Social Restrictions and the COVID-19 Pandemic in Families of Special Students

Gelci Nogueira

doi:doi:10.11648/j.sjcm.20211004.15

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Social Restrictions and the COVID-19 Pandemic in Families of Special Students

Gelci Nogueira

Published in Science Journal of Clinical Medicine (Volume 10, Issue 4)

Received: 16 June 2021 Accepted: 9 August 2021 Published: 10 November 2021

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Abstract

Working with special education is diving into an ocean of diverse and stimulating behaviors, challenging us daily and, the pandemic made us review routines, change attitudes and use more creativity. This experience report, in a context of insertion of psychologists in a multidisciplinary team, Unified Health System (SUS), in the modality of Special Schools (APAEs), approaches the psychological clinical experience, during the exercise of technical and ludic activities with the clientele and their respective families. It deals with two APAEs, in the Southwest Region of the State of Paraná-BR. This is a small sample, a differentiated work with specific psychological tools, involving the whole educational context. The goal here is to give visibility to a clientele that is sometimes marginalized, excluded and hidden in a fog of distorted beliefs and values, and how psychology contributes. We work with an inclusive methodology between school and family, in the Conversation Round format, with a theoretical focus on Cognitive-Behavioral Therapy and Systemic Approach. A brief context of the routine before and during the pandemic (COVID-19) is presented, which behaviors emerged and how they experience the current context. The preventive importance, of the psychological health program with the inclusion of families since 2016, to face the restrictions and social isolation is evidenced. Two cases of overcoming difficulties in the midst of the pandemic (COVID-19) are presented, converging with the theme of the National Week of the Person with Multiple and Intellectual Disabilities 2020 (Protagonism potentiates and materializes social inclusion). There were tense moments, program changes, methodological reinventions (Social Networks) mainly at the beginning of the pandemic. School, teams, and families started to communicate, mainly, through the cell phone (WhtsApp), with the teams making routine home visits, mobilized on different fronts, to provide all the help and guidance possible. We conclude this report with satisfactory results that, despite all the restrictive social suffering, the apaean families of the two schools, up to the present date (August/2021), had no losses and were able to adapt to the new reality: remote classes.

Published in	Science Journal of Clinical Medicine (Volume 10, Issue 4)
DOI	10.11648/j.sjcm.20211004.15
Page(s)	106-112
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Pandemic (COVID-19), APAEs, Psychological Health

