scholarly journals Associations Between Neuropsychological, Neurobehavioral and Emotional Functioning and Either Narcolepsy or Idiopathic Hypersomnia in Children and Adolescents

2018 ◽  
Vol 14 (04) ◽  
pp. 661-674 ◽  
Author(s):  
Beris Ludwig ◽  
Simon Smith ◽  
Helen Heussler
Keyword(s):  
Children And Adolescents ◽  
Emotional Functioning ◽  
Idiopathic Hypersomnia

A Comparison of Behavioral and Emotional Functioning in Children and Adolescents with Autistic Disorder and PDD-NOS

2006 ◽  
Vol 12 (4-5) ◽  
pp. 321-333 ◽  
Author(s):  
Deborah A. Pearson ◽  
Katherine A. Loveland ◽  
David Lachar ◽  
David M. Lane ◽  
Stacy L. Reddoch ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Autistic Disorder ◽  
Emotional Functioning

scholarly journals QLIF-14. CLINICAL OUTCOME AND SOCIAL-EMOTIONAL FUNCTIONING OF CHILDREN AND ADOLESCENTS TREATED ACCORDING TO THE SIOP CNS GCT PROTOCOLS

2017 ◽  
Vol 19 (suppl_6) ◽  
pp. vi204-vi204
Author(s):  
Irene Slavc ◽  
Ulrike Leiss ◽  
Andreas Peyrl ◽  
Monika Chocholous ◽  
Amedeo A Azizi ◽  
...  
Keyword(s):  
Clinical Outcome ◽  
Children And Adolescents ◽  
Emotional Functioning ◽  
Social Emotional ◽  
Social Emotional Functioning

scholarly journals Assessment of Chronic Pain in Children: Current Status and Emerging Topics

2009 ◽  
Vol 14 (1) ◽  
pp. 21-26 ◽  
Author(s):  
Tonya Mizell Palermo
Keyword(s):  
Chronic Pain ◽  
Clinical Trials ◽  
Children And Adolescents ◽  
Emotional Functioning ◽  
Assessment Tools ◽  
Current Status ◽  
Role Functioning ◽  
Psychological Therapies ◽  
Treatment Research ◽  
Measurement Validation

The present paper reviews the current status of research on assessment of chronic pain in children and adolescents, primarily in the context of treatment outcome research. Two specific primary aims are addressed. First, the degree of attention devoted to several major domains of chronic pain assessment (pain, physical functioning, role functioning, sleep and emotional functioning) is summarized, highlighting areas where further instrument development and validation are needed. Second, sensitivity of instruments within these domains is presented using data from clinical trials of psychological therapies aimed at treatment of chronic pain in children and adolescents. Findings demonstrate that although there has been recent progress in developing and validating a range of measures of pain-related outcomes, as of yet, very few clinical trials have included any outcomes other than pain intensity. Moreover, in randomized controlled trials where physical, role or emotional functioning outcomes have been included, there have been limited positive findings. The present paper lists some challenges and future directions in assessment of physical and role functioning, including highlighting emerging methodologies for assessment of physical activity and function in children with chronic pain. Clinical implications of integrating assessment tools into clinical practice are discussed. In conclusion, progress in developing and validating specific tools to assess important outcome domains in chronic pain has been realized. Opportunities exist for further measurement validation in most domains, and further theory-driven treatment research to match goals of the treatment with specific interventions and outcomes.

Students With Parents Involved in Substance Abuse or Dependence

2012 ◽  
pp. 119-128 ◽  
Author(s):  
Brian R. Devine
Keyword(s):  
Substance Abuse ◽  
Children And Adolescents ◽  
Emotional Functioning ◽  
School Personnel ◽  
Negative Consequences ◽  
Social Emotional ◽  
Parental Substance Abuse ◽  
Increased Risk ◽  
Social Emotional Functioning ◽  
Racial Ethnic

This chapter will discuss the negative consequences that students may face when they have parents involved in substance abuse and will provide suggestions for educators to support them. These students often experience decreased performance in school, impaired social-emotional functioning, and are at increased risk for substance abuse themselves. Parental substance abuse is a widespread problem that affects children and adolescents from all racial/ethnic groups and socio-economic conditions, and its consequences for students can be severe. Many times, teachers and other school personnel are the only other adults in a student’s life that can impose a meaningful impact and decrease the likelihood for negative outcomes. It is therefore important to consider the role educators can play in supporting affected students.

