Prevalence Rate and Course of Symptoms of Disruptive Mood Dysregulation Disorder (DMDD)

2018 ◽  
Vol 46 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Katharina Grau ◽  
Paul L. Plener ◽  
Sarah Hohmann ◽  
Jörg M. Fegert ◽  
Elmar Brähler ◽  
...  
Keyword(s):  
Primary School ◽  
Prevalence Rate ◽  
Psychiatric Symptoms ◽  
Well Being ◽  
Population Based ◽  
School Age ◽  
Disruptive Mood Dysregulation Disorder ◽  
Representative Study ◽  
Primary School Age ◽  
Mood Dysregulation

Abstract. Objective: According to DSM-5, Disruptive Mood Dysregulation Disorder (DMDD) is characterized by chronic temper outbursts and irritable moods. So far, little is known about its prevalence rate, course and influence on individual well-being. We assessed the prevalence rates of DMDD symptoms during adulthood and primary school age – the latter retrospectively – and studied their relationship with psychiatric disorders and socioeconomic variables. Methods: A total of 2,413 subjects, aged 18–94 years, participated in this population-based, representative study based on self-reports. Results: 12 (0.50 %) subjects reported elevated DMDD symptoms during adulthood, and 19 (0.79 %) reported elevated DMDD symptoms during primary school age. DMDD symptoms were associated with higher rates of depression and anxiety symptoms. Those reporting elevated DMDD symptoms during adulthood were more often single or divorced, and those reporting elevated DMDD symptoms during primary school age were more often childless and unemployed during adulthood compared to subjects without DMDD symptoms. Conclusions: DMDD symptoms seem to show a chronic course and go hand in hand with elevated psychiatric symptoms and impaired socioeconomic and demographic status.

scholarly journals FORMATION OF A HEALTHY LIFESTYLE FOR CHILDREN OF PRIMARY SCHOOL AGE IN GENERAL SECONDARY EDUCATION

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Anna Viala ◽  
◽  
Olena Denysiuk ◽  
Keyword(s):  
Primary School ◽  
School Children ◽  
Healthy Lifestyle ◽  
Well Being ◽  
Primary School Children ◽  
School Age ◽  
Health It ◽  
Methodological Principles ◽  
Primary School Age ◽  
Perception Of Health

The article explores the problems of motivating a healthy lifestyle of primary school children. The issue of a healthy lifestyle will always be relevant because it plays a key role in maintaining and promoting health. It is especially relevant for the younger generation, because it is our future. The work presents scientists who analyzed the theoretical and methodological principles of forming a healthy lifestyle for children, the formation of a healthy lifestyle from the standpoint of medicine, as well as psychological and pedagogical aspects of educating a healthy lifestyle for children. Selection of previously unsolved parts of the overall problem. The main material of the article states that a healthy lifestyle of children should start with a healthy example of parents and teachers, because they are the ones who lay the foundation for the children lifestyle. The ideological principles of a healthy lifestyle are described, namely: the idea of the priority of the value of health, the perception of health not only as the absence of disease, understanding of health in its four areas - mental, physical, social and spiritual. The criteria for forming a positive motivation for a healthy lifestyle in students are indicated, namely: at the level of physical health, at the level of mental health, at the level of spiritual health and at the level of social well-being. It is necessary to pay special attention when choosing a strategy for the formation of a healthy lifestyle in primary school age, to: psychological and psychophysical characteristics and rely on the area of actual development of the child to work on the formation of a healthy lifestyle was successful. To be more effective in creating motivation for a healthy lifestyle, parents and educators must remember that there must be a systematic approach that includes methods that are comprehensively aimed at implementing a healthy lifestyle. The article presents the most common methods of forming motivation for a healthy lifestyle both in school and in distance learning. The most effective methods in working with primary school children are active methods, as younger students are very active and like to move a lot.

scholarly journals Physical development of primary school-age orphan boys with mental retardation

2020 ◽  
Vol 28 (1) ◽  
pp. 30-36
Author(s):  
Elizaveta S. Ovcharenko ◽  
Vera V. Fefelova ◽  
Edward V. Kasparov ◽  
Tatyana P. Koloskova ◽  
Olga V. Smirnova ◽  
...  
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
Sharp Decrease ◽  
Well Being ◽  
Physical Development ◽  
Residential Home ◽  
Control Group ◽  
School Age ◽  
Anthropometric Parameters ◽  
Primary School Age

