A Comunicação Suplementar e/ou alternativa na sessão de fisioterapia

Abstract

OBJETIVO: analisar o que fisioterapeutas referem no discurso sobre o uso da Comunicação Suplementar e/ou Alternativa (CSA) durante a sessão de fisioterapia com sujeitos com Encefalopatia Crônica Não Evolutiva (ECNE). MÉTODO: foram efetuadas entrevistas individuais com cinco profissionais, por meio de questionamentos pertinentes à temática em forma de perguntas abertas. A análise dos dados ocorreu com o agrupamento de ideias e a seleção das ideias mais relevantes sobre o tema. RESULTADOS: os cinco fisioterapeutas entrevistados referem que conhecem e ressaltam a importância da utilização da CAA em suas sessões, mas não tiveram formação teórica sobre o tema. O contato e a utilização de tal abordagem ocorreram por meio da troca interdisciplinar com o profissional de Fonoaudiologia da instituição na qual trabalham. Tal fato, somado às demandas específicas da sessão de fisioterapia, limita a incorporação de tal abordagem na prática diária por quatro profissionais entrevistadas. Apenas um incorporou o recurso em sua rotina diária. CONCLUSÃO: todos os profissionais pesquisados afirmaram ter ganhos no uso da CSA, especificamente na melhora do vínculo e da interação com o paciente com ECNE, mas também afirmaram ter dificuldades com aspectos instrumentais que limitam o uso da CSA, como tamanho da prancha de CSA, seu modo de construção individualizado para cada paciente e a dinâmica da sessão de fisioterapia. Atribuem à dificuldade de aceitação familiar a limitação social de uso da CSA. A presença do Fonoaudiólogo na equipe de atendimento ao sujeito com ECNE foi aspecto fundamental para que tais profissionais fizessem uso da CSA.

Percepção da família e do terapeuta sobre a evolução de crianças em uma abordagem interdisciplinar de intervenção precoce

“…Furthermore, some research on development risk factors [6][7][8][9] show that psychosocial and socio-demographic may predispose to the onset of developmental disorders 6,7,9 , among which, the language is frequent factor, since babies with psychic and /or developing risk have lower initial speech production than babies without this risk 9 , besides important qualitative language difficulties in the first two years of life 3,10 . Therefore, it is fundamental detect any risk or abnormal development and be offered family support as well as early intervention, considering both the brain plasticity as minimize the effects of the condition that the baby presented at parent-infant relationship [10][11][12][13] .…”

“…However, is necessary be especially careful regarding to the modality of attendance these babies and their families, once that it works with the psychic constitution during the first years of life 13 . Such attendance should not be disciplinary and multiple, it may endanger the performance of parenting functions when the family is without a professional reference.…”

“…For that reason, the arrangements for Interdisciplinary and Single Therapist were inserted in the clinical practice for care infants and children 13 . The Interdiscipline is configured as creation of a common space in which knowledge is not limited to professional identity of the therapist who serves, it is necessary that the therapist has a broader knowledge of predicted in their discipline to children's development, in another words, a speech pathologist need to have in addition to the knowledge of the language, swallow and hearing commonly respondents in early intervention cases, a minimum knowledge of cognitive and psycho-affective development, in general studied by psychologists, and psychomotor aspects, these deeper by physiotherapists and occupational therapists.…”

“…This knowledge shared on an interdisciplinary view allow to happen in many cases, a single therapist approach that corresponds to the action of an expert on early intervention, with specific training in child development and not with partial knowledge of a discipline on it. Also, should prioritize the presence of parents, which is signified by the therapist, so that they can perform their parental functions so crucial for babies 10,13 . On the program in which it operates this research, the family inclusion strategies are created in the therapeutic process, such as parents-baby set sessions and the possibility of psychological support to parents.…”

“…On the program in which it operates this research, the family inclusion strategies are created in the therapeutic process, such as parents-baby set sessions and the possibility of psychological support to parents. In the set session articulate scenes that range during the session, namely: parent-therapist; baby-parent; baby-therapist and baby-parent-therapist 13 . In the moments when the scene is parent-therapist, there are many aspects of parents' perceptions of the development of their children, or even doubts about the therapeutic process 13 .…”