References

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[2]	Oliveira, F. M. G. S. (2015). Ethics in the care of people with Intellectual and Multiple Disabilities. Professor, master's degree in Education and member of the Permanent Commission of Study, Monitoring and Proposition of Standards of Regulation of Special Education, Ordinance of the State Council of Education (CEE/MS) (of July 15, 2011). National Coordinator of Education (Fenapaes) and Feapaes / MS, member of the Board of Uniapae and member of the editorial board of the Journal Apae Science / Fenapaes.
[3]	Costa, L. F. (2010). The Systemic Perspective for the Family Clinic. Psicologia: Teoria e Pesquisa, Vol. 26 n. especial, pp. 95-104.
[4]	Silveira, F. F. School Inclusion of Children with Multiple Disabilities: Conceptions of Parents and Teachers. Psicologia: Teoria e Pesquisa Jan-Apr 2006, Vol. 22 n. 1, pp. 079-088. Vol 22 n0 1.indb (scielo.br).
[5]	Oliveira, C. Fear of the COVID-19 pandemic affects emotional health: how to cope better. See more at https://www.uol.com.br/vivabem/noticias/redacao/2020/04/01/medo-da-pandemia-de-covid-19-afeta-a-saude-emocional-como-lidar-melhor.htm?cmpid=copiaecola
[6]	Beck, J. S. (2011). Cognitive behavior therapy: basics and beyond (2nd ed.). New York: Guilford Press.
[7]	Zanon, C. (2020). COVID-19 (2020): Implications and applications of Positive Psychology in times of pandemic. Zanon, C. (et all.). Ph.D. in Psychology. Professor of the Graduate Program in Psychology at the Federal University of Rio Grande do Sul. Department of Developmental and Personality Psychology. Porto Alegre, Rio Grande do Sul, Brazil, 2020.
[8]	Lopez, S. J., & Snyder, C. R. (2009). Oxford handbook of positive psychology (2nd ed.). New York: Oxford University Press.
[9]	Ivtzan, I., Lomas, T., Hefferon, K., & Worth, P. (2016). Second wave positive psychology embracing the dark side of life. Abingdon: Routledge. Jeong, H., Yim, H. W., Song, Y. J., K.
[10]	Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: an introduction. American Psychologist, 55 (1), 5-14. http://dx.doi.org/10.1037/0003-066X.55.1.5.
[11]	Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: a handbook and classification. Washington: American Psychological Association.
[12]	Smirnova, M., & Parks, A. C. (2018). Positive psychology interventions: clinical applications. In D. S. Dunn (Ed.), Positive psychology: established and emerging issues (pp. 276-297). Abingdon: Routledge.
[13]	Rashid, T., & Seligman, M. P. (2018). Positive psychotherapy: clinical manual. New York: Oxford University Press.
[14]	Miranda, A. B. S. Some Contributions on the Systemic Approach. (2014). Available at: https://psicologado.com.br/abordagens/psicologia-sistemica/algumas-contribuicoes-sobre-a-abordagem-sistemica.
[15]	Celestino, V. R. R.; Bucher-Maluschke, J. S. (2015). A new look at the systems approach in psychology. FACEF Research: Development and Management, v. 18, n. 3 - p. 318-329- Sep/Oct/Nov/Dec 2015.
[16]	KERR, M. E.; BOWEN, M. Family evaluation: The role of the family as an emotiona, l unit that governs individual behavior and development. Markham, Ontario: Penguin Books, 1988.
[17]	Tessaro et. al. (2017). Child educators' conceptions of learning and development: analysis by cultural-historical psychology. School and Educational Psychology, SP. Volume 21, Number 2, May/August 2017: 147-156 https://www.scielo.br/j/pee/a/sp9Rj5jYtjPb5s7y9qqCJ4d/?format=pdf&lang=pt.
[18]	Translated with www.DeepL.com/Translator (free version).

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APA Style

Gelci Nogueira. (2021). Social Restrictions and the COVID-19 Pandemic in Families of Special Students. Science Journal of Clinical Medicine, 10(4), 106-112. https://doi.org/10.11648/j.sjcm.20211004.15

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ACS Style

Gelci Nogueira. Social Restrictions and the COVID-19 Pandemic in Families of Special Students. Sci. J. Clin. Med. 2021, 10(4), 106-112. doi: 10.11648/j.sjcm.20211004.15

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Gelci Nogueira. Social Restrictions and the COVID-19 Pandemic in Families of Special Students. Sci J Clin Med. 2021;10(4):106-112. doi: 10.11648/j.sjcm.20211004.15

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@article{10.11648/j.sjcm.20211004.15,
  author = {Gelci Nogueira},
  title = {Social Restrictions and the COVID-19 Pandemic in Families of Special Students},
  journal = {Science Journal of Clinical Medicine},
  volume = {10},
  number = {4},
  pages = {106-112},
  doi = {10.11648/j.sjcm.20211004.15},
  url = {https://doi.org/10.11648/j.sjcm.20211004.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjcm.20211004.15},
  abstract = {Working with special education is diving into an ocean of diverse and stimulating behaviors, challenging us daily and, the pandemic made us review routines, change attitudes and use more creativity. This experience report, in a context of insertion of psychologists in a multidisciplinary team, Unified Health System (SUS), in the modality of Special Schools (APAEs), approaches the psychological clinical experience, during the exercise of technical and ludic activities with the clientele and their respective families. It deals with two APAEs, in the Southwest Region of the State of Paraná-BR. This is a small sample, a differentiated work with specific psychological tools, involving the whole educational context. The goal here is to give visibility to a clientele that is sometimes marginalized, excluded and hidden in a fog of distorted beliefs and values, and how psychology contributes. We work with an inclusive methodology between school and family, in the Conversation Round format, with a theoretical focus on Cognitive-Behavioral Therapy and Systemic Approach. A brief context of the routine before and during the pandemic (COVID-19) is presented, which behaviors emerged and how they experience the current context. The preventive importance, of the psychological health program with the inclusion of families since 2016, to face the restrictions and social isolation is evidenced. Two cases of overcoming difficulties in the midst of the pandemic (COVID-19) are presented, converging with the theme of the National Week of the Person with Multiple and Intellectual Disabilities 2020 (Protagonism potentiates and materializes social inclusion). There were tense moments, program changes, methodological reinventions (Social Networks) mainly at the beginning of the pandemic. School, teams, and families started to communicate, mainly, through the cell phone (WhtsApp), with the teams making routine home visits, mobilized on different fronts, to provide all the help and guidance possible. We conclude this report with satisfactory results that, despite all the restrictive social suffering, the apaean families of the two schools, up to the present date (August/2021), had no losses and were able to adapt to the new reality: remote classes.},
 year = {2021}
}

