Implicações do contexto universitário na saúde mental dos estudantes
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/11522 |
Resumo: | The objective of this research was to investigate the university context and its implications on the mental health of students. The methodology was divided into two stages: the first consisted of a quantitative and qualitative analysis of the forms of 288 undergraduate students who sought psychological care at the Psychology Service of the Sorocaba campus of UFSCar, where the researcher acts as a psychologist. The results revealed the predominance of female students (64.2%), first and second year students (60%) and non-scholarship holders of the Student Assistance Program (76.3%). Regarding the complaints related to the university, the categories with the highest rates were those associated with academic performance, professional doubt and difficulty in friendships, with 44%, 21.5% and 20% respectively. With the increase in the age group of students, a greater number of complaints were identified about academic performance, career future and complaints from teachers, which can be explained by the pressures arising from family and labor market and from themselves to complete the course, because they consider themselves behind due to age. In the second stage, four focus groups were held, with axes in the family, in the interpersonal relationship, in the academic and in the career, followed by the qualitative analysis of the speeches.The results pointed to the feeling of being pressured, due to the overload of tasks, and the competition among the students as triggering elements of psychological suffering. The results also included complaints about teachers, indicating the presence of bullying in the university environment. It was observed that aspects specific to institutions, such as bureaucracies and norms, cross relationships and make it difficult to form affective bonds between teachers and students.Some suggestions to minimize the psychological suffering of the students were presented by the participants of the focus groups, such as: provide spaces for exchange between teachers and students outside the classroom context, reduce the number of subjects in the curriculum and include participation in entities as a mandatory activity, create welcoming and relaxing spaces and greater performance of the student movement in issues of university mental health. |
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Oikawa, Fabiana MidoriGarcia, Marcos Roberto Vieirahttp://lattes.cnpq.br/3911188481669270http://lattes.cnpq.br/365112719598041876a75d5b-9017-45a7-ac33-f69be9032f532019-07-17T19:17:10Z2019-07-17T19:17:10Z2019-05-29OIKAWA, Fabiana Midori. Implicações do contexto universitário na saúde mental dos estudantes. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11522.https://repositorio.ufscar.br/handle/ufscar/11522The objective of this research was to investigate the university context and its implications on the mental health of students. The methodology was divided into two stages: the first consisted of a quantitative and qualitative analysis of the forms of 288 undergraduate students who sought psychological care at the Psychology Service of the Sorocaba campus of UFSCar, where the researcher acts as a psychologist. The results revealed the predominance of female students (64.2%), first and second year students (60%) and non-scholarship holders of the Student Assistance Program (76.3%). Regarding the complaints related to the university, the categories with the highest rates were those associated with academic performance, professional doubt and difficulty in friendships, with 44%, 21.5% and 20% respectively. With the increase in the age group of students, a greater number of complaints were identified about academic performance, career future and complaints from teachers, which can be explained by the pressures arising from family and labor market and from themselves to complete the course, because they consider themselves behind due to age. In the second stage, four focus groups were held, with axes in the family, in the interpersonal relationship, in the academic and in the career, followed by the qualitative analysis of the speeches.The results pointed to the feeling of being pressured, due to the overload of tasks, and the competition among the students as triggering elements of psychological suffering. The results also included complaints about teachers, indicating the presence of bullying in the university environment. It was observed that aspects specific to institutions, such as bureaucracies and norms, cross relationships and make it difficult to form affective bonds between teachers and students.Some suggestions to minimize the psychological suffering of the students were presented by the participants of the focus groups, such as: provide spaces for exchange between teachers and students outside the classroom context, reduce the number of subjects in the curriculum and include participation in entities as a mandatory activity, create welcoming and relaxing spaces and greater performance of the student movement in issues of university mental health.O objetivo desta pesquisa foi o de investigar o contexto universitário e suas implicações na saúde mental dos estudantes. A metodologia foi dividida em duas etapas: a primeira consistiu na análise quantitativa e qualitativa dos formulários de 288 estudantes de graduação que buscaram por atendimento psicológico no Serviço da Psicologia do campus Sorocaba da UFSCar, onde a pesquisadora atua como psicóloga. Os resultados revelaram a predominância de estudantes do sexo feminino (64,2%), de primeiro e segundanistas do curso (60%) e de não-bolsistas do Programa de Assistência Estudantil (76,3%). Sobre as queixas relacionadas à universidade, as categorias com maiores índices foram às associadas ao desempenho acadêmico, dúvida profissional e dificuldade nas amizades, com 44%; 21,5% e 20% respectivamente. Com o aumento da faixa etária dos estudantes, identificou-se um número maior de queixas sobre desempenho acadêmico, futuro da carreira e reclamações dos professores, o que pode ser explicado pelas pressões advindas da família e mercado de trabalho e de si mesmos para concluírem o curso, por considerarem atrasados devido à idade. Na segunda etapa, realizaram-se quatro grupos focais, com eixos na família, no relacionamento interpessoal, no acadêmico e na carreira, seguida da análise qualitativa dos discursos. Os resultados apontaram a sensação de se sentirem pressionados, devido à sobrecarga de tarefas, e à competição entre os estudantes como elementos desencadeadores de sofrimento psíquico. Também, destacaram-se dos resultados as queixas voltadas aos professores, indicando a presença de assédio moral no ambiente universitário. Observou-se que aspectos próprios das instituições, como burocracias e normas, atravessam as relações e dificultam a formação de vínculos afetivos entre professores e alunos. Algumas sugestões para minimizar o sofrimento psíquico dos estudantes foram apresentadas pelos participantes dos grupos focais, tais como: proporcionar espaços de troca entre professores e aluno fora do contexto de sala de aula, reduzir número de disciplinas das grades curriculares e incluir a participação em entidades como atividade obrigatória, criar espaços acolhedores e relaxantes e maior atuação do movimento estudantil em questões de saúde mental universitária.