Psychosocial intervention in mental health for teachers: a narrative review
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
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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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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1797052726460284928 |