Fatores psicossociais presentes no contexto de trabalho de docentes de alunos com TDAH no IFRS

Abstract

The work of teachers with students with Attention Deficit Hyperactivity Disorder (ADHD) has been impacted by some psychosocial factors. In the literature, we can identify some of these factors and how they are present in the interactions between teachers and students with ADHD. The World Health Organization (WHO) describes psychosocial factors as aspects that define the subjective interaction between the worker and his/her role. Psychosocial factors interfere in the experience of well-being at work and also in the processes of decompensation in health, whether mental or physical. Therefore, this study has as its main objective to analyze psychosocial factors present in interactions between teachers and students with Attention Deficit Hyperactivity Disorder (ADHD). It will also contribute to the planning of interventions, assisting teachers in the influences of psychosocial risk factors that may arise during their work. The methodology used in the study was mixed (qualitative and quantitative), using the Health Safety Executive - Indicator Tool (HSE-IT) scale and a semi-structured interview script with sociodemographic data, developed by the author, as research instruments. The participants were 18 professors from the 17 campuses of the Instituto Federal do Rio Grande do Sul (IFRS). Based on the discovery of the risk and protective factors that permeate the work of these professors, a proposal for training for the institutional team was developed and it was possible to detect and act on the protective factors to strengthen them and on the risk factors to minimize them. [resumo fornecido pelo autor]