Educação permanente em saúde mental: pesquisa intervenção em um CAPSad

• Ano de defesa: 2017
• Autor(a) principal: Coelho, Marina Pinto [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Mental Health; Continuing Education; Mental Health Services; Occupational Therapy; Saúde Mental; Educação Permanente; Centros de Atenção Psicossocial; Terapia Ocupacional
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=5188821; https://www2.unifesp.br/centros/cedess/mestrado/teses/tese_205_mariana_magalhaes.pdf; https://repositorio.unifesp.br/handle/11600/49900

The Psychosocial Care Centers (CAPS) are fundamental part in the process of the Brazilian Psychiatric Reform. It was only from the establishment of these places that was possible the beginning, in a concrete way, of the organization of a substitute network for psychiatric hospitals in the country. However, there are many challenges for the teams that work in these services and several studies point out that there is a great mismatch between the theoretical/technical/conceptual qualification of the professionals, their practices and the national mental health policies. In this scenario, the current study investigated, from the perspective of the multidisciplinary team of a Center for Psychosocial Care Alcohol and Other Drugs (CAPSad), which actions have been developed, what are the existing needs, as well as the improvements proposals of the processes of Permanent Education, from the critical reflection upon the local reality and daily difficulties of this work. This was a intervention’s research with a qualitative approach. For data collection, semi-structured interviews were conducted with CAPSad coordination and focus groups with the team's healthcare professionals. The data were submitted to content thematic analysis. After the data analysis, a workshop was conducted to give for the research participants a feedback about the collected material. During the intervention research, other workshops with the team were proposed, using group dynamics and materials, for a greater understanding and exploration of the theme of Permanent Education, as well as the attendance to some needs identified by the professionals. At the end of this process, it was noticed that many challenges remain in the path for the implementation of Permanent Education practices in the CAPSad context. In the face of CAPSad practices complexity, it was noticed the need for investment in training of the professionals, in addition to the technical and scientific skills and abilities, to provide an ethical and reflexive attitude about health and care conceptions and which stimulates the professionals to lead the production of knowledge from their own experiences. It is expected that the results of this research, as well as the performed intervention, may be used as an axis for improvement, offering new elements, producing displacements and new approaches to observe the processes of Permanent Education for the professionals who work in CAPSad.