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Psychiatric Difficulties (psychiatric + difficulty)

Distribution by Scientific Domains

Medical Sciences	50%

Selected Abstracts

Infant visual habituation and parental psychological distress

INFANT MENTAL HEALTH JOURNAL, Issue 4 2001
David P. Laplante
Research is equivocal concerning the relationship between parental psychological distress and infant cognitive functioning. Four potential limitations of the literature are addressed: reliance on mothers' but not fathers' psychological distress, use of categorical measures of psychological distress, use of standardized measures of infant cognitive functioning, and failure to take into account potential gender differences. Ninety-nine twin pairs and both their mothers and fathers were assessed. Infants cognitive functioning was assessed using an infant-controlled habituation,recovery,dishabituation task. Maternal and paternal psychological distress was assessed using the Symptom Check List-90-Revised. No gender differences were obtained for infant visual information-processing abilities or parental psychological distress. Maternal and paternal psychological distress was related to female visual encoding abilities only. It was concluded that parental psychological distress might degrade parent,infant interactions. Characteristics of girls when faced with parents exhibiting psychiatric difficulties may exacerbate difficulties of parent,infant interactions, thereby hindering the full development of cognitive abilities involved in the process of habituation. A need exists to examine the relationship between parental psychological distress and infant visual attention separately for girls and boys. ©2001 Michigan Association for Infant Mental Health. [source]

School re-entry of the pediatric heart transplant recipient

PEDIATRIC TRANSPLANTATION, Issue 8 2006
Constance M. Weil
Abstract:, Pediatric cardiac transplant has become increasingly frequent in the last decade and survival rates have improved remarkably. Outcome research on this population suggests that the majority of children have the capacity for healthy adaptation although 25,40% have been shown to have some type of psychiatric difficulties. As school plays a major role in these children's lives, early intervention and close liaison with schools is indicated to reduce psychological morbidity, enhance adaptation within the school environment and enhance overall adjustment. This paper proposes a model for a school re-entry program for this population. The school re-entry program is aimed at children who are undergoing cardiac transplant and will be entering or re-entering the school system. They may range in academic age from preschool to college level and have been attending private or public schools with placements in regular education programs, regular education programs with resource support, special education programs, and alternative school programs. Others may not have been attending school because of the severity of their medical condition and have been receiving in-home tutoring. Each child is offered school re-entry assistance by a multi-disciplinary team composed of members from the Cardiology Transplant Service. The re-entry program includes cognitive and psychosocial assessment, liaison with the child's school pre- and post-transplant, academic planning and provision of academic, emotional, and behavioral support before, during, and immediately after transplant, a school re-entry visit, and an ongoing school consultation. The goal is to address issues necessary for a successful school re-entry including appropriate academic placement and support, psychosocial adjustment, education of school personnel and ongoing health needs of the student. The next step is to formally evaluate the efficacy of this program in successful school re-entry. [source]

Psychiatric morbidity among children in North Aceh district (Indonesia) exposed to the 26 December 2004 tsunami

ASIA-PACIFIC PSYCHIATRY, Issue 3 2010
Tjhin Wiguna MD MIMH PhD
Abstract Introduction: The aim of the study was to ascertain, using available data from the Bio-psychosocial Program for children, psychiatric morbidity and specific diagnoses among youths in North Aceh in the year after the tsunami disaster. Methods: All youths (n=2,135) who participated in the program were included in the study and screened in two phases. They were first administered the Strengths and Difficulties Questionnaire (SDQ); those with positive scores were then clinically interviewed by a psychiatrist, who then provided a diagnosis according to the Diagnostic and Statistical Manual of Mental Disorders (fourth edition) (DSM-IV). Results: Subjects ranged in age from 4 to 18 years. Female-to-male ratio was 1:1.5. 98.1% of subjects were directly exposed to the trauma. There were significantly higher percentages (P<0.05) of abnormal total SDQ scores among trauma-exposed youths (52.3% among 4 to 10-year-olds and 46.5% among 11 to 18-year-olds, compared with youths in the non-trauma-exposed group (8% among 4 to 10-year-old children and 12% among 11 to 18-year-old adolescents. Clinical interviews revealed that 8.94% of the trauma-exposed youths met criteria for any mental disorder. Among youths with DSM-IV diagnoses, the most common diagnoses were post-traumatic stress disorder (PTSD; 24.6% of total diagnoses among 4 to 10-year-olds and 35.6% among 11 to 18-year-olds), followed by depressive disorders. Discussion: Consistent with our hypotheses, youths directly exposed to the trauma demonstrated more psychiatric difficulties and higher rates of psychiatric diagnoses, most notably PTSD. Also, compared to younger children, adolescents and older children exposed to the trauma appeared to have higher rates of psychiatric disorders. In the face of disasters , natural or otherwise , further research is needed on optimal prevention of child and adolescent psychiatric morbidity. [source]

The prevalence of psychiatric disorder in children attending a school for pupils with emotional and behavioural difficulties

BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 4 2001
Elizabeth Cassidy
The research presented in this article suggests that young people attending schools for pupils with emotional and behavioural difficulties are more likely to experience concurrent psychiatric disorders (comorbidity) than their peers in mainstream schools. Dr Cassidy (Consultant in Child and Adolescent Psychiatry), Dr James (Consultant and Honorary Senior Lecturer in Child and Adolescent Psychiatry) and Dr Wiggs (Research Psychologist) used questionnaires and interviews with parents and teachers, together with pupil self-reporting, to gather their data. The two-stage investigation suggested that 89% of the adolescents in one school for pupils with EBD met established criteria for the diagnosis of a psychiatric disorder. Conduct disorder and attention deficit hyperactivity disorder (ADHD) emerged as the most common psychiatric difficulties, but emotional disorders were also prominent in the data. These untreated problems are likely to have significant long-term implications for the psychological and educational development of the pupils concerned, and the authors speculate on some of the ways in which psychiatric and education services might work together in order to improve the outlook. [source]