Somatic emotional disorders in childhood and adolescence

1989 ◽  
Vol 33 (6) ◽  
pp. 681-688 ◽  
Author(s):  
Ian M. Goodyer ◽  
Caroline Mitchell
Keyword(s):  
Emotional Disorders ◽  
Childhood And Adolescence

scholarly journals Potential Use of Transspinal Direct Current Stimulation For Cerebral Circulation Correction

2017 ◽  
Vol 8 (6) ◽  
pp. 50-55 ◽  
Author(s):  
George K. Sirbiladze ◽  
Galina A. Suslova ◽  
Dmitrij Ju. Pinchuk ◽  
Timur K. Sirbiladze
Keyword(s):  
Emotional Disorders ◽  
Direct Current ◽  
Spinous Process ◽  
Cervical Vertebra ◽  
Constant Current ◽  
Childhood And Adolescence ◽  
Lumbosacral Region ◽  
Direct Current Stimulation ◽  
Seventh Cervical Vertebra ◽  
Potential Use

Research objective: to prove the potential use of Trans spinal direct current stimulation for treatment of brain systems functioning disturbance attached with regulation of vasal tonus. Identify the most effective localizations and exposure regimens, so that in the future they can be used purposefully, for the treatment of cerebral blood flow disorders. Materials and methods. 38 children aged 4-12 years were examined who were treated with TSDCS and who had EEG at the beginning of the course of treatment – signs of hemolytic dysfunction with ICD-10 diagnoses as mental retardation (F70-F79), disorders of psychological development (F80-F89) or as behavioural and emotional disorders with onset usually occurring in childhood and adolescence (F90-F98). The following examinations were performed: an electroencephalogram, a neurological examination. The trans spinal direct current stimulation was carried out by a constant current of 100-200 μA, during 30-40 min. At the same time, the cathode was located lateral from the spinous process of the seventh cervical vertebra C7, and the anode counterlaterally to the cathode in the lumbosacral region at the level of the spinous processes L5-S1. A total of 3 to 5 sessions of TSDCS were conducted. A repeat EEG examination with the determination of Hemolucleodynamics Coefficient (HC) was performed 7-10 days after the last TSMP session. Result. After the course of TSDCS, all patients significantly decreased the HC score. In 27 patients (71%) patients, HC decreased to the norm value (≤1,2). In 23 patients (29%), HC values corresponded to the first degree of hemolytic dysfunction.

Emotion Regulation and Anxiety

2017 ◽  
pp. 154-170
Author(s):  
Dagmar Kr. Hannesdóttir ◽  
Thomas H. Ollendick
Keyword(s):  
Emotion Regulation ◽  
Anxiety Disorders ◽  
Emotional Disorders ◽  
Behavioral Therapy ◽  
Future Research ◽  
Childhood And Adolescence ◽  
Success Rates ◽  
Treatment As Usual ◽  
Unified Protocol ◽  
Clinically Significant

Chapter 8 reviews anxiety disorders of childhood and adolescence, investigating the role of emotion regulation in onset, maintenance and propagation. Based on DSM-5 criteria anxiety disorders have the following core features: Excessive, persisting anxious arousal and clinically significant symptoms causing distress or dysfunction in social, academic or other domains of functioning. Currently, CBT interventions have been created for school-aged children with anxiety including the Coping Cat and the Cool Kids programs. Despite relatively high success rates, children remaining symptomatic after treatment may benefit from emotion-focused approaches, such as Emotion-Focused Cognitive-Behavioral Therapy and the Unified Protocol for the Treatment of Emotional Disorders in Youth. In addition, novel therapies have been devised targeting parents and their emotion regulation deficits like the Supportive Parenting for Anxious Childhood Emotions (SPACE) program. Future research should employ randomized control trials comparing the novel treatment approaches, treatment as usual, and standard CBT determining best practice protocols.

scholarly journals Prenatal maternal infections and psychopathology in childhood and adolescence: Findings from the ALSPAC birth cohort

2020 ◽  
Author(s):  
Hildigunnur Anna Hall ◽  
Lydia Gabriela Speyer ◽  
MIchael Lombardo ◽  
Aja Louise Murray ◽  
Bonnie Auyeung
Keyword(s):  
Psychiatric Disorders ◽  
Emotional Disorders ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Child Outcomes ◽  
Well Being ◽  
Childhood And Adolescence ◽  
Parents And Children ◽  
Prenatal Infections ◽  
The Uk

