Eating behavior problems in children with epilepsy (6-16years): A cross-sectional comparative study.

Fathers play a crucial role in their children's psychosocial development, positively influencing emotional, cognitive, and social competencies. Paternal Post-Traumatic Stress Disorder (PTSD) can disrupt this dynamic, potentially compromising the psychological well-being and developmental outcomes of their offspring. This systematic review aims to investigate the relationship between paternal PTSD and the prevalence of psychopathology in children and adolescents, providing a comprehensive understanding of how trauma experienced by fathers may influence their children's mental health. A systematic search of PsycINFO, PubMed, Embase, Web of Science, and PILOTS yielded only six studies that met the inclusion criteria. Findings indicate a significant association between paternal PTSD and increased risk of depression, anxiety, and behavioral disorders in children and adolescents. Furthermore, the results suggest that maternal mental health status may moderate the relationship between paternal PTSD and offspring mental health outcomes. Future research should explore the mechanisms of trauma transmission from fathers to children, the broader impact of paternal PTSD on family dynamics, and the specific role of maternal mental health in this context.

Youth (i.e., child and adolescent) mental health difficulties are a prevalent concern, with anxiety, depression, and disruptive behavior disorders being the most common presentations. Even though psychotherapy is often recommended to help youth and families manage mental health difficulties, recent meta-analyses suggest that youth psychotherapy is only moderately effective, highlighting a need for further improvement and innovation. Emotion dysregulation is a transdiagnostic risk factor across childhood emotional and behavioral disorders, yet despite the important connection between emotion regulation and psychopathology, little research has been conducted on emotion regulation as a potential mechanism of change during psychotherapy. This study will test the biobehavioral regulation of negative emotion as a transdiagnostic mechanism of change in youth psychotherapy using the Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH). MATCH is a well-researched therapy program for youth that is suitable for testing transdiagnostic mechanisms of treatment response. This protocol describes a two-site randomized controlled trial that aims to recruit 202 youth between the ages of 8 to 15years with anxiety, depression, and/or disruptive behavior. Participants are randomized to the MATCH intervention condition or a waitlist control condition. Youth and their parent(s) in both conditions complete in-lab assessments and online questionnaires at the start of the study, every 3months (i.e., quarterly), and at post-test (i.e., following the intervention/waitlist period). Physiological measures of emotion regulation such as heart rate variability and skin conductance are acquired during lab-based tasks. Youth symptoms and emotion regulation are monitored weekly for both conditions. The primary outcome is change in youth symptoms of psychopathology at post-treatment, and whether this change is mediated by change in behavioral and physiological emotion regulation. Secondary outcomes include parental functioning, parenting, family functioning, impairment, and additional measures of youth psychopathology. Findings from the study are expected to enhance the understanding of processes that drive therapeutic change, ultimately leading to better therapy personalization and effectiveness. ClinicalTrials.gov NCT05637320. Prospectively registered on November 15, 2022. https://clinicaltrials.gov/study/NCT05637320.

Introductions: Mental retardation can be defined as a significant and direct lack of overall intellectual functioning that causes social maladaptation, a condition due to below-average intelligence. The lack of intellectual function will affect all levels of intelligence, including social behavior skills in society that cause a behavioral disorder. Mentally retarded children require appropriate parenting styles to prevent behavioral disorders. The aim of this study is to assess the relationship between parenting styles and behavioral disorders in children with mental retardation at the Child Psychiatry Daycare Unit of Dr. Soetomo Regional General Hospital Surabaya. Methods: This research is an observational study with a cross-sectional design using a quantitative approach. The research sample was taken from the study population who had met the inclusion and exclusion criteria so that 40 respondents were obtained. This study examines the relationship between two variables. The parenting variable was measured using the Kuesioner Pola Asuh Anak dan Remaja (KPAA), and the behavioral disorder variable in mentally retarded children was measured using the Abberant Behavior Checklist (ABC) Questionnaire. Results: Data were analyzed using the Spearman correlation test. The correlation coefficient was 0.635 with a significant value (p-value) < α 0.05. The findings demonstrated a strong and linear relationship between parenting styles and behavioral disorders in mentally retarded children. Conclusion: In conclusion, authoritative parenting tends to cause mild behavioral disorders in mentally retarded children, while authoritarian and permissive parenting tend to cause severe behavioral disorders in mentally retarded children.

