Psychosocial intervention in mental health for teachers: a narrative review

Detalhes bibliográficos
Autor(a) principal: Trindade, Magliane Soares
Data de Publicação: 2022
Outros Autores: Arteche, Adriane Xavier, Rocha, Kátia Bones
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/36079
Resumo: Knowledge in mental health for teachers is essential to identify risk and protection factors, mental vulnerabilities, the development of help and support skills, the demystification of stigmas and, above all, the approach to health services for referral and treatment. precocious. However, there are few studies that compile findings from psychosocial interventions in mental health for teachers. The present study seeks to fill this gap through a narrative literature review with the objective of analyzing the characteristics of interventions carried out in different countries to increase knowledge and sensitize the community. The interventions selected in the national and international literature have teachers as their target audience and use both virtual and face-to-face approaches in the knowledge construction process. The studies point to positive results for the promotion of mental and emotional health, the improvement of teachers' knowledge and the reduction of stigma. When considering the strategic position of observation educators and daily contact with students, this study can contribute to continuing education and updating about psychosocial interventions in a short period of time.
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spelling Psychosocial intervention in mental health for teachers: a narrative reviewIntervenciones psicosociales en salud mental para docentes: una revisión narrativaIntervenções psicossociais em saúde mental para professores: uma revisão narrativaIntervenção psicossocialSaúde mentalEducação.Psychosocial interventionMental healthEducation.Intervención psicosocialSalud mentalEducación.Knowledge in mental health for teachers is essential to identify risk and protection factors, mental vulnerabilities, the development of help and support skills, the demystification of stigmas and, above all, the approach to health services for referral and treatment. precocious. However, there are few studies that compile findings from psychosocial interventions in mental health for teachers. The present study seeks to fill this gap through a narrative literature review with the objective of analyzing the characteristics of interventions carried out in different countries to increase knowledge and sensitize the community. The interventions selected in the national and international literature have teachers as their target audience and use both virtual and face-to-face approaches in the knowledge construction process. The studies point to positive results for the promotion of mental and emotional health, the improvement of teachers' knowledge and the reduction of stigma. When considering the strategic position of observation educators and daily contact with students, this study can contribute to continuing education and updating about psychosocial interventions in a short period of time.El conocimiento en salud mental de los docentes es fundamental para identificar factores de riesgo y protección, vulnerabilidades mentales, el desarrollo de habilidades de ayuda y apoyo, la desmitificación de estigmas y, sobre todo, el acercamiento a los servicios de salud para la derivación y tratamiento precoz. Sin embargo, existen pocos estudios que recopilen hallazgos de intervenciones psicosociales en salud mental para docentes. El presente estudio busca llenar este vacío a través de una revisión narrativa de la literatura con el objetivo de analizar las características de las intervenciones realizadas en diferentes países para aumentar el conocimiento y sensibilizar a la comunidad. Las intervenciones seleccionadas en la literatura nacional e internacional tienen como público objetivo a los docentes y utilizan enfoques tanto virtuales como presenciales en el proceso de construcción del conocimiento. Los estudios apuntan resultados positivos para la promoción de la salud mental y emocional, la mejora del conocimiento de los docentes y la reducción del estigma. Al considerar la posición estratégica de los educadores de observación y el contacto diario con los estudiantes, este estudio puede contribuir a la educación continua y actualización sobre las intervenciones psicosociales en un corto período de tiempo.O conhecimento em saúde mental por professores é essencial para identificar fatores de risco e proteção, as vulnerabilidades mentais, o desenvolvimento das habilidades de ajuda e apoio, a desmistificação de estigmas e, sobretudo, a aproximação com os serviços de saúde para encaminhamento e tratamento precoce. No entanto, são escassos os estudos que compilam achados de intervenções psicossociais em saúde mental para professores. O presente estudo busca suprir esta lacuna através de uma revisão narrativa de literatura com o objetivo de analisar as características das intervenções conduzidas em diferentes países para aumentar o