Impacto de um programa para o desenvolvimento de habilidades socioemocionais no estresse do professor
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Date
2019
Authors
Fóz, Adriana Queiroz Botelho [UNIFESP]
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Dias, Álvaro Machado [UNIFESP]
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Dissertação de mestrado
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Abstract
Introdução: O professorado é uma das classes trabalhadoras mais expostas aos altos níveis de estresse e de pressão externa. Este quadro acarreta menor competência de regulação emocional e piora da capacidade de executar sua função docente, refletindo de maneira prejudicial em sua saúde física e mental. As habilidades de regulação emocional são intrinsecamente relacionadas com emoções e cognição. São poucos os programas voltados para as habilidades socioemocionais do professor no Brasil, apesar de evidentes estudos internacionais discorrerem sobre a relevância desses, os quais podem auxiliar tanto no manejo interno das emoções como no controle dos eventos externos, favorecendo lidar melhor com o estresse. O Programa Socioemocional para Professores (PEEP) utiliza estratégias cognitivas e técnicas de atenção plena e rodas de conversa. Ele foi realizado em uma escola pública de ensino fundamental e médio de São Paulo. Objetivo: Avaliar os efeitos do PEEP no desenvolvimento de habilidades socioemocionais, assim como o reconhecimento e manejo do estresse pelo professor. Método: O grupo experimental (GE) de 20 professores recebeu as 12 intervenções do PEEP e o grupo controle (GC) não as recebeu. Os instrumentos de avaliação, como a Escala de Estresse Percebido (PPS14), a Escala de Regulação Emocional (ERQ), Escala de Beck para Depressão (BDI)
e o Questionário de Saúde Geral (GHQ-12) mediram os níveis de estresse, regulação emocional / depressão encontrados antes (T0), após (T1) e depois de 6 meses da finalização do programa (T2). Resultados: Na comparação dos grupos foram usados o Teste t de Student para as variáveis com distribuição normal, o teste de Quiquadrado para as variáveis categóricas e o Teste de Mann-Whitney para as variáveis numéricas que não tiveram distribuição normal. Para a comparação entre as avaliações de linha de base (T0), após (T1) e depois de 6 meses (T2) foi usado o teste de MANOVA para medidas repetidas. Os resultados mostraram que não houve diferença significativa entre os grupos experimental e controle nas variáveis BDI, EEP, QSG e ERQ entre os tempos T0, T1 e T2 F(2) = 1,555, p = 0,204, 2 = 0.396, OP = 0.513. Análises univariadas realizadas posteriormente indicaram que para a variável BDI houve efeito da intervenção F(2) = 4,392, p = 0,017, 2 = 0.145, OP = 0.734. Conclusão: As constatações desta pesquisa evidenciaram melhoria nos sintomas de depressão no momento T2, ou seja, 6 meses após a realização do programa, apesar de não apresentarem significância para mudanças positivas na regulação emocional e percepção do estresse.
