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A prática faz o mestre : estudo do treino e integração do autocuidado na formação académica em psicologia
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Resumo(s)
Com a crescente preocupação relativa ao autocuidado dos psicólogos, também a
literatura acerca da importância da integração do autocuidado na formação académica em
psicologia tem vindo a expandir-se. O presente estudo pretendeu explorar as perceções dos
estudantes de psicologia acerca da ênfase dada ao autocuidado na sua formação académica, o
seu envolvimento em estratégias de autocuidado, bem como a relação destes construtos com
outras variáveis. Foi recolhida uma amostra total de 382 estudantes de psicologia, de
licenciatura e mestrado, dividida em duas partes para a adaptação do Questionário de Ênfase
no Autocuidado (n = 228) e do Questionário de Autocuidado (n = 154). As análises fatoriais
realizadas revelaram que estas medidas apresentaram propriedades psicométricas pouco
robustas, ausência de uma estrutura fatorial adequada, uma boa consistência interna e uma
discriminação moderada dos itens. Verificou-se que o envolvimento dos alunos em
estratégias de autocuidado se encontrou associado a níveis elevados de bem-estar psicológico
e a níveis baixos de stress percebido. Observou-se que quanto maior a ênfase dada ao
autocuidado na formação académica, maior o envolvimento dos alunos em estratégias de
autocuidado. Não se observaram associações significativas entre a importância atribuída ao
autocuidado e as variáveis ênfase dada ao autocuidado e envolvimento no autocuidado, bem
como ausência de diferenças na ênfase dada ao auto-cuidado entre a licenciatura e o
mestrado. Foram analisadas as recomendações dos alunos relativas à promoção do
autocuidado no curso, que refletiram a necessidade de mudanças estruturais no curso, da
implementação do ensino e treino sistemático do autocuidado e de uma mudança para uma
cultura de autocuidado.
With the growing concern about psychologists’ self-care, the literature on the importance of integrating self-care into academic psychology training has also been expanding. The present study aimed to explore psychology students’ perceptions about the self-care emphasis in their graduate programs, their use of self-care strategies, as well as the association between these constructs and other variables. A total sample of 382 bachelor and master psychology students was collected and separated into two parts for the adaptation of the Self-Care Emphasis Questionnaire (n = 228) and the Self-Care Questionnaire (n = 154). The exploratory factor analysis revealed that these measures showed poor psychometric properties, a lack of an adequate factor structure, a good internal consistency and a mild item discrimination. It was observed that the students’ use of self-care strategies was related to higher levels of psychological well-being and lower levels of perceived stress. It was found that the higher the self-care emphasis in graduate programs, the higher it was the students’ use of self-care strategies. There were no significant associations between students’ perceived self-care importance and the variables perceived program’s self-care emphasis and self-care use, as well as the lack of differences in perceived program’s self-care emphasis between bachelor’s and master’s degree. The students’ recommendations for the promotion of self care in their programs reflected the need of programs’ structural changes, of systematic education and training in self-care and of a shift to a self-care culture.
With the growing concern about psychologists’ self-care, the literature on the importance of integrating self-care into academic psychology training has also been expanding. The present study aimed to explore psychology students’ perceptions about the self-care emphasis in their graduate programs, their use of self-care strategies, as well as the association between these constructs and other variables. A total sample of 382 bachelor and master psychology students was collected and separated into two parts for the adaptation of the Self-Care Emphasis Questionnaire (n = 228) and the Self-Care Questionnaire (n = 154). The exploratory factor analysis revealed that these measures showed poor psychometric properties, a lack of an adequate factor structure, a good internal consistency and a mild item discrimination. It was observed that the students’ use of self-care strategies was related to higher levels of psychological well-being and lower levels of perceived stress. It was found that the higher the self-care emphasis in graduate programs, the higher it was the students’ use of self-care strategies. There were no significant associations between students’ perceived self-care importance and the variables perceived program’s self-care emphasis and self-care use, as well as the lack of differences in perceived program’s self-care emphasis between bachelor’s and master’s degree. The students’ recommendations for the promotion of self care in their programs reflected the need of programs’ structural changes, of systematic education and training in self-care and of a shift to a self-care culture.
Descrição
Tese de mestrado, Psicologia (Área de Especialização em Psicologia Clínica e da Saúde - Psicoterapia Cognitiva-Comportamental e Integrativa), Universidade de Lisboa, Faculdade de Psicologia, 2019
Palavras-chave
Autocuidado Formação académica Bem-estar psicológico Teses de mestrado - 2019