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T1  - Social Restrictions and the COVID-19 Pandemic in Families of Special Students
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N1  - https://doi.org/10.11648/j.sjcm.20211004.15
DO  - 10.11648/j.sjcm.20211004.15
T2  - Science Journal of Clinical Medicine
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PB  - Science Publishing Group
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AB  - Working with special education is diving into an ocean of diverse and stimulating behaviors, challenging us daily and, the pandemic made us review routines, change attitudes and use more creativity. This experience report, in a context of insertion of psychologists in a multidisciplinary team, Unified Health System (SUS), in the modality of Special Schools (APAEs), approaches the psychological clinical experience, during the exercise of technical and ludic activities with the clientele and their respective families. It deals with two APAEs, in the Southwest Region of the State of Paraná-BR. This is a small sample, a differentiated work with specific psychological tools, involving the whole educational context. The goal here is to give visibility to a clientele that is sometimes marginalized, excluded and hidden in a fog of distorted beliefs and values, and how psychology contributes. We work with an inclusive methodology between school and family, in the Conversation Round format, with a theoretical focus on Cognitive-Behavioral Therapy and Systemic Approach. A brief context of the routine before and during the pandemic (COVID-19) is presented, which behaviors emerged and how they experience the current context. The preventive importance, of the psychological health program with the inclusion of families since 2016, to face the restrictions and social isolation is evidenced. Two cases of overcoming difficulties in the midst of the pandemic (COVID-19) are presented, converging with the theme of the National Week of the Person with Multiple and Intellectual Disabilities 2020 (Protagonism potentiates and materializes social inclusion). There were tense moments, program changes, methodological reinventions (Social Networks) mainly at the beginning of the pandemic. School, teams, and families started to communicate, mainly, through the cell phone (WhtsApp), with the teams making routine home visits, mobilized on different fronts, to provide all the help and guidance possible. We conclude this report with satisfactory results that, despite all the restrictive social suffering, the apaean families of the two schools, up to the present date (August/2021), had no losses and were able to adapt to the new reality: remote classes.
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Author Information

Gelci Nogueira

Psychology Sector, Special School Renascer, Nova Prata do Igua?u, Brazil.

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Gelci Nogueira. (2021). Social Restrictions and the COVID-19 Pandemic in Families of Special Students. Science Journal of Clinical Medicine, 10(4), 106-112. https://doi.org/10.11648/j.sjcm.20211004.15

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ACS Style

Gelci Nogueira. Social Restrictions and the COVID-19 Pandemic in Families of Special Students. Sci. J. Clin. Med. 2021, 10(4), 106-112. doi: 10.11648/j.sjcm.20211004.15

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AMA Style

Gelci Nogueira. Social Restrictions and the COVID-19 Pandemic in Families of Special Students. Sci J Clin Med. 2021;10(4):106-112. doi: 10.11648/j.sjcm.20211004.15

