Psychological Problems In Children Research Articles

Study of the Health Instructions Effect on Quality of Life and Psychological Problems among Children with Thalassemia

<p>Objective: The aim of this study was to evaluate the health instructions effect on quality of life and psychological problems among children with thalassemia.<br />Design: Quasi-experimental design used in this study. Pre and post evaluation done to identify the effect of health instructions sessions which provided by the researchers for thalassemic children and their parents on children heath related quality of life and psychological problems using Pediatric quality of life inventory PedsQL 4.0 generic core scale which was used to measure health-related quality of life in children and adolescent. In addition, Depression, Anxiety and Stress Scale (DASS) used to evaluate psychological problems among children.<br />Setting: It was conducted at outpatient and hematological unit affiliated to Beni-Seuf University hospital. <br />Sample: The total children included in this study were 23 children of either sex, aged (7-18y). Children with physical or mental handicapped excluded from the study.<br />Results: The results of this study showed that more than two third of studied children scored medium level in physical and school function. As well as, there was no significant differences in thalassemic children health related quality of life domains post health instructions sessions where p > 0.05. Also these study findings demonstrated that 60% of children had extremely sever anxiety and 43.5% of them had severe depression. However, post health instruction sessions these findings showed statistical significant decline where p value = .001 and .000 respectively.<br />Conclusion: An important finding to emerge in this study is studied children with thalthemia had psychological problems with poorer health related quality of life. However, the results set out to the provision of health instructions for children with thalthemia and their parents had significant effect in improvement of children psychological problems. Unfortunately, there is no significant effect in their health related quality of life post instructions sessions. Thus, the results of this study suggest that the importance for the continuous heath educations program providing for thalassemic children and their parents by pediatric and psychiatric nurses. In addition, health team collaboration for monitoring psychological problems of children with thalassemia and assist children and their parents to more adjustment in their health related quality of life.</p>

Incontinence in persons with Down Syndrome.

To assess the rates of incontinence and associated psychological problems in children, adolescents and adults with Down Syndrome, a genetic syndrome caused by partial or complete triplication (trisomy) of chromosome 21 and characterized by typical facial features, a physical growth delay and mild or moderate intellectual disability. Three hundred and seventeen persons with Down Syndrome (4-51 years) were recruited through a German parent support group (59.6% male, mean age 19.2 years). The Parental Questionnaire: Enuresis/Urinary Incontinence, the Incontinence Questionnaire-Pediatric Lower Urinary Tract Symptoms, as well as the Developmental Behavior Checklist (DBC) for parents or for adults were filled out by parents or care-givers. 17.2% of the sample had nocturnal enuresis, 15.9% had daytime urinary incontinence, and 14.2% had fecal incontinence. Incontinence was present in 64.0% of young children (4-12 years), 10.3% of teens (13-17 years), 12.8% of young adults (18-30 years) and in 22.4% of older adults (>30 years). 13.6% of children and 8.4% of adults had a DBC score in the clinical range. 19.5% of children and 27.8% of adults with incontinence had behavioral problems. There was a significant association between nocturnal enuresis, daytime urinary incontinence and clinical DBC scores in adults. Incontinence in Down Syndrome is mainly present in young children and increases in older adults. Behavioral comorbidity is associated with incontinence only in adults with Down Syndrome. Screening and treatment of incontinence in individuals with Down Syndrome is recommended.

Detailed assessment of incontinence in boys with fragile-X-syndrome in a home setting.

