Development and Pathology of Key Functions

2021 ◽  
pp. 19-58
Author(s):  
Eric Taylor
Keyword(s):  
Executive Function ◽  
Young People ◽  
Motor Function ◽  
Emotional Regulation ◽  
Environmental Changes ◽  
Tic Disorders ◽  
Children And Young People ◽  
Reality Testing ◽  
Attention Memory ◽  
The Brain

This chapter will describe some key functions that are vulnerable to genetic and environmental changes affecting the brain. Motor function, attention, memory, executive function, communication, social understanding and empathy, reality testing, and emotional regulation will be considered separately. Their typical development and the consequences of alterations for psychopathology will be described as the basis for understanding the complex and overlapping results of brain dysfunctions. The brain substrates for such functions are outlined. None of them is a unitary process. They have complex and developing relationships with the diagnoses of attention deficit, autism, language, coordination, learning, and tic disorders. All of them have significant roles to play beyond diagnoses in the development of children and young people.

Developmental Neuropsychiatry

2021 ◽  
Author(s):  
Eric Taylor
Keyword(s):  
Young People ◽  
Psychosocial Development ◽  
Emotional Regulation ◽  
Psychotic Disorders ◽  
Genetic Disorders ◽  
Traumatic Injury ◽  
Adult Life ◽  
Tic Disorders ◽  
Reality Testing ◽  
Clinical Conditions

Neurodevelopmental disorders are a group of conditions involving alterations of behaviour, thinking, and emotions. They have onsets in early childhood, persistence into adult life, and high rates of altered cognitive and neurological function. They are frequent reasons for referral to psychiatry, paediatrics, and clinical psychology and often require team approaches to meet a variety of needs for service. This book includes accounts of the typical development and possible pathology of key functions whose alterations can underlie problems of mental development: motor function, attention, memory, executive function, communication, social understanding and empathy, reality testing, and emotional regulation. It goes on to descriptions of frequent clinical conditions: the spectra of attention deficit hyperactivity disorder (ADHD), autism, tic disorders, coordination and learning difficulties, intellectual disability, and the psychotic disorders of young people. There are descriptions of recognition, diagnosis, prevalence, pathophysiology, and consequences for later development. These conditions very often coexist and present as dimensions rather than categorical illnesses. The effects of brain disorders on mental life are then considered, with special attention to epilepsy, cerebral palsy, hydrocephalus, acquired traumatic injury to the head, localized structural lesions, and endocrine and genetic disorders. Widely used treatments, both psychological and physical, are described in the context of their value for meeting multiple, often overlapping needs. Consequences of the conditions for individuals’ psychosocial development are described: stigma; physical illness and injury; economic disadvantage; and family, peer, and school stresses. This book is aimed at clinicians of all disciplines, clinical students, and educators encountering neuropsychiatric problems in young people.

scholarly journals Sleep difficulties in children with Tourette syndrome and chronic tic disorders: a systematic review of characteristics and associated factors

SLEEP ◽  
2019 ◽  
Vol 43 (6) ◽  
Author(s):  
Charlotte Hibberd ◽  
Tony Charman ◽  
Raj Seraya Bhatoa ◽  
Sinem Tekes ◽  
Tammy Hedderly ◽  
...  
Keyword(s):  
Young People ◽  
Tourette Syndrome ◽  
Neurodevelopmental Disorders ◽  
Sleep Problems ◽  
Medication Use ◽  
Tic Disorders ◽  
Research Quality ◽  
Children And Young People ◽  
Chronic Tic Disorders ◽  
Sleep Difficulties

Abstract Sleep difficulties are common in children and young people with Tourette syndrome and chronic tic disorders (TS/CTD). However, it is unclear whether sleep problems can be considered typical of the TS/CTD phenotype or whether they reflect concomitant factors such as individual patient characteristics (e.g. medication use), underlying neurodevelopmental disorders and/or co-occurring psychiatric symptoms. To help address this question, this review systematically explored types and frequency of sleep problems in children and young people with TS/CTD, while also examining the heterogeneity and methodological quality of studies. Psycinfo, Ovid Medline, Embase, and Web of Science databases were searched using a range of terms relating to tics, sleep and co-occurring psychopathology. Studies were considered that included a sample of children with TS/CTD (n > 5) for whom sleep difficulties were measured. Eighteen studies met criteria for inclusion in the review. Findings supported the high prevalence of sleep difficulties in children with TS/CTD, though estimates of sleep difficulties ranged from 9.7% to 80.4%. Twelve studies reported on other factors affecting sleep in this patient group including tic severity, comorbid psychopathological or neurodevelopmental disorders and medication use. Studies varied in terms of methodology, sample characteristics and research quality, but most concluded that children with TS/CTD experienced high levels of sleep difficulties with children with co-occurring anxiety most at risk. The current review highlights the need for further empirical investigation of sleep in children with TS/CTS, with a view to informing understanding and clinical management.

