ESCOLA ACOLHEDORA

O PLANTÃO PSICOLÓGICO COMO POSSIBILIDADE DE ACOLHIMENTO E PRÁTICA CLÍNICA

Abstract

Psychological duty is a type of care that makes it possible to face the challenge of serving a greater number of people, at the time of their needs, helping them to better deal with their resources and limits and, in this way, expanding the resources available in Mental Health There has been a great demand for psychological care at the Psychology School Service and we have received requests from other institutions for the service to be implemented. Thus, we extended the shift beyond the walls of the UEMG-Divinópolis unit and have offered the shift at CEFET and SENAC, enabling our students and graduates to have contact with the practice of the shift. The primary objective is to establish the space for the practice of Psychological Duty aimed at listening and welcoming the school community, through the Person-Centered Approach and existential phenomenological. Within the scope of training in Psychology, it is expected to contribute to the possibilities of articulation between theories and practices that underlie interventions in the format of Psychological Duty in an institutional environment. We will seek to do this in a critical, collaborative way that is capable of fostering an increased sense of responsibility in the student for establishing an immediate help relationship that offers relief, guidance and support in psychological emergency situations. The shifts are carried out in the three institutions, with different schedules being offered in which those on duty are divided into in-person and online (scheduled) formats. Supervision is carried out weekly, in which cases are presented and discussed, as well as the difficulties faced in conducting them. Regarding debates, planning and interventions, focusing on understanding the psychosocial aspects that permeate daily school life and the applicability of the on-call model psychological, it is hoped to establish a space for listening and welcoming that contributes to the community. The service must be constituted as a support network that facilitates the psychological strengthening of people who seek it spontaneously at the time of their emergency. Results achieved: we have had a partnership with the School of Psychology Service during recess and at the end of the year, a time when there is a greater demand and remote assistance for existential suffering as it is a period of questioning personal projects; Due to the progress of the project, we started with two volunteer psychologists and currently have eight. We realized that the shift has served as a way for graduates to engage in supervised professional practice; the three institutions have valued the work of extension agents for the support that has been offered in times of crisis among students/staff/collaborators; the project has achieved its objective of being a learning opportunity for graduates and extension workers; Planners have had the possibility of experimenting with mixed forms of care when the person's possibilities require this type of care. We had a particular service, which we want to report in the presentation of a 23-year-old boy who had been locked in his room for 6 years, contacted the service and asked for assistance without video or audio. He was welcomed into psychotherapy care 7 months ago and today he is working and we started the audio service.

Keywords: Psychological Duty; Reception; Training.