Occupational Therapy’s Role in Cleft Lip and Palate Treatment

Problem: This research study aims to understand the lived experience of cleft lip and palate (CLP) on mental health, social participation, and leisure to answer the research question: what is the occupational impact of CLP on mental health, social participation, and leisure activity? Methods: A qualitative mixed methods research design —34 participants for the survey and 12 interviewees. The interviews were conducted through Zoom and lasted 1 hour. This study used thematic analysis to create themes. Results: 85% of individuals with CLP experienced bullying, all individuals with CLP stated that their mental health was affected because of CLP, and 59% of individuals with CLP had difficulty maintaining or making friends. The three themes identified are occupational deprivation out of the individual’s control, psychosocial impact of CLP, and supporting contextual factors. Conclusion: CLP affects each individual differently. Some experience more occupational deprivation/disruption than others, but overall, CLP has negatively affected many individuals as a whole. CLP affects their access to occupations, their mental health, and how they perceive or are perceived by others. With the help of support groups, including family and friends, individuals with CLP can create meaningful relationships with others, improve social participation, and have access to opportunities for other leisure occupations.https://soar.usa.edu/otdcapstonesfall2022/1004/thumbnail.jp

A Call for Occupational Justice: Amending Medicare Policy

This advocacy project titled, A Call for Occupational Justice: Amending Medicare Policy focuses on advocating for increased access to occupational therapy (OT) services for elderly individuals within home health settings and bridging the health equity gap. The student was able to collaborate with the AOTA Federal Affairs Department throughout their capstone advocacy experience. They began the process of addressing Medicare home health policy serving as an environmental barrier for quality of life within this population through preparing to introduce legislation amending Medicare policy. This Medicare home health legislation would allow OT to be recognized as a Medicare qualifying home health service, meaning that OT could provide home health services to Medicare recipients standing alone. The student created a white paper as the final product discussing chronic condition mismanagement, the impact within home health settings and OT’s role in mitigating this crisis through effective chronic condition management with this new legislation. The white paper consisted of a culmination of anecdotes, and evidence from the literature to maximize advocacy efforts to support this legislation. The AOTA Federal Affairs Department will utilize this resource to further legislative efforts toward this bill.https://soar.usa.edu/otdcapstones-spring2022/1011/thumbnail.jp

A constituição da identidade profissional do formador do curso de Pedagogia na Unifesp Campus Guarulhos