Mental retardation is considered one of the most common pathologies of children's mental development. Parameters of physical development are actively used as informative markers of health status, social and hygienic well-being both in norm and in various pathologies. At the same time, not enough attention is given to orphans with intellectual disabilities in this context. Aim. To study the parameters of physical development in primary school-age boys with mental retardation brought up in a specialized orphanage. Materials and Methods. 34 Boys (7-11 years old) were examined. Of these, 20 children with a diagnosis of moderate mental retardation (F71) were brought up in a specialized children's home for mentally retarded children (without parental care). The control group included 14 intellectually healthy boys of the same age who were brought up in an orphanage of a physiological type. Anthropometric parameters (body length, body weight, chest and head circumference, cross-section diameter of the chest), sthenia index, level of physical development, and Quetelet II index were studied. Results. The data obtained indicate a sharp decrease in parameters that characterize physical development of orphan boys with mental retardation in comparison with intellectually healthy orphan boys. Since children were in the same social and hygienic conditions, the identified features may be due to the combined influence of the presence of deviations in the intellectual deve-lopment of children and upbringing in a residential home. Conclusion. The results obtained determine the need for closer medical and hygienic support for orphans with mental retardation.

scholarly journals The development of physical qualities in girls of primary school age by aerobics

2020 ◽  
pp. 23-29
Author(s):  
Valeriy Boiko ◽  
Olena Butok ◽  
Kateryna Kholyavko
Keyword(s):  
Primary School ◽  
Emotional State ◽  
Well Being ◽  
Health Improvement ◽  
School Age ◽  
Health Technologies ◽  
Teacher Responsibility ◽  
Risk Of Injury ◽  
Primary School Age ◽  
Selection Of

The essence and features of the physical development of girls of primary school age are considered in the article. The foundations of the development of physical qualities at the age of 6-10 years are analyzed. The concept of aerobics as an instrument of health improvement is given and its effect on body is indicated. The basic requirements for aerobics classes for girls of primary school age are determined and some of the most favorable exercises for achieving the desired goals are highlighted. The analysis of the research results indicates that the use of aerobic exercises not only contributes to the development of specific physical qualities - speed, strength endurance, agility (coordination), flexibility, but also it is able to develop musicality, memory and attentiveness, stabilize the nervous system, improve psycho-emotional state and general well-being. The pedagogical observation was conducted during the period from September, 14 to November 1, 2020. Its base is ‘Ruda Vorona’ in Irpin. The research involved (n = 20) girls aged 6-10 years. The main obstacles for using the aerobics exercises in the training process are a significant load on the girls' body and a high risk of injury, that increase the level of teacher responsibility and provide for the constant monitoring of the child's health and, if it is necessary, individual selection of exercises. That is why, it is important to use not only traditional general developmental exercises that are common in aerobics and are previously researched, but implement the modern methods, that are based on using innovative health technologies.

scholarly journals Associations between measures of social distancing and SARS-CoV-2 seropositivity: a nationwide population-based study in the Netherlands

2021 ◽  
Author(s):  
Eric R.A. Vos ◽  
Michiel van Boven ◽  
Gerco den Hartog ◽  
Jantien A. Backer ◽  
Don Klinkenberg ◽  
...  
Keyword(s):  
Young Adults ◽  
The Netherlands ◽  
Primary School ◽  
Significant Role ◽  
Close Contact ◽  
Population Based ◽  
School Age ◽  
Population Based Study ◽  
Viral Spread ◽  
Primary School Age

ABSTRACTThis large nationwide population-based seroepidemiological study provides evidence on the effectiveness of physical distancing (>1.5m) and indoor group size reductions on SARS-CoV-2 infection. Additionally, young adults seem to play a significant role in viral spread, opposed to children up until the primary school age with whom close contact is permitted.

scholarly journals The Relationship of Subjective Well-being with Regulatory and Personality Characteristics in the Primary School Age Children

2018 ◽  
Vol 10 (2) ◽  
pp. 64-76 ◽  
Author(s):  
T.G. Fomina ◽  
O.V. Eftimova ◽  
V.I. Morosanova
Keyword(s):  
Primary School ◽  
Big Five ◽  
Self Regulation ◽  
Well Being ◽  
Educational Activity ◽  
School Age Children ◽  
Personality Factors ◽  
School Age ◽  
Subjective Well Being ◽  
Primary School Age

