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Psychopharmacology in Student Health (College and Graduate): Substance Use Disorders and Psychiatry

Este trabalho se propõe a mapear algumas contendas em torno do uso e da eficácia de medicamentos – psicofármacos, em particular – como forma de tratamento psiquiátrico, operando a partir de 3 eixos: 1. genealogia da ascensão da indústria farmacêutica e da psicofarmacologia a partir de meados do século XX; 2. etnografia no Instituto Municipal de Assistência à Saúde Nise da Silveira, no Rio de Janeiro; 3. discussão a propósito dos desdobramentos da biopolítica no segundo pós-guerra, envolvendo ciência, biomedicina, sociedade e poder. Sustenta-se que a noção de agenciamento pode oferecer uma melhor compreensão sobre as controvérsias que emergem dessa trama, deslocando o entendimento do medicamento enquanto objeto pré-determinado para as relações que o atravessam e o constituem.

The high variability and poor quality of many safety studies in child and adolescent psychopharmacology add to the complexities of choosing psychiatric

Introduction: The dynamic use of Internet facilities has shifted the teaching-learning process from traditional classroom teaching to the virtual learning environment. Aim: This quasi-experimental study was done to assess the effectiveness of a web-based teaching program designed on Moodle on “Psychopharmacology” for B. Sc. Nursing students. Settings and Design: Nonequivalent control group pretest posttest experimental design was used. A total of 90 nursing students were selected with total enumerative sampling from Amity College of Nursing, Haryana and Galgotias School of Nursing, Greater Noida. Subjects and Methods: A structured knowledge questionnaire was used to assess the knowledge of students regarding psychopharmacology. Group I, i.e., the experimental group received a web-based teaching program and Group II, i.e., control group received conventional teaching. Structured opinionnaire was used to assess the students' acceptance toward web-based teaching program. Results: The post mean knowledge score of students in experimental group (24.80 and 23.83 on day 11 and 21) and conventional teaching program (24.4 and 24.1 on day 11 and 21) was higher than their pre intervention knowledge scores in Group I (15.89) and Group II (15.25). Thus, both web-based teaching program and conventional teaching were found equally effective at statistically significant at P

Editorial: bridging the gap with computational and translational psychopharmacology

Disruptive Psychopharmacology

Drug treatments play an important role in the treatment of child and adolescent psychiatric disorders. However, there is often a long delay before research findings are translated into clinical practice; furthermore, changes in clinical practice outstrip the available evidence. This paper focuses on current issues and research findings on the pharmacological treatment of attention-deficit hyperactivity disorder (ADHD) and affective disorders. Clinical findings from a US study of the treatment of ADHD with extended-release stimulants and non-stimulants, and the development and use of clinical guidelines are discussed. Clinical trials of selective serotonin reuptake inhibitors for early-onset depression, approaches to managing treatment-resistant depression and guidance on the drug treatment of early-onset mania are considered.

Helping You Know What You Don't Know: A Self-Assessment Review of Psychopharmacology

Psychopharmacology and the Problem With PolemicsPsychopharmacology and the Problem With Polemics

The Psychopharmacology of Depression and Anxiety and Their Treatment

Characteristics of patients in a new perinatal mental health program

Alcohol addiction in patients with comorbidity of borderline personality disorder and Bipolar disorder

Sexual dysfunction as a side effect of psychopharmacology: What to do now?

