Este relato apresenta a implementação de rodas de Terapia Comunitária Integrativa (TCI) no Centro de Ciências da Saúde da UFES – campus Maruípe (Vitória/ES), conduzidas por uma equipe interdisciplinar do grupo de pesquisa iPICS. A iniciativa busca oferecer a TCI como prática de cuidado coletivo a estudantes de pós-graduação em Saúde Coletiva, bem como a alunos de Enfermagem e Medicina. A experiência evidencia o potencial dessa prática integrativa para a promoção da saúde mental, sobretudo quando utilizada de forma complementar aos serviços institucionais de apoio psicossocial, pedagógico e em saúde oferecidos no campus.
A proposta foi desenvolvida por uma equipe interdisciplinar composta por psicóloga, médica e enfermeira — todas com formação em TCI e integrantes do iPICS, vinculado ao Programa de Pós-Graduação em Saúde Coletiva (PPGSC/UFES). As rodas foram realizadas em salas disponíveis do centro, inicialmente no âmbito da disciplina “Saúde Mental Positiva”, ofertada em 2024. Nesse contexto, a TCI foi utilizada como ferramenta pedagógica e terapêutica de acolhimento, integração e fortalecimento de vínculos entre estudantes, a partir de uma concepção ampliada de saúde mental positiva, entendida como bem-estar, autonomia e resiliência (Jahoda, 1958).
A partir de 2025, a participação foi expandida a estudantes de graduação em Enfermagem e Medicina, ampliando o alcance da prática na comunidade acadêmica. A iniciativa também se insere em um projeto multicêntrico internacional intitulado “Promoção da Saúde Mental Positiva em Estudantes da Área da Saúde”, envolvendo instituições do Brasil, Portugal e Colômbia.
O ingresso no ensino superior representa um período de intensas transformações, marcado pelo afastamento da rede de apoio familiar, novas demandas acadêmicas e sociais, e maior vulnerabilidade emocional. Estudos apontam prevalência elevada de transtornos mentais em universitários, entre 15% e 25%, reforçando a necessidade de estratégias de cuidado em saúde mental nesse contexto (Júnior et al., 2022).
A TCI surge como prática promissora ao oferecer um espaço de escuta, diálogo e troca, pautado por regras claras. A partir de problemas trazidos pelos participantes, a roda estimula a construção coletiva de estratégias de enfrentamento para desafios cotidianos, em ambiente de acolhimento, liberdade e solidariedade. Essa prática fortalece autoestima, resiliência, empoderamento e vínculos sociais, promovendo sentimento de pertencimento a uma rede solidária (Barreto et al., 2020).
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A experiência revelou dilemas e desafios importantes. Entre os dilemas, destacam-se as tensões com o modelo biomédico predominante nos cursos da saúde, a ausência de formação institucional em TCI para docentes e discentes, e a dependência de apoio político e estrutural para sustentabilidade da iniciativa.
Entre os desafios, ressaltam-se:
* a necessidade de a UFES implementar programas de formação em TCI para ampliar a disponibilidade das rodas a outros cursos da área da saúde;
* a importância de integrar a TCI aos serviços convencionais de saúde mental da universidade, reconhecendo seu caráter complementar;
* a expansão de pesquisas científicas que avaliem os benefícios da TCI na promoção da saúde mental em contextos universitários.
Abstract:
This report presents the implementation of Integrative Community Therapy (ICT) circles at the Health Sciences Center of UFES – Maruípe campus (Vitória/ES), conducted by an interdisciplinary team from the iPICS research group. The initiative aims to offer ICT as a collective care practice to graduate students in Public Health, as well as Nursing and Medical students. The experience highlights the potential of this integrative practice in promoting mental health, especially when used complementarily to institutional services that provide psychosocial, pedagogical, and health support to students at this university campus.
