Indicadores de estresse, estressores e coping em profissionais da psicologia que atuam com crianças com transtorno do espectro autista

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and the presence of restricted interests and repetitive behaviors. Due to the impacts of the disorder on development, it is necessary that the child receives multiprofessional care, including a psychologist, with possibilities of intervention, aiming at the child's development. In this work’s field, many challenges are presented, and may generate a higher level of stress. The overall goal of this research was to analyze the relationships between indicators of stress, stressors and coping in psychology professionals who work with ASD children. The study was carried out in a digital platform with a sample of 97 participants to apply the online protocols of the following instruments: 1) Criterion of Economic Classification Brazil (CCEB); 2) Sample Characterization Form, developed for this study; 3) Scale of Perceived Stress (EPS-10); 4) Stress in Health Professionals Questionnaire (QSPS); and 5) Stressor Identification Protocol (PIE), also organized for this study, based on the subject’s literature. Part of the sample (n=25) answered the Coping Scale, adapted from the Motivational Theory of Coping Scale-12 (MTC-12), by Lees. Data was collected during the Covid-19 Pandemic period, between October 2021 and May 2022, with questions about emergence and/or intensification of stressors during this period. Data were subjected to descriptive and correlational statistical analyses. Regarding the EPS-10, the sample showed low perceived stress in the last 30 days (M=23.47), although 25.7% of the participants indicated moderate level and 17.5% scores classified in the high level. The main stressors raised by the QSPS in the profession’s exercise were overwork and factors related to the relationship with customers, identifying moderate (39.17%) and high (43,29%) levels of stress. Results from the PIE pointed out as stressors demands of the profession for improvement and expansion of knowledge, intense psychological demand and emotional distress in the services. In the participants' perception, the pandemic intensified stressors such as work overload and emotional distress, as well as children’s disruptive behaviors and demands in regular’s education inclusion. Significant differences were found between subgroups in relation to time since graduating, time working with the target population, employment status and workload; professionals with less than 5 years of graduating, 3 or less years of experience and workload greater than 20 hours per week experienced higher levels of stress. To deal with these stressors, psychology professionals used mainly adaptive coping strategies, such as Information Search, Problem Solving, Support Search and Negotiation. Another highlight was the Escape Family in the management of disruptive behaviors, which indicates threat to the basic psychological need for competence, with possible maladaptive outcome. Results highlight stressors in the work of psychology professionals working with ASD children, which cause considerable levels of stress in these workers, with the use of mainly adaptive coping strategies. These data are relevant to support future interventions that aim to reduce stress levels and increase these professional’s quality of life.