Use of GP services over a five-year period after an episode of depression

Symptom burden in cancer patients and caregiving experience

The psychopharmacological treatments of autism was started since 1950s (Aman et al., 2000). There-after behavioural theory was used for autism (Lovaas & Smith, 1989). Applied behaviour analysis (ABA) derived from the theories of behaviour developed by Watson (1913), Thorndike (1921) and Skinner (1938). The process of applying treatment that are based on the principles of learning derived from experimental psychology research to systematically change behaviuor and to demonstrate that the treatments used are responsible for the observable improvement in behaviour. ABA methods of Discrete Trial Training (DTT), Pivotal Response Training (PRT) and Functional Routine are used to increase and maintain desirable adaptive behaviours, reduce interfering maladaptive behaviours, teach new behaviours and generalize behaviours to new environments (Koegel et al., 1989; Arick & Falco, 1989; Krantz et al., 1993).ABA focuses on the reliable behaviour within relevant setting including the home, school and community. The effectiveness of ABA based treatment in autism has been well documented through 5 decades of research by using single-subject methodology and in controlled studies of comprehensive early intensive behavioural treatment programs in university and community setting (Myers & Johnson, 2007). Children who receive home based early intensive behavioural treatment (ABA) have been shown to make substantial, sustained gains in IQ/DQ, language, academic performance, and adaptive behavior, and their outcomes have been significantly better (Sambandam & Rangaswami, 2012). The ABA strategies provide a powerful tool for enabling children with autism to meet important educational goals and special education.Behavioural theory consists of three basic tenets. The first tenet is the principles of reinforcement and punishment that are at the core of learning theory, they have been used with great success in the management of children with autism. The second tenet is the behaviours characteristic of autism; they are developmental delays result in overall improvement with ABA training. The third tenet is that children with autism could learn in constructed environments. It could address the function of specific behaviours. When modifications are made to the normal environment, children with autism have the ability to learn and be successful. The behaviour therapy is specifically concentrated on the child's environment in order to identify deficit behaviours and manages them with interventions.Recently most of the researches have concentrated on training the children's parents to serve as co-therapists in behavior modification procedures based on ABA has which shown to produce positive changes in many aspects of children with autism (Sambandam & Rangaswami, 2011). This procedures has been increasingly well documented in the behavioural literature (Koegel et al., 1978; Koegel et al., 1982; Kozloff, 1984).Aim of the study was to conduct ABA programe on 15 children with autism and to evaluate the efficacy of AB A programs for improving general development, language and adaptive behaviour. Further to compare with a matched control group of 15 children receiving treatment as usual.MethodParticipants30 children with the age range of 3 to 8 years and diagnosed based on DSM-V as autism were taken from the SRI-MD Autism Research Foundation, Puducherry. They were assigned randomly to either for intervention group (No: 15) or to the control group (No: 15). For the intervention group, the first case who met the inclusion and exclusion criteria was allotted. The next case who met the inclusion and exclusion criteria was allotted to control group. Similar process was carried out for the intervention and the control groups so as to have 15 children in each group. While intervention group underwent the total procedure of the ABA based comprehensive treatment, the control group had only routine treatment as used without any additional input. …

History of Psychopharmacology, Volumes 1–4

People suffering from Body Integrity Identity Disorder (BIID) feel the intense desire for a physical disability (e.g. amputation or palsy of a limb). The suffering is caused by a divergence between their intact real body and their desired mental self-image of a disabled person. Aim of this pilot-study was to answer the question, whether psychotherapy can help to prevent the desire for amputation or palsy. Methods: A questionnaire was developed to investigate experiences with psychotherapy in BIID-patients. These people were asked about the success of different psychological and psychopharmacological types of therapy. Respondents stated whether they experienced an increase or decrease of their desire for amputation or palsy due to the specific kind of therapy and to what extent their psychological strain had been changed after therapy. Results: BIID is a very rare disturbance; still 25 people were investigated in this study. 32% had psychopharmacological treatment, 24% had cognitive behavioral therapy, 20% psychodynamic therapy, 20% had trained a relaxation technique, 8% had counseling therapy and 4% had experiences with art- and body-centered exercise therapies. In contrast to our hypothesis, all therapy-methods tended to cause an increase of the desire for obtaining a disability. A higher number of therapy sessions was positively correlated with an increased desire for an amputation, paralysis or other disability. On the other hand, the psychological strain in relation to BIID was reduced by all types of therapies; the highest reduction could be reached with psychodynamic therapy. Conclusion: Psychotherapy can reduce the psychological strain in BIID affected persons. The fact that the desire to obtain a disability increases during the therapy is explained as a result of an intense exchange about BIID with the therapist.

Psychopharmacology of attention: The impact of drugs in an age of increased distractions.