Exploring causal relationships between child maltreatment and child internalising and externalising behavioural problems: A bidirectional mendelian randomization study.

Air pollution is a major global public health threat associated with increased morbidity and premature mortality. Growing evidence suggests that air pollution may also adversely affect brain health, contributing to cognitive impairment and mental disorders. However, most existing studies are observational and therefore vulnerable to residual confounding and reverse causation. Mendelian randomization (MR), which uses genetic variants as instrumental variables, offers a framework to strengthen causal inference regarding the neurological effects of air pollution. We conducted a 2-sample MR study using large-scale genome-wide association study data to investigate the causal effects of air pollution on neurodevelopmental and mental health outcomes. Exposures included ambient air pollutants (PM2.5, PM10, PM2.5-10, NO2, and NOx) and workplace-related air pollution, including self-reported "very dusty" workplace exposure, chemical or other fumes, and diesel exhaust. Neurodevelopmental and mental health outcomes comprised 17 genome-wide association studies datasets across 6 domains: cognitive function and intelligence, educational attainment, psychiatric disorders, emotional and behavioral disorders in children and adolescents, attention-deficit/hyperactivity disorder (ADHD), and neuroticism. Genetically proxied higher PM2.5 exposure was associated with lower intelligence and cognitive performance, reduced educational attainment, and increased risks of schizophrenia, depression, panic attacks, and vulnerability during youth. Elevated NOx exposure was associated with poorer cognition, lower educational attainment, and increased risks of anxiety, panic disorder, and attention-deficit/hyperactivity disorder. Higher NO2 levels were associated with an increased risk of schizophrenia and higher neuroticism scores. Workplace-related air pollution exposures were also associated with adverse outcomes. Self-reported "very dusty" workplace exposure was associated with poorer cognitive performance and educational attainment, while chemical fumes and diesel exhaust were linked to reduced academic achievement and increased risks of selected psychiatric outcomes. This MR study provides evidence supporting potential causal relationships between air pollution exposure and a wide range of neurodevelopmental and mental health outcomes, underscoring the importance of reducing air pollution exposure, particularly among vulnerable populations.

Revealing Mindsets: An Effective Approach to Play Therapy Concerning the Treatment of Childhood Behavioral Disorders.

Background: There is a need for validated translations of tools in regional languages, to ensure uniformity in the diagnosis of attention deficit hyperactivity disorder (ADHD). The study aimed to translate Vanderbilt ADHD diagnostic parent rating scale (VADPRS) into Malayalam and validate it against INCLEN diagnostic tool for ADHD (INDT-ADHD). Methods: A cross-sectional study was conducted at a tertiary care referral center for child development and behavioral disorders, during the period of January 2022 to August 2022. Hundred and three (n=103) children in age group of 6-12 years with symptoms suggestive of ADHD were included. Parents who were unable to read Malayalam and children diagnosed with autism spectrum disorder and/or intellectual disability were excluded. Malayalam version of VADPRS was derived through forward-backward translation ensuring content, semantic, and technical validity. Validation of this translated tool was done against INDT-ADHD. As part of psychometric testing, interviews with parents and clinical examination of the children were done. Reliability and validity of the tool was analyzed by appropriate statistical methods. Results: The translated Malayalam version of VADPRS tool identified 90.3% of children had ADHD. The factor-analysis demonstrated a 2-factor structure. Discriminant validity assessed using student’s t test, showed statistically significant mean difference between two extreme groups (p=0.001). Intraclass correlation coefficient was 0.994 showing good test-retest reliability. The Cronbach’s alpha value was 0.997 indicating good internal consistency. Scale content validity index was significant with value of 0.95. The tool had a sensitivity of 98.95% (95% CI; 94.27%-99.97%) and high specificity. Negative predictive value of the tool was 90% (95% CI; 56.16%-98.44%). Conclusions: Translated version of VADPRS showed good validity against INDT-ADHD. It can be recommended for use in the Malayalam speaking population to help in diagnostic process of children with ADHD.