The study on relationship between conscious self-regulation, intrapersonal characteristics, and subjective well-being of younger schoolchildren (N = 156, age 10-11 years) made it possible to reveal and analyze significant links of the regulatory characteristics and personality factors (the Big Five model) with a cognitive parameter of subjective well-being in three spheres: family, school and self-attitude. Morosanova’s Self-Regulation Profile Questionnaire – Junior ), Russian version of the «Big Five Questionnaire – Children BFQ-C (S.B. Malykh , T.N. Tikhomirova, G.M. Vasin) » and Russian adaptation of Multidimensional Students Life Satisfaction Scale MSLSS (T.O. Gordeeva, E.N. Osin) was used. The results analysis provided for identifying significant regulatory and intrapersonal predictors of subjective well-being specific to primary school age children. The level of certain regulatory features development, as well as the general level of conscious self-regulation of educational activity proved to be significant factors of the schoolchildren subjective well-being

scholarly journals Development of emotional intelligence of primary school pupils

2020 ◽  
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
Intellectual Development ◽  
Human Life ◽  
Well Being ◽  
Educational Process ◽  
School Age ◽  
School Students ◽  
Primary School Pupils ◽  
Primary School Age

Analyzing scientific research, we found the problem of little knowledge of the nature and elements of emotional intelligence of children of primary school age, the directions of its formation. The authors want to reveal the ways of solving this problem, which is complex, contradictory and at the same time relevant and in demand in modern psychological and pedagogical science, more widely in their article. They associate the presence of emotional intelligence of a person with various habits, work, happy moments in life, etc. The less attention a person pays to the development of their own emotional intelligence, the more time he/she will need to settle their own and others' emotions (delight, sadness, joy, irritation, feelings, etc.). In the article: the concept of emotional intelligence, which occupies one of the most important places in human life (it is connected with various spheres of their activity, work, well-being, habits, etc.), is considered; reveals the nature and elements of children’s emotional intelligence, which appears and develops in primary school age. The authors analyzed methods favorable for the formation of primary school pupils’ emotional intelligence, its impact on the behavior of a child, and the increase in academic performance. The relationship between the development of primary school children’s emotional intelligence and such concepts as socialization, communication, adaptation has been established. Primary school teachers should pay attention to the formation of children’s various emotions. Awareness by teachers of the importance of schoolchildren’s emotional intelligence contributes to the focus of their educational activities. After all, each emotion is a manifestation of a certain behavior; implementation of actions; gestures and words with the help of which each person can explain their behavior and actions. In the article: the need to develop primary school students’ emotional intelligence for effective teamwork, successful cooperation, awareness of common interests, discovery of talents, motivation for cooperation, erudition is analyzed; it is noted that during the educational process the intellectual development of children takes place, the improvement of significant personal qualities of a person (independence, hard work, etc.).

scholarly journals Structure of Subjective Well-being of Primary-School-Age Orphan Children with Disabilities Living in Orphanage Institutions and of Children Deprived of Parental Care

2021 ◽  
Vol 11 (3) ◽  
pp. 205-221
Author(s):  
V.N. Oslon ◽  
G.V. Semya ◽  
L.M. Prokopyeva ◽  
U.V. Kolesnikova
Keyword(s):  
Primary School ◽  
Parental Care ◽  
Well Being ◽  
Healthy Children ◽  
School Age ◽  
Subjective Well Being ◽  
Operational Model ◽  
Level Of Satisfaction ◽  
Primary School Age ◽  
The Relationship

The article presents the results of the study of the level and features of the structure of subjective well-being of orphans with disabilities aged 7 to 12 compared with conditionally healthy children. Within the limits of research, under the subjective well-being of the child the satisfaction (level of satisfaction) "system of the relations" to itself, others, with environment is considered. The study is based on a theoretical construct, an operational model, and a toolkit for studying subjective well-being in orphans and children without parental care, the validity of which has been proven on the basis of empirical research on this category of children. The analysis of the results showed that the structure of subjective well-being depends on the presence or absence of disabilities in orphans of primary school age, but at the same time, the presence of disabilities by itself, without taking into account the relationship with other components, is not reflected in the level of their subjective well-being.

scholarly journals Child’s attachment to mother as a predictor of psychological well-being in primary school age

2021 ◽  
Vol 23 (7) ◽  
pp. 122-146
Author(s):  
E. V. Kuftyak ◽  
O. V. Magdenko ◽  
Ju. A. Zadorova
Keyword(s):  
Life Satisfaction ◽  
Primary School ◽  
Life Quality ◽  
Well Being ◽  
School Age Children ◽  
School Age ◽  
Psychological Well Being ◽  
School Aged Children ◽  
Primary School Age

