[et_pb_section fb_built=”1″ _builder_version=”4.16″ global_colors_info=”{}”][et_pb_row _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]<\/p>\n
A COVID-19 teve um impacto enorme na educa\u00e7\u00e3o das crian\u00e7as em comunidades de todo o mundo, na UE e nos pa\u00edses do Programa.\nA pandemia, descrita como \u201cuma vez num s\u00e9culo\u201d, perturbou aspectos essenciais da vida p\u00fablica, econ\u00f3mica, educacional e privada em todo o mundo (Organiza\u00e7\u00e3o Mundial da Sa\u00fade, 2021). A pandemia de COVID-19 j\u00e1 teve um impacto sem precedentes nas crian\u00e7as, nas fam\u00edlias e nas escolas em todo o mundo, incluindo na UE. Atualmente, h\u00e1 muitas inc\u00f3gnitas nomeadamente quando \u00e9 que o crescente n\u00famero de casos come\u00e7ar\u00e1 a diminuir e se a propaga\u00e7\u00e3o da COVID-19 ser\u00e1 controlada em todo o mundo.<\/p>\n
<\/p>\n
Devido \u00e0 pandemia de COVID-19, a maioria das escolas na UE e nos pa\u00edses do Programa estiveram fechadas durante um per\u00edodo de tempo, enquanto algumas escolas continuaram fechadas ao ensino presencial. Uma variedade de estrat\u00e9gias surgiram numa tentativa de continuar a educar e apoiar as crian\u00e7as, incluindo a presta\u00e7\u00e3o de servi\u00e7os educativos presenciais, ensino \u00e0 dist\u00e2ncia\/\u00e0 dist\u00e2ncia e v\u00e1rias configura\u00e7\u00f5es h\u00edbridas que envolvem estrat\u00e9gias tanto presenciais como \u00e0 dist\u00e2ncia\/\u00e0 dist\u00e2ncia. \u00c0 medida que os profissionais da educa\u00e7\u00e3o se adaptaram para satisfazer as necessidades educativas, sociais e emocionais dos alunos, h\u00e1 um conjunto de servi\u00e7os para os alunos que continuaram a sofrer perturba\u00e7\u00f5es (por exemplo, alimenta\u00e7\u00e3o\/nutri\u00e7\u00e3o, cuidados de sa\u00fade, atividades extracurriculares, colabora\u00e7\u00e3o familiar\/comunit\u00e1ria e assist\u00eancia mental). servi\u00e7os de sa\u00fade); reduzindo assim o leque de servi\u00e7os de apoio ao estudante.<\/p>\n
<\/p>\n
Os desafios adicionais para as crian\u00e7as durante a pandemia da COVID-19 inclu\u00edam perturba\u00e7\u00f5es na aprendizagem acad\u00e9mica, isolamento social, preocupa\u00e7\u00f5es financeiras familiares, maiores experi\u00eancias adversas na inf\u00e2ncia, trauma, luto e aumento do tempo de ecr\u00e3. Notavelmente, o impacto \u00e9 ainda maior para os alunos com defici\u00eancia; estudantes de comunidades minorit\u00e1rias, incluindo requerentes de asilo\/refugiados, jovens com diversidade cultural e lingu\u00edstica; estudantes provenientes de fam\u00edlias com baixos rendimentos e marginaliza\u00e7\u00e3o econ\u00f3mica (LIEM); jovens minorizados em termos de g\u00e9nero e sexualidade; e estudantes que enfrentam uma pobreza crescente e uma intersec\u00e7\u00e3o de sistemas opressivos (por exemplo, R\u00fassia).<\/p>\n
<\/p>\n
Dado o importante papel que as escolas desempenham na seguran\u00e7a e prote\u00e7\u00e3o dos jovens, o encerramento das escolas teve um impacto significativo e adverso na sa\u00fade mental. O isolamento prolongado e a falta de uma rede de seguran\u00e7a social n\u00e3o s\u00f3 perturbaram a estrutura, as rotinas e as interac\u00e7\u00f5es entre pares, mas tamb\u00e9m limitaram os recursos de sa\u00fade mental a que os jovens normalmente t\u00eam acesso atrav\u00e9s das suas escolas.<\/p>\n
<\/p>\n
EST\u00c1GIO PREPARAT\u00d3RIO (Dezembro de 2020 \u2013 Abril de 2021)<\/p>\n
<\/p>\n
A nossa equipa de pesquisa do projeto analisou um conjunto de estudos relacionados com importantes considera\u00e7\u00f5es \u00e9ticas, legais, de seguran\u00e7a e tecnol\u00f3gicas relacionadas com a realiza\u00e7\u00e3o de avalia\u00e7\u00f5es psicoeducacionais. Isso ajudou-nos a identificar e selecionar as necessidades nas quais nos dev\u00edamos focar. O nosso objetivo \u00e9 divulgar as inova\u00e7\u00f5es e adapta\u00e7\u00f5es na pesquisa, na forma\u00e7\u00e3o e na pr\u00e1tica que contribuam para o avan\u00e7o do campo da psicologia escolar.<\/p>\n
<\/p>\n
AS NECESSIDADES QUE PLANEAMOS COLMATAR<\/p>\n
<\/p>\n
(a) No \u00e2mbito do nosso projeto, ser\u00e1 fundamental implementar um apoio sustentado utilizando uma metodologia eficaz e plataformas online que fa\u00e7am a liga\u00e7\u00e3o com os jovens.