ObjectiveAutism spectrum disorder (ASD) can affect vision both directly through central nervous system involvement and indirectly by complicating ophthalmological examinations due to limited eye contact and poor cooperation. Visual impairments may exacerbate social interaction difficulties and affect motor development in individuals with ASD. Previous studies reported ophthalmological involvement in 27-71% of children with ASD, including refractive errors, strabismus, and amblyopia. The purpose of this study was to investigate visual impairments in children with ASD and examine their relationship with ASD severity, anxiety levels, and attention disorders, while highlighting the importance of routine ophthalmological examinations.MethodParticipants were 57 children aged 7-18years diagnosed with ASD. All except for 2 participants underwent comprehensive ophthalmological examinations and were assessed using the Childhood Autism Rating Scale (CARS), Turgay DSM-IV-based Child and Adolescent Behavior Disorders Screening Scale (T-DSM-IV-S), Strengths and Difficulties Questionnaire (SDQ), Screen for Child Anxiety Related Emotional Disorders (SCARED), and Repetitive Behaviors Scale-Revised (RBS-R).ResultsVisual impairment was detected in 24 (42.1%) participants, with exotropia (21%), stereopsis deficits (15.8%), and convergence insufficiency (5.3%) being the most common findings. The visually impaired group showed significantly higher scores in attention deficit (P < .001), peer relationship problems (P = .003), social phobia (P < .001), stereotypic behaviors (P < .001), and self-injurious behaviors (P < .001) compared to those without visual impairment.ConclusionsVisual impairments significantly impact attention, peer relationships, social anxiety, and repetitive behaviors in children with ASD. Early identification and treatment of visual disorders through routine ophthalmological screening may improve overall outcomes in this population.

Treating perinatal depression with antidepressants: the influence on emotional availability and child mental disorders.

Behavioral problems in children are increasingly recognized as a major public health concern due to their impact on learning, socialization, and long-term psychological well-being. These issues, including Attention-Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), Conduct Disorder, and anxiety-related behaviors, result from complex interactions between genetic, neurobiological, psychosocial, and environmental factors. Ayurveda provides a unique perspective by attributing these behavioral disturbances to imbalances in Doshas, Gunas (Sattva, Rajas, Tamas), impaired Manasika Bala, and depletion of Ojas. Medhya Rasayana, a group of rejuvenative herbs, are emphasized in classical texts for enhancing intellect, cognition, memory, and emotional regulation. Recent clinical and preclinical studies provide evidence for the efficacy of Bacopa monnieri, Centella asiatica, Convolvulus pluricaulis, Withania somnifera, Tinospora cordifolia, and others in improving cognitive performance and adaptive behaviors in children. This review integrates classical Ayurvedic wisdom with modern scientific evidence to provide a comprehensive perspective on the role of Medhya Rasayana in managing behavioral disorders in children.

Headache is a prevalent health concern among children and adolescents, affecting approximately 54.4% of this population. It has a negative impact on functionality and is associated with psychiatric conditions. The aim of this study is to examine the prevalence and comorbidity of headache among adolescents seeking care at a child psychiatry outpatient clinic and to compare the psychiatric conditions of adolescents with and without headache by using specific assessment scales. The study included a total of 306 patients (201 females, 105 males), comprising 108 adolescents with headache and 198 without headache, who were admitted to the Child&Adolescent Psychiatry Outpatient Clinic of a Mental and Nervous Diseas- es Training and Research Hospital. Patients presenting with complaints of headache were referred to the neurology department of the hospital for diagnosis and classification. The Schedule for Affective Disorders and Schizophrenia for School-Age Children - Present and Lifetime Version-Turkish Adaptation was administered to all participants. Additional self-report scales including the State-Trait Anxiety Inventory (STAI) Forms 1 and 2, the Children's Depression Inventory (CDI), and the Young Internet Addiction Test- Short Form were given. Parents filled out the Conners' Parent Rating Scale and the Turgay DSM-IV-Based Child and Adolescent Disruptive Behavior Disorders Screening and Rating Scale. Among participants, 35.3% (n=108) have reported headache, divided into two subgroups; 58 had migraine and 50 had tension-type headache. The prevalence of Generalized Anxiety Disorder as a comorbid diagnosis was found to be significantly higher in the migraine group compared to those without headache (p=0.009). Nevertheless, there was no difference between migraine and tension type headache groups in terms of comorbid psychiatric diagnoses (p>0,05). The participants in both headache groups exhibited significantly elevated scores on the CDI, STAI-1 and STAI-2 in comparison to those without headache (p < 0.001). A positive correlation was identified between headache severity and both depression and trait anxiety severity among participants with headache. When classified according to the course of headache, chronic migraine was associated with higher Turgay and Conners scores, while chronic tension-type headache showed significantly higher CDI, STAI-1, and STAI-2 scores compared to episodic forms (p = .003-.038). Psychiatric comorbidities are common in adolescents with headache, necessitating a comprehensive assessment that considers both conditions. This approach is crucial, as it has the potential to significantly influence the diagnosis, severity, progression, and treatment of these comorbidities, thereby ensuring comprehensive care and superior outcomes for affected individuals.

