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    Grupos psicoeducacionais para pais de crianças e adolescentes com transtorno do espectro do autismo: revisão de literatura e modelo-piloto
    (Universidade Federal de São Paulo (UNIFESP), 2015-09-30) Cavalcante, Thais Graziela Francisco [UNIFESP]; Araujo Filho, Gerardo Maria de Araujo Filho [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    We aimed to conduct a systematic review of the types of psychoeducational intervention programs for parents of children with Autism Spectrum Disorder (ASD); develop a pilot model of psychoeducational intervention for parents of children with ASD, testing its effectiveness in inducing changes in knowledge, attitudes and practices, reflecting in parental self-efficacy and caregiver burden. Methods: This study was divided into two phases: 1) conducting a systematic review, covering articles published about psychoeducation groups for parents of autistic children and adolescents, including three databases and following very specific criteria. 2) the development of an interventional program and a pilot study with parents of children and adolescents with ASD, using meetings in group format for intervention. Information were collected through two standard scales, a sociodemographic record and its own questionnaire developed specifically for this study. Results: Only 12 indexed articles met all the criteria inclusion for this review. All selected articles showed that psychoeducation programs for parents direct or indirectly reflected in good results in reduction of stress, increased confidence and positive changes in family dynamics. As the results of the pilot model, we found that self-efficacy of parents increased substantially on 20% after the psychoeducational intervention. Decreases related to the caregiver burden index, showed little significant reduction as a group, only 2%. The parents had their burden levels named in moderate to 28.5% of participants and moderate to severe for the other 71.5%. The maximum score for the first implementation of the inventory was 57 and at the last measurement time was 55 . Analyzing the data concerning the assessment of changes in knowledge, attitudes and practices, it revealed that comparing knowledge before and after the intervention, there was a 28% increase over the relevant information of TEA. Attitudes increased by 06% compared to the first assessment point, showing that there have been changes in parents' feelings related to both the disorder and their children. However, the practice did not show significant changes when comparing both time points. Conclusions: The findings of the pilot model agreed entirely with the literature findings, showing an improvement of self parenting efficacy and parental knowledge about the disorder of their children, as well as a change in criticism at each other and on their lives, possibly signaling a restructuring movement of their attitudes and practices. Replication of psychoeducational model developed in this study with a larger number of participants would allow a better investigation of findings.