scholarly journals Therapist-Supported Online Interventions for Children and Young People With Tic Disorders: Lessons Learned From a Randomized Controlled Trial and Considerations for Future Practice (Preprint)

2020 ◽  
Author(s):  
Liam R Chamberlain ◽  
Charlotte L Hall ◽  
Per Andrén ◽  
E Bethan Davies ◽  
Joseph Kilgariff ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Young People ◽  
Controlled Trial ◽  
Clinical Care ◽  
Lessons Learned ◽  
Tic Disorders ◽  
Stepped Care ◽  
Behavioural Intervention ◽  
Children And Young People ◽  
Randomized Controlled

UNSTRUCTURED In recent years, research into internet-based cognitive behavioral therapy (iCBT) has suggested that therapist-guided digital interventions have greater engagement, adherence, and effectiveness than self-directed digital therapies. While research has focused on the effectiveness of, and adherence to, these interventions, less attention has been paid to their implementation in practice and what aspects of the therapist role support success. An understanding of the key factors related to the therapist role and intervention delivery is required if these iCBTs are to be applied in routine clinical care and outcomes optimized. In light of the coronavirus disease 2019 (COVID-19) pandemic, there is greater emphasis on allowing patients access to remote therapies. We report the experiences and reflections of 4 therapists and their 2 supervisors in delivering an online, therapist-supported intervention in a randomized controlled trial for children and young people with tic disorders (the Online Remote Behavioural Intervention for Tics [ORBIT] trial). Themes discussed include the importance of training, supervision, creating support documents/manuals, and record keeping. Alongside this are communication strategies used by therapists to encourage patient adherence and treatment effectiveness. These include rapport building, treatment personalization, and suggestions for overcoming non-engagement. These reflections offer important considerations for the delivery of iCBTs as well as implications associated with the implementation of these interventions in existing services and future research studies. We share thoughts on where iCBTs may sit in a stepped care model, how services may deal with comorbid conditions, and the potential role of iCBTs in collecting clinical data.

scholarly journals Therapist-Supported Online Interventions for Children and Young People With Tic Disorders: Lessons Learned From a Randomized Controlled Trial and Considerations for Future Practice

10.2196/19600 ◽  
2020 ◽  
Vol 7 (10) ◽  
pp. e19600 ◽  
Author(s):  
Liam R Chamberlain ◽  
Charlotte L Hall ◽  
Per Andrén ◽  
E Bethan Davies ◽  
Joseph Kilgariff ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Young People ◽  
Controlled Trial ◽  
Clinical Care ◽  
Lessons Learned ◽  
Tic Disorders ◽  
Stepped Care ◽  
Behavioural Intervention ◽  
Children And Young People ◽  
Randomized Controlled

In recent years, research into internet-based cognitive behavioral therapy (iCBT) has suggested that therapist-guided digital interventions have greater engagement, adherence, and effectiveness than self-directed digital therapies. While research has focused on the effectiveness of, and adherence to, these interventions, less attention has been paid to their implementation in practice and what aspects of the therapist role support success. An understanding of the key factors related to the therapist role and intervention delivery is required if these iCBTs are to be applied in routine clinical care and outcomes optimized. In light of the coronavirus disease 2019 (COVID-19) pandemic, there is greater emphasis on allowing patients access to remote therapies. We report the experiences and reflections of 4 therapists and their 2 supervisors in delivering an online, therapist-supported intervention in a randomized controlled trial for children and young people with tic disorders (the Online Remote Behavioural Intervention for Tics [ORBIT] trial). Themes discussed include the importance of training, supervision, creating support documents/manuals, and record keeping. Alongside this are communication strategies used by therapists to encourage patient adherence and treatment effectiveness. These include rapport building, treatment personalization, and suggestions for overcoming non-engagement. These reflections offer important considerations for the delivery of iCBTs as well as implications associated with the implementation of these interventions in existing services and future research studies. We share thoughts on where iCBTs may sit in a stepped care model, how services may deal with comorbid conditions, and the potential role of iCBTs in collecting clinical data.

In Conversation… Emotional Regulation with Dr. Emily McGlinchey, and Dr. Joseph Morning

2020 ◽  
Keyword(s):  
Young People ◽  
Emotional Regulation ◽  
Children And Young People

How does emotional regulation manifest in children and young people? What are the interventions? What can parents and schools do to assist? Plus what's does the latest research say? Includes transcription, and links.

School-based interventions

2018 ◽  
Keyword(s):  
Mental Health ◽  
Young People ◽  
Social Interactions ◽  
Peer Relationships ◽  
Emotional Regulation ◽  
Development Time ◽  
Children And Young People ◽  
School Based ◽  
School Based Interventions

Children and young people spend a great deal of time at school, so it has an important role to play in their development. Time spent in school impacts not just on academic and cognitive progress, but also on social interactions, peer relationships, emotional regulation and behaviour. All these areas affect, and are affected by, mental health (Fazel et al, 2014).

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