Background: Children with developmental disabilities often experience sensory and behavioral disorders that impact social, emotional, and academic abilities. Physiotherapy plays a crucial role in providing Tactile Stimulation, a structured tactile stimulation that stimulates the sensory and motor nervous systems, to support sensory integration, emotional regulation, and improved adaptive behavior. This study aimed to determine the effect of Tactile Stimulation on reducing sensory and behavioral disorders in children at Autism Education Foundation of Mutiara Hati, Surabaya Branch. Research Methods: This study was a field experiment with a one-group pretest-posttest design. A sample of 12 children was selected based on inclusion and exclusion criteria from a pool of 38 children with sensory and behavioral disorders. The intervention, in the form of Tactile Stimulation, was administered in six sessions over two weeks, each lasting 30 minutes. Measurements were conducted using the Short Sensory Profile (SSP) questionnaire for sensory aspects, and teacher interviews were conducted to evaluate behavioral changes. Normality was tested using the Shapiro-Wilk test, and hypothesis testing used the Wilcoxon test with a significance level of p&lt;0.05. Results: The statistical test results showed no statistically significant effect between the pretest and posttest (p&gt;0.05). However, clinically, 8 of the 12 children showed a decrease in SSP scores (66.7%), and teacher interviews indicated positive changes in behavior, such as increased calmness, focus, and ability to follow instructions. Conclusion: Tactile Stimulation did not have a statistically significant effect, but showed a positive clinical impact on the majority of children.

Attention-deficit/hyperactivity disorder (ADHD) in children is characterized by frequent inattention and/or hyperactivity that can affect child development, including learning, social adaptation, and mental health. Despite the impact of these behaviors, data on the prevalence and risk factors of child behavioral and neurodevelopmental disorders in low- and middle-income countries are limited. This paper aims to identify maternal, child and environmental risk factors associated with ADHD-related behaviors (hyperactivity/ oppositionality, and inattention) in a cohort of 7- to 9-year-old children born between 1999–2001 (n = 1,927), whose mothers participated in a cluster randomized trial of prenatal micronutrient supplementation, and who were subsequently enrolled in a preschool micronutrient supplementation trial. Behaviors were assessed using the Conners’ Parent and Teacher Rating Scales-Revised (CPRS-R, CTRS-R). T-scores are reported and dichotomized at the upper tertile, defining the presence of behavioral difficulties. Multivariable logistic regression models were conducted to assess the association between behavioral outcomes and maternal characteristics (anemia, education, and intelligence using the Raven’s Coloured Progressive Matrices), child nutritional status (anemia, height-for age, body mass index z-scores (HAZ, BMIZ)), child schooling history and the home environment, using the Middle Childhood Home Observation Measurement of the Environment (MC-HOME). Boys (50.2%) and girls (49.8%) were evenly distributed, with a mean age of 8.38 (SD 0.66) years and parent and teacher behavioral assessments were available for 1,808 and 1,374 children, respectively. Mean t-scores for parent-reported inattention and hyperactivity/oppositionality and teacher-reported inattention and hyperactivity were 62.9 (SD 6.29), 62.1 (SD 5.84), 62.2 (SD 8.07) and 62.2 (SD 8.43), respectively. In adjusted logistic regression models, a higher HOME score was associated with a reduced risk of parent-reported inattention (RR 0.97, 95% CI 0.96, 0.99), whereas higher maternal Raven’s score (RR 0.99, 95% CI 0.97, 1.00), a higher HOME score (RR 0.98, 95% CI 0.97, 1.00) and child pre-primary, late and continuous schooling compared to no schooling (RR 0.75, 95% CI 0.57, 0.98; RR 0.66, 95% CI 0.52, 0.85; RR 0.68, 95% CI 0.48, 0.98) were associated with a reduced risk of parent-reported hyperactivity/oppositionality. Higher child HAZ was associated with a reduced risk of teacher-reported hyperactivity (RR 0.87, 95% CI 0.80, 0.96) after adjustment. The home psychosocial environment, and child schooling and height were the strongest predictors of inattention and hyperactivity/oppositionality in school-age children in rural Nepal.

