Montando um quebra-cabeça para compreender o que tem e seguir com a vida: a criança vivenciando a revelação de ter HIV/AIDS
Data
2014-12-17
Autores
Freitas, Hilda Maria Barbosa de 
Orientadores
Ribeiro, Circea Amalia
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Estudo de abordagem qualitativa, que objetivou compreender o significado de vivenciar o processo de revelação do diagnóstico de HIV/aids na infância e desenvolver um modelo teórico. O referencial teórico utilizado foi o Interacionismo Simbólico e o metodológico, a Teoria Fundamentada nos Dados (TFD), Grounded Theory. O cenário foi o Serviço de Infectologia Pediátrico de um Hospital Universitário - RS e os sujeitos 13 crianças em idade escolar e/ou adolescentes que tiveram a revelação do HIV/aids até os 12 anos de idade. Os dados foram coletados por meio de uma entrevista semiestruturada e analisados concomitantemente. A análise permitiu compreender que, saber que tem o HIV/aids nem sempre é uma novidade à criança, pois muitas já desconfiam de algo e desenvolvem estratégias para descobri-lo, mas ter essa revelação é sempre uma vivência difícil, interagindo com sentimentos e reações. Ela também avalia que é importante, para aceitar as medicações que anteriormente recusava, além de considerar que tem o direito de saber seu diagnóstico e que a revelação deve ocorrer na infância, sendo importante que isso aconteça antes da adolescência. A integração das categorias permitiu a identificação da categoria central MONTANDO UM QUEBRA-CABEÇA PARA COMPREENDER O QUE TEM E SEGUIR COM A VIDA e a construção do Modelo Teórico representativo dessa vivência. O aprofundamento do conhecimento em relação ao processo de revelação do HIV/aids na infância proporciona subsídios aos profissionais de saúde no desenvolvimento das ações de cuidado junto à criança e seus familiares e na prestação de uma assistência qualificada.
This qualitative study aimed to understand the meaning of experiencing the process of disclosing the diagnosis of HIV-POSITIVE in childhood and develop a theoretical model representing this experience. The theoretical framework used was the Symbolic Interactionism and methodological, the Grounded Theory (DFT), Grounded Theory. The scenario was the Infectious Disease Department/Ambulatory Pediatric University Hospital of Santa Maria-RS and subjects 13 school children and/or adolescents? age who had had the revelation of being HIV-positive by the age of 12. Data was collected through a semi-structured interview carried on with children and adolescent participants, and was analyzed concurrently to his collection, as it is advocated by the TFD. A comparative analysis of the data allowed to understand that, knowing you are HIV positive is not always a novelty for children, since many already suspect something and develop strategies to discover it, but having this revelation is always a difficult experience so upon learning the diagnosis, the child gets very upset and starts to interact with a range of feelings and reactions arising from their suffering. However, she/he also believes that having the revelation is important because it ruled that knowledge comes to accept the medication previously refused, and consider that it has a right to know their diagnosis and that disclosure should occur early in childhood so it is important that this happens before adolescence. By interaction of these categories allowed the identification of the core category RIDING A PUZZLE TO UNDERSTAND WHAT HAS AND FOLLOW THROUGH LIFE and the development of the Theoretical Model representative of this experience. Thus, the deepening of knowledge in relation to disclosure of HIV /SIDA case in childhood provides grants to health professionals in the development of care actions with the child who has the disease and their families and the provision of quality care to this population.
This qualitative study aimed to understand the meaning of experiencing the process of disclosing the diagnosis of HIV-POSITIVE in childhood and develop a theoretical model representing this experience. The theoretical framework used was the Symbolic Interactionism and methodological, the Grounded Theory (DFT), Grounded Theory. The scenario was the Infectious Disease Department/Ambulatory Pediatric University Hospital of Santa Maria-RS and subjects 13 school children and/or adolescents? age who had had the revelation of being HIV-positive by the age of 12. Data was collected through a semi-structured interview carried on with children and adolescent participants, and was analyzed concurrently to his collection, as it is advocated by the TFD. A comparative analysis of the data allowed to understand that, knowing you are HIV positive is not always a novelty for children, since many already suspect something and develop strategies to discover it, but having this revelation is always a difficult experience so upon learning the diagnosis, the child gets very upset and starts to interact with a range of feelings and reactions arising from their suffering. However, she/he also believes that having the revelation is important because it ruled that knowledge comes to accept the medication previously refused, and consider that it has a right to know their diagnosis and that disclosure should occur early in childhood so it is important that this happens before adolescence. By interaction of these categories allowed the identification of the core category RIDING A PUZZLE TO UNDERSTAND WHAT HAS AND FOLLOW THROUGH LIFE and the development of the Theoretical Model representative of this experience. Thus, the deepening of knowledge in relation to disclosure of HIV /SIDA case in childhood provides grants to health professionals in the development of care actions with the child who has the disease and their families and the provision of quality care to this population.
Descrição
Citação
FREITAS, Hilda Maria Barbosa de. Montando um quebra-cabeça para compreender o que tem e seguir com a vida: a criança vivenciando a revelação de ter HIV/AIDS. 2014. 158 f. Tese (Doutorado) - Escola Paulista de Enfermagem, Universidade Federal de São Paulo, São Paulo, 2014.