Aims: Studies have suggested that exposure to prenatal infections may be a risk factor in the aetiology of neurodevelopmental disorders such as schizophrenia and autism, but that its effects may differ by timing of exposure. Evidence on other psychiatric outcomes, however, is scarce and mixed. The aims of this study were to examine whether exposure to infections, at any point in gestation and during each trimester, is associated with increased odds of psychiatric disorders (pervasive developmental disorders, attention-deficit hyperactivity disorder, behavioural disorders and emotional disorders) at ages 7 and 14. Methods: Participants were n = 8859 mother and child pairs from the UK Avon Longitudinal Study of Parents and Children (ALSPAC) cohort. Exposure to prenatal infections was assessed for each trimester using maternal self-reports. Children’s psychiatric status was assessed using the parent-reported Development and Well-being Assessment (DAWBA). Logistic regressions were used to examine links between prenatal infections and child outcomes. Results: Half of the mothers reported an infection at some point during pregnancy and 7% of children were reported to have a psychiatric condition. Increased odds of children having any psychiatric disorder at age 14 were found in association with infections at any point during pregnancy, OR = 1.27 (95% CI 1.04, 1.55) and in the third trimester specifically, OR = 1.28 (95% CI 1.02, 1.61), after adjusting for the effects of potential confounds and other covariates. No other links were found in adjusted models. Conclusions: Findings suggest that associations between prenatal infections and children’s psychiatric disorders are weak to non-existent, after adjusting for the effects of other factors.

scholarly journals The very premature newborn: difficulties in the school

2019 ◽  
Vol 18 (3) ◽  
pp. 554-578
Author(s):  
Cristina Casado Gómez ◽  
Asunción Moya Maya ◽  
Ana Corrales González
Keyword(s):  
Emotional Disorders ◽  
Somatic Complaints ◽  
Learning Problems ◽  
Childhood And Adolescence ◽  
Cognitive Level ◽  
School Life ◽  
Social Emotional ◽  
Motor Delay ◽  
Simple Motor ◽  
Emotional Level

Introducción: El nacimiento prematuro lleva implícito una situación de inmadurez que afecta a todos los sistemas anatómicos y funcionales del recién nacido, condición de especial vulnerabilidad, con una frecuente asociación con otras patologías y/o alteraciones del desarrollo infantil.Objetivo: Conocer las dificultades en la escuela que pueden presentar los niños y niñas nacidos muy prematuros.Material y Métodos: Revisión bibliográfica en bases de datos como Pubmed, Medline, Scielo, Cochrane; seleccionando artículos científicos tanto en español como en inglés de los últimos 10 años. Resultados: Los niños y las niñas que nacen muy prematuros y/o con bajo peso al nacer, tienen un mayor riesgo de presentar dificultades que pueden perjudicar su correcto desarrollo en la infancia y la adolescencia. Algunas de las necesidades evidenciadas a nivel motor son el retraso motor simple y la parálisis cerebral; a nivel sensorio-cognitivo, fueron los problemas de aprendizaje y alteraciones sensoriales mayores; y a nivel socioemocional, se evidencian trastornos comportamentales como es la hiperactividad y trastornos emocionales como son la depresión, quejas somáticas, temores y fobias. Conclusiones: Los profesionales de salud, de la educación y las familias, deben conocer el riesgo que presentan los grandes prematuros de presentar dificultades y/o alteraciones que pueden interferir en la vida escolar, con el fin de trabajar conjuntamente en la prevención de dichas dificultades con una intervención temprana. El cuidado de enfermería debe ir mucho más allá de la situación aguda del recién nacido, siendo agente promotor de salud en todas las etapas de la vida del niño/a. Introduction: Premature birth implicitly involves a situation of immaturity that affects all the anatomicaland functional systems of the newborn, a condition of special vulnerability, with a frequent association with other pathologies and / or alterations in child development.Objetive: To know the difficulties in school that children born very premature can presentMaterial and Methods: Bibliographic review in databases such as Pubmed, Medline, Scielo, Cochrane; selecting scientific articles in both Spanish and English for the last 10 years.Results: Children born very premature and / or with low birth weight, have a higher risk of presenting difficulties that may impair their proper development in childhood and adolescence. Some of the needs evidenced at the motor level are simple motor delay and cerebral palsy; at sensory-cognitive level, there were learning problems and major sensory alterations; and at a social-emotional level, there are behavioral disorders such as hyperactivity and emotional disorders such as depression, somatic complaints, fears and phobias.Conclusions: Health professionals, education and families must know the risk presented by large premature children to present difficulties and / or alterations that may interfere with school life, in order to work together in the prevention of such difficulties with a early intervention. Nursing care must go far beyond the acute situation of the newborn, being a promoter of health in all stages of the child's life.

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