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Autocuidado em agentes educativos de crianças do pré-escolar e do primeiro ciclo
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Resumo(s)
O autocuidado, não sendo um conceito recente, tem assumido maior relevância num contexto marcado pelo aumento de doenças crónicas. Em particular, indivíduos cuja profissão ou papel envolve ajudar os outros, e que frequentemente colocam as suas necessidades em segundo plano, – como os agentes educativos – poderão beneficiar do autocuidado, atenuando as dificuldades sentidas no exercício das suas funções. A promoção do autocuidado em agentes educativos de crianças na primeira infância assume particular importância pelo possível impacto positivo indireto nos primeiros anos de vida. Apesar de se reconhecerem estes benefícios, a análise da literatura revela que os estudos e intervenções de autocuidado com esta população são escassos. O presente estudo tem por objetivo estudar o autocuidado dos pais e educadores/professores de crianças do pré-escolar e primeiro ciclo em Portugal, mais especificamente, as suas perceções e práticas de autocuidado, impacto percebido, dificuldades e necessidades sentidas. Para tal, realizou-se uma investigação qualitativa, através de entrevistas semiestruturadas com 24 participantes. Os resultados da análise de conteúdo demonstraram semelhanças entre pais e educadores/professores bem como particularidades de cada função. Ambos entenderam o autocuidado em termos de Autoconsciência, Autocontrolo e Autoconhecimento e consideraram que envolve não só adotar práticas eficazes, mas também refletir sobre as mesmas e envolver-se emocionalmente no seu papel de cuidadores. As práticas mais valorizadas foram físicas, mentais e sociais e os impactos percecionados incidiram no bem-estar, satisfação, capacidade para exercer o seu papel de pais/professores, desenvolvimento dos filhos/alunos e relações entre eles. As dificuldades sentidas incluíram falta de tempo e sobrecarga de trabalho, dificuldades em priorizar-se e gerir o tempo, falta de apoio social e governamental. São discutidas limitações, contribuições, implicações e sugestões do estudo para futuras investigações e intervenções, enfatizando o papel do psicólogo educacional na promoção do autocuidado, beneficiando não só esta população, mas também as comunidades educativas como um todo.
Although self-care is not a recent concept, it has taken on greater relevance in the context of an increase in chronic diseases. In particular, individuals whose profession or role involves helping others, and who often put their own needs on the back burner - such as educational agents - may benefit from self-care, mitigating the difficulties they experience in carrying out their duties. The promotion of self-care among early childhood educational agents can be particularly important due to its possible indirect positive impact on the first years of life. Despite recognizing these benefits, the analysis of the literature reveals that studies and interventions on self-care with this population are scarce. The aim of this study is to explore the self-care of parents and educators/teachers of pre-school and primary school children in Portugal, more specifically their perceptions and practices of self-care, perceived impact, difficulties and needs felt in this regard. To this end, qualitative research was carried out using semi-structured interviews with 24 participants. The results of the content analysis showed similarities between parents and educators/teachers, as well as the particularities of each role. Both understood self-care in terms of Self-Awareness, Self-Control and Self-Knowledge and considered that it involves not only adopting effective practices, but also reflecting on them and becoming emotionally involved in their role as carers. The most valued practices were physical, mental and social and the perceived impacts were on well-being, satisfaction, ability to fulfil their role as parents/teachers, the development of their children/students and relationships between them. Difficulties experienced included lack of time and work overload, difficulties in prioritizing themselves and managing time, lack of social and governmental support. The study's limitations, contributions, implications and suggestions for future research and interventions are discussed, emphasizing the role of the educational psychologist in promoting self-care, benefiting not only this population but also educational communities as a whole.
Although self-care is not a recent concept, it has taken on greater relevance in the context of an increase in chronic diseases. In particular, individuals whose profession or role involves helping others, and who often put their own needs on the back burner - such as educational agents - may benefit from self-care, mitigating the difficulties they experience in carrying out their duties. The promotion of self-care among early childhood educational agents can be particularly important due to its possible indirect positive impact on the first years of life. Despite recognizing these benefits, the analysis of the literature reveals that studies and interventions on self-care with this population are scarce. The aim of this study is to explore the self-care of parents and educators/teachers of pre-school and primary school children in Portugal, more specifically their perceptions and practices of self-care, perceived impact, difficulties and needs felt in this regard. To this end, qualitative research was carried out using semi-structured interviews with 24 participants. The results of the content analysis showed similarities between parents and educators/teachers, as well as the particularities of each role. Both understood self-care in terms of Self-Awareness, Self-Control and Self-Knowledge and considered that it involves not only adopting effective practices, but also reflecting on them and becoming emotionally involved in their role as carers. The most valued practices were physical, mental and social and the perceived impacts were on well-being, satisfaction, ability to fulfil their role as parents/teachers, the development of their children/students and relationships between them. Difficulties experienced included lack of time and work overload, difficulties in prioritizing themselves and managing time, lack of social and governmental support. The study's limitations, contributions, implications and suggestions for future research and interventions are discussed, emphasizing the role of the educational psychologist in promoting self-care, benefiting not only this population but also educational communities as a whole.
Descrição
Dissertação de mestrado, Psicologia da Educação e Aconselhamento, 2023, Universidade de Lisboa, Faculdade de Psicologia
Palavras-chave
Autocuidado Crianças em idade pré-escolar Educadores de infância Pais Professores do ensino básico (1º ciclo) Dissertações de mestrado - 2023