Identificação e compreensão de sintomas depressivos na infância em contexto escolar: desafios contemporâneos do educador

Abstract

RESUMO:Durante muito tempo,acreditou-se que a criança não tinha depressão significativa,pensamento que se revelou bastante equivocado, porque em estudos científicos foram encontradas evidências de que a depressão ocorre pelo menos ocasionalmente entre crianças. Com base nesse ponto de vista, o presente artigo socializa um estudo cujo objetivo foi discutir sobre a importância do educador na compreensão e na identificação dos sintomas depressivos em alunos. A busca através da literatura mostrou que a depressão traz sérias consequências à vida da criança, principalmente em contexto escolar, podendo interferir na aprendizagem, pois, durante o período depressivo infantil, a perda de interesse pelas atividades que antes eram divertidas dá lugar a manifestações de mau humor constante diante dos estudos, dos jogos, das brincadeiras e dos esportes, causando significativos danos psicossociais. O estudo evidenciou estratégias que podem contribuir para a atuação do educador em sala de aula com crianças que manifestem algum tipo de comportamento específico, classificado como transtorno depressivo, e comprovou que este profissional é sujeito importante na identificação de sintomas da depressão infantil. Palavras-chave: Depressão infantil. Contexto Escolar.Educador. ABSTRACT:For a long time, it was believed that children did not have significant depression, a thought recently proved wrong, since it was found evidences in scientific studies that depression occurs at least occasionally among children. Based on this point of view, this research had as objective to discuss the importance of the educator on the comprehension and identification of symptoms of depression on students. The search through the literature has showed that depression has serious consequences to the child's life, especially in school context, which could interfere with the learning, since during the depressive period the loss of interest for activities that were once fun, gives place to demonstrations of constant bad mood in face of studies, games and sports, causing significant psychosocial damage. Our study evidenced strategies that can contribute in the teacher performance in classes with children who express some kind of specific behavior, classified as depressive disorder, and shown that teachers are important for the identification of symptoms of childhood depression.

Depressive Symptoms, Anxiety, Self-Esteem and Educational Social Skills in Public School Teachers

“…Anxiety symptoms can also affect teacher's work, and are characterized by the anticipation of something dangerous, a future threat, causing emotional and behavioral reactions that include: vertigo, diarrhea, hyperhidrosis (exaggerated sweat), increased reflexes, palpitations, dilated pupil, restlessness, syncope (loss of consciousness due to decreased cerebral blood flow), tachycardia, extremities tingling sensation, tremble, stomach upset, frequency, hesitation and urinary urgency (APA, 2014;Sadock, Sadock, & Ruiz, 2016). When teachers are exposed to risk situations, anxiety symptoms may appear, affecting their work and self-esteem (Batista, Carlotto, & Moreira, 2013;Sadock, Sadock, & Ruiz, 2016;Pinheiro, Sousa, Feitosa, & Batista, 2017). It is possible to found this symptomatology in more than 70% of a public school teacher sample (Tostes, Albuquerque, Silva, & Petterle, 2018).…”

Desempenho escolar e comportamentos sociais em adolescentes

“…Although the present study only understood the behavioral aspects contemplated by the SDQ, it is worth mentioning that other behavioral problems must be considered when discussing school performance in students. Manifestations of depressive symptoms might generate student disinterest in learning, compromise their development and negatively influence their school performance, in addition to provoking losses both in their interpersonal relationships as well as in their social life (23) .…”

Childhood Depression Can Impair Learning

“…Sometimes, the educator is the first to perceive changes in conduct and behavior of the child, this Professional can be a great ally in the early diagnosis of psychiatric pathologies in childhood. The school is the place where the experiences and social demands of the child are initiated, demanding from them the social integration and the development of physical and emotional abilities, in such a way that, in case there is some previous psychic/emotional damage, the school context can become a source of frustrations and still be the place for the appearance of problems that were obscured in the protective family environment (Pinheiro et al, 2017;Wichstrom et al, 2012). (Maughan et al, 2013;Perou et al, 2013;Abaid et al, 2010).…”