conhecimento e sensibilizar a comunidade. As intervenções selecionadas na literatura nacional e internacional têm como público alvo, os professores, e utilizam tanto abordagens virtuais como presenciais no processo de construção do saber. Os estudos apontam resultados positivos para a promoção da saúde mental e emocional, a melhora no conhecimento dos professores e a redução do estigma. Ao considerar a posição estratégica dos educadores de observação e de convívio diário com os estudantes, este estudo pode contribuir para a educação contínua e a atualização acerca de intervenções psicossociais em um curto espaço de tempo.Research, Society and Development2022-10-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3607910.33448/rsd-v11i14.36079Research, Society and Development; Vol. 11 No. 14; e10111436079Research, Society and Development; Vol. 11 Núm. 14; e10111436079Research, Society and Development; v. 11 n. 14; e101114360792525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/36079/30063Copyright (c) 2022 Magliane Soares Trindade; Adriane Xavier Arteche; Kátia Bones Rochahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessTrindade, Magliane Soares Arteche, Adriane Xavier Rocha, Kátia Bones 2022-11-08T13:36:27Zoai:ojs.pkp.sfu.ca:article/36079Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:50:45.724262Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Psychosocial intervention in mental health for teachers: a narrative review
Intervenciones psicosociales en salud mental para docentes: una revisión narrativa
Intervenções psicossociais em saúde mental para professores: uma revisão narrativa
title Psychosocial intervention in mental health for teachers: a narrative review
spellingShingle Psychosocial intervention in mental health for teachers: a narrative review
Trindade, Magliane Soares
Intervenção psicossocial
Saúde mental
Educação.
Psychosocial intervention
Mental health
Education.
Intervención psicosocial
Salud mental
Educación.
title_short Psychosocial intervention in mental health for teachers: a narrative review
title_full Psychosocial intervention in mental health for teachers: a narrative review
title_fullStr Psychosocial intervention in mental health for teachers: a narrative review
title_full_unstemmed Psychosocial intervention in mental health for teachers: a narrative review
title_sort Psychosocial intervention in mental health for teachers: a narrative review
author Trindade, Magliane Soares
author_facet Trindade, Magliane Soares
Arteche, Adriane Xavier
Rocha, Kátia Bones
author_role author
author2 Arteche, Adriane Xavier
Rocha, Kátia Bones
author2_role author
author
dc.contributor.author.fl_str_mv Trindade, Magliane Soares
Arteche, Adriane Xavier
Rocha, Kátia Bones
dc.subject.por.fl_str_mv Intervenção psicossocial
Saúde mental
Educação.
Psychosocial intervention
Mental health
Education.
Intervención psicosocial
Salud mental
Educación.
topic Intervenção psicossocial
Saúde mental
Educação.
Psychosocial intervention
Mental health
Education.
Intervención psicosocial
Salud mental
Educación.
description Knowledge in mental health for teachers is essential to identify risk and protection factors, mental vulnerabilities, the development of help and support skills, the demystification of stigmas and, above all, the approach to health services for referral and treatment. precocious. However, there are few studies that compile findings from psychosocial interventions in mental health for teachers. The present study seeks to fill this gap through a narrative literature review with the objective of analyzing the characteristics of interventions carried out in different countries to increase knowledge and sensitize the community. The interventions selected in the national and international literature have teachers as their target audience and use both virtual and face-to-face approaches in the knowledge construction process. The studies point to positive results for the promotion of mental and emotional health, the improvement of teachers' knowledge and the reduction of stigma. When considering the strategic position of observation educators and daily contact with students, this study can contribute to continuing education and updating about psychosocial interventions in a short period of time.
publishDate 2022
dc.date.none.fl_str_mv 2022-10-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/36079
10.33448/rsd-v11i14.36079
url https://rsdjournal.org/index.php/rsd/article/view/36079
identifier_str_mv 10.33448/rsd-v11i14.36079
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/36079/30063
dc.rights.driver.fl_str_mv Copyright (c) 2022 Magliane Soares Trindade; Adriane Xavier Arteche; Kátia Bones Rocha
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Magliane Soares Trindade; Adriane Xavier Arteche; Kátia Bones Rocha
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 14; e10111436079
Research, Society and Development; Vol. 11 Núm. 14; e10111436079
Research, Society and Development; v. 11 n. 14; e10111436079
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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