Fragile-X-syndrome (FXS) is caused by a mutation on the X chromosome (Xq27.3). Males with a full mutation have typical dysmorphic signs, moderate intellectual disability and psychological disorders. Twenty-five to fifty percent are affected by incontinence. The aim of the study was to assess subtypes of incontinence and psychological problems in children with FXS in their home environments. Twenty-two boys with FXS (mean age 11.0years) and 22 healthy controls (mean age 11.1years) were examined with sonography, uroflowmetry, 48-h bladder diary, physical examination, IQ test, parental psychiatric interview and questionnaires regarding incontinence and psychological symptoms in a home setting. Boys with FXS had higher rates of incontinence than controls (59.1 vs. 4.8%). The most common subtypes in FXS boys were primary non-monosymptomatic nocturnal enuresis, urge incontinence and nonretentive faecal incontinence. 90.9% boys with FXS had a psychological comorbidity. Incontinence and behavioural symptoms were not associated. Boys with FXS have a higher risk for physical disabilities, psychological disorders and incontinence than healthy boys. Constipation is not a major problem in FXS. As effective treatment is available for children with ID, we recommend offering assessment and therapy to all children with FXS and incontinence. • Boys with fragile-X-syndrome (FXS) have higher rates of incontinence, psychological disorders and somatic conditions than typically developing boys. What is New: • Constipation is a rare condition in FXS in contrast to other genetic syndromes. • Although incontinence rates are higher, urological findings (uroflowmetry, sonography) are not more pathological per se in FXS.

Transactional cascades of destructive interparental conflict, children's emotional insecurity, and psychological problems across childhood and adolescence.

This study examined the transactional interplay among dimensions of destructive interparental conflict (i.e., hostility and dysphoria), children's emotional insecurity, and their psychological problems from middle childhood and adolescence. Participants were 232 families, with the first of five measurement occasions occurring when children were in first grade (M age = 7 years). Cross-lagged, autoregressive models were conducted with a multiple-method, multiple-informant measurement approach to identify developmental cascades of interparental and child cascades. Results indicated that emotional insecurity was a particularly powerful mediator of prospective associations between interparental conflict (i.e., dysphoria and hostility) and child adjustment during adolescence rather than childhood. In reflecting bidirectionality in relationships between interparental and child functioning, children's psychological problems predicted increases in interparental dysphoria during childhood and adolescence. Although emotional insecurity was not identified as a proximal predictor of interparental difficulties, an indirect cascade was identified whereby insecurity in early adolescence was associated with increases in teen psychological problems, which in turn predicted greater interparental dysphoria over time. Results are interpreted in the context of how they advance transactional formulation of emotional security theory and its resulting translational implications for clinical initiatives.

Stigmatization and self-perception in children with atopic dermatitis.

Atopic dermatitis (AD) is one of the most common skin diseases. Prevalence of AD is highest in childhood. Because of chronicity and often visible lesions, AD may lead to stigmatization and problems with self-perception. However, problems of self-perception and stigmatization in AD children are poorly studied. Literature data on general tendencies of children’s development, clinical course, and epidemiologic tendencies of AD in different age groups make it possible to highlight three main periods in the formation of self-perception and stigmatization. The first period is from early infancy till 3 years of age. The child’s problems in this period depend on parental exhaustion, emotional distress, and security of the mother–child attachment. The child’s AD may form a kind of vicious circle in which severe AD causes parental distress and exhaustion that in turn lead to exacerbation of AD and psychological problems in children. The second period is from 3 till 10 years of age. During this period, development of AD children may be influenced by teasing, bullying, and avoiding by their peers. However, the majority of children in this age group are very optimistic. The third period is from 10 years till adulthood. Problems related to low self-esteem are characteristic during this period. It is important to identify children with AD and their parents who need psychological help and provide them with needs-based consultation and care. Appropriate treatment, medical consultations, and educational programs may help to reduce emotional problems in AD children and their parents.

Cognitive Functions and Psychological Problems in Children with Sickle Cell Anemia.

To study the cognitive functions and psychological problems in children with Sickle cell anemia (SCA). Children with SCA were compared with an age, sex- and community- matched control group of children with no SCA. Malins Intelligence Scale for Indian children, modified PGI memory scale, and Childhood Psychopathology Measurement Schedule were used to assess cognitive functions and psychological problems. Verbal quotient, performance quotient and intelligence quotient in SCA group were 77, 81, 78, respectively versus 92, 95, 93, respectively in non-SCA group (P <0.001). Borderline intellectual functioning and mild mental retardation were more common in SCA (70< and 16<, respectively). Children with SCA had impaired attention, concentration and working memory and more behavior problems compared to children without SCA. Cognitive functions are impaired in children with SCA and they have more psychological problems. Facilities for early identification and remediation of psychological and intellectual problems should be incorporated with health care services for children with sickle cell anemia.