Background: Anemia is a health condition caused by genetic factors, infectious disorders, and the environment. Lead exposure increased the risk of anemia, with several sources including cigarette smoke, motor vehicle exhaust, pesticide residues, and contamination from synthetic textile dyes. Mothers with anemia frequently give birth to children who also experience the same condition, thereby disrupting growth and development and causing behavioral disorders. Therefore, this study aimed to examine the relationship between maternal anemia and behavioral disorders in early childhood in areas with high lead exposure. Methods: A cross-sectional analysis was conducted, and samples were selected using purposive non-random sampling. This study included 16 early childhood education (PAUD) students, 16 parents, and 4 PAUD teachers. Data analysis included descriptive and correlational analyses using SPSS 23. Results: The results showed a correlation between maternal hemoglobin levels and emotional and behavioral disorder scores (-0.508, p &lt; 0.05), as well as autism risk detection (-0.610, p &lt; 0.05). There was also a correlation between the pre-screening child development questionnaire and autism risk detection scores (-0.525, p &lt;0.05).. Conclusion: Mothers with anemia tend to give birth to children who also develop the same condition. The condition disrupts growth and development in children, contributing to behavior disorders.

Abstract Description Epidemiological data strongly links fetal exposure to chorioamnionitis with adverse infant neurological outcomes, but mechanisms are unknown. We developed a NHP model of chorioamnionitis resulting in fetal inflammation without bacteremia. A microosmotic pump was surgically placed in 3 groups of R. macaque choriodecidua pocket at 85% gestation for continuous infusion of agents for 72h, followed by surgical delivery: 1) 5 Controls saline infusion 2) 5 Live uropathogenic E.coli (UTI89) infusion 3) 4 E.coli as in 2 with antibiotics starting 24h after E.coli. E.coli caused localized choriodecidua infection without microbial invasion in amniotic fluid. E.coli exposed fetuses but not controls had brain inflammation/injury in periventricular white matter, thalamus, and prefrontal cortex. Changes include: 1) Increased abundance of IBA1+ cells 2) increased presence of GFAP+ astroglia 3) selective decrease of doublecortin+ immature neurons and 4) disruption of the blood-brain barrier, suggested by morphological alterations in claudin 5 staining. Notably, antibiotic treatment did not decrease fetal neuroinflammation. Involvement of such brain areas is consistent with epidemiological associations of chorioamnionitis with cerebral palsy and behavior disorders in childhood. Our results suggest that novel anti-inflammatory interventions based on understanding molecular neuropathology may be necessary to protect the fetus from the deleterious neurological consequences of chorioamnionitis. Funding Sources Supported by U01 ES029234 (CC), Burroughs Wellcome grant (CC), CCHMC Perinatal Infection and Inflammation Collaborative (CC), R21HD90856 (SK), and R01HD 98389 (SK) Topic Categories Neuroimmunology (NEUR)

Children with Emotional and Behavioral Disorders (EBD) face significant challenges that affect their academic performance, social relationships, and overall development. This paper explores the characteristics of children with EBD, including difficulties in emotional regulation, impaired social skills, and academic struggles. It further discusses common behaviors observed in school settings, such as disruptive actions, withdrawal, and aggression. Drawing from the works of key psychologists including Vygotsky, Ainsworth, and Goleman, the study highlights how emotional intelligence, attachment, and social interactions play vital roles in shaping the experiences of children with EBD. Various intervention strategies are examined, such as Individualized Education Programs (IEPs), Positive Behavior Support (PBS), and social skills training, emphasizing the importance of inclusive educational practices. The paper concludes that collaboration among educators, parents, and mental health professionals is crucial to providing tailored support, fostering resilience, and ensuring that children with EBD can thrive academically and socially.

