No abstract available.

No abstract available.
Adolescent* ; Humans ; Mothers* ; Psychotherapy, Brief*

No abstract available.
Checklist* ; Child ; Child Behavior* ; Child* ; Conduct Disorder* ; Humans

OBJECTIVES: This study investigated factors related to suicide in high school students and focused on perceived academic performance. METHODS: We surveyed 293 grade 10 high-school students in Jeju and Gyeonggi provinces and gave them self-assessment questionnaires. To evaluate the suicide risk, the questionnaire included questions about suicidal thoughts, plans, threats, deliberate self-injury, and suicide attempts from the Scale for Suicide Ideation (SSI). Also, it included the Beck Depression Inventory (BDI), Beck Hopelessness Scale (BHS), Locus of Control Scale (LOC), Rosenberg's Self Esteem Scale (RSE) and Perceived Academic Performance (PAP) to identify factors related to suicide in high school students. RESULTS: Depression, hopelessness, and low self-esteem were related with suicidal thoughts, plans, attempts, and severe suicidal ideation (SSI score> or =16). In the multivariate analysis, a low level of PAP (OR=3.796, 95%CI 1.280-11.257) was significantly associated with severe suicidal ideation (SSI score> or =16). Deliberate self-injury was most prevalent in failing the PAP group and also having a high level of PAP (OR=6.161, 95%CI 1.474-25.760). CONCLUSION: The authors found that the suicide risk of high school students is related to depression, hopelessness, low self-esteem and a low level of PAP. These results provide significant indicators in planning an adolescent suicide prevention program.
Adolescent ; Depression ; Humans ; Internal-External Control ; Multivariate Analysis ; Self Concept ; Self-Assessment ; Suicidal Ideation ; Suicide ; Surveys and Questionnaires

OBJECTIVES: This study investigated factors related to suicide in high school students and focused on perceived academic performance. METHODS: We surveyed 293 grade 10 high-school students in Jeju and Gyeonggi provinces and gave them self-assessment questionnaires. To evaluate the suicide risk, the questionnaire included questions about suicidal thoughts, plans, threats, deliberate self-injury, and suicide attempts from the Scale for Suicide Ideation (SSI). Also, it included the Beck Depression Inventory (BDI), Beck Hopelessness Scale (BHS), Locus of Control Scale (LOC), Rosenberg's Self Esteem Scale (RSE) and Perceived Academic Performance (PAP) to identify factors related to suicide in high school students. RESULTS: Depression, hopelessness, and low self-esteem were related with suicidal thoughts, plans, attempts, and severe suicidal ideation (SSI score> or =16). In the multivariate analysis, a low level of PAP (OR=3.796, 95%CI 1.280-11.257) was significantly associated with severe suicidal ideation (SSI score> or =16). Deliberate self-injury was most prevalent in failing the PAP group and also having a high level of PAP (OR=6.161, 95%CI 1.474-25.760). CONCLUSION: The authors found that the suicide risk of high school students is related to depression, hopelessness, low self-esteem and a low level of PAP. These results provide significant indicators in planning an adolescent suicide prevention program.
Adolescent ; Depression ; Humans ; Internal-External Control ; Multivariate Analysis ; Self Concept ; Self-Assessment ; Suicidal Ideation ; Suicide ; Surveys and Questionnaires

OBJECTIVES: The early onset of mood symptoms in bipolar disorder has been associated with poor outcomes in many studies. However, aspects of the clinical course of bipolar disorder in children and adolescents are controversial. The goal of this article is to review the clinical characteristics and longitudinal course of children and adolescents with bipolar disorders. METHODS: Searches were conducted in MedLine, PsycINFO, KISS, and RISS using the terms phenomenology, clinical course, outcome, BPD, pediatric, children and adolescents. Twenty-one reports were selected : either original articles reporting symptoms and clinical characteristics of subjects (ages 5-18 years), or published articles in reviewed journals about bipolar disorder in children and adolescents. RESULTS: Approximately 70% of subjects with bipolar disorder recovered from their index episode, and 50% had at least 1 syndromal recurrence, particularly depressive episodes. For 60% of the follow-up time, subjects had syndromal or subsyndromal symptoms with numerous changes in symptoms and shifts of polarity. Approximately 20% of BP-II subjects converted BP-I. CONCLUSION: Bipolar disorders in children and adolescents are characterized by episodic illness with subsyndromal and syndromal episodes with mainly depressive and mixed symptoms and rapid mood changes. Extensive follow-up time is needed to evaluate the continuity of bipolar disorder symptoms from childhood to adulthood.
Adolescent ; Bipolar Disorder ; Child ; Follow-Up Studies ; Humans ; Recurrence

