Time for Psychology to Adopt a Unified Science-Based Biopsychosocial Approach to Professional Practice

2011 ◽  
Author(s):  
Timothy P. Melchert
Author(s):  
Gislaine Cristina Vagetti ◽  
Marlei Salete Weinheimer ◽  
Valdomiro de Oliveira

Resumo: A população idosa residente em instituições de longa permanência, conveniadas ao Ministério do Desenvolvimento Social e Combate à Fome (MDS), é de 24.964 idosos (CAMARANO, 2004). O cuidado ao idoso, nestas instituições, requer atenção integral e ações interdisciplinares, portanto o objetivo deste projeto é desenvolver o conhecimento e a prática geriátrica e gerontológica a partir de um modelo biopsicossocial. Sua implantação se deu em uma Instituição de Longa Permanência (ILP) de caráter filantrópico que atende 63 idosos de ambos os sexos, com idade entre 60 a 92 anos, sendo 30% portadores de déficit na capacidade funcional. As atitudes desenvolvidas incluem atendimento psicológico, exercícios físicos, cuidados de enfermagem, lazer, atenção odontológica e atenção farmacêutica. Além da prática profissional desenvolvem-se pesquisas interdisciplinares entre os profissionais e os acadêmicos. Os resultados mostraram que, a partir de uma abordagem biopsicossocial, os idosos obtiveram melhoras na capacidade funcional, recuperação da integridade cutâneo-mucosa, menor índice de desidratação e desnutrição, diminuição de conflitos pessoais e diminuição do índice de sintomas depressivos. Diante do exposto conclui-se que a Instituição para idosos cumpre uma importante função social junto aos idosos carentes, abandonados que não conseguem sobreviver com recursos próprios. Contudo a perda de identidade e independência são ameaças constantes. A implantação de um projeto de atenção integral às necessidades do idoso possibilita a garantia de uma maior qualidade de vida a partir de ações pautadas no método científico, na ética e no humanismo. Palavras-chave: Instituições de Longa Permanência. Idoso e Modelo Biopsicossocial. Abstract: The resident senior population in institutions of long permanence in Brazil is 24.964. The care to the elderly, in these institutions, requests integral attention and interdisciplinary actions. Therefore, the purpose of this project is developing a geriatric and gerontological practice and knowledge, starting from a biopsychosocial model. Its implantation takes place in a philanthropic long-permanence institution that assists 63 senior of both sexes, from 60 to 92 years old, which 30% has a deficit in their functional capacity. The developed attitudes include psychological service, physical exercise, nursing cares, leisure, and deontological and pharmaceutical attention. Besides the professional practice, interdisciplinary research was developed among the professionals and academics. The results depicted that when treated by a biopsychosocial approach, the seniors reached improvements in the functional capacity, showed recovery of their cutaneous-mucous integrity membrane, presented lower dehydration index and malnutrition, decrease of personal confl icts and less occurrence of depressive symptoms. As a conclusion, we can state that the Elderly Institution accomplishes an important social function with the disfavored, abandoned seniors, who cannot afford their own surveillance. However, loss of identity and independence are constant threats. The implantation of an integral attention project to the senior’s needs can guarantee a better life quality, following a scientifi cmethod, the ethics and the humanism. Keywords: Long-Permanence Institutions. Senior and Biopsychosocial Model.


Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.


ASHA Leader ◽  
2008 ◽  
Vol 13 (16) ◽  
pp. 26-27 ◽  
Author(s):  
Kate Gottfred

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.


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