Objective To investigate the behavioral problems and self-concept of children with oppositional defiant disorder (ODD) and the correlation between them. Methods The subjects came from a sample survey of primary and middle school students' mental status in 6 regions in Hunan province. Achenbach child behavior checklist (CBCL) was filled out by parents. The Children's self-concept scale (CSCS) was completed by children themselves. Results There were significant differences between the scores of ODD group and the normal control among all CBCL subscales except the activities scale, and the scores for the CSCS scales were all lower in patients with ODD than the control group except for the physical appearance and attributes (P<0.01). In addition, according to correlation analysis, the CBCL scores yielded small but significant correlations with the CSCS scores for children with ODD(P<0.05). Conclusion Children with ODD have generally behavioral problems, poor social competence, and lower self-concept, whose behaviors were correlated with their self-concept.

Objective:To investigate the efficacy and cognitive function of 3 new antiepileptic drugs Oxcarbazepine (OXC), Lamotrigine (LTG) and Levetiracetam (LEV) in children with self-limited epilepsy with centrotemporal spikes (SeLECTS).Methods:This was a prospective study.A total of 98 children with SeLECTS who were treated in the Second Affiliated Hospital of Xinxiang Medical University from January 2014 to June 2020 were divided into OXC group, LTG group and LEV group according to the applied therapeutic drugs.Video electroencephalograph (EEG), Wechsler Intelligence Scale for Children (WISC) and event-related potentials (ERPs) of the children were collected before treatment and 48 weeks of treatment.Clinical efficacy and impact on cognitive function among the 3 groups were compared.Results:(1)Efficacy: There was no significant difference in the effective rate of seizure reduction after treatment among the 3 groups( χ2=0.808, P=0.668). There was no significant difference in EEG remission rate among the 3 groups( χ2=0.763, P=0.683). (2)Cognitive function: ①Intragroup comparison of WISC findings showed that the full scale score (FIQ) and verbal intelligence quotient (VIQ) were significantly enhanced, and the scores of comprehension, vocabulary, arithmetic, decoding and spelling subtests were more significantly enhanced in OXC group after treatment (all P<0.05). In the LTG group, FIQ, VIQ and operational intelligence quotient (PIQ) were significantly enhanced after treatment (all P<0.05), and the subtest scores of comprehension, vocabulary, arithmetic, mapping and layout were significantly enhanced (all P<0.05). In LEV group, FIQ, VIQ and PIQ were significantly enhanced after treatment (all P<0.05), especially the increase in the VIQ, and the scores of vocabulary, understanding, similarity, arithmetic, decoding and puzzle subtests were significantly enhanced (all P<0.05). Pairwise comparison of WISC findings showed that there were no significant differences in the FIQ, VIQ, PIQ and subtest scores before treatment among the 3 groups (all P>0.05). After treatment, the arithmetic and decoding scores of OXC group were significantly higher than those of LTG group (all P<0.05), which were comparable between OXC group and LEV group (all P>0.05). The PIQ and the scores of mapping and layout in LTG group were significantly higher than those of the other 2 groups (all P<0.05). The LEV group had higher scores in vocabulary, comprehension and spelling than those of the other 2 groups (all P<0.05), which had higher decoding scores than those of the LTG group (all P<0.05). No significant differences were found in decoding scores between LEV and OXC group (all P>0.05). Higher VIQ and FIQ were detected in LEV group than those of the other 2 groups (all P<0.05). ②Intragroup comparison of ERPs showed that the latency of LEV group after treatment was significantly shorter than that before treatment ( P<0.05), and there was no significant difference between the other 2 groups before and after treatment (all P>0.05). Pairwise comparison of ERPs showed that before treatment, there were no significant differences in P300 amplitude and latency among the 3 groups (all P>0.05). After treatment, the latency of LEV group was significantly shorter than that of the other 2 groups ( P<0.05), and there was no significant difference in the amplitude between the 3 groups before and after treatment ( P>0.05). Conclusions:(1)In the treatment of SeLECTS in children, OXC, LTG and LEV have reliable and equivalent effects.(2)OXC, LTG and LEV have protective effects on cognitive function in children with SeLECTS.After treatment, LEV provides the strongest protective effect on FIQ, and the protective effect on VIQ is equivalent to OXC, but better than LTG.LTG is superior in protecting spatial perception and PIQ.

