Referenciais teóricos e intervenções psicossociais para cuidadores de crianças com diabetes tipo 1: uma revisão sistemática
DOI:
https://doi.org/10.35319/ajayu.242385Palavras-chave:
Diabetes Mellitus Tipo 1, intervenções psicossociais, cuidadores pediátricos, referenciais teóricos, revisão sistemáticaResumo
Esta revisão sistemática identifica, caracteriza e analisa os efeitos de intervenções psicossociais direcionadas a cuidadores de crianças e adolescentes com diabetes mellitus tipo 1 (DM1), com especial atenção aos referenciais teóricos em que se fundamentam e à sua correspondência com os resultados observados. Seguindo as diretrizes PRISMA 2020, dez ensaios clínicos randomizados elegíveis foram identificados em seis bases de dados. As intervenções incluídas agruparam-se em três famílias teóricas: modelos cognitivo-comportamentais e de parentalidade positiva, terapias sistêmicas e multifamiliares, e modelos de apoio social e psicoeducação. Todos compartilham ênfase em habilidades observáveis e transmissão de conhecimento, com limitada atenção explícita aos processos emocionais e relacionais do cuidado. Quanto aos efeitos, as melhorias em habilidades parentais e funcionamento familiar foram os achados mais consistentes, enquanto os efeitos sobre o sofrimento psicológico parental foram heterogêneos e frequentemente não significativos entre grupos. Apenas um estudo relatou melhorias significativas na HbA1c em toda a amostra. A variabilidade nos resultados associou-se à diversidade de instrumentos utilizados, a limitações de potência estatística e, de forma descritiva, a diferenças nos mecanismos de mudança postulados por cada família teórica. Os achados destacam a necessidade de maior rigor metodológico e de intervenções que articulem explicitamente os mecanismos de mudança emocional e relacional no manejo pediátrico da DM1.
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