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus SorocabaPrograma de Pós-Graduação em Educação - PPGEd-SoUFSCarEducação superiorUniversitáriosSaúde mentalHigher educationUniversity studentsMental healthCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOCIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO TRABALHO E ORGANIZACIONAL::ANALISE INSTITUCIONALImplicações do contexto universitário na saúde mental dos estudantesImplications of the university context on students's mental healthinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600600ba616d41-4f7e-40b9-a00e-41fa91b748b2info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALfolha orientador.pdffolha orientador.pdfCarta comprovante entregue pelo orientadorapplication/pdf412471https://repositorio.ufscar.br/bitstream/ufscar/11522/2/folha%20orientador.pdffaa9f07418688d3f6b032f88a4096309MD52Dissertação Final Fabiana.pdfDissertação Final Fabiana.pdfDissertação de Mestrado Fabiana Midori Oikawaapplication/pdf2468022https://repositorio.ufscar.br/bitstream/ufscar/11522/3/Disserta%c3%a7%c3%a3o%20Final%20Fabiana.pdf66c04076411f68bb4631b0104bebc7f6MD53LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Implicações do contexto universitário na saúde mental dos estudantes |
dc.title.alternative.eng.fl_str_mv |
Implications of the university context on students's mental health |
title |
Implicações do contexto universitário na saúde mental dos estudantes |
spellingShingle |
Implicações do contexto universitário na saúde mental dos estudantes Oikawa, Fabiana Midori Educação superior Universitários Saúde mental Higher education University students Mental health CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO TRABALHO E ORGANIZACIONAL::ANALISE INSTITUCIONAL |
title_short |
Implicações do contexto universitário na saúde mental dos estudantes |
title_full |
Implicações do contexto universitário na saúde mental dos estudantes |
title_fullStr |
Implicações do contexto universitário na saúde mental dos estudantes |
title_full_unstemmed |
Implicações do contexto universitário na saúde mental dos estudantes |
title_sort |
Implicações do contexto universitário na saúde mental dos estudantes |
author |
Oikawa, Fabiana Midori |
author_facet |
Oikawa, Fabiana Midori |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/3651127195980418 |
dc.contributor.author.fl_str_mv |
Oikawa, Fabiana Midori |
dc.contributor.advisor1.fl_str_mv |
Garcia, Marcos Roberto Vieira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3911188481669270 |
dc.contributor.authorID.fl_str_mv |
76a75d5b-9017-45a7-ac33-f69be9032f53 |
contributor_str_mv |
Garcia, Marcos Roberto Vieira |
dc.subject.por.fl_str_mv |
Educação superior Universitários Saúde mental |
topic |
Educação superior Universitários Saúde mental Higher education University students Mental health CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO TRABALHO E ORGANIZACIONAL::ANALISE INSTITUCIONAL |
dc.subject.eng.fl_str_mv |
Higher education University students Mental health |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO TRABALHO E ORGANIZACIONAL::ANALISE INSTITUCIONAL |
description |
The objective of this research was to investigate the university context and its implications on the mental health of students. The methodology was divided into two stages: the first consisted of a quantitative and qualitative analysis of the forms of 288 undergraduate students who sought psychological care at the Psychology Service of the Sorocaba campus of UFSCar, where the researcher acts as a psychologist. The results revealed the predominance of female students (64.2%), first and second year students (60%) and non-scholarship holders of the Student Assistance Program (76.3%). Regarding the complaints related to the university, the categories with the highest rates were those associated with academic performance, professional doubt and difficulty in friendships, with 44%, 21.5% and 20% respectively. With the increase in the age group of students, a greater number of complaints were identified about academic performance, career future and complaints from teachers, which can be explained by the pressures arising from family and labor market and from themselves to complete the course, because they consider themselves behind due to age. In the second stage, four focus groups were held, with axes in the family, in the interpersonal relationship, in the academic and in the career, followed by the qualitative analysis of the speeches.The results pointed to the feeling of being pressured, due to the overload of tasks, and the competition among the students as triggering elements of psychological suffering. The results also included complaints about teachers, indicating the presence of bullying in the university environment. It was observed that aspects specific to institutions, such as bureaucracies and norms, cross relationships and make it difficult to form affective bonds between teachers and students.Some suggestions to minimize the psychological suffering of the students were presented by the participants of the focus groups, such as: provide spaces for exchange between teachers and students outside the classroom context, reduce the number of subjects in the curriculum and include participation in entities as a mandatory activity, create welcoming and relaxing spaces and greater performance of the student movement in issues of university mental health. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-07-17T19:17:10Z |
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2019-07-17T19:17:10Z |
dc.date.issued.fl_str_mv |
2019-05-29 |
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info:eu-repo/semantics/masterThesis |
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OIKAWA, Fabiana Midori. Implicações do contexto universitário na saúde mental dos estudantes. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11522. |
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https://repositorio.ufscar.br/handle/ufscar/11522 |
identifier_str_mv |
OIKAWA, Fabiana Midori. Implicações do contexto universitário na saúde mental dos estudantes. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11522. |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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Programa de Pós-Graduação em Educação - PPGEd-So |
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UFSCar |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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