The constitution of the professional identity of the teacher trainer is a very complex subject that is related not only to the construction of professional life and your job, but also to the personal life of each individual that traces specific paths to become a teacher trainer. This is a field that has not yet been explored (PASSOS, 2018), which has aroused our interest in understanding, through life histories of these professionals, how the teacher´s identity of the Pedagogy course of a Public University is constituted. With the development of the research we seek to know and analyze the life and training trajectories of some teacher trainers who work in the course of Pedagogy of UNIFESP Campus Guarulhos; to identify the influences of the teaching institution on the constitution of the teacher's professional identity of the teacher trainer and to reveal the aspects that characterize the (re) configurations in the identity, the processes of attribution and belonging of the teacher trainers throughout their professional trajectories. For this, we made a brief historical rescue of the creation of the University in Brazil, and the course of Pedagogy (SCHEIBE e AGUIAR, 1999; SAVIANI, 2008; BRZEZINSKI, 1996; SILVA, 2006; SILVESTRE e PINTO, 2017), besides the related studies and the bibliographic review about the subject studied. We base our research theoretically on the specificity of teaching in Higher Education in (CUNHA, 2006; RIBEIRO, 1975; VEIGA, 2006; PIMENTA e ANASTASIOU, 2002) and trainer teacher education studies (PASSOS 2007, 2018; COSTA, 2011; MIZUKAMI, 2006; HOBOLD, 2015). Subsequently, we held discussions and studies on the constitution of the professional identity of the teacher trainer, in which the socialization processes were approached (DUBAR, 1997, 2005; MARCELO, 2009; PLACCO 2010). Based on a qualitative approach, the research data were produced through semi-structured interviews with five teachers from the Department of Education of UNIFESP Campus Guarulhos, organized and analyzed in three categories under prose analysis (ANDRÉ, 1983). The results revealed that the professional identity of the teacher trainers was constituted throughout their personal and professional trajectories through the socialization with the other: the social imaginary, the student and the other trainers. Participating trainers are aware of this social imaginary, on the opinion of some colleagues from other areas and about the fact that the teacher is not valued in society. However, the data revealed that being in UNIFESP has another dimension, because they perceive themselves as trainers and there is identification and belonging with the Pedagogical Project of the Pedagogy Course and its theoretical and practical nature, the conception of curricular stages having as one of the assumptions the immersion in the Pedagogical Residence Program, its partnership with public schools and collaborative work. We identified which choices and paths each research participant made until he became a teacher trainer, we also highlight the influence of the institutional context as a locus in its identity constitution. We also observe that the professional identity goes through moments of deconstruction and reconstruction and, among its indicators, we highlight: the conscious and belonging of being a trainer, understanding the process of sharing and collaborative work, awareness of the benefits of interaction (self and others) and ongoing forCourse of Pedagogy.mation.A constituição da identidade profissional docente do professor formador é um assunto bastante complexo que está relacionado não somente à construção da vida profissional e seu fazer docente, mas à vida pessoal de cada indivíduo que trilha percursos específicos para chegar a ser professor formador. Esse é um campo ainda pouco explorado (PASSOS, 2018), o que nos despertou o interesse em compreender, por meio de histórias de vida desses profissionais, como se constitui a identidade profissional docente do professor formador do curso de Pedagogia de uma Universidade Pública. Com o desenvolvimento da pesquisa buscamos conhecer e analisar as trajetórias de vida e de formação de alguns professores formadores que atuam no curso de Pedagogia da UNIFESP campus Guarulhos; identificar as influências da Instituição de ensino na constituição da identidade profissional docente do professor formador e desvelar os aspectos que caracterizam as (re) configurações na identidade, os processos de atribuição e pertença dos professores formadores ao longo de suas trajetórias profissionais. Para isso, realizamos um breve resgate histórico da criação da Universidade no Brasil, e do curso de Pedagogia (SCHEIBE e AGUIAR, 1999; SAVIANI, 2008; BRZEZINSKI, 1996; SILVA, 2006; SILVESTRE e PINTO, 2017), além dos estudos correlatos e da revisão bibliográfica acerca da temática estudada. Fundamentaram teoricamente nossa pesquisa estudos sobre a especificidade da docência no Ensino Superior (CUNHA, 2006; RIBEIRO, 1975; VEIGA, 2006; PIMENTA e ANASTASIOU, 2002) e estudos sobre o professor formador de professores (PASSOS 2007, 2018; COSTA, 2011; MIZUKAMI, 2006; HOBOLD, 2015). Posteriormente, realizamos discussões e estudos sobre a constituição da identidade profissional do professor formador, nos quais foram abordados os processos de socialização (DUBAR, 1997, 2005; MARCELO, 2009; PLACCO 2010). Tendo como pressuposto uma abordagem qualitativa, os dados da pesquisa foram produzidos por meio de entrevistas semiestruturadas com cinco professores formadores do Departamento de Educação da UNIFESP campus Guarulhos, organizados e analisados em três categorias sob à análise de prosa (ANDRÉ, 1983). Os resultados revelaram que a identidade profissional docente dos professores formadores foi constituída ao longo de suas trajetórias pessoais e profissionais por meio da socialização com o outro: o imaginário social, o estudante e os demais formadores. Os formadores participantes têm consciência sobre esse imaginário social, sobre a opinião de alguns colegas de outras áreas e sobre o fato de que o professor não é valorizado na sociedade. No entanto, os dados revelaram que estar na UNIFESP tem outra dimensão, pois eles se percebem como formadores e existe a identificação e pertencimento com o Projeto Pedagógico do Curso de Pedagogia e sua natureza teórico-prática, a concepção de estágios curriculares tendo como um dos pressupostos a imersão no Programa de Residência Pedagógica, sua parceria com as escolas públicas e trabalho colaborativo. Identificamos quais escolhas e caminhos cada participante da pesquisa realizou até se constituir professor formador, destacamos ainda a influência do contexto institucional como lócus em sua constituição identitária. Observamos também que a identidade profissional passa por momentos de desconstrução e reconstrução e, entre seus indicadores, destacamos: a consciência e pertencimento de ser formador, a compreensão do processo de partilha e trabalho colaborativo, consciência dos benefícios da interação (eu e os outros) e da formação permanente.Dados abertos - Sucupira - Teses e dissertações (2019

Educação infantil : reflexões sobre alfabetização em língua portuguesa e educação matemática