Comparison of the effects of educational programs on the development of infants aged 1-3 months based on the BASNEF model and application of acupressure on the GB-21 point

Breastfeeding plays a pivotal role in the promotion of health and prevention of psychological problems in children. This study aimed to compare the effects of breastfeeding educational programs on the development of infants aged 1-3 months based on the model of Belief, Attitude, Subjective Norm, and Enabling Factors (BASNEF) and application of acupressure on the GB-21 point. Methods: This quasi-experimental study was conducted on 150 pregnant women (gestational age: 36-41 weeks) receiving care in the educational clinics affiliated to Shiraz University of Medical Sciences, Iran. Subjects were divided into two intervention groups (educational and acupressure) and one control group. In intervention groups, in addition to routine prenatal care, pregnant women received training based on the BASNEF model and instructed acupressure. Mothers in the control group received only standard care during pregnancy. After the intervention, data were collected using Denver developmental screening test. Data analysis was performed in SPSS V.16 using one-way analysis of variance (ANOVA). Results: Among developmental gross motor skills, a significant difference was observed between the intervention and control groups regarding the ability to breast lift by relying on the arm (P=0.016). In terms of fine motor skills, a significant difference was observed in holding the rattle by infant (P=0.034). Moreover, time of acquiring individual and social developmental skills was higher in intervention groups compared to the control group. However, the difference was not statistically significant (P≥0.05). Therefore, no significant differences were observed between the two interventional groups in this regard (P≥0.05). Conclusion: According to the results of this study, instructed acupressure on the GB-21 pointcould improve some gross motor and fine motor skills in infants. Therefore, it is recommended that the developmental indicators in infants aged 1-3 months be evaluated in longer periods.

Single mothers by choice: Mother-child relationships and children's psychological adjustment.

Fifty-one solo mother families were compared with 52 two-parent families all with a 4–9-year-old child conceived by donor insemination. Standardized interview, observational and questionnaire measures of maternal wellbeing, mother–child relationships and child adjustment were administered to mothers, children and teachers. There were no differences in parenting quality between family types apart from lower mother–child conflict in solo mother families. Neither were there differences in child adjustment. Perceived financial difficulties, child’s gender, and parenting stress were associated with children’s adjustment problems in both family types. The findings suggest that solo motherhood, in itself, does not result in psychological problems for children.

THE QUALIFICATION IMPROVEMENT OF SOCIAL WORKERS WORKING IN CHILDREN‘S CARE HOMES IN THE CONTEXT OF THEIR RESTRUCTURING

The article analyses the qualification improvement of social workers, who work in children‘s care homes, in the context of their restructuring. A qualitative-empirical study has been conducted by using the method of a semi-structured interview. The study data were processed by using the method of content analysis. The results of the empirical study are based on the experience of 14 social workers, who work in care institutions, which participate in the restructuring, which consists of the changeover from institutional care to the services that are provided to children, who have become destitute of parental care, in a family and community. Internal (an aspiration for a continuous qualification improvement and the desire to share professional experience) and external (changes related to the restructuring, ever higher requirements for social workers, the encouragement and support of the administration of institutions to improve their qualification) stimuli to improve qualification have been highlighted. The most relevant topics of qualification improvement for social workers are the development of personal and social skills in children, the preparation of them for an independent life, the solution of behavioural and psychological problems in children and the preparedness of social workers themselves for the restructuring and the need for supervisions. The topics, which meet their needs, are: the development of social skills, the communication with children and the preparation of them for a family. According to the informants, there is a lack of trainings oriented towards the solution of practical problems which arise while organizing the restructuring. The following problems related to the improvement of qualification were highlighted: the mismatch between the teaching topics and the content, during the trainings for social worker, who work in children‘s care homes, the problems of other social groups, but not of children are analysed. During trainings, there is a lack of the detailed examination of the solution of practical problems. The social workers lack trainings related to the preparation for the restructuring.

