Résumé
No Brasil, a psicologia das emergências e desastres é concebida como uma área de estudo e intervenção em fenômenos que envolvem situações de catástrofe. Nesse contexto, as intervenções em crise objetivam aumentar o percentual de sujeitos que se recuperam da tragédia e acelerar esse processo de reconstrução. Os Primeiros Socorros Psicológicos (PSP) são protocolos de intervenção que visam padronizar o atendimento às vítimas com base em evidências sobre reações agudas ao estresse. No presente artigo, é relatada a experiência de aplicação do referido protocolo em vítimas do incêndio da boate Kiss em Santa Maria. Ressalta-se que a intervenção possibilitou o acolhimento emocional dos sujeitos de forma empática e não invasiva, o desenvolvimento de estratégias de enfrentamento (coping) adaptativas de forma conjunta e a busca de apoio social. Aponta-se para a necessidade de aprimoramento técnico e profissional para futuras intervenções em crise no contexto brasileiro.(AU)
In Brazil, the Psychology of Emergencies and Disasters is conceived as a field of study and performance in phenomena involving disaster. In this context, crisis interventions aimed at increasing the percentage of subjects who recover from this tragedy and accelerate the reconstruction process. Psychological First Aid (PFA) intervention protocols are aiming to standardize the care victims based on evidence of acute reactions to stress. This article aims to report the experience of implementing this protocol in victims of the Kiss nightclub fire in Santa Maria. It is noteworthy that the intervention enabled the host of emotional subjects empathetically and noninvasive, developing coping strategies (coping) adaptive jointly and search for social support. It points to the need for technical improvement and professional crisis for future interventions in the Brazilian context.(AU)
Sujets)
Intervention de crise , Planification des mesures d'urgence en cas de catastrophe , Premiers secours/psychologieRésumé
Teachers in five primary schools were surveyed for their knowledge and attitudes about epilepsy. An analysis of 113 teacher responses revealed knowledge deficits, especially regarding the prevalence of epilepsy, the future of children with the disorder and E.E.G. as an aid to diagnosis. Misconceptions regarding first aid were also common. More than two-thirds of the teachers believed that children with epilepsy have academic problems more often, although about half of the respondents were in favour of normal schools for such children. Most respondents recommended a teacher's career for these children in future but considered that of a bus driver, as unsuitable. Few teachers had attended any educational programme on epilepsy. Only about one-fifth of the teachers were confident in dealing with an epiletic child. Communication about epilepsy among the teachers, parents and doctors was virtually non-existent.