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En Colombia, el Decreto 1421 de 2017 reconoce a la familia como actor esencial en la participación efectiva del estudiantado con discapacidad. Se ofrece una reflexión sobre las barreras que las familias enfrentan al tratar de cumplir con las obligaciones enunciadas en esta normativa, y se proponen estrategias para incrementar su involucramiento. Las barreras actitudinales, físicas, comunicativas y sociales que afrontan las familias dificultan el éxito escolar de niños, niñas y adolescentes con discapacidad. Asimismo, el escaso reconocimiento de la diversidad lingüística, la geografía y el conflicto armado minimizan la presencia de estudiantes con discapacidad y sus familias en entornos escolares de algunas regiones del país. De otra parte, el enfoque unidireccional y centrado en las limitaciones del estudiante dificulta la participación y cumplimiento de las obligaciones escolares en algunos es-tablecimientos educativos. La generación de políticas con enfoque territorial que visibilicen las necesidades regionales y promuevan las diferencias lingüísticas y culturales, así como la toma de conciencia, el acompañamiento psicosocial, el trabajo colaborativo y la generación de espacios de empoderamiento, desde una perspectiva de derechos, pueden favorecer el rol de las familias para el logro de la inclusión y la equidad en la educación.
In Colombia, Decree 1421 of 2017 recognizes the family as a fundamental stakeholder in facilitating the meaningful participation of students with disabilities. This article offers insightful considerations regarding the challenges families face in fulfilling the obligations outlined by this regulation, and several strategies to enhance their engagement. The attitudinal, physical, communicative, and social barriers they encounter significantly impede children and adolescents with disabilities' academic success. In specific regions of the country, poor recognition of linguistic diversity, geography and armed conflict minimize the presence of students with disabilities and their families in school settings. Furthermore, the unidirectional approach focused on the student's limitations makes participating and fulfilling school obligations in some educational establishments difficult. The creation of territorial-focused policies that bring regional needs to the forefront and promote linguistic differences, coupled with fostering awareness, psychosocial support, collaborative work, and the development of empowering spaces from a rights-based perspective, may favor the role of families in achieving inclusion and equity in education
Na Colômbia, o Decreto 1421 do 2017 reconhece a família como ator essencial na participação efetiva de estudantes com deficiência. Este artigo oferece uma reflexão sobre as barreiras que as famílias enfrentam no cumprimento das obrigações estabelecidas por esta normativa e propõe algumas estratégias para aumentar sua participação. As barreiras atitudinais, físicas, comunicativas e sociais que as famílias enfrentam dificultam o sucesso escolar de crianças e adolescentes com deficiência. Em algumas regiões, a falta de reconhecimen-to da diversidade linguística, a geografia e o conflito armado minimizam a presença de estudantes com deficiência e suas famílias nos ambientes esco-lares. Por outro lado, a perspectiva unidirecional, focada nas limitações dos estudantes, dificulta a participação e o cumprimento das obrigações escolares em algumas instituições educacionais. A geração de políticas com enfoque te-rritorial, que visibilizem as necessidades regionais e promovam as diferenças linguísticas, bem como a conscientização, o acompanhamento psicossocial, o trabalho colaborativo e a geração de espaços de empoderamento, desde uma perspectiva de direitos, podem favorecer o papel das famílias para alcançar a inclusão e a equidade na educação.
