ABSTRACT
Background: An association has been described between tuberculosis (TB) and common mental disorders. We aimed to evaluate the patterns of psychiatric morbidities in patients with pulmonary TB. Methods: This was a prospective study conducted over a period of 1 year. A total of 100 patients were recruited for the study. Baseline psychiatric morbidity was assessed after 2 weeks of diagnosis and at the end of an intensive phase (IP). Results: In the present study, 56% of patients with pulmonary TB had morbid baseline psychiatric disorders. The major depressive episode was the most common morbid psychiatric disorder (39%), followed by panic disorder (9%), generalized anxiety disorder (GAD) (6%), and agoraphobia (2%). The psychiatric morbidity dropped to 15%. Major depressive episode dropped to 13%, followed by GAD and panic disorder (1%) each at the end of an IP. Conclusion: Because of high burden of psychiatric morbidity associated with pulmonary TB, there is a need for psychiatric services to be made available to these patients.
ABSTRACT
Background: Exceptionally stressful life events are known to cause severe psychological symptoms especially in the more vulnerable women and children. Objective : The psychological morbidity of students of secondary school victims of stampede were studied. Methods : Students of secondary school victims of stampede were assessed during their admission at tertiary care teaching hospital and cross-sectional assessment was done after eight weeks of the trauma. Using General Health Questionnaire (GHQ), Child’s Reaction to Traumatic Events Scale-Revised (CRTES-Revised). Results : Four (30%) of the admitted children developed acute stress disorder. 22 children were in high distress group and 5 in moderate distress group on CRTESQ-R on assessment after eight weeks. The preliminary findings of the study suggest high levels of psychological morbidity in stampede victims and its implications are being discussed. Conclusions: The high levels of psychological morbidity in stampede victims suggest the need for immediate intervention by mental health professionals in terms of providing both non pharmacological - individual and family counseling, psychotherapy and pharmacological interventions.
Subject(s)
Adolescent , Crowding , Female , Humans , Mass Behavior , Psychometrics , Surveys and Questionnaires , Stress Disorders, Post-Traumatic/diagnosis , Stress Disorders, Post-Traumatic/etiology , Test Anxiety ScaleABSTRACT
Background :Cognitive Retraining(CR) is known to help in reattainment of cognitive abilities following brain injury.Due to high cerebral plasticity in children,CR can perhaps also be used to ameliorate known cognitive deficits in children with learning disability. Objectives: To study the efficacy of cognitive retraining techniques for enhancing cognitive skills and scholastic performance in children with learning disability. Sample & Methods: Pre and Post experimental design study was carried out with thirty children(between eight to ten years of age), with diagnosis of mixed disorder of scholastic skills(ICD-10). Each subject was given 36 hours of manualized CR package over 18weeks, consisting of activities for sustained attention,visuospatial skills,visual memory;and verbal learning and memory.Pre and post intervention assessment; was done using NIMHANS Index for Specific Learning Disability,Grade Level Assessment Device(GLAD) and Rey’s Auditory Verbal Learning Test(AVLT).SPSS version12.0 was used for descriptive and analytical statistical analysis. Results:Highly significant improvement was noted in total verbal learning, delayed verbal recall,visuo-spatial skills and mathematics(p>0.01).Also, there was significant improvement in sustained attention(time taken and errors),visual memory and immediate verbal recall(p>0.05). Conclusion:Manualized cognitive retraining over thirty six hours can help to partially remediate cognitive deficits in children with learning disability and improve their scholastic performance. The findings have implications for future educational curricula aiming at improved academic performance stemming from an enhanced skill base rather than from just educational based interventions.