Saúde mental e memória emocional em professores da educação básica
Carregando...
Data
2023-03
Autores
Orientador
Bücker, Joana
Banca
Timmers, Luís Fernando Saraiva Macedo
Diehl, Liciane
Carlotto, Mary Sandra
Título do periódico
ISSN
Título do Volume
Editor
Resumo
Sintomas psiquiátricos estão entre as principais queixas na categoria docente, tornando-se crescente a cada ano e somando como uma das profissões mais propensas ao desenvolvimento de ansiedade, depressão e estresse advindas do ambiente de trabalho. A exposição a altos níveis de estresse pode produzir alterações na memória e afetar a qualidade de vida. Essa dissertação tem como objetivo apresentar uma pesquisa que buscou avaliar os sintomas psiquiátricos, tecnoestresse, qualidade de vida e memória emocional em professores da educação básica brasileira, comparados a um grupo controle. Caracteriza-se como um estudo transversal quantitativo desenvolvido durante os 2 anos de mestrado. A coleta dos dados aconteceu entre setembro e dezembro de 2021 através da técnica Snowball Sampling. Os instrumentos utilizados foram: Questionário de dados sociodemográficos, Escala tecnoestresse (RED/TIC), Escala do Impacto do Evento – Revisada (IES-R), Escalas de Ansiedade, Depressão e Stresse (DASS-21), WHOQOL-Bref e o Teste de Memória emocional. A amostra para este estudo foi composta por 416 participantes, 225 não professores e 191 professores de diferentes estados do Brasil. Os resultados encontrados neste estudo mostram que há diferença entre os grupos, onde a categoria docente apresentou maiores níveis de ansiedade, depressão, estresse, estresse pós- traumático, tecnoestresse e qualidade de vida inferior ao grupo controle. Ser professor é um preditor para desenvolver sintomas de estresse pós-traumático, sintomas depressivos, ansiosos e de estresse. Participantes com menos anos de estudo, mais jovens, com problemas de saúde física e que vivenciaram uma situação estressora nos últimos 2 anos, são mais propensos a apresentar sintomas psiquiátricos. No teste de Memória Emocional, foi encontrada uma diferença na memória emocional entre professores com e sem estresse, em que os professores com estresse lembraram menos da palavra emocional. Para as próximas pesquisas, sugere-se mais investigações sobre estresse pós-traumático na categoria docente, principalmente após a pandemia da COVID-19. Recomenda-se o desenvolvimento de políticas públicas que ofereçam assistência à saúde docente por meio de programas de prevenção.
Psychiatric symptoms are among the main complaints in the teaching category, increasing each year and adding up as one of the professions most prone to the development of anxiety, depression and stress from the work environment. Exposure to high levels of stress can produce changes in memory and affect quality of life. This dissertation aims to present a research that sought to evaluate psychiatric symptoms, technostress, quality of life and emotional memory in teachers of Brazilian basic education, compared to a control group. It is characterized as a quantitative cross-sectional study developed during the 2 years of the master's degree. Data collection took place between September and December 2021 using the Snowball Sampling technique. The instruments used were: Sociodemographic data questionnaire, Technostress Scale (RED/TIC), Event Impact Scale - Revised (IES-R), Depression, Anxiety, and Stress Scales (DASS-21), WHOQOL-Bref and the Emotional Memory Test. The study sample consisted of 416 participants, 225 non-teachers and 191 teachers from different states of Brazil. The results found in this study show that there is a difference between the groups, where the teaching category presented higher levels of anxiety, depression, stress, post traumatic stress, technostress and lower quality of life than the control group. Being a teacher is a predictor for developing symptoms of post traumatic stress, depressive, anxious and stress symptoms. Participants with fewer years of study, younger, with physical health problems and who have experienced a stressful situation in the last 2 years, are more likely to have psychiatric symptoms. In the Emotional Memory test, a difference in emotional memory was found between teachers with and without stress, in which teachers with stress remembered less of the emotional word. For the next research, further investigations on post traumatic stress in the teaching category are suggested, especially after the COVID-19 pandemic. The development of public policies that provide teaching health care through prevention programs is recommended.
Psychiatric symptoms are among the main complaints in the teaching category, increasing each year and adding up as one of the professions most prone to the development of anxiety, depression and stress from the work environment. Exposure to high levels of stress can produce changes in memory and affect quality of life. This dissertation aims to present a research that sought to evaluate psychiatric symptoms, technostress, quality of life and emotional memory in teachers of Brazilian basic education, compared to a control group. It is characterized as a quantitative cross-sectional study developed during the 2 years of the master's degree. Data collection took place between September and December 2021 using the Snowball Sampling technique. The instruments used were: Sociodemographic data questionnaire, Technostress Scale (RED/TIC), Event Impact Scale - Revised (IES-R), Depression, Anxiety, and Stress Scales (DASS-21), WHOQOL-Bref and the Emotional Memory Test. The study sample consisted of 416 participants, 225 non-teachers and 191 teachers from different states of Brazil. The results found in this study show that there is a difference between the groups, where the teaching category presented higher levels of anxiety, depression, stress, post traumatic stress, technostress and lower quality of life than the control group. Being a teacher is a predictor for developing symptoms of post traumatic stress, depressive, anxious and stress symptoms. Participants with fewer years of study, younger, with physical health problems and who have experienced a stressful situation in the last 2 years, are more likely to have psychiatric symptoms. In the Emotional Memory test, a difference in emotional memory was found between teachers with and without stress, in which teachers with stress remembered less of the emotional word. For the next research, further investigations on post traumatic stress in the teaching category are suggested, especially after the COVID-19 pandemic. The development of public policies that provide teaching health care through prevention programs is recommended.
Descrição
Palavras-chave
Professores; Sintomas psiquiátricos; Saúde mental; Memória Emocional; Teachers; Psychiatric symptoms; Mental health; Emotional Memory
Citação
SCHWERTNER, Rafaela. Saúde mental e memória emocional em professores da educação básica. 2023. Dissertação (Mestrado) – Curso de Ciências Médicas, Universidade do Vale do Taquari - Univates, Lajeado, 20 mar. 2023. Disponível em: http://hdl.handle.net/10737/3896.