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Os professores e o diagnóstico de mutismo seletivo: uma scoping review
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Projeto de graduação_43035 | 780.4 KB | Adobe PDF |
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Abstract(s)
O mutismo seletivo é uma perturbação de ansiedade, maioritariamente na infância, caracterizada pela incapacidade persistente de falar em contextos sociais específicos, como a escola, apesar de existir capacidade de fala noutros ambientes. Esta condição pode comprometer significativamente o desenvolvimento social, emocional e académico da criança.
O presente projeto de graduação teve como objetivo mapear, por meio de uma Scoping Review, o papel dos professores perante o diagnóstico de mutismo seletivo, explorando a forma como agem na deteção, acompanhamento e colaboração em intervenções terapêuticas. A questão de investigação foi estruturada com base no acrónimo PCC (População, Conceito, Contexto). A pesquisa foi realizada nas bases de dados MEDLINE, CINAHL e PubMed, seguindo as diretrizes do PRISMA para a seleção dos estudos incluídos.
Os resultados evidenciam que os professores têm um papel fundamental na identificação precoce dos sintomas de mutismo seletivo, dado que estes se manifestam mais intensamente no contexto escolar. No entanto, destacam se dificuldades na sua atuação, sobretudo pela escassa formação sobre o tema e pela confusão com outras condições como timidez ou fobia social. Apesar disso, os docentes demonstram abertura para colaboração multidisciplinar. Conclui-se que os professores são figuras chave na resposta à criança com mutismo seletivo, sendo essencial investir na sua capacitação e envolvimento nos planos terapêuticos, de forma a promover um ambiente escolar seguro, acolhedor e propício à comunicação.
Selective mutism is an anxiety disorder, predominantly in childhood, characterized by the persistent inability to speak in specific social context, such as school, despite having the ability to speak in other environments. This condition can significantly impact the child´s social, emotional, and academic development. The present undergraduate project aimed to map, through a Scoping Review, the role of teachers in relation to the diagnosis of selective mutism, exploring how they act in the detection, monitoring and collaboration in therapeutic interventions. The research question was structured based on the PCC acronym (Population, Concept, Context). The search was conducted in the MEDLINE, CINAHL and PubMed databases, following PRISMA guidelines for the selection of included studies. The results highlight that teachers play a fundamental role in the early identification of selective mutism symptoms, as these are more evident in the school context. However, challenges in their performance were noted, mainly due to limited training on the subject and confusion with other conditions such as shyness or social phobia. Nevertheless, teachers show openness to multidisciplinary collaboration. It is concluded that teachers are key figures in supporting children with selective mutism and it is essential to invest in their training and involvement in therapeutic plans, in order to foster a safe, welcoming and communication friendly school environment.
Selective mutism is an anxiety disorder, predominantly in childhood, characterized by the persistent inability to speak in specific social context, such as school, despite having the ability to speak in other environments. This condition can significantly impact the child´s social, emotional, and academic development. The present undergraduate project aimed to map, through a Scoping Review, the role of teachers in relation to the diagnosis of selective mutism, exploring how they act in the detection, monitoring and collaboration in therapeutic interventions. The research question was structured based on the PCC acronym (Population, Concept, Context). The search was conducted in the MEDLINE, CINAHL and PubMed databases, following PRISMA guidelines for the selection of included studies. The results highlight that teachers play a fundamental role in the early identification of selective mutism symptoms, as these are more evident in the school context. However, challenges in their performance were noted, mainly due to limited training on the subject and confusion with other conditions such as shyness or social phobia. Nevertheless, teachers show openness to multidisciplinary collaboration. It is concluded that teachers are key figures in supporting children with selective mutism and it is essential to invest in their training and involvement in therapeutic plans, in order to foster a safe, welcoming and communication friendly school environment.
Description
Projeto de Graduação apresentado à Universidade Fernando Pessoa para obtenção do grau de Licenciada em Enfermagem.
Keywords
Professores Mutismo seletivo Teachers Selective mutism