History Of Child Psychiatry Research Articles

History of child psychiatry in Spain

History of child psychiatry in Spain

Historia de la Asociación Española de Psiquiatría del Niño y del Adolescente (AEPNyA) en su setenta aniversario

La Asociación española de psiquiatría del niño y del adolescente (AEPNyA) se fundó en Barcelona en el año 1950 como una sociedad médica que tenía como objetivo el estudio de los trastornos psiquiátricos de niños y adolescentes. Su desarrollo corre en paralelo con la de la psiquiatría infantil europea. Los fundadores fueron hombres y mujeres ilustrados, comprometidos con su tiempo y con la salud mental, la educación y los derechos de la infancia. Este artículo aborda los hitos principales de la historia de AEPNyA y distingue tres periodos: los comienzos, la fase de afianzamiento y el tiempo de la madurez. Los autores desean rendir un homenaje a los miembros fundadores y a todos aquellos que han contribuido al desarrollo de la Asociación.

Setting the global agenda for social psychiatry: child and adolescent psychiatric perspectives

History of child psychiatry is interlocked with society, child-rearing, family, and many social psychiatric aspects. Children make up one-third of the world's population and are the most physically, economically, and socially vulnerable group. Mental health problems represent the largest burden of disease among young people. Worldwide, 10%–20% of children and adolescents experience mental disorders. For the last 200 years, understanding of children and adolescents, their vulnerabilities, resilience, and treatments to enhance their mental health has been exploding. As we entered the 21st century with industrialization, urbanization, modernization, and globalization along with many aspects of our lives, children's mental health, and their rights, advocacy for their health has been of intense research and care. In this article, we address some of the most relevant topics – contributions of culture, immigration, digitalization, child maltreatment, discrimination, stigma, changes in the family structure. We also report here the efforts of the United Nations and various countries, with special emphasis on low- and middle-income countries. Finally, we also advocate various ways for children's mental health advancement from a social psychiatric perspective.

Whither Adolescent Psychiatry?

Recent articles by McGorry [1] and Patton [2] raise a number of issues in relation to the place of adolescent psychiatry in our psychiatric services as a whole. McGorry outlines the model being developed in the newly formed Centre For Young People's Mental Health and concludes that the model ‘is favoured by the increasing trend towards the co-location of adolescent and adult mental health services. It may be that the nexus of adolescent and adult services is relatively more important in a service delivery sense than die historical nexus between child and adolescent services, …’ (p. 247). Patton, by contrast, argues ‘An epidemiological case for a separate adolescent psychiatry?’ based on a review of the history of child psychiatry and the epidemiology of adolescent psychiatric disorder. The issues raised by both authors are very important and merit lively debate and careful consideration before the outcome advocated by either is actively pursued.

Child psychiatry: one nation.

This essay discusses the position of child psychiatry as a subspecialty in Canada today. Proceeding from a review of a paper written by Dr. Quentin Rae-Grant in 1970 "Adult and Child Psychiatry--One or Two Nations?" the author, using the concept of a nation as a metaphor, explores the evolution of child psychiatry as a subspecialty in Canada. The history of child psychiatry in Canada is reviewed briefly; from its early beginnings to an increased understanding of its uniqueness as a subspecialty, finally through to the formation of the Canadian Academy of Child Psychiatry in 1980. The essay stresses the mutuality of our dependence on the Canadian Psychiatric Association. The author emphasizes our mutual dependence on the greater organizational body of psychiatrists, and encourages a greater participation of child psychiatrists within the Canadian Psychiatric Association. The author also emphasizes the need to have a closer relationship with the Canadian Paediatric Society. In addition, the author discusses in some detail the more complex and controversial relationship between child psychiatry and the Royal College of Physicians and Surgeons of Canada. Finally the author emphasizes the importance of a close working relationship with the American Academy of Child and Adolescent Psychiatry. All of these relationships are emphasized in terms of mutual dependence.

Pharmacotherapy and Management of Pathological Separation Anxiety

In the history of child psychiatry, pharmacological intervention has followed practice established with adults. This approach is eminently rational because of the reluctance to administer to developing organisms compounds whose effects are not well known in mature humans. Thus, after antipsychotic, antidepressant, and stimulant drugs were found to have valuable properties in adults, they were tried among similar, child, clinical groups. Though the use of imipramine in school-phobic children followed its use in agoraphobic adults (Klein, 1964; Klein & Fink, 1962), its first application was derived from inferences regarding relationships of psychopathology rather than from strict, therapeutic empiricism. The syndrome of agoraphobia was clearly identified long ago, but until recently had received relatively little clinical attention. Agoraphobic adults experience sudden, unexplained, panic attacks and are unable to travel independently. They are typically women. One, Freudian theory posits that the symptoms are due to an unconscious, anxiety-provoking, prostitution wish: the women's phobic avoidance of the outside world prevents the activation of an incompletely repressed wish to be a streetwalker. Fortuitously, Klein discovered that imipramine blocked agoraphobes' apparently spontaneous panic attacks. Double-blind, placebo-controlled studies confirmed this clinical finding (Klein, 1964). Applying an ethological concept to the panic anxiety of agoraphobes, Klein postulated that these patients suffered from a disruption of a normal biological process responsible for the regulation of anxiety triggered by separation. This notion was stimulated by the observation that a large proportion of the patients had a childhood history of severe separation anxiety and that their

Psychhiatrists' Reliability in Judging Ego Function

THE PROBLEM of diagnosis has been a difficult one in child psychiatry for many years, or, in fact, throughout the history of child psychiatry. It is the purpose of this paper to show thata clinical appraisal of a child is not as unreliable as one would Surmise when the issue is judged only from the point of view of diagnosis. In other words, the authors contend that two child psychiatrists looking at the same child will describe him under very different diagnostic labels, but will arrive at judgment of the presence or absence and the severity of illness in some sort of uniform way. Further, it is contended that despite training in different centers and in different parts of the country, similarity of thought exists. If such similarity of thought exists, on what is it based.? What do we look at as we evaluate a child.? We

The Pshchoanalytic Study of the Child, Vol. II

A group of leading psychoanalysts representing psychiatry, psychology, social work and education have contributed to this second volume in the study of the child. The book deals with a variety of aspects of the child's life and includes essays on personality development, healthy and deviant behavior, learning and reading disabilities, neurotic symptom formation, problems of psychoses in children and the history of child psychiatry. Although written particularly for workers in psychiatry and related fields, the papers contain a wealth of material which should be of value to the pediatrician. Unfortunately, a busy practitioner will not have the time nor the patience to study intently the material presented here.