Introduction: The professorship is one of the Brazilian working classes most exposed to the high level of stress and tension. This situation implies a lower competence for emotional regulation, worsening of the capacity to perform his / her teaching function, reflecting in a hasty manner on physical and mental health. There are few programs, aimed at the teacher in Brazil, despite the obvious importance. Programs help both the internal management of emotions and also help to control external events to some degree. Emotional regulation skills are intrinsically related to coping skills. The Unprecedented Program of Emotional Education for Teachers (PEET) was developed based on their needs and objectives and can be a good tool to improve the way to deal with stress. A program focused on the social-emotional skills of the teacher can contribute to mental health. Objective: The overall objective of this research is to evaluate the effects of the PEEP Program on the development of social-emotional skills, as well as the recognition and management of stress by the teacher to minimize anxiety and depression. Method: The research is quantitative, used questionnaires and scales with a group of teachers who received interventions from the PEEP program and with a control group that did not receive it. It will measure, evaluate and describe the levels of stress, emotional regulation, anxiety / depression found before (T0), after (T1) and after 6 months of program completion (T2). The study was carried out at the Hugo Lacorte Vitale State School, Elementary School II and Secondary School located in the district of Campo Limpo in the southern area of the Municipality of São Paulo. There are 20 teachers in the active group and 20 in the control group, where the first group underwent a program of 12 interventions, where 3 were for clarification and questionnaire responses. Scales and questionnaires, such as the Perceived Stress Scale (PPS-14), the Emotional Regulation Scale (ERQ), the Beck Scale for Depression and Anxiety (GHQ-12), and the identification form and free consent form and enlightened. Results: The Student's t-test was used for the variables with a normal distribution, the chi-square test for the categorical variables and the Mann-Whitney test for the numerical variables that did not have a normal distribution. For the comparison between the baseline (T0), After (T1) and June (T2) evaluations, the MANOVA test for Repeated Measurements was used. The results showed that there was no significant difference between the active and control groups in the BDI, EEP, QSG and QRE variables between the times T0, T1 and T2 F (2) = 1.555, p = 0.204, 2 = 0.396, OP = 0.513. That is, there was no effect of the intervention in the Active group when compared to the Control group according to the inventories. Univariate analyzes performed later indicated that for the BDI variable there was the effect of intervention F (2) = 4.392, p = 0.017, 2 = 0.145, OP = 0.734. Conclusion: The findings of this research showed that there was an improvement for symptoms of depression and anxiety at time T2, that is, 6 months after the program.
Introduction: The professorship is one of the Brazilian working classes most exposed to the high level of stress and tension. This situation implies a lower competence for emotional regulation, worsening of the capacity to perform his / her teaching function, reflecting in a hasty manner on physical and mental health. There are few programs, aimed at the teacher in Brazil, despite the obvious importance. Programs help both the internal management of emotions and also help to control external events to some degree. Emotional regulation skills are intrinsically related to coping skills. The Unprecedented Program of Emotional Education for Teachers (PEET) was developed based on their needs and objectives and can be a good tool to improve the way to deal with stress. A program focused on the social-emotional skills of the teacher can contribute to mental health. Objective: The overall objective of this research is to evaluate the effects of the PEEP Program on the development of social-emotional skills, as well as the recognition and management of stress by the teacher to minimize anxiety and depression. Method: The research is quantitative, used questionnaires and scales with a group of teachers who received interventions from the PEEP program and with a control group that did not receive it. It will measure, evaluate and describe the levels of stress, emotional regulation, anxiety / depression found before (T0), after (T1) and after 6 months of program completion (T2). The study was carried out at the Hugo Lacorte Vitale State School, Elementary School II and Secondary School located in the district of Campo Limpo in the southern area of the Municipality of São Paulo. There are 20 teachers in the active group and 20 in the control group, where the first group underwent a program of 12 interventions, where 3 were for clarification and questionnaire responses. Scales and questionnaires, such as the Perceived Stress Scale (PPS-14), the Emotional Regulation Scale (ERQ), the Beck Scale for Depression and Anxiety (GHQ-12), and the identification form and free consent form and enlightened. Results: The Student's t-test was used for the variables with a normal distribution, the chi-square test for the categorical variables and the Mann-Whitney test for the numerical variables that did not have a normal distribution. For the comparison between the baseline (T0), After (T1) and June (T2) evaluations, the MANOVA test for Repeated Measurements was used. The results showed that there was no significant difference between the active and control groups in the BDI, EEP, QSG and QRE variables between the times T0, T1 and T2 F (2) = 1.555, p = 0.204, 2 = 0.396, OP = 0.513. That is, there was no effect of the intervention in the Active group when compared to the Control group according to the inventories. Univariate analyzes performed later indicated that for the BDI variable there was the effect of intervention F (2) = 4.392, p = 0.017, 2 = 0.145, OP = 0.734. Conclusion: The findings of this research showed that there was an improvement for symptoms of depression and anxiety at time T2, that is, 6 months after the program.
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Citation
FOZ, Adriana Queiroz Botelho. O impacto de um programa para o desenvolvimento de habilidades socioemocionais no estresse do professor. 2019. 112f. Dissertação (Mestrado em Psiquiatria e Psicologia Médica) – Escola Paulista de Medicina, Universidade Federal de São Paulo. São Paulo, 2019.