TRANSTORNO MENTAL E COMPORTAMENTAL NO ESTADO DE SÃO PAULO: VARIAÇÕES DA MORTALIDADE E MORBIDADE DE 2017 A 2020

Mental and behavioral disorders are influenced by a combination of factors that affect an individual's emotional balance and affect people of all ages, sex and social classes, although each group has its specificities. The present study aims to determine the prevalence of hospitalizations caused by Mental and Behavioral Disorders (CMD), considering an age group, gender and an ICD-10 morbidity list in the State of São Paulo between the years 2017 to 2020. This research was an ecological study on the prevalence of cases of mental and commercial disorders in the State of São Paulo. Data were collected on the DATASUS platform, where the number of admissions according to gender, age and ICD-10 morbidity list in the 2017-2020 period were surveyed. The results obtained revealed a growing increase in CMD cases in the state, especially from 2018 to 2019 with a subsequent fall in 2020, with, from 2017 to 2020, approximately 58.81% prevalence of CMD in sex and approximately 41.19% prevalence in sex female, mainly affecting people aged 30 to 39 years, higher prevalence of mood in females (67.18%) and CMD due to alcohol use in females (87.89%). It is concluded that amidst the pandemic against COVID-19, several patients considered without a diagnosis of Mental and Behavioral Disorders, because of this, it is possible that after the pandemic there are a greater number than expected of patients with more advanced conditions due to the absence of an early diagnosis.

Meeting the Needs of Students With Emotional and Behavioral Disorders During the COVID-19 School Closures

The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders who have complex and resource-intensive social, emotional, and behavioral needs. The purpose of this study was to examine the extent to which special educators and related service providers felt they were able to meet those needs in the context of the pandemic occurring in the Spring of 2020. Results indicated respondents’ perceptions of their ability to meet students’ needs and implement their students’ individualized education programs (IEPs) were moderated by policies on remote instruction and students’ access to technology. In addition, respondents suggested district- and school-level response strategies, professional development on remote instruction, access to the internet at home, and additional technology would be helpful in future school closures. Implications and limitations are discussed.

Evaluating Behavioral Changes Prevalence Among Primary and Preschool Children Due to COVID-19 Epidemic

Background: The COVID-19 pandemic and its subsequent changes in the community lifestyle can be associated with problems and complications. It seems very important to identify the problems caused by the COVID-19 pandemic accurately. Objectives: This study aimed to investigate behavioral changes in children due to the COVID-19 pandemic in South Khorasan in 2021. Methods: In this cross-sectional study, 312 children were studied. Inclusion criteria included all children under 12 years of age without apparent mental disorders and chronic diseases affecting behavioral changes. Exclusion criteria were parental separation, experiencing natural disasters in the last two years, losing a first-degree family member in the last two years, and any underlying disease in the child and first-degree family members. The questionnaires included a demographic questionnaire and the Ruther Children's Behavior Questionnaire, completed by parents online due to the COVID-19 epidemic and the new situation. Results: The results showed that the behavioral disorder prevalence was 37.2% (n = 116). The mean scores were 3.10 ± 2.23 for aggression-hyperactivity, 3.11 ± 3.08 for anxiety-depression, 2.65 ± 1.79 for social maladaptation, 2.34 ± 1.83 for antisocial behavior, and 1.59 ± 1.29 for attention deficit. There was no significant relationship between demographic indicators and behavioral disorders (P > 0.05). Conclusions: The results indicated an increase in the prevalence of behavioral disorders in children during the COVID-19 pandemic. Therefore, it seems necessary to identify influencing factors and find appropriate solutions to prevent such disorders.

Behavioral Disorders

Behavioral disorders are on the rise at all levels of upbringing and education, among all categories of children and students, both in terms of their scope and forms of manifestation. The focus of this chapter is to elaborate on the notion of behavioral disorders to introduce a variety of definitions recognized by researchers and practitioners in different scientific disciplines studied by social pedagogy. Furthermore, the emphasis of this chapter is to investigate classifications, criteria, and categories of behavioral problems and identify risks and protective factors among children and young people. These risk factors were discovered in school settings, among peers, and in family climates instigating mild and serious behavioral challenges. The chapter provides a detailed insight into risk factors caused by genetics, family environments, school education, media influence, and free time utilization. The content of this chapter will expand the theoretical and practical knowledge of social pedagogues and other professionals who deal with diverse behavioral disorders in various societies.

Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

Prevention and Rehabilitation of Behavioral Disorders

Behavioral disorders are progressively affecting all categories of pedagogues and educators and all strata of society with prevalently diverse manifestations and gaining the characteristics of an epidemic. It is especially important that future social pedagogues and other professionals contribute to solving socio-pathological problems. This chapter presents solutions and recommendations for behavioral problems detected amongst children and youths. Early uncovering and diagnosis of behavioral disorders is of outmost importance for prevention, rehabilitation, and elimination. The chapter examines the role of the family, the role of the school, and school professional services in the prevention and eradication of behavioral disorders. This chapter further explores the prevention measures to counteract and stop juvenile delinquency and to deal with effective rehabilitation early. This chapter will contribute to the acquisition of knowledge about current prevention programs, getting to know the etymology and measures of prevention, detection, and rehabilitation of the same.

Treatment of Cognitive and Behavioral Disorders in Children Using Transcranial Magnetic Stimulation: Literature Review

Speech disorders have the leading position among cognitive disorders and represent the urgent medical problem. The modern approach to the treatment of cognitive and behavioral disorders in children consists of the integrity of pharmacotherapeutic, correctional and psychotherapeutic, as well as non-invasive instrumental methods of brain neurostimulation. This article provides the overview of the currently available data on transcranial magnetic stimulation method as noninvasive treatment of various neuropsychiatric disorders in children and its difference from physiotherapeutic methods used in traditional Russian practice.