Links between obesity, weight stigma and learning in adolescence: a qualitative study

Background Educational attainment is a key social determinant of health. Health and education are linked by multiple pathways, many of which are not well understood. One such pathway is the association between being above a healthy weight and lower academic achievement. While various explanations have been put forward to explain this relationship, evidence for causal pathways is sparse and unclear. This study addresses that evidence gap. Methods We interviewed 19 adults (late 20s; 14 female, 5 male) and one young person (14 years, male) from the UK in 2019/2020. Participants were recruited from the ALSPAC 1990s birth cohort, sampled to ensure diversity in socio-economic status and educational attainment, and a community-based weight management group for young people. Interviews focused on experiences of being above a healthy weight during secondary school and how this may have affected their learning and achievement. Interviews were face-to-face, digitally recorded, and transcribed verbatim. We analysed the data thematically. Results We identified key pathways through which higher body weight may negatively impact educational performance and showed how these are linked within a novel theoretical model. Because larger body size is highly stigmatised, participants engaged in different strategies to minimise their exposure to negative attention. Participants sought to increase their social acceptance or become less socially visible (or a combination of both). A minority navigated this successfully; they often had many friends (or the ‘right’ friends), experienced little or no bullying at school and weight appeared to have little effect on their achievement at school. For most however, the behaviours resulting from these strategies (e.g. disruptive behaviour, truanting, not working hard) or the physical, social or mental impacts of their school experiences (e.g. hungry, tired, self-conscious, depressed) made it difficult to concentrate and/or participate in class, which in turn affected how teachers viewed them. Conclusions Action to combat weight stigma, both within schools and in wider society, is urgently required to help address these educational disparities that in turn can impact health in later life.

PROGRAM AUTHORITATIVE PARENTING UNTUK MEREDUKSI PERILAKU DISTRUPTIF PADA ANAK

AbstrakArtikel ini bertujuan untuk mendeskripsikan implementasi programauthoritative parenting kepada orang tua di SD X kota Cimahi. Pelaksanaan program authoritatif parenting dalam rentang waktu September 2020 s/d Oktober 2020. Kegiatan program ini terdiri dari tiga tahap, yaitu tahap perencanaan, pelaksanaan dan evaluasi. Tahap pelaksanaan dengan menggunakan teknik ceramah, diskusi, dan pendampingan serta tahap evaluasi. Berdasarkan hasil angket respon orang tua yang diberikan sebelum dan setelah diberikan program authoritative parenting menunjukkan adanya peningkatan pemahaman dan penggunaan authoritative parenting sebesar 57,3%. Sedangkan pada angket respon orang tua sebelum dan setelah diberikan materi mengenai perilaku distruptif pada anak menunjukkan adanya penurunan atau mereduksi perilaku distruptif pada anak sebesar 30%. Hal ini dapat disimpulkan bahwa kegiatan pengabdian ini cukup baik dan efektif. Abstract This article aims to describe the implementation of authoritative parenting training for parents at SD X of Cimahi. The authoritative parenting training held from September to October 2020. This training activity consists of three stages, namely the planning, implementation and evaluation stage. The implementation stage using lecture, discussion, and mentoring techniques. Based on questionnaire result on authoritative parenting given to parent before and after the training, it showed an increase in understanding and use of authoritative parenting by 57.3%. Whereas in the parents’ responses questionnaire on distracting behavior in children, it shows that there is a decrease or reduce distracting behavior in children by 30%. It can be concluded that authoritative parenting training given to parent is quite good and effective in reducing children disruptive behaviour.

Teatro-terapia: un approccio originale per la gestione del comportamento dirompente del bambino

Aggressive behaviours are the main problem in children with disruptive behaviour disorders. In the majority of cases an oppositional defiant disorder (ODD), often in comorbidity with ADHD, is diagnosed. In these cases the most effective intervention is the multimodal one that includes behavioural treatment for the child, counselling for parents (parent training) and teachers (teacher training) and, if needed, a pharmacological intervention. Drama therapy experiences have proved useful in various fields of medicine. It has been hypothesized that this type of intervention facilitates the development of communication skills, mutual social interaction and recognition of emotions. A group of children with ADHD-ODD comorbidity underwent a brief, intensive drama therapy intervention whose results were compared with those of a control population who received a typical treatment. The reduction in aggressive behaviour was significant and was confirmed at the follow up three months later. Drama therapy is a promising intervention, whose role should not be underestimated in the context of a multimodal approach.