Introduction. The attachment is viewed as the base for assessment of individual adaptation variation throughout life. In the capacity of the core indicator of the person’s unison with external environment, the psychological well-being combines the different aspects of child life. The assessment of the psychological well-being is based on three indicators: evidence of life satisfaction; life quality assessment; difficulty levels of external and internal spectrum.The aim of the current publication is to investigate the influence of features of attachment to mother on psychological well-being of primary school-age children.Methodology and research methods. The methodological research framework was based on the main provisions of the attachment theory (J. Bowlby, M. Ainsworth). “Mother-Child Attachment Style Measure Questionnaire” method (Pupyreva, 2007) was employed to identify attachment features. The measure of psychological well-being was carried out by means of “Student’s Life Satisfaction Scale” (Toporkova, Slobodskaya et al., 2015), “Pediatric Quality of Life Inventory” and “Strength and Difficulties Questionnaire” (Goodman, Slobodskaya, Knyazev, 2005) methods. 178 primary school-age children (85 boys and 93 girls) aged 10 to 11 (mean age = 10.2) participated in the research.Results. The analysis of the results showed that secure attachment among children reduces life satisfaction, facilitates the behavioural disorders and psycho-emotional reactions, impacts on limitation of social contacts and life quality. Using the regression analysis, it was revealed that the quality of the correlation between attachment indicators and psychological well-being vary depending on degree of attachment security. It is demonstrated that maternal responsiveness and attentiveness is an absolute predictor of life satisfaction, physical and social well-being and life quality in the primary school-age period, irrespective of the child’s attachment types. The absence of mother-child closeness is the predictor for disruption of physical, emotional and social functioning, low level of life quality in insecure attachment in primary school-aged children.Scientific novelty. The specificity of psychological well-being of primary school-aged children with different types of attachment to their mother is determined. It is shown for the first time that characteristics of attachment are the predictors of life satisfaction, quality of life, and mental health of primary school-aged children.Practical significance. By identifying different regression models for the description of psychological well-being on the basis of child-mother attachment indicators, it may be possible to provide interventions to improve psychological well-being based on the characteristics of attachment.

scholarly journals Component structure of academic adaptation at primary school age

2021 ◽  
Vol 52 (4) ◽  
pp. 247-262
Author(s):  
Marina V. Grigorieva ◽  
◽  
Rail M. Shamionov ◽  
Elena S. Grinina ◽  
Alexey V. Sozonnik ◽  
...  
Keyword(s):  
Primary School ◽  
Educational Institution ◽  
Self Regulation ◽  
Well Being ◽  
Scientific Data ◽  
School Age ◽  
Component Structure ◽  
Primary Schoolchildren ◽  
Academic Adaptation ◽  
Primary School Age

Modern education is characterized by the variability of forms and requirements, which necessitates the search for the ways of effective academic adaptation of students. The purpose of this study is to study and experimentally confirm the component structure of academic adaptation at primary school age. The study involved 80 primary schoolchildren of the municipal educational institution "Secondary school No. 59" in Saratov (RF) and 51 parents. To study the component structure of the academic adaptation, the authors' questionnaire and scales for parents and children were used to assess the motivational, emotional, cognitive, communicative, personal (regulatory), as well as psychophysiological components of academic adaptation. New scientific data were obtained on the relationship of the motivational component of academic adaptation (with cognitive r= 0.245, at p < 0.05), cognitive (with internal learning motivation, r= 0.529, at p <0.01), and personal (with cognitive r= 0.375, at p< 0.01). It was found that the most variable characteristic of the academic adaptation of primary schoolchildren is the arbitrariness of mental processes (σ = 0.9). As a result of factor analysis, 7 factors of academic adaptation were identified: "Consistency of self-esteem as a good student", "Orientation towards independence in studies and communication with peers", "Psychophysiological distress", "Avoiding school troubles based on emotional self-regulation and thinking through actions at school", "Striving to improve normative behavior at school", "Social success in school", "General emotional well-being at school". It is also shown that, in the views of parents, the mental stress of students is a positive factor in the academic adaptation of their children, while the students themselves experience a negative influence of this factor on the success of their adaptation. The results of the experimental study enabled to create the scientific basis for developing a technology of psychological and pedagogical support for the academic adaptation of primary school students, contributing to the successful inclusion of a child in the educational environment.

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