Suicidal behavior and prevention strategies from teachers' perspective
Comportamiento suicida y estrategias de prevención desde la perspectiva de los docentes
Comportamento suicida e estratégias de prevenção sob a ótica de professores
Mara Dalila Leandro de Sousa Brito; Fernando José Guedes da Silva Júnior; Ana Paula Cardoso Costa; Jaqueline Carvalho e Silva Sales; Angélica Martins de Souza Gonçalves; Claudete Ferreira de Souza Monteiro
Abstract
Objective To analyze the knowledge on suicidal behavior and prevention strategies adopted by elementary school teachers.
Method A qualitative study, supported by action research, carried out in a public school in the city of Teresina, Piauí, Brazil. Nine elementary school teachers took part. Three meetings, a negotiation meeting and two thematic seminars were held. The speeches were submitted to thematic analysis.
Results Teachers' knowledge about suicidal behavior involves the identification of the warning signs, with self-mutilation being the most recurrent suicidal attitude. As strategies, they pointed out the need to avoid the risk of identifying the student at risk, observation, dialog, monitoring and using the support networks. The challenges listed by the teachers were the following: being unable to identify and associate the warning signs with the suicidal behavior, difficulty in approaching the student in crisis, lack of mental health staff in schools, and transversal themes in the school curricula.
Conclusion and implications for the practice The need for actions aimed at the training of these professionals is observed, in view of their privileged position for the promotion of food environments, as well as for the prevention and identification of adolescents at risk, with appropriate management and shared referral to the health services.
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Resumo
Objetivo: Analisar conhecimentos sobre comportamento suicida e estratégias de prevenção adotadas por professores do ensino fundamental.
Método: Estudo qualitativo, apoiado na pesquisa-ação, realizado em escola pública do município de Teresina, Piauí, Brasil. Participaram nove professores de ensino fundamental. Realizaram-se três encontros, uma reunião de negociação e dois seminários temáticos. Os discursos foram submetidos à análise temática.
Resultados: O conhecimento dos professores acerca do comportamento suicida envolveu identificação dos sinais de alerta, tendo a automutilação como atitude suicida mais recorrente. Como estratégias apontaram a necessidade de prevenção por meio da identificação do aluno em risco, da observação, do diálogo, do monitoramento e utilização de redes de apoio. Os desafios elencados pelos professores foram a inabilidade na identificação e associação dos sinais de alerta com o comportamento suicida, a dificuldade na abordagem do aluno em crise, a ausência de equipe de saúde mental nas escolas e de temas transversais nos currículos escolares.
Conclusão e implicações para a prática: Observa-se a necessidade de ações voltadas para a capacitação desses profissionais, tendo em vista sua posição privilegiada para promoção de ambientes saudáveis, bem como para prevenção e identificação dos adolescentes em risco, com manejo adequado e encaminhamento compartilhado aos serviços de saúde.
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Referências
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Submetido em:
03/04/2020
Aceito em:
08/05/2020
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