PENITENTIARY STRESS AS A FACTOR IN THE DESTRUCTIVE BEHAVIOUR OF FOREIGN PENal STAFF

В данной статье рассматриваются причины и меры профилактики пенитенциарного стресса как фактора формирования деструктивного поведения сотрудников пенитенциарных систем зарубежных стран. В настоящее время проблема деструктивного поведения сотрудников правоохранительных органов является одной из самых актуальных. Большинство проблем, связанных с деструктивным поведением сотрудников пенитенциарных систем, с которыми сталкиваются зарубежные страны, к сожалению, существуют и в уголовно-исполнительной системе Российской Федерации. Их особенности заключаются в специфике служебной деятельности и множестве трудных, критических ситуаций. Согласно исследованиям, стресс и его последствия испытывает каждый четвертый сотрудник правоохранительных органов. Существующие исследования доказывают, что высокие требования, низкий контроль и дисбаланс между усилиями и вознаграждением являются факторами риска для психических и соматических проблем со здоровьем. Часто сотрудникам нелегко самостоятельно справиться с теми или иными проблемами, возникающими в процессе служебной деятельности, что приводит к появлению деструктивного поведения. В статье проведен анализ разработанных мер профилактики пенитенциарного стресса, а также различных форм психологических программ. Специалистам, оказывающим психологическую помощь сотрудникам, особое внимание необходимо уделять существующим психологическим программам, направленным на изменение отношений сотрудников, в целях профилактики их деструктивного поведения, мотивируя их к изменению своего когнитивного процесса. This article deals with the causes and measures of penitentiary stress prevention as a factor of destructive behaviour of foreign penal staff . At present the problem of disruptive behaviour of law enforcement officers is one of the most urgent. Most of the problems related to destructive behavior of penal officers which are faced by foreign countries unfortunately also exist in the penal system of the Russian Federation. Their peculiarities lie in the specifics of service activities and many difficult, critical situations. According to studies stress and its consequences are experienced by one in four law enforcement officers. Existing research proves that high demands, low control and an imbalance between effort and reward are risk factors for mental and somatic health problems. Often employees find it difficult to cope independently with the kinds of problems that arise in the course of their work leading to the emergence of disruptive behaviour. The article analyses the measures that have been developed to prevent penitentiary stress as well as various forms of psychological programmes. Professionals providing psychological assistance to staff need to pay particular attention to existing psychological programmes aimed at changing staff attitudes in order to prevent disruptive behaviour by motivating them to change their cognitive process.

Development and validation of the professional sense of competence scale (ProSOCS) for practitioners who treat disruptive behaviours in children

PurposeThe purpose of this paper is to develop a measure of practitioner sense of competence when treating children with disruptive behaviours.Design/methodology/approachTwo online surveys were conducted with health, social work and psychology practitioners (n = 113 and n = 239, respectively) working within varied Australian clinical settings. Study 1 developed scale items and conducted an exploratory factor analysis of the initial Professional Sense of Competence Scale (ProSOCS). Study 2 conducted confirmatory factor analysis and tested the construct validity of the scale.FindingsStudy 1 established a three-factor model, which accounted for 56.9% of variance in the ProSOCS items. Study 2 confirmed the three-factor model and considered an alternative unidimensional model. Study 2 demonstrated good convergent validity with measures of knowledge and general sense of competence.Originality/valueThe ProSOCS is a valid and reliable way to measure three subscales of a more global composite score of practitioner sense of competence when treating children with disruptive behaviours. Disruptive behaviour represents one of the most common reasons for child presentation in mental health care settings. Understanding how sense of competence among professionals who treat disruptive behaviours in children relates to their level of training, treatment decisions and outcomes could help to enhance use of evidence-based treatment strategies and complement strategies for measuring competence-based training in post-graduate settings.

Time of onset and/or diagnosis of ADHD in European children: a systematic review

Background Attention-Deficit/ Hyperactivity Disorder (ADHD) is one of the most common childhood neurobehavioral conditions. Symptoms related to this disorder cause a significant impairment in school tasks and in the activities of children’s daily lives; an early diagnosis and appropriate treatment could almost certainly help improve their outcomes. The current study, part of the Models Of Child Health Appraised (MOCHA) project, aims to explore the age at which children experience the onset or diagnosis of ADHD in European countries. Methods A systematic review was done examining the studies reporting the age of onset/diagnosis (AO/AD) of ADHD in European countries (28 European Member States plus 2 European Economic Area countries), published between January 1, 2010 and December 31, 2019. Of the 2276 identified studies, 44 met all the predefined criteria and were included in the review. Results The lowest mean AO in the children diagnosed with ADHD alone was 2.25 years and the highest was 7.5 years. It was 15.3 years in the children with ADHD and disruptive behaviour disorder. The mean AD ranges between 6.2 and 18.1 years. Conclusions Our findings indicate that there is a wide variability in both the AO and AD of ADHD, and a too large distance between AO and AD. Since studies in the literature suggest that an early identification of ADHD symptoms may facilitate early referral and treatment, it would be important to understand the underlying reasons behind the wide variability found. Trial registration PROSPERO registration: CRD42017070631.