This report presents the experience developed by an interdisciplinary team composed of a psychologist, a physician, and a nurse — all trained in Integrative Community Therapy (ICT) and members of the research group Investigation in Integrative and Complementary Practices in Health (iPICS), affiliated with the Graduate Program in Public Health (PPGSC) at the Health Sciences Center (CCS) of the Federal University of Espírito Santo (UFES). This team implemented ICT circles in available classrooms at the center.
The initiative emerged as part of the activities of the course Positive Mental Health, offered in the second semester of 2024 as part of the PPGSC. ICT was used as both a pedagogical and therapeutic tool for welcoming, integrating, and strengthening bonds among students. The course, offered for the first time in UFES’s graduate program, deepened the concept of positive mental health, addressing it holistically — as the presence of well-being, autonomy, and resilience, and not merely the absence of mental disorders (Jahoda, 1958).
Initially, ICT participation was limited to graduate students within the program. However, from 2025 onwards, the circles also began to welcome undergraduate Nursing and Medical students, thereby expanding their reach within the university community.
ICT was developed in 1987 by Brazilian psychiatrist and anthropologist Dr. Adalberto Barreto, during visits to the Pirambu community in Fortaleza, in collaboration with residents from the Social Medicine program at the Federal University of Ceará. Since 2017, ICT has been included in the National Policy on Integrative and Complementary Practices (PNPIC) by the Ministry of Health (ABRATECOM, 2019).
It is also worth noting that this initiative is part of a broader and multicenter project titled Promotion of Positive Mental Health in Health Students, which involves institutions from Brazil, Portugal, and Colombia.
Entering higher education marks a period of intense transformation, often involving distance from family and friends, and the need to adapt to new academic and social demands. This context can contribute to the onset of psychological distress, affecting academic performance and personal development.
Studies indicate that university students have a higher prevalence of mental disorders compared to the general population, with estimates ranging from 15% to 25%, underscoring the urgent need for mental health care strategies in university settings (JUNIOR et al., 2022).
In this scenario, Integrative Community Therapy (ICT) emerges as a promising practice, capable of fostering a space for dialogue, attentive listening, exchange, and connection — structured by clear rules. From a presented problem, ICT facilitates the emergence of coping strategies for everyday challenges in an atmosphere of compassion and freedom, free from projections and manipulation.
ICT strengthens self-esteem, resilience, empowerment, and social bonds, enabling a sense of belonging to a solidarity network (Barreto et al., 2020).
The implementation of ICT in the university setting revealed significant dilemmas and challenges.
Among the dilemmas are tensions with the dominant biomedical model in health-related courses, the lack of institutional training for ICT facilitators, and the dependence on political and structural support for its sustainability. Without such support, the initiative risks remaining a one-off action, rather than becoming integrated into the university’s mental health policy.
Among the challenges is the need for UFES to implement ICT training programs for faculty, staff, and students, aiming to expand the availability of circles to students from other health-related courses.
Moreover, it is crucial to integrate this complementary practice into the conventional mental health services offered at the university, including Psychology, Psychiatry, and Nursing — recognizing that ICT is not intended to replace these services, but to act as a complementary care strategy.
Finally, it is recommended to expand scientific research evaluating the potential benefits of ICT in promoting mental health in university contexts.
References
JAHODA, M. Current Concepts of Positive Mental Health. New York: Basic Books, 1958.
Brazilian Association of Integrative Community Therapy (ABRATECOM). (2019). Guiding Handbook No. 1 – Join This Circle – Step by Step to Join the ABRATECOM Network.
Barreto, A.P. et al. (2020). Integrative Community Therapy: Caring for Mental Health in Times of Crisis. Recife: Fiocruz-PE; ObservaPICS, 2020. (Comprehensive Care in COVID; No. 2)
JUNIOR, Waldecy Lopes et al. Integrative Community Therapy as an Instrument of Mental Health Care for University Students. Brazilian Journal of Development, v. 8, n. 1, p. 253–277, 2022.