OBJECTIVES: Attention-deficit hyperactivity disorder (ADHD) and Asperger's disorder (AD) in children are associated with attentional problems, impulsivity, hyperactivity, and difficulties with social interactions. Pharmacological treatment may alleviate symptoms of ADHD, but seldom solves difficulties with social interactions. Social skills training (SST) may assist in improving their social interactions. We examined the effects of SST on children's social competences, general behavior, and ADHD symptoms. METHODS: Thirty four children, aged 7 to 12 years, participated in the cognitive behavioral SST program once a week at the outpatient division of child-adolescent psychiatry. SST was composed of 24 sessions (ninety minutes) for 6 months. Twenty-five children were diagnosed with ADHD, and 9 children were diagnosed with AD. Parents of the children rated Korea-Child Behavior Checklist (K-CBCL), Conner's rating scales, Korean-ADHD Rating Scale (K-ARS), Social Skill Rating System (SSRS), and Matson's Social Skill Rating Scale as an evaluation of the treatment effect, before the first session and after the final session of the training. RESULTS: The ADHD group showed significantly increased scores of social and social competence of CBCL and SSRS. Further, scores of externalizing problems of CBCL, CRS, and ARS were significantly decreased. The Asperger's group showed significantly increased scores of social competence of CBCL, SSRS, and MESS. There was a significant difference of the improvement in CBCL's school and total behavior problem score, CRS between drug change group and no drug change group. CONCLUSION: The result of this study suggests that SST is effective in improving social skills for children with ADHD and AD. In addition, SST has shown its effectiveness in treating attentional problems for children with ADHD. To prove objective usefulness of SST, further studies with a more structured design and long-term duration along with a sufficient number of AD participants will be necessary.
Asperger Syndrome* ; Checklist ; Child* ; Humans ; Impulsive Behavior ; Interpersonal Relations ; Mental Competency ; Outpatients ; Parents ; Weights and Measures

Meditation is one of the psychological therapeutic techniques that can be applied to many conditions, including stress reduction. Meditation can be an alternative to overcoming the limitations of existing therapies, including medication. In particular, this can be helpful for children who have limitations in using medication due to brain development and limitations of psychotherapy, which is done mainly by language. Previous studies have shown that mindfulness meditation helped enhance attention, increase the coping ability, reduce stress, and reduce depression and anxiety in children and adolescents, but there is insufficient evidence to use it as a primary treatment. A larger number of well-controlled studies will be needed to obtain an evidence base for expanding clinical application.

OBJECTIVES: The purpose of this study was to evaluate the effect of social skills training (SST) for children in two different community settings, an elementary school and a child community center. METHODS: Two separate groups of 15 children (10 boys and 5 girls) and 13 children (4 boys and 9 girls) participated in a SST program twice per week at an elementary school and a child community center, respectively. Age range of participants was from 8 to 10 years. Sixty-minute-long sessions of SST were continued twice per week for 4 weeks. Korean-Child Behavior Checklist (K-CBCL), Conner's Rating Scales, Korean-Attention-Deficit Hyperactivity Disorder Rating Scale (K-ARS), Social Skills Rating System (SSRS), and Matson's Evaluation of Social Skills with Youngsters (MESSY) were evaluated by their parents before and after the SST program. RESULTS: Pre-and-post analysis of SST indicated no significant statistical differences in the elementary school group. However, the child community center group showed significantly increased scores for total social ability (p<.05) and decreased scores for attention problem (p<.05) on the K-CBCL. In addition, scores of MESSY were significantly increased (p<.05). These differences between the two groups were still significant after controlling pre-SST scores ; and difference of SST scores between the two groups disappeared after SST. CONCLUSION: Results suggest that SST in the community setting is an effective tool for prevention of social deficits and problems in attention by promoting social function and attention.
Checklist ; Child* ; Humans ; Parents ; Weights and Measures

OBJECTIVES: Children with attention-deficit hyperactivity disorder (ADHD) have been shown to display more inhibitory deficits and executive function deficits. This study investigated the treatment effects of neurofeedback (NF) training on executive function by comparing the results of neuropsychological tests of the trained children at pre- and post-training. METHODS: Fifteen children with ADHD, aged 6 to 14 years, participated in the study. The NF treatment consisted of slow cortical potential (SCP) training and these sessions took place once a week. The ADHD children performed 20 sessions of NF training within 6 months. Pre-training and post-training assessments encompassed Continuous Performance Test (CPT), Stroop Test, Children's Color Trails Test I&II (CCTT) and Wisconsin Card Sorting Test (WCST). RESULTS: Patients receiving NF training showed significant improvement in visual commission error and standard deviation of auditory response time on CPT ; and total errors on WCST. But there was no significant improvement in the Stroop test and CCTT. CONCLUSION: SCP training using NF improves the self-regulatory capacities and impulsivity in ADHD patient, especially impulsivity in visual stimulation tasks. This study showed evidence of clinical efficacy of NF on executive function in ADHD.
Child ; Executive Function* ; Humans ; Impulsive Behavior ; Neurofeedback* ; Neuropsychological Tests ; Photic Stimulation ; Reaction Time ; Stroop Test ; Wisconsin