineraries is not exclusively limited to the scope of circulation of these children in formal health care services, but also refers to daily practices that can help them to face adverse situations, in which the contact with other people, the feeling of belonging, the experience of not feeling lonely or isolated, and the certainty of having places and people to count on to alleviate the suffer experienced. It is expected that the results of this study may contribute to future researches that focus on people with ASD and their families, their life contexts and the support they need in order to pursuit professional care and social participation.
- ItemAcesso aberto (Open Access)Percepção das mães sobre a qualidade de vida de irmãos de crianças com Transtorno do Espectro Autista(Universidade Federal de São Paulo (UNIFESP), 2019-06-28) Mattos, Natalia Magalhaes De [UNIFESP]; Puccini, Rosana Fiorini [UNIFESP]; http://lattes.cnpq.br/1088228713801713; http://lattes.cnpq.br/2780642216244262; Universidade Federal de São Paulo (UNIFESP)The chronic health conditions that affect the child and youth population require a reorganization of the family system. This process can last for days, months or years, and it can change the family dynamics, from financial aspects to those related to the physical, psychological and social quality of life (QoL), as well as values and roles. The increased demand for care and attention is a cause for friction. The process of acceptance, understanding, and adaptation of each family and, more specifically, each member that makes up the familial structure is very particular and depends on multiple social and psychological factors. However, certain types of chronic conditions may affect fraternal relationships. It is possible to think of the difference in the construction of the relationship between the dyad in the face of diseases that present cognitive, language and/or social interaction impairment of those that have exclusively physical limitations. In the case of Autism Spectrum Disorder (ASD), there is impairment in two groups of symptoms: a deficit in communication and social interaction, and a pattern of restricted and repetitive behaviors. Objective: To evaluate the quality of life of siblings of ASD patients from the perspective of mothers. Method: Quantitative-qualitative study using the PedsQLTM 4.0 quality of life questionnaire and a semi-structured interview with the mothers of 26 siblings of children with ASD accompanied at the Social Cognition Outpatient Clinic of the Federal University of São Paulo, conducted between February 2017 to April 2019. Results: The qualitative analysis revealed four main topics: (a) diagnostic process, revelation, and acceptance; (b) support from family members; (c) fraternal relationship, understanding, and involvement of the sibling in the care of the child and impact on the daily life of the family; (d) understanding of the disease. Quantitative and sociodemographic data complemented the information collected in the interviews. Conclusion: The impact of having a sibling with ASD is reflected in routine changes, financial reorganization, and family dynamics. These changes require all family members to psychologically adjust, including siblings. Although they may develop the capacity to understand diversity and its social aspects, family and professional support should lead them to it. There is a gap to be filled in health services for the care and support of siblings of patients with ASD and their families.
- ItemAcesso aberto (Open Access)Transtorno do Espectro Autista na adolescência: revisão integrativa sobre as contribuições da neurociência para o processo educacional destes(as) educandos(as)(Universidade Federal de São Paulo (UNIFESP), 2020-06-15) Simanovicius, Marcia Aparecida De Lima [UNIFESP]; Avallone, Denise De Micheli [UNIFESP]; Universidade Federal de São PauloBrazil has, over the past few years, been a signatory to various agreements and declarations, to which it has committed itself to organizing, implementing and implementing public policies, to guarantee the rights of access, permanence, participation and learning of the students, target audience of Special Education (with disabilities, global developmental disorder / autism spectrum disorder and high skills / giftedness) in regular schools, whether public, private, denominational or philanthropic. In this context, we have identified that one of the greatest challenges is the educational process of people with Autism Spectrum Disorder. We understand that neuroscience and recent scientific evidence on brain functioning, bring light to the learning processes, and may point out ways to qualify the teaching work in serving these students.