The Potential Emergence of “Education as Mental Health Therapy” as a Feasible Form of Teacher-Delivered Child Mental Health Care in a Low and Middle Income Country: A Mixed Methods Pragmatic Pilot Study

Objective: We assessed task-shifting children's mental health care to teachers as a potential approach to improving access to child mental health care.Methods: In Darjeeling, India, we conducted a single-arm, mixed-methods feasibility study with 19 teachers and 36 children in five rural primary schools to determine whether teachers can deliver transdiagnostic mental health care to select children-in-need with fidelity to protocol, to assess which therapeutic options teachers chose to use within the protocol, and to evaluate for a potential signal of efficacy.Results: Participation rates for intervention activities were >80%. A majority of teachers met or exceeded quality benchmarks for all intervention activities. Teachers chose to deliver teacher-centric techniques, i.e., techniques that only teachers could deliver given their role in the child's life, 80% of the time. Children improved in mental health score percentiles on the Achenbach Teacher Report Form. Key facilitators included the flexibility to adapt intervention activities to their needs, while identified barriers included limited time for care delivery.Conclusion: Findings support the feasibility of task-shifting children's mental health care to classroom teachers in resource-limited schools. Fidelity to protocol appeared feasible, though the freedom to choose and adapt therapeutic techniques may also have enhanced feasibility. Surprisingly, teachers consistently chose to deliver teacher-centric therapeutic techniques that resulted in a potential signal of efficacy. This finding supports the potential emergence of “education as mental health therapy” (Ed-MH) as a new therapy modality. Continued investigation is required to test and refine strategies for involving teachers in the delivery of transdiagnostic mental health care.

Methods for Forming Polyphonic Hearing in Future Music Teachers

The article actualizes the need for high-quality piano training future Music teachers. Studied the peculiarities in piano training students from Ukraine and China in the way of differences their experience to perceive and perform polyphony pieces of music of different types and styles. Pointed out that in scientific music-pedagogical literature, methodical recommendations for forming polyphonic hearing in students aren't sufficiently presented in defining the problems. The author described own method for forming polyphonic hearing in students described based on the pedagogical principles: reliance on European music and historical experience; emotional passion; creative reflection; performing self-realization in the process of piano training. Presented pedagogical conditions: outright pedagogical management of development of polyphonic thinking; stimulating students to mastering the skills for performing of musical works; praxeological orientation of studying polyphonic works in the piano learning process. The author presents four groups of methods: research method, motivational and emotional method, method of reflection with art-therapeutic techniques, adapted for performing and articulatory-reproductive methods. The peculiarity of this technique is the integration of individual and group forms of work considering the specifics of students’ basics piano training.

“Lay beliefs about phobias” 25 years later: Conceptually Replicating and Extending Furnham (1995), on the Treatment of Phobias, in 2020

Following a change in the professional atmosphere over the last several decades, there has been mounting interest in furthering clinical understandings of client and layperson preferences within psychotherapy. Curious about lay beliefs about phobias in particular, we sought to replicate a 1995 study by Adrian Furnham in order to examine how beliefs by laypersons regarding phobias have changed in the 25 years from 1995 to 2020. Situating our results against a backdrop of research suggesting that people prefer therapist directivity, we find not only that that psychotherapy preferences have changed since 1995 but that in 2020, there is support for a gentler, more relational approach to psychotherapy and behavioral change. While people do indicate a desire for directivity and therapeutic techniques provided by the therapist, there is an indication in our data that they wish for these to be positive and blended with less directive methods, as seen in person-centered therapy approaches.