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@article{10.11648/j.sjcm.20211004.15,
  author = {Gelci Nogueira},
  title = {Social Restrictions and the COVID-19 Pandemic in Families of Special Students},
  journal = {Science Journal of Clinical Medicine},
  volume = {10},
  number = {4},
  pages = {106-112},
  doi = {10.11648/j.sjcm.20211004.15},
  url = {https://doi.org/10.11648/j.sjcm.20211004.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjcm.20211004.15},
  abstract = {Working with special education is diving into an ocean of diverse and stimulating behaviors, challenging us daily and, the pandemic made us review routines, change attitudes and use more creativity. This experience report, in a context of insertion of psychologists in a multidisciplinary team, Unified Health System (SUS), in the modality of Special Schools (APAEs), approaches the psychological clinical experience, during the exercise of technical and ludic activities with the clientele and their respective families. It deals with two APAEs, in the Southwest Region of the State of Paraná-BR. This is a small sample, a differentiated work with specific psychological tools, involving the whole educational context. The goal here is to give visibility to a clientele that is sometimes marginalized, excluded and hidden in a fog of distorted beliefs and values, and how psychology contributes. We work with an inclusive methodology between school and family, in the Conversation Round format, with a theoretical focus on Cognitive-Behavioral Therapy and Systemic Approach. A brief context of the routine before and during the pandemic (COVID-19) is presented, which behaviors emerged and how they experience the current context. The preventive importance, of the psychological health program with the inclusion of families since 2016, to face the restrictions and social isolation is evidenced. Two cases of overcoming difficulties in the midst of the pandemic (COVID-19) are presented, converging with the theme of the National Week of the Person with Multiple and Intellectual Disabilities 2020 (Protagonism potentiates and materializes social inclusion). There were tense moments, program changes, methodological reinventions (Social Networks) mainly at the beginning of the pandemic. School, teams, and families started to communicate, mainly, through the cell phone (WhtsApp), with the teams making routine home visits, mobilized on different fronts, to provide all the help and guidance possible. We conclude this report with satisfactory results that, despite all the restrictive social suffering, the apaean families of the two schools, up to the present date (August/2021), had no losses and were able to adapt to the new reality: remote classes.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Social Restrictions and the COVID-19 Pandemic in Families of Special Students
AU  - Gelci Nogueira
Y1  - 2021/11/10
PY  - 2021
N1  - https://doi.org/10.11648/j.sjcm.20211004.15
DO  - 10.11648/j.sjcm.20211004.15
T2  - Science Journal of Clinical Medicine
JF  - Science Journal of Clinical Medicine
JO  - Science Journal of Clinical Medicine
SP  - 106
EP  - 112
PB  - Science Publishing Group
SN  - 2327-2732
UR  - https://doi.org/10.11648/j.sjcm.20211004.15
AB  - Working with special education is diving into an ocean of diverse and stimulating behaviors, challenging us daily and, the pandemic made us review routines, change attitudes and use more creativity. This experience report, in a context of insertion of psychologists in a multidisciplinary team, Unified Health System (SUS), in the modality of Special Schools (APAEs), approaches the psychological clinical experience, during the exercise of technical and ludic activities with the clientele and their respective families. It deals with two APAEs, in the Southwest Region of the State of Paraná-BR. This is a small sample, a differentiated work with specific psychological tools, involving the whole educational context. The goal here is to give visibility to a clientele that is sometimes marginalized, excluded and hidden in a fog of distorted beliefs and values, and how psychology contributes. We work with an inclusive methodology between school and family, in the Conversation Round format, with a theoretical focus on Cognitive-Behavioral Therapy and Systemic Approach. A brief context of the routine before and during the pandemic (COVID-19) is presented, which behaviors emerged and how they experience the current context. The preventive importance, of the psychological health program with the inclusion of families since 2016, to face the restrictions and social isolation is evidenced. Two cases of overcoming difficulties in the midst of the pandemic (COVID-19) are presented, converging with the theme of the National Week of the Person with Multiple and Intellectual Disabilities 2020 (Protagonism potentiates and materializes social inclusion). There were tense moments, program changes, methodological reinventions (Social Networks) mainly at the beginning of the pandemic. School, teams, and families started to communicate, mainly, through the cell phone (WhtsApp), with the teams making routine home visits, mobilized on different fronts, to provide all the help and guidance possible. We conclude this report with satisfactory results that, despite all the restrictive social suffering, the apaean families of the two schools, up to the present date (August/2021), had no losses and were able to adapt to the new reality: remote classes.
VL  - 10
IS  - 4
ER  -

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