Patient and parent longitudinal reports of quality of life in children and adolescents with osteosarcoma

2007 ◽  
Vol 25 (18_suppl) ◽  
pp. 19562-19562
Author(s):  
P. S. Hinds ◽  
J. S. Gattuso ◽  
C. Billups ◽  
C. Rivera ◽  
J. Quintana ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Children And Adolescents ◽  
Emotional Functioning ◽  
Symptom Distress ◽  
Histologic Response ◽  
Cognitive Changes ◽  
Parent Reports ◽  
Patient Reports ◽  
Distress Scale

19562 Children and adolescents being treated for osteosarcoma are likely to experience physical, emotional, functional and possibly cognitive changes during the course of their treatment. The aims of this prospective study were to assess the effect of treatment on patients’ quality of life (QoL) at diagnosis and during therapy, compare patient and parent QoL reports, and examine relationships between patient QoL and tumor histologic response to preoperative chemotherapy and event-free survival (EFS) in children and adolescents in treatment for osteosarcoma. Newly diagnosed patients with localized disease completed three established patient reports (Symptom Distress Scale, and PedsQL v.3 and v.4). Parents completed two parent reports (PedsQL v.3 and v.4). QoL evaluations were done at diagnosis, prior to definitive surgery (Week 12), and postoperatively during treatment (Week 23). Sixty-two of 72 eligible patients and their parents completed QoL measures. Symptom distress (SD) decreased in 85% of patients from baseline to Week 12 (with 8/10 symptoms significantly improved) and from baseline to Week 23 in 74% of patients. Improvements in most domains of the PedsQL v. 3 were noted by patient and parent reports from baseline to Weeks 12 and 23 except for the nausea domain. Patient and parent reports differed, with parents reporting lower QoL scores on v. 3 than did patients, particularly in the domains of treatment anxiety, cognitive problems, and communication. QoL scores did not differ by patient gender but did by age in certain domains. Patients reported significant improvements in physical and emotional functioning from baseline to Weeks 12 and 23 using the PedsQL v.4. Parents reported significant improvements in emotional functioning from baseline to Weeks 12 and 23 using the PedsQL v.4. QoL scores were not associated with tumor histologic response or EFS. Significant improvements in QoL domains and in symptoms from diagnosis to Week 12 and to Week 23 were documented in both patient and parent reports. Treatment contributed to improvements in physical and emotional functioning and in symptoms except for nausea. QoL was not related to histologic response or EFS. No significant financial relationships to disclose.

scholarly journals Emotional functioning of children and adolescents with celliac disease

2020 ◽  
Vol 17 (2) ◽  
pp. 59-63
Author(s):  
Biljana Stojanović-Jovanović ◽  
Stevan Jovanović ◽  
Biljana Vuletić
Keyword(s):  
Celiac Disease ◽  
Children And Adolescents ◽  
Emotional Functioning ◽  
Gluten Free Diet ◽  
Control Group ◽  
Team Approach ◽  
Healthy Children ◽  
Gluten Free ◽  
Psychological Dimension ◽  
Symptoms Of Depression

Objective. determine if there are symptoms of depression and thus the impairment of the emotional functioning of children with celiac disease in relation to healthy children of the same age Methods. The research was conducted as a prospective, observational study. The study group consisted of N 116 subjects (children and adolescents) aged 5-18 years who were diagnosed with celiac disease. The control group consisted of the same number of healthy children who met the basic criteria of "matching" with the examined group according to age and gender. To assess emotional functioning and detect symptoms of depression Mood and Feelings Questionnaire Short - MFQ -Child was used. Results. In the gruoup of children with celiac disease there is a statistically significant greater preference for depression (p <0.001). Conclusion. In children and adolescents with a diagnosis of celiac disease, it is necessary to keep in mind the psychological dimension of the disease. A gluten-free diet can create problems in the acceptance of a child by its peers. In children and adolescents with a diagnosis of celiac disease a state of psychological stress can also occur, mainly due to the discomfort caused by a different diet compared to their peers. Accepting the disease and successfully managing a gluten-free diet requires a team approach.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

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