Narrative Abilities and Episodic Memory in School-Aged Children Followed by Child Protective Services

The ability to narrate routine familiar events develops gradually during middle childhood, in increasingly higher levels of coherence and temporal cohesion. Improvements in episodic memory are also observed, reflecting children’s increasing ability to recall specific circumstances of past events and personal experiences. Even though several studies have evaluated children’s narrative abilities and episodic memory, little information is available regarding the children exposed to risks that justify their referral to Child Protective Services (CPS). The current study analysed children’s narrative abilities and episodic memory performance, according to the circumstances related to the referral to CPS. Event schema representation, narrative coherence, narrative temporal cohesion, and episodic memory concerning routine and specific personal events in family context were analysed in a sample of 56 school-aged children followed by the CPS in Portugal. Children referred to CPS due to disruptive behaviour presented higher episodic memory performance, compared to those exposed to domestic violence, neglect, and abuse. No significant differences were found between groups regarding narrative abilities related to familiar routine events. Results highlight the relevance of evaluating the adverse circumstances that lead to CPS referral, considering the levels of risk and danger involved, given its differential effects on children’s episodic memory development.

Effects of a virtual reality-based training program for adolescents with disruptive behaviour problems on cognitive distortions and treatment motivation: Protocol for a multiple baseline Single-Case Experimental Design (Preprint)

BACKGROUND Serious disruptive behaviour among adolescents is a prevalent and often persistent problem. This highlights the importance of adequate and effective treatment to help adolescents with disruptive behaviour problems react less hostile and aggressive. In order to create a treatment environment in which behavioural change can actually be enhanced, treatment motivation plays an essential role. Regarding treatment itself, a focus on challenging self-serving cognitive distortions in order to achieve behavioural change is important. Street Temptations (ST) is a new training program that was developed to address both treatment motivation and cognitive distortions in adolescents with disruptive behaviour problems. One of the innovative aspects of ST is the use of virtual reality (VR) techniques to provide adolescents during treatment with visually presented daily social scenarios to activate emotional engagement and dysfunctional cognitions. By using the VR scenarios as an integral starting point of ST’s sessions and transferring the power of the VR experience into playful and dynamic exercises to practice social perspective-taking, adolescents are encouraged to reflect on both their own behaviour as on that of others. This focus on reflection is grounded in ST’s main treatment mechanism to influence treatment motivation and cognitive distortions, namely mentalizing (i.e., reflective functioning). OBJECTIVE Describing the research protocol to evaluate the effects of ST on treatment motivation and cognitive distortions. We take a closer look at the use of ST and the methodology used, namely the repeated Single-Case Experimental Design (SCED). METHODS The effects of ST are studied through a multiple baseline Single-Case Experimental Design, using both quantitative and qualitative data. In total, 18 adolescents from secure residential youth care and secondary special education are randomly assigned to one of three different baseline conditions. Throughout a baseline phase (1, 2, or 3 weeks), intervention phase (4 weeks) and follow-up phase (1, 2 or 3 weeks), daily measurements on treatment motivation and cognitive distortions are conducted. Secondary study parameters are assessed before baseline, after intervention and after follow-up. Qualitative data is collected after intervention, as wells as 3 and 6 months after intervention. RESULTS Data collection for this study is planned to be completed by June 2023. The results will be published in peer-reviewed journals and presented at national and international conferences. CONCLUSIONS ST aims to improve disruptive behaviour problems of adolescents. The study described in this article will be the first to gain insight into the effectiveness of ST. Strengths of this study include its thorough and individually focused design (SCED), the focus on a residential as well as a secondary special education setting, and the ecological validity. Implications for practice are discussed. CLINICALTRIAL The study is registered at the Central Committee on Research Involving Human Subjects (NL75545.029.20, 24-06-2021) and the Netherlands Trial Register NL9639; https://www.trialregister.nl/trial/9639 (11-08-2021).

Trends of Mental Disorders and Treatment Continuity Predictors of New Patients in the Paediatric Psychiatry Clinic of a University Hospital

This study analysed trends of first-time patients visiting the paediatric psychiatry clinic in a university hospital. The medical records from 2009 to 2016 of first-time patients visiting the Kyung Hee University Hospital were reviewed, focusing on children in grades 1–12. We analysed the clinical diagnosis rate of mental disorders per 100,000 in the general population by gender and grade, and the characteristics of patients who sought outpatient care more than three times. The study included 1467 participants, of which 931 were males (63.5%). The number of male patients per 100,000 population significantly decreased from 4.14 in 2009 to 2.03 in 2016. While hyperkinetic disorders had the highest prevalence in males, neurotic disorders were most frequent in females. The rate of disruptive behaviour disorders in males and mental retardation in females decreased significantly during the data collecting period. The factors affecting treatment continuity were being female, 7th–12th graders, and diagnosis of depressive, hyperkinetic, and tic disorders. Physicians should consider the new paediatric patients’ gender, grade, and expected diagnosis from their first visit to improve treatment compliance.