CNS-Spleen Axis – a Close Interplay in Mediating Inflammatory Responses in Burn Patients and a Key to Novel Burn Therapeutics

Severe burn-induced inflammation and subsequent hypermetabolic response can lead to profound infection and sepsis, resulting in multiple organ failure and high mortality risk in patients. This represents an extremely challenging issue for clinicians as sepsis is the leading cause of mortality in burn patients. Since hyperinflammation and immune dysfunction are a result of an immune imbalance, restoring these conditions seem to have promising benefits for burn patients. A key network that modulates the immune balance is the central nervous system (CNS)-spleen axis, which coordinates multiple signaling pathways, including sympathetic and parasympathetic pathways. Modulating inflammation is a key strategy that researchers use to understand neuroimmunomodulation in other hyperinflammatory disease models and modulating the CNS-spleen axis has led to improved clinical outcomes in patients. As the immune balance is paramount for recovery in burn-induced sepsis and patients with hyperinflammatory conditions, it appears that severe burn injuries substantially alter this CNS-spleen axis. Therefore, it is essential to address and discuss the potential therapeutic techniques that target the CNS-spleen axis that aim to restore homeostasis in burn patients. To understand this in detail, we have conducted a systematic review to explore the role of the CNS-spleen axis and its impact on immunomodulation concerning the burn-induced hypermetabolic response and associated sepsis complications. Furthermore, this thorough review explores the role of the spleen, CNS-spleen axis in the ebb and flow phases following a severe burn, how this axis induces metabolic factors and immune dysfunction, and therapeutic techniques and chemical interventions that restore the immune balance via neuroimmunomodulation.

PSYCHOLOGICAL TRAINING – AT THE HEART OF SPEECH COMMUNICATION WITH BILINGUAL CHILDREN

Playing is the base upon which pedagogical interaction with children is built. More and more Roma children enter our system of education. Most of them speak only their mother tongue and are not proficient in Bulgarian. This impedes pedagogue’s speech communication with them and thus his/her whole pedagogical work. Since these children express themselves better emotionally, there arises the challenge of using psychological trainings which could be easily put into practice by teachers. They include interactive methods of training for bilinguals through which teachers’ work gets facilitated.T he psychological trainings are built upon dramatization, role-plays, art-therapeutic techniques, fairy-tale therapy with magical fairy tales, sessions of work with the emotions and other psychological instruments.

Carcere e trattamento di gruppo di detenuti con dipendenza da sostanze: l'esperienza dello psicodramma analitico abbinato al test proiettivo di personalità e alla musico

"Raccontiamo un'altra storia" is the name of a group formed within the penal institute by people motivated to carry out introspective work. This work aimed to stimulate people present to experience and tell their stories from a different point of view. This group explored the integration of different therapeutic techniques such as music therapy, collaborative use of the TEMAS test and analytical psychodrama. At the end of their journey, the group was capable of narrate a "slightly" different personal story from the one they had always told themselves. This has therefore become the moment when their history became a glance of perspectives.

Children expressing themselves

Creative activities involving play, art, storytelling, and music are all normal and natural ways for children to interact with the world around them, and they can be powerful resources for facilitating and enhancing communication. They offer a forum for children to express their feelings, concerns, and questions through creative means, as well as providing a basis for exploring their experiences further. Given that children’s normal activities and outlets for expression of their feelings are often disrupted or reduced as a result of their illness or disability, it is even more important for creative activities and therapies to be provided and encouraged in all contexts of the child’s life, in hospital, hospice, school, and at home. These activities can be individually focused, family centred, or provided through group activities. In this chapter we review the clinical application and effectiveness of these creative therapeutic techniques in promoting expression and communication with children.

possibilities of art therapy as one of integrative methods in therapeutic pedagogy

Taking into account the integrative nature of therapeutic pedagogy, the question of using, choosing and systematizing its methods is still debatable. The methodological toolkit of the therapeutic pedagogy and its classification began to take shape in the twentieth century thanks to the integrative system of V.P. Kashchenko's methods, which includes a set of therapeutic, rehabilitation, psychoanalytical techniques. The results and scientific novelty of the research are that the social significance and expediency of attracting and using varieties of art therapeutic techniques in medical pedagogy for the purpose of harmonious development, recovery and rehabilitation of children were determined. The essence and therapeutic and pedagogical resources of the variety of art therapy methods aimed at integrating and reintegrating a child's personality, developing his or her emotional and moral potential, designing the expected changes in his or her own identity, and predicting humane behavioral patterns with respect to the surrounding authenticity were considered.