Trabalho de Conclusão de Curso (graduação)—Universidade de Brasília, Faculdade de Educação, 2018.A presente pesquisa surge de inquietações e incômodos gerados a partir da observação participativa em uma escola de educação infantil. Ao encontrar uma prática focada na alfabetização na língua portuguesa e distante das demais linguagens, principalmente da matemática, objetivou-se compreender o que é proposto para o ensino-aprendizagem das crianças menores de seis anos, mais especificamente na relação entre as linguagens oral/escrita e matemática, buscando entender o que foi observado na rotina escolar, suas causas e consequências. Deste modo, através de uma pesquisa bibliográfica foi realizado um estudo comparativo, relacionando a vivência prática com as legislações e teorias para a primeira infância. Assim sendo, percebeu-se que já houve grande avanço teórico para a área, apesar de que muitas vezes, alguns aspectos não são efetivados na prática. Ainda que exista limitação ou maior dedicação à alfabetização portuguesa no ensino, conclui-se que as legislações e os estudos teóricos atuais demonstram equivalência e importância às demais linguagens, inclusive a matemática, que necessita ser vivenciada significativamente e profundamente pelos pequenos, não podendo ser descartada para dar espaço a aprendizagens e conteúdos próprios de outras etapas.The present research arises from the restlessness and discomfort generated from participatory observation in a kindergarten school. Finding a practice focused on literacy in the Portuguese language and distance from other languages, especially mathematics, the objective was to understand what is proposed for the teaching-learning of children under six years, more specifically in the relationship between languages oral/written and mathematical, trying to understand what was observed in the school routine, its causes and consequences. that way, through a bibliographical research, a comparative study was carried out, linking practical experience with legislation and theories for early childhood. Thus, it was noticed that there was already great theoretical advance for the area, although often, some aspects are not implemented in practice. Although there is a limitation or greater dedication to Portuguese literacy in teaching, it is concluded that current legislation and theoretical studies demonstrate equivalence and importance to other languages, including mathematics, which needs to be experienced significantly and deeply by the little ones, and can not be discarded to give room for learning and content of other stages

Accuracy of ITK-SNAP software for 3D analysis of a non-regular topography structure

To evaluate the accuracy of ITK-SNAP software for measuring volumes of a non-regular shape structure, using cone beam computed tomography (CBCT) scans, besides for developing a mathematical model to correct the software measurement error in case it existed. A phantom made by moulding a rubber duck’s head was filled with total (38,000 mm3) and partial volumes of water (7000 mm3, 14,000 mm3, 21,000 mm3, 28,000 mm3 and 35,000 mm3), which constituted the gold standards. The sound phantom and the phantom filled with different volumes of water were scanned in a Picasso Trio CBCT unit set at 80 kVp, 3.7 mA, 0.2 mm3 voxel and 12 × 8.5 cm field of view. Semi-automatic segmentation was performed with ITK-SNAP 3.0 software by two trained oral radiologists. Linear regression analyzed the relation between ITK-SNAP calculated volumes and the gold standard. Intraclass correlation coefficient was applied to analyze the reproducibility of the method. Significance level was set at 5%. Linear regression analysis showed a significant relationship between ITK-SNAP volumes and the gold standard (F = 22,537.3, p < 0.0001), with an R2 of 0.9993. The average error found was 4.7 (± 4.3) %. To minimize this error, a mathematical model was developed and provided a reduction of it. ICC revealed excellent intra-examiner agreements for both examiners 1 (ICC = 0.9991, p < 0.0001) and 2 (ICC = 0.9989, p < 0.0001). Likewise, inter-examiner agreement was excellent (ICC = 0.9991, p < 0.0001). The software showed to be accurate for evaluating non-regular shape structures. The mathematical model developed reduced an already small error on the software’s measurements36183189COORDENAÇÃO DE APERFEIÇOAMENTO DE PESSOAL DE NÍVEL SUPERIOR - CAPES00

Onychomycosis caused by Arthrinium arundinis in leprosy patient : case report

We report a case of a 56-year-old Brazilian woman, with relapsing lepromatous leprosy, and onychomycosis caused by a non-dermatophyte filamentous fungi. The pathogenic fungi was identified as Arthrinium arundinis and treated with chemical abrasion of the nail with 40% urea and application of terbinafine cream. Onychomycosis caused by Arthrinium species is rare, and this is the second reported case