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Objectives: This study aimed to determine the effects of family-integrated diabetes education on diabetes knowthe ledge of patients and family members, as well as its impact on patients' glycosylated haemoglobin (A1C). Design: The design was a two-group Pretest Posttest quasi-experimental. Setting: The study took place at the diabetes clinics of two tertiary hospitals in southwestern Nigeria. Participants: People Living with Diabetes (PLWD) and family members aged 18 years and over and without cognitive impairment were placed, as clusters, into either a control group (CG) or an intervention group (IG) The CG comprised 88 patients and 88 family members while IG comprised 82 patients and 82 family members. Of these, 78 and 74 patients completed the study in CG and IG, respectively. Interventions: PLWD in IG along with their family members were given an educational intervention on diabetes management and collaborative support with an information booklet provided. This was followed by three (3) complimentary Short Messaging Service (SMS). Main outcome measures: A1C and diabetes knowledge. Results: Over half (52.4%) and about a fifth (18.2%) of family members and patients, respectively, had never had diabetes education. There was a statistically significant increase in the knowledge of patients and family members in IG. Unlike CG, the A1C of patients in IG improved significantly at three and six-month post-intervention, (p<0.01). Regression showed an independent effect of family members' knowledge on IG's A1C. Conclusions: Improved family members' diabetes knowledge positively impacted patients' glucose level. There is a need to integrate family members into diabetes care better
Subject(s)
Humans , Family , Hemoglobins , Diabetes Mellitus , Patient Medication Knowledge , KeratinsABSTRACT
Objectives: This study aimed to determine the effects of family-integrated diabetes education on diabetes knowthe ledge of patients and family members, as well as its impact on patients' glycosylated haemoglobin (A1C). Design: The design was a two-group Pretest Posttest quasi-experimental. Setting: The study took place at the diabetes clinics of two tertiary hospitals in southwestern Nigeria. Participants: People Living with Diabetes (PLWD) and family members aged 18 years and over and without cognitive impairment were placed, as clusters, into either a control group (CG) or an intervention group (IG) The CG comprised 88 patients and 88 family members while IG comprised 82 patients and 82 family members. Of these, 78 and 74 patients completed the study in CG and IG, respectively. Interventions: PLWD in IG along with their family members were given an educational intervention on diabetes management and collaborative support with an information booklet provided. This was followed by three (3) complimentary Short Messaging Service (SMS).Main outcome measures: A1C and diabetes knowledge. Results: Over half (52.4%) and about a fifth (18.2%) of family members and patients, respectively, had never had diabetes education. There was a statistically significant increase in the knowledge of patients and family members in IG. Unlike CG, the A1C of patients in IG improved significantly at three and six-month post-intervention, (p<0.01). Regression showed an independent effect of family members' knowledge on IG's A1C. Conclusions: Improved family members' diabetes knowledge positively impacted patients' glucose level. There is a need to integrate family members into diabetes care better.
Subject(s)
Humans , Glycated Hemoglobin , Diabetes Mellitus , Family , Health Knowledge, Attitudes, Practice , EducationABSTRACT
Objective To explore the impact of family education methods and parental rearing or not on the psychological problem tendency of primary school students.Methods The mental health test (MHT) was used on getting mental health data of the 2 838 primary school students from Dongguan city.Results (1) The results of MHT showed that 94.28％ of primary school students had no psychological problems,the tendency rate of psychological problems was 4.29％,and 1.43％ of them were suffering from serious psychological problems.Learning anxiety,physical symptoms and allergy tendency were more prominent.(2) The total MHT scores of primary school students with authoritarian,democratic,permissive and neglected family education methods were (34.84±14.58),(31.04±13.60),(35.19±12.82) and (41.19±13.10)respectively.There was no statistically significant difference in the terrorist tendency dimension scores of primary school students with different education methods (F=2.33,P=0.054),and the differences in the MHT total score and other dimensions were statistically significant (F=4.35-16.88,P＜0.01).(3) There were statistically significant differences in the scores of the total score of psychological problem tendency,dimensions of learning anxiety,anxiety to people,allergy tendency and impulse tendency of primary school students who were parental rearing or not (t=2.09-3.67,P＜0.05).However,there was no statistically significant difference in the dimensions of loneliness tendency,self-accusation tendency,physical symptoms and terrorist tendency (P＞0.05).Conclusion Family education methods and parenting styles has a impact on the mental health of primary school students.
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À partir de la traduction ci-jointe de deux lettres de Kafka à sa soeur, on élabore des commentaires sur la conception de l'auteur sur la famille, où il voyait une source de violence. On situe l'origine de cette conception dans la propre expérience de Kafka en ce qui concerne la vie familiale et ses réflexions à partir de la littérature.
The authors start from two of Kafka's letters to his sister. These letters are herein translated. The authors comment on the writer's conception of family, which he considered an original source of violence. This idea would be a result of Kafka's own experience of family life, as well as of his reflections on literature.
A partir de dos cartas, traducidas aquí, escritas por Kafka a su hermana, los comentarios se estructuran en la concepción de familia sostenida por el escritor, en la cual vio una fuente original de violencia. Los orígenes de esta concepción se basan en la propia experiencia de vida familiar del escritor y en sus reflexiones relacionadas con la literatura.
A partir de duas cartas de Kafka à sua irmã, tecem-se comentários a respeito da concepção de família que tinha o escritor, que via nesta uma fonte originária de violência. Situa-se a origem dessa concepção na própria experiência de vida familiar de Kafka e em suas reflexões a partir da literatura.
