A perceção dos professores do 1.º ciclo relativamente à terapêutica da perturbação da hiperatividade e défice de atenção
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2019
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A Perturbação da Hiperatividade e Défice de Atenção (PHDA) é caracterizada por um padrão persistente de desatenção e/ou hiperatividade-impulsividade que afeta cerca de 5% da população em idade escolar. Os psicoestimulantes são os medicamentos de primeira linha e a monitoração da resposta terapêutica deve envolver profissionais de saúde, familiares e professores. Os professores, pelo maior contato com as crianças, podem mais facilmente detetar mudanças comportamentais no início da medicação. No entanto, poucos estudos têm focado o seu papel na gestão da terapêutica da PHDA. O presente trabalho teve como objetivo caracterizar a perceção de professores do 1º ciclo acerca do impacto da terapêutica da PHDA nos seus alunos. Na ausência de um instrumento adequado para colher esses dados, foi construído um questionário, que focou a formação dos professores em PHDA e sua terapêutica; a experiência com alunos com PHDA e alterações observadas com a medicação; observação de possíveis reações adversas medicamentosas (RAM) e sua possível notificação aos médicos, familiares e ao Sistema Nacional de Farmacovigilância (SNF). A exequibilidade do questionário foi verificada num pré-teste aplicado pessoalmente a uma amostra de conveniência de 12 professores de uma escola da região de Lisboa e Vale do Tejo. Posteriormente, desenvolveu-se uma versão on-line do questionário que foi distribuída aos professores dessa região, tendo-se obtido um total de 107 respostas. Além disso, um pedopsiquiatra foi entrevistado por telefone, a fim de recolher dados sobre a sua interação com os professores na gestão da terapêutica da PHDA. Os resultados indicam que mais de 40% dos professores inquiridos receberam formação em PHDA, mas na maioria dos casos o tema da terapêutica não foi incluído. Cerca de 87% mencionou a necessidade de ter mais formação. A grande maioria dos professores (91,6%) já teve alunos com PHDA e observou alterações essencialmente benéficas com a medicação. Mais de 60% dos professores responderam conhecer as reações adversas associadas à terapêutica e destes, 24% já as detetaram nos seus alunos. Destes, 93% reportaram a RAM observada aos pais e 28% aos médicos, mas nunca ao SNF. A entrevista ao pedopsiquiatra evidenciou que existe interação com os professores. Este afirmou ainda que não reporta as RAM observadas ao SNF devido à falta de informações sobre o processo de notificação. Em conclusão, os resultados mostram a necessidade de reforçar a formação de professores em PHDA e sua terapêutica, bem como a necessidade de divulgar o SNF entre professores e médicos.
The Attention Deficit Hyperactivity Disorder (ADHD) is characterized by a persistent pattern of inattention and / or hyperactivity-impulsivity which affects 5% of the school-age population. The Psychostimulants is the first-line drugs and the monitoring of the response to therapy, should involve health professionals, family members and teachers. Teachers have a greater contact with children and can thus easily detect behavioral changes upon the beginning of medication. However, few studies have focused role of teachers in the management of therapeutics ADHD. The present work had as objective to characterize the perception of 1st cycle teachers regarding the impact of ADHD therapeutics on their students. In the absence of an adequate instrument to collect these data, a questionnaire was constructed focused on teachers’ training regarding ADHD and its therapy; the experience with students with ADHD; the changes upon beginning of medication; and the observation of adverse drug reactions (ADR) and possible notification to the physicians, family members and National Pharmacovigilance System (SNF). The feasibility of the questionnaire was verified in a pre-test applied personally to a convenience sample of 12 teachers from a school of Lisboa e Vale do Tejo region. Subsequently, an online version of the questionnaire was developed and distributed to teachers in this region, and a total of 107 responses were obtained. In addition, one pediatric psychiatrist was interviewed by telephone, in order to gather experiences regarding their interaction with teachers in the management of ADHA therapeutics. The results indicate that more than 40% of the inquired teachers have received training in ADHA, but in most cases the theme of therapeutics was not included. About 87% of the teachers mentioned the need for more training. The vast majority of teachers (91.6%) have had students with ADHD and observed alterations generally in a beneficial with medication. More than 60% of the teachers answered that they are aware of the ADR and of these, 24% have already detected them in their students. The teachers reported the observed ADR to the parents in 93% of the cases and to the doctors in 28% of the cases, but never to the SNF. The interview with the pediatric psychiatrist highlighted the interaction with the teachers. He further stated do not report ADR to the SNF due to lack of information about the notification process. In conclusion, the results show the need to reinforce teachers' training in ADHD and its therapeutics, as well as the need to spread the SNF amongst teachers and physicians.
The Attention Deficit Hyperactivity Disorder (ADHD) is characterized by a persistent pattern of inattention and / or hyperactivity-impulsivity which affects 5% of the school-age population. The Psychostimulants is the first-line drugs and the monitoring of the response to therapy, should involve health professionals, family members and teachers. Teachers have a greater contact with children and can thus easily detect behavioral changes upon the beginning of medication. However, few studies have focused role of teachers in the management of therapeutics ADHD. The present work had as objective to characterize the perception of 1st cycle teachers regarding the impact of ADHD therapeutics on their students. In the absence of an adequate instrument to collect these data, a questionnaire was constructed focused on teachers’ training regarding ADHD and its therapy; the experience with students with ADHD; the changes upon beginning of medication; and the observation of adverse drug reactions (ADR) and possible notification to the physicians, family members and National Pharmacovigilance System (SNF). The feasibility of the questionnaire was verified in a pre-test applied personally to a convenience sample of 12 teachers from a school of Lisboa e Vale do Tejo region. Subsequently, an online version of the questionnaire was developed and distributed to teachers in this region, and a total of 107 responses were obtained. In addition, one pediatric psychiatrist was interviewed by telephone, in order to gather experiences regarding their interaction with teachers in the management of ADHA therapeutics. The results indicate that more than 40% of the inquired teachers have received training in ADHA, but in most cases the theme of therapeutics was not included. About 87% of the teachers mentioned the need for more training. The vast majority of teachers (91.6%) have had students with ADHD and observed alterations generally in a beneficial with medication. More than 60% of the teachers answered that they are aware of the ADR and of these, 24% have already detected them in their students. The teachers reported the observed ADR to the parents in 93% of the cases and to the doctors in 28% of the cases, but never to the SNF. The interview with the pediatric psychiatrist highlighted the interaction with the teachers. He further stated do not report ADR to the SNF due to lack of information about the notification process. In conclusion, the results show the need to reinforce teachers' training in ADHD and its therapeutics, as well as the need to spread the SNF amongst teachers and physicians.
Descrição
Orientação: Ana Sofia Fernandes
Palavras-chave
MESTRADO INTEGRADO EM CIÊNCIAS FARMACÊUTICAS, CIÊNCIAS FARMACÊUTICAS, HIPERATIVIDADE INFANTIL, DÉFICE DE ATENÇÃO, PROFESSORES, CRIANÇAS, FORMAÇÃO, FARMACOTERAPIA, PHARMACEUTICAL SCIENCES, CHILD HYPERACTIVITY, ATTENTION DEFICIT, TEACHERS, CHILDREN, TRAINING, PHARMACOTHERAPY