Short-term effects of the "Together at School" intervention program on children's socio-emotional skills: a cluster randomized controlled trial.

BackgroundTogether at School is a universal intervention program designed to promote socio-emotional skills among primary-school children. It is based on a whole school approach, and implemented in school classes by teachers. The aim of the present study is to examine the short-term effects of the intervention program in improving socio-emotional skills and reducing psychological problems among boys and girls. We also examine whether these effects depend on grade level (Grades 1 to 3) and intervention dosage.MethodsThis cluster randomized controlled trial design included 79 Finnish primary schools (40 intervention and 39 control) with 3 704 children. The outcome measures were the Strengths and Difficulties Questionnaire (SDQ) and the Multisource Assessment of Social Competence Scale (MASCS) with teachers as raters. The intervention dosage was indicated by the frequencies six central tools were used by the teachers. The data was collected at baseline and 6 months later. Intervention effects were analyzed using multilevel modeling.ResultsWhen analyzed across all grades no intervention effect was observed in improving children’s socio-emotional skills or in reducing their psychological problems at 6-month follow-up. Among third (compared to first) graders the intervention decreased psychological problems. Stratified analyses by gender showed that this effect was significant only among boys and that among them the intervention also improved third graders’ cooperation skills. Among girls the intervention effects were not moderated by grade. Implementing the intervention with intended intensity (i.e. a high enough dosage) had a significant positive effect on cooperation skills. When analyzed separately among genders, this effect was significant only in girls.ConclusionsThese first, short-term results of the Together at School intervention program did not show any main effects on children’s socio-emotional skills or psychological problems. This lack of effects may be due to the relatively short follow-up period given the universal, whole school-based approach of the program. The results suggest that the grade level where the intervention is started might be a factor in the program’s effectiveness. Moreover, the results also suggest that for this type of intervention program to be effective, it needs to be delivered with a high enough dosage.Trial registrationClinicalTrials.gov identifier: NCT02178332; Date of registration: 03-April-2014.Electronic supplementary materialThe online version of this article (doi:10.1186/s40359-016-0133-4) contains supplementary material, which is available to authorized users.

Parent and child psychopathological symptoms: the mediating role of parental emotion dysregulation.

Parental psychopathological symptoms have been associated with a number of child psychological problems, yet little research has examined the role of parental emotion dysregulation on the intergenerational transmission of psychopathological symptoms. This study aims to examine the relationship between parents' and children's psychopathological symptoms with a focus on the mediating mechanism of parental emotion dysregulation on these relationships. Eighty-nine Chinese parents and their school-age children between the ages of 7 and 12 (49 males, M age=8.79, SD=1.81) participated in the study. In the initial phase of the study, parents filled out a series of questionnaires reporting their own psychopathological symptoms via SCL-90 and difficulties with emotion regulation via Difficulties in Emotion Regulation Scale. After 9months, the parents reported their children's internalizing and externalizing problems via Child Behavior Checklist, and the children self-reported anxiety symptoms via Screen for Child Anxiety Related Emotional Disorders in the second phase of the study. The results showed that parental emotion dysregulation played an important role as a mediator of the relationship between parental psychopathological symptoms and child internalizing problems and separation anxiety, which indicates that parents' mental health problems were significantly associated with their difficulties with emotion regulation, which in turn led to more internalizing problems and separation anxiety in their children. However, we did not find a mediating effect of parental emotion dysregulation on the links between parent psychopathology and child externalizing problems or other types of self-reported anxiety symptoms. Our findings highlighted the importance of implementing more psycho-education programs that specifically target parents' emotion regulation abilities in both community and clinical settings to ameliorate the intergenerational transmission of psychopathological symptoms between generations.