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RESUMO: a comunicação suplementar e/ou alternativa (CSA) é uma área da ciência que se dedica a desenvolver recursos, estratégias, processos e técnicas voltados à comunicação de indivíduos com restrições na comunicação verbal. Deve-se prever, neste contexto, a participação dos familiares, bem como suas necessidades de informação e orientação. O objetivo deste trabalho foi realizar adequação e ampliação de um questionário desenvolvido para identificar temas de interesse em comunicação, por meio da inclusão de itens relacionados à comunicação alternativa. O instrumento é composto por uma parte introdutória de identificação do respondente e de um checklist com itens não excludentes mutuamente. A elaboração de novos itens do checklist, na temática da CSA, obedeceu às seguintes etapas: redação de itens; correção da redação de itens da primeira versão; avaliação dos itens por juízes e incorporação das sugestões de ajustes considerados pertinentes; remodelação final e formatação. Foram desenvolvidos vinte itens, que representam dúvidas de familiares de crianças e jovens que não se comunicam por meio da fala, usuários ou potenciais usuários ao uso de CSA. Os procedimentos utilizados definiram formato e conteúdo do instrumento, habilitando-o para o processo de validação e/ou remodelação, por meio da utilização em pesquisas e práticas interventivas em comunicação alternativa.
ABSTRACT: Augmentative and Alternative Communication (AAC) is an area of science dedicated to developing resources, strategies, processes and techniques, in order to support individuals with some restriction in verbal communication. We should ensure the participation of family members, as well as their needs for information and guidance. The aim of this study was to carry out suitability and expansion of a questionnaire designed to identify topics regarding communication, through the inclusion of items related to AAC. The structure of the survey was maintained from an earlier study, consisting of an introductory part for the respondent identification and of a checklist with questions. The development of new items included the following steps: drafting of items, first version of wording correction, evaluation of items by judges, analysis of judges' evaluation and incorporation of suggestions for adjustments considered pertinent, and ultimate remodeling and formatting. Twenty items were developed, representing frequently asked questions from families of children and of young people who do not communicate through speech, and that initiate or apply for the AAC systems. The procedures defined the format and content of the instrument, enabling it to be submitted for validation and/or remodeling process, by using it in research and interventional practices in alternative communication.
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Este artículo es de carácter teórico, en él reflexionamos sobre el desafío de revisar los marcos sobre la educación emocional que necesita reconocer e identificar las variaciones de los problemas sociales y culturales asociadas a la educación familiar mapuche como eje de formación emocional propio. Partimos de la reconsideración de la dimensión emocional en la escuela, acompañada de investigaciones que apuntan al mejoramiento de ciertas habilidades emocionales tanto en los estudiantes como en los profesores. Este reconocimiento se asocia con un ideal de competencias emocionales o ideal emocional en el aula. Sin embargo, en este ideal de educación emocional, se ha dejado de considerar el saber emocional de los estudiantes que pertenecen a culturas de grupos minoritarios, donde el ideal emocional construido en el marco de la educación familiar puede distar del predominante en las escuelas. Esta situación de la escuela y la educación en contextos indígenas, puede generar choques culturales que, en contextos de diversidad social y cultural, pueden ser ignorados o mal interpretados, generando procesos de discriminación e inequidad. Esta problemática puede ser abordada desde una epistemología emocional propia; permitiendo el reconocimiento de la educación emocional y la identidad cultural mapuche mediante un enfoque educativo intercultural.
In this theoretical article we reflect on the challenge of checking the frameworks related to the emotional education that need to recognize and identify the variations of the social and cultural problems associated with the mapuche family education as core of the own emotional formation. We start with a reconsideration of the emotional dimension of the school, accompanied by investigations that aim to the improvement of certain emotional skills in students as well as in professors. This recognition is associated with an ideal of emotional competencies or an emotional ideal in the classroom. Previously, however, in this ideal of emotional education, the emotional knowledge of the student who belongs to the culture of minority groups has not longer been considered, especially when the emotional ideal built on the framework of the family education may be far from the predominant one in the schools. When social and cultural diversity is ignored or misinterpreted in school and in education in indigenous contexts, cultural clashes emerge creating processes of discrimination and inequity. This problem can be addressed with a proper emotional epistemology, allowing for recognition of the emotional education and the mapuche cultural identity by using an intercultural educational approach.