ObjectiveTo investigate the P300 evoked by Stroop Color Word Task in children with emotional neglect, and to explore their implication for inhibition control. MethodsA cluster sampling was conducted for the first grade students of a middle school in Sanmenxia City, Henan Province. The students from 3 classes were assessed by standard Raven reasoning test and Child Neglect Scale (CNS), and a total of 147 eligible students were screened out. Children were divided into the emotional neglect group (n=40) and the control group (n=40) according to the 27% before and after the score of CNS emotional neglect factor. Both groups completed the Stroop Color word task, and EEG data were collected to compare the response time, accuracy, amplitude and latency of P300 between the two groups. ResultsThe CNS total score and the scores of safety neglect, communication neglect, physical neglect and emotional neglect factors in the emotional neglect group were significantly higher than those in control group (t=15.003, 4.301, 11.495, 4.803, 23.957, P<0.01). The average reaction time in the incongruent task of emotional neglect group was significantly longer than that in the control group [(879.02±101.52) ms vs. (756.93±113.91) ms, t=5.061, P<0.01]. Under incongruent task, the average amplitude of P300 in emotional neglect group was lower than that of the control group [(3.97±1.12) μV vs. (8.71±1.24) μV, t=-17.976, P<0.01]. The average latency of P300 of emotional neglect group was longer than that of the control group [(361.81±39.69) ms vs. (301.35±33.67) ms, t=7.346, P<0.01]. ConclusionUnder incongruent task, children with emotional neglect had longer response time, longer latency and lower amplitude of P300， which suggested that children with affective neglect may have inhibition and control disorder.

ObjectiveTo explore the effect of flipped classroom mode in the clinical probation teaching for undergraduate mental health students， so as to expand the new mode of clinical teaching in psychiatry department. MethodsA total of 85 undergraduate psychiatric students from Xinxiang Medical University in 2016 were selected. All participants were divided into experimental group （n=43） and control group （n=42） according to the random number table method. The flipped classroom clinical teaching mode was adopted to experimental group， and the traditional practice mode for control group. The probation lasted for 12 weeks. Theoretical knowledge of symptomology， psychiatric clinical skills （OSCE）， doctor-patient communication ability（SEGUE） and clinical thinking ability were assessed at the end of probation. ResultsAfter the probation， students in experimental group obtained higher scores in theoretical knowledge， clinical skills， doctor-patient communication ability and clinical thinking ability compared with control group. The differences were statistically significant ［（33.08±1.72） vs. （32.06±2.33）， （51.61±2.12） vs. （48.32±2.86）， （18.14±1.98） vs. （14.62±2.15）， （91.26±14.13） vs. （82.40±10.89）， t=2.307， 6.034， 3.230， 7.846， P<0.05 or 0.01］. ConclusionApplying the flipped classroom mode into the clinical probation teaching for mental health undergraduate students may help to improve students' theoretical knowledge level and clinical operation ability， faciliate doctor-patient communication， and have a positive impact on their clinical thinking ability.

Objective: To explore the socioeconomic status and psychological characteristics of the children with oppositional defiant disorder(ODD), and to provide evidence for revealing the pathogenesis of ODD. Methods: General Conditions Questionnaire and Achenbach Children′s Behavior Checklist Scale (CBCL) were used to evaluate 44 cases of ODD children aged 8 to 14 years old who were first referred to the Eighth People′s Hospital of Zhengzhou City from August 2016 to January 2017, and 50 healthy children were randomly selected according to their grades from a primary school in Zhengzhou.Chi-square test and independent sample t test were used to analyze data. Results: The father′s and mother′s education levels and family per capita income in ODD group were lower than those in healthy control group, and their academic achievements in ODD group were worse than those in healthy control group, and the diffe-rences were statistically significant(all P=0.000). The scores of schizoid (2.32±2.73), depression(4.48±6.12), social problems(3.09±3.34), compulsion(4.05±5.60), social withdrawal(2.39±3.20), hyperactivity(4.95±4.37), aggressive behavior(7.59±7.62) and rule-breaking(2.91±3.85) in ODD children were higher than those of the healthy control group(1.04±1.37, 1.48±2.06, 0.68±1.13, 0.78±1.46, 0.60±1.16, 1.70±1.98, 2.48±3.28, 0.62±1.58), and the differences were statistically significant(all P<0.05). The scores of social problems(2.85±3.33), compulsion(3.96±5.11), social withdrawal(2.63±3.16), hyperactivity(5.44±4.50) in male ODD children were higher than those in the male healthy children(0.80±1.05, 1.30±1.92, 0.95±1.50, 2.15±1.56), and the differences were statistically significant(all P<0.05). Compared with the female children(0.83±1.22, 1.10±1.84, 0.60±1.18, 0.43±0.92, 0.53±1.09, 0.37±0.80, 1.40±2.17, 1.87±2.14, 0.30±0.78), the scores of schizoid(2.24±2.64), depression(4.65±4.93), social problems(3.47±3.37), compulsion(4.18±6.38), somatic complaints(2.12±3.65), social withdrawal (2.00±3.26), hyperactivity(4.18±4.12), aggressive behavior (8.24±7.26) and rule-breaking(3.76±4.85) in female ODD children were significantly higher, and the differences were statistically significant(all P<0.05). There was no significant gender difference in the score of CBCL scale in ODD group(all P>0.05). Conclusions There are significant emotional and behavioral problems in ODD children whose family socioeconomic status is lower, and their psychological characteristics vary with gender differences.