Psychological problems of children in general pediatric settings

Introduction: Chronic physical illnesses appear to be a significant risk factor for emotional and behavioral difficulties. The aim of present study was to determine the frequency of emotional and behavioral problems in children in general pediatric setting and to try to identify any risk factors which can predispose a child to develop psychological problems. Method: This was a pilot study conducted in the Pediatric unit of a tertiary teaching hospital in Lahore during March —May 2006. Following parental consent, hundred children consecutively admitted in the unit, who were between the ages of four to twelve and not critically ill were included in the study. Demographic details and information about risk factors were collected. Strengths and difficulties Questionnaire was also administered. Results: Among our sample, SDQ scores of 40% children were in abnormal range. Children with physical illnesses of more than one month were at higher risk of emotional and behavioral problems. (P value less than 0.05). Among risk factors, family history of psychiatric illness, and epilepsy, history of epilepsy in the child as well as presence of leaming disability reached statistical significant results. None of these children were identified or referred for psychological assessment. Conclusion: Emotional and behavioral difficulties commonly first present in Pediatric medical settings but often are not detected and therefore not treated. Pediatricians need to acquire skills in assessing and treating primary developmental and behavioral disorders, and in preventing and managing secondary emotional difficulties, which can arise because of major physical illness. Better liaison is also required between pediatricians and psychiatrists to improve early detection and treatment of psychiatric problems in children.

Psoriasis and Psychological Comorbidities

Psoriasis is a common systemic inflammatory disease with multiple known comorbidities. We review the literature focusing on the psychological comorbidities that have been reported. We discuss the impact of psoriasis on stress and sleep disorders in addition to depression. Alcohol abuse and nicotine addiction are prevalent in this population, as are psychological problems in children and teenagers who develop psoriasis early in life. We summarize the proposed pathophysiology and known treatments for these comorbidities.

The Current situation of Child and adolescent psychological problems and intervention in China

In China, the psychological health problems of children and adolescents have been more and more serious recently. The psychological disorders not only have a lot of adverse effects for children and adolescents, but also were an important source of mental disease in adulthood. In order to make more people understand this serious problem, this paper summarized the current situation of child and adolescent mental health problems in China and the risk factors for child and adolescent mental health problems; additionally, the interventions of child and adolescent psychological problems were also reviewed in this paper.Asian Journal of Medical Sciences Vol. 7(3) 2016 15-17

Стратегии адаптации детей с СДВГ к учебному процессу

This article contains an overview of foreign works on adaptation of children with ADHD to school. The studies reviewed a number of topics that can be grouped as follows: part of them deals with the detailed study of social, pedagogical and psychological problems of children with ADHD; others, focused on medical aspects of ADHD like using psychostimulant, discusses the feasibility and effectiveness of such treatment and related risks. In this article we have focused on studies that have pronounced psycho-pedagogical aspect, i.e. the ones, examining the factors contributing to the success of the adaptation of children with ADHD to schooling and providing specific guidance on the various sides of the educational process (teaching children skills of self-organization, effective classroom environment, teaching compensating skills to children with ADHD, effective ways of presentation and testing of knowledge). The described strategy relied mainly on behavioral techniques that have proven to be quite effective in the process of correcting behavioral and educational problems of children with ADHD

EMDR Therapy as Portal to a Child’s Processing of a Medical Condition: A Case Study and Session Deconstruction

This case study demonstrates the effective use of EMDR in helping a child manage fears triggered by a life-threatening chronic medical condition—congenital heart failure. It is well documented that childhood chronic illness creates ongoing stress and psychological problems for children and their families. Evidence suggests that interventions to enhance coping skills improve psychological functioning. EMDR has the potential to contribute to this end. Deconstructive analysis of a single EMDR session illustrates the working of Shapiro’s adaptive information processing (AIP) model. It demonstrates that the child can spontaneously open up channels of association to uncover, process, and resolve fears relating to the medical condition, as well as other concerns. A case is made for targeting whatever current, overt problem or symptom the child presents, because this inevitably serves as a portal to more covert, even unconscious core issues. Past, current, and future fears and traumatic experiences emerge and are processed to resolution. Also highlighted is the importance of integrating the individual EMDR treatment component into a family systems treatment approach for optimum outcome, because the illness impacts the whole family, ergo, the child. Recommendations for EMDR treatment planning and implementation with chronic illness are offered.

Affiliation with Socially Withdrawn Groups and Children's Social and Psychological Adjustment.

