PPG - Educação e Saúde na Infância e na Adolescência

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Navegando PPG - Educação e Saúde na Infância e na Adolescência por Palavras-chave "abordagem bioecológica"

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    Construção da resiliência na adolescência: uma abordagem bioecológica
    (Universidade Federal de São Paulo (UNIFESP), 2014-09-23) Sakuma, Tania Higa [UNIFESP]; Vitalle, Maria Sylvia de Souza [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This action research project aims to develop an educational proposal to build the resilience of adolescents and to promote and improve their mental health and well being, according to the multifaceted reality in Brazil. Resilience can be considered as the ability of individuals and systems (families, groups and communities) have to endure, overcome and establish superiority (strength and maturity) on the experiences of adversity. The bioecological model provides the theoretical foundation to explain the promotion of resilience from the reciprocal relationship between the individuals and the people around them, considering personal characteristics, demands of the context and the relationship between them over time. In this study, subjects are adolescents who were observed from two groups of different cultures and contexts (a group with predominance of protective factors and other with a predominance of risk factors), but also adults who are part of their ecological system. This analysis and observation of the condition of resilience and behavior patterns of adolescents resulted in the creation of educational interventions for more effective promotion of resilience, according to the particularities of each context. This educational intervention to promote resilience in adolescents was conducted through educational meetings in small groups or individually, with the approach of the coaching process with the adolescents, but also through educational meetings with parents, educators and members of their school community as a way to support and strengthen the process of building resilience. It was possible to observe that: the adolescents were interested in learning techniques to promote their resilience; there was an increase of parents and educators’ repertoire of proper educational practices; there was improvement in positive adolescent behavior; there was flexibility to adapt the educational intervention to other contexts. For future studies, it is suggested to empower educators to lead to the coaching process, as well as, to develop strategies to extend the benefits of promoting resilience through educational intervention for a larger number of adolescents.