(b) Embora o desenvolvimento da sa\u00fade mental electr\u00f3nica espec\u00edfica ainda esteja numa fase inicial, a Internet ainda pode ser utilizada como um meio para fornecer informa\u00e7\u00e3o e cuidados aos estudantes que dela necessitam.
(c) Um passo fundamental neste sentido \u00e9 a disponibiliza\u00e7\u00e3o generalizada de recursos que os alunos possam utilizar para lidar com experi\u00eancias emocionais dif\u00edceis.
(d) Al\u00e9m disso, \u00e9 importante que o pessoal escolar e os psic\u00f3logos que interagem com os alunos estejam equipados com recursos que lhes permita partilhar com os alunos e ao mesmo tempo utiliz\u00e1-los.
(e) A import\u00e2ncia de responder eficazmente aos alunos durante este per\u00edodo incerto n\u00e3o pode ser exagerada. Os funcion\u00e1rios e os psic\u00f3logos escolares tamb\u00e9m podem interagir com as fam\u00edlias durante estes tempos dif\u00edceis. Estarem cientes dos recursos para partilhar com os pais e cuidadores preocupados tamb\u00e9m ser\u00e1 um grande passo no apoio aos alunos.<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>","protected":false},"excerpt":{"rendered":"
The COVID-19 has had a massive impact on the education of children in communities around the world, EU and Program countries.The pandemic, described as a \u201conce-in-a-century \u201d, has disrupted essential aspects of public, economic, education, and private life around the globe (World Health Organization, 2021). The COVID-19 pandemic has already had an unprecedented impact on […]<\/p>","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"\n
The COVID-19 has had a massive impact on the education of children in communities around the world, EU and Program countries.
The pandemic, described as a \u201conce-in-a-century \u201d, has disrupted essential aspects of public, economic, education, and private life around the globe (World Health Organization, 2021). The COVID-19 pandemic has already had an unprecedented impact on children, families, and schools around the world, including the EU. Presently, there are many unknowns regarding when the increasing number of cases will be reduced and the spread of COVID-19 will be controlled around the world.<\/p>\n\n\n\n
Due to the COVID-19 pandemic, most schools in the EU and Program countries have been closed for a period of time, while some schools continue to remain closed for in-person instruction. A variety of strategies have emerged in an attempt to continue to educate and support children, including providing education services in-person, remote\/distance learning, and various hybrid configurations involving both in-person and remote\/distance strategies. As education professionals adapt to meet the education, social, and emotional needs of students, there are a range of services for students that continue to be disrupted (for example, food\/nutrition, healthcare, extracurricular activities, family\/community collaboration, and mental health services); thus, reducing the scope of student support services.<\/p>\n\n\n\n
Additional challenges for children during the COVID-19 pandemic include disruption in academic learning, social isolation, family financial concerns, greater childhood adverse experiences, trauma, grief, and increased screen time. Notably, the impact is even greater for students with disabilities; students from minoritized communities including asylum seekers\/refugees, culturally and linguistically diverse youth; students from families with low-income and economic marginalization (LIEM); gender and sexual minoritized youth; and students experiencing rising poverty and an intersection of oppressive systems (e.g. Russia).<\/p>\n\n\n\n
Given the important role that schools play in the safety and security for youth, school shutdowns have had a significant and adverse impact on mental health. The prolonged isolation and lack of social safety net has not only disrupted structure, routines, and peer interactions, but also limited the mental health resources youth usually have access to through their schools.<\/p>\n\n\n\n
PREPARATORY STAGE (December 2020 \u2013 April 2021)<\/p>\n\n\n\n
Our project research team has analysed a pool of studies related to important ethical, legal, safety, and technology considerations related to conducting psychoeducational assessments. This has helped us to identify and select needs to focus upon. We aim to disseminate innovations and adaptations in research, training, and practice that contribute to advancing the field of school psychology.<\/p>\n\n\n\n
THE NEEDS WE PLAN TO ADDRESS<\/p>\n\n\n\n
(a) Within our project it will be critical to implement sustained support using effective methodology and online platforms to connect with youth.
(b) While the development of specific e-mental health is still in its early stages, the Internet can still be used as a medium to provide information and care to students who need it.
(c) A key step in this regard is the widespread provision of resources that students can use to cope with difficult emotional experiences.
(d) Further, it is important that school staff and psychologists who interact with students are equipped with resources to share with students and to draw on.
(e) The centrality of effectively responding to students during this uncertain period cannot be overstated. As staff and school psychologists may also interact with families during these challenging times, being aware of resources to share with concerned parents and caregivers will also go a long way in supporting students.<\/p>\n","_et_gb_content_width":"1080","footnotes":""},"_links":{"self":[{"href":"https:\/\/well-19.eu\/pt\/wp-json\/wp\/v2\/pages\/126"}],"collection":[{"href":"https:\/\/well-19.eu\/pt\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/well-19.eu\/pt\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/well-19.eu\/pt\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/well-19.eu\/pt\/wp-json\/wp\/v2\/comments?post=126"}],"version-history":[{"count":0,"href":"https:\/\/well-19.eu\/pt\/wp-json\/wp\/v2\/pages\/126\/revisions"}],"wp:attachment":[{"href":"https:\/\/well-19.eu\/pt\/wp-json\/wp\/v2\/media?parent=126"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}