This 1-year longitudinal study examined the effects of membership in socially withdrawn peer groups on children's social and psychological adjustment in a sample of 979 children (417 boys, 562 girls, M age = 11.84years). Data on children's social and psychological adjustment and problems were collected from peer nominations and self-reports in the fall and spring of a single academic year. Using the Social Cognitive Map, 162 peer groups were identified. Multilevel analyses showed that affiliation with withdrawn groups negatively predicted social competence and school attitude, and positively predicted victimization and depression. The results suggest that affiliation with socially withdrawn groups is a risk factor for the development of social and psychological problems.

An Online Health Prevention Intervention for Youth with Addicted or Mentally Ill Parents: Experiences and Perspectives of Participants and Providers from a Randomized Controlled Trial.

BackgroundMental illnesses affect many people around the world, either directly or indirectly. Families of persons suffering from mental illness or addiction suffer too, especially their children. In the Netherlands, 864,000 parents meet the diagnostic criteria for a mental illness or addiction. Evidence shows that offspring of mentally ill or addicted parents are at risk for developing mental disorders or illnesses themselves. The Kopstoring course is an online 8-week group course with supervision by 2 trained psychologists or social workers, aimed to prevent behavioral and psychological problems for children (aged 16 to 25 years) of parents with mental health problems or addictions. The course addresses themes such as roles in the family and mastery skills. An online randomized controlled trial (RCT) was conducted to assess the effectiveness of the Kopstoring course.ObjectiveThe aim was to gain knowledge about expectations, experiences, and perspectives of participants and providers of the online Kopstoring course.MethodsA process evaluation was performed to evaluate the online delivery of Kopstoring and the experiences and perspectives of participants and providers of Kopstoring. Interviews were performed with members from both groups. Participants were drawn from a sample from the Kopstoring RCT.ResultsThirteen participants and 4 providers were interviewed. Five main themes emerged from these interviews: background, the requirements for the intervention, experience with the intervention, technical aspects, and research aspects. Overall, participants and providers found the intervention to be valuable because it was online; therefore, protecting their anonymity was considered a key component. Most barriers existed in the technical sphere. Additional barriers existed with conducting the RCT, namely gathering informed consent and gathering parental consent in the case of minors.ConclusionsThis study provides valuable insight into participants’ and providers’ experiences and expectations with the online preventive intervention Kopstoring. It also sheds light on the process of the online provision of Kopstoring and the accompanying RCT. The findings of this study may partly explain dropout rates when delivering online interventions. The change in the (financial) structure of the youth mental health care system in the Netherlands has financial implications for the delivery of prevention programs for youth. Lastly, there are few RCTs that assess the effectiveness and cost-effectiveness of online prevention programs in the field of (youth) mental health care and not many process evaluations of these programs exist. This hampers a good comparison between online interventions and the expectations and experiences of the participants and providers.Trial RegistrationNederlands Trial Register: NTR1982; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=1982 (Archived by WebCite® at http://www.webcitation.org/6d8xYDQbB)

Children and Terrorism and commentaries

Children and Terrorism and commentaries

Typologies of Post-divorce Coparenting and Parental Well-Being, Parenting Quality and Children's Psychological Adjustment.

The aim of this study was to identify post-divorce coparenting profiles and examine whether these profiles differentiate between levels of parents' well-being, parenting practices, and children's psychological problems. Cluster analysis was conducted with Portuguese heterosexual divorced parents (N=314) to yield distinct post-divorce coparenting patterns. Clusters were based on parents' self-reported coparenting relationship assessed along four dimensions: agreement, exposure to conflict, undermining/support, and division of labor. A three cluster solution was found and replicated. Parents in the high-conflict coparenting group exhibited significantly lower life satisfaction, as well as significantly higher divorce-related negative affect and inconsistent parenting than parents in undermining and cooperative coparenting clusters. The cooperative coparenting group reported higher levels of positive family functioning and lower externalizing and internalizing problems in their children. These results suggested that a positive coparenting alliance may be a protective factor for individual and family outcomes after parental divorce.