Objective: The aim of this study was to adapt the Disruptive Behavior Disorders Assessment Scale into Turkish and to perform validity and reliability analyzes for the evaluation of disruptive behavior disorders in children and adolescents. Method: To evaluate the construct validity of the scale, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied. With AFA, the underlying factor structure of the scale items was examined; the accuracy of the obtained model was tested with DFA. Results: As a result of AFA, a four-factor structure was determined and this structure was confirmed by CFA. The scale consists of 42 items in total. The total variance explained by the Disruptive Behavior Disorders Rating Scale is 54.95%. The scale was applied to a sample group of 480 people. The overall Cronbach Alpha coefficient of the scale was found to be .91. The internal consistency coefficients of the subscales ranged from .71 to .88. The lowest score that can be obtained from the scale is 0, and the highest score is 126. High scores indicate that the symptoms of disruptive behavior disorders are more intense in the individual. Conclusion: Disruptive Behavior Disorders Assessment Scale is a valid and reliable measurement tool that can be used to evaluate disruptive behavior disorders in children and adolescents.

Background: Central precocious puberty (CPP) results from the premature activation of the hypothalamic-pituitary-gonadal axis. Recent studies have indicated that children with CPP are more likely to experience social and psychiatric difficulties compared to their age- and gender-matched peers. The objective of our study was to assess the psychiatric symptoms and quality of life in children newly diagnosed with CPP and those receiving treatment for over a year, and to compare these outcomes with healthy, age- and gender-matched children. Methods: This research was designed as a cross-sectional study, enrolling 50 CPP cases (25 at diagnosis and 25 on follow-up) and 25 healthy controls. The participants and their families completed a sociodemographic form, the Pediatric Quality of Life Inventory, the Revised Child Anxiety and Depression Scale-Child Version (RCADS-CV), the Strengths and Difficulties Questionnaire (SDQ), and the TURGAY DSM-IV-Based Child and Adolescent Behavior Disorders Screening and Rating Scale (T-DSM-IV-S). Results: No significant differences were found among the three groups regarding quality of life (both child and parent forms), anxiety and depression scores, or strengths and difficulties scores. Similarly, no significant differences were observed between the groups in terms of inattention, hyperactivity, oppositional defiant, and conduct disorder scores. Conclusions: Central precocious puberty may bring about concerns regarding the potential psychosocial impact of early pubertal timing and the need for ongoing medical follow-up. In this study, however, children with CPP, both at diagnosis and during treatment, did not exhibit increased psychiatric symptoms or reduced quality of life compared to their typically developing peers. These findings are reassuring but underscore the importance of adopting a multidisciplinary approach to monitor and support the psychological well-being of children with CPP.

Total anomalous pulmonary venous connection (TAPVC) is a rare and life-threatening condition, and long-term patient outcomes remain to be fully explored. This registry-based national cohort study including all Danish children born with TAPVC between 2000 and 2018 aimed to evaluate the survival rates of Danish children receiving a TAPVC repair procedure. Additionally, the prevalence of early morbidity, severe chronic diseases, and mental and/or behavioral disorders in children diagnosed with TAPVC was investigated using Danish health registries. A total of 89 children with TAPVC were identified, of whom 65 underwent primary repair. Among those receiving surgery, the survival rate was 88% at 3 months, decreasing to 78% at 20 years. In the cohort of children with a TAPVC primary repair, 26% had one or more hospital visits with primary or secondary chronic somatic diagnoses, and 8% had one or more hospital visits with a mental and/or behavioral disorder. In comparison, 6% of all Danish children born during the same period had similar hospital visits for somatic diseases, and 3% for mental and/or behavioral disorders. The survival rate of our TAPVC cohort aligns with that reported in the literature. Furthermore, this study highlights the need for additional research into the physical and mental health of these children, as they require hospital care more frequently than their peers.