Este artigo teórico reflete o desafio de rever contextos da educação emocional, precisamente para reconhecer e identificar mudanças nos problemas sociais e culturais associados à educação da família Mapuche como eixo da formação emocional. Começamos reconsiderando a dimensão emocional na escola, junto com uma investigação destinada a melhorar certas habilidades emocionais em alunos e professores. Este reconhecimento está associado a um ideal de competências emocionais e ideal emocional na sala de aula. No entanto, neste ideal de educação emocional se deixou de considerar o conhecimento emocional dos alunos que pertencem a culturas de grupos minoritários, em que o emocional construído idealmente no âmbito da educação familiar pode estar longe de ser dominante nas escolas. Esta situação da escola e da educação em contextos indígenas pode levar a choques culturais que, em contextos de diversidade social e cultural, podem ser ignorados ou mal interpretados, gerando processos de discriminação e desigualdade. Este problema pode ser abordado a partir de uma epistemologia emocional, permitindo o reconhecimento da educação emocional e identidade cultural Mapuche através de uma abordagem educativa intercultural.
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Humans , Male , Female , Ethnicity , Schools , Social DesirabilityABSTRACT
Resumen Objetivo: Determinar los factores protectores familiares que previenen el uso de sustancias psicoactivas en los estudiantes del grado quinto de primaria de la Institución Educativa San Luis Gonzaga de Chicoral, corregimiento de El Espinal (Tolima). Materiales y métodos: La metodología utilizada fue de tipo cuantitativo, descriptivo y transversal. El análisis y procesamiento de la información se llevó a cabo mediante la utilización del paquete estadístico Statistical Package for the Social Sciences (SPSS) versión 18. La recolección de la información se realizó a través de la aplicación de una encuesta, una escala tipo Lickert autoaplicable. La muestra estuvo constituida por un total de 130 estudiantes de quinto de primaria de la institución educativa pertenecientes al estrato 1 y 2 de acuerdo con el régimen subsidiado Sisbén. Resultados: Para la realización del análisis se empleó la estadística descriptiva con tablas de frecuencias, figuras de barras y cruces de variables. Conclusiones: El estudio permitió reconocer la importancia que tienen los factores protectores para el desarrollo integral y saludable de los adolescentes. La comunicación es un posibilitador de los factores protectores familiares. El fenómeno de consumo de SPA no tiene características diferenciales para el contexto urbano y el contexto rural.
Abstract Objetive: To determine the family protective factors that prevent the use of psychoactive substances in fifth grade students of the San Luis Gonzaga Educational Institution of Chicoral, El Espinal (Tolima). Materials and methods: The methodology used was quantitative, descriptive and cross-sectional. Data analysis and processing was carried out using the statistical package Statistical Package for the Social Sciences (SPSS), version 18. The information was collected through the application of a survey, a type scale Self-applying Lickert. The sample consisted of a total of 130 fifth grade students from the educational institution belonging to stratum 1 and 2 according to the subsidized Sisbén regime. Results: Descriptive statistics were used for the analysis, with tables of frequencies, bar figures and crosses of variables. Conclusions: The study made it possible to recognize the importance of protective factors for the integral and healthy development of adolescents. Communication is an enabler of family protective factors. The phenomenon of SPA consumption does not have differential characteristics for the urban context and the rural context.
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En esta investigación analizamos cómo la estrategia de combate a la pobreza de la Fundación Ayú, influye en el hábito del ahorro de los niños y niñas mixtecos de Oaxaca -los "Chispitas"-, con datos obtenidos de noviembre de 2013 a julio de 2014. Realizamos un taller participativo y entrevistas semiestructuradas, aplicando un cuestionario a 42 niños y niñas de diez años de edad promedio, y antigüedad como ahorradores de entre tres y siete años. El perfil socioeconómico familiar corresponde mayormente a hogares campesinos; las razones para ahorrar son la educación, el futuro y las emergencias, siendo las madres quienes mayor influencia tienen en este hábito. Participar en las cajas visibiliza a los niños y niñas en la localidad y los inicia en la inclusión social y financiera.
The objective of this research is to analyze how the savings habits of Mixtec children from State of Oaxaca - known as "chispitas" - are influenced by the poverty eradication strategy implemented by the Fundación Ayú. Data collected between November 2013 to July 2014 was used for this purpose. A participatory workshop was held, and semi-structured interviews were conducted using a questionnaire with 42 children that had an an average age of ten, time in education of between one and nine years and have saved for a period of between three and seven years. The children come from families with low socioeconomic status such as farmers and skilled laborers. Their motivation for saving included education, a better future and emergencies.
O objetivo desta pesquisa é analisar como a estratégia de combate à pobreza da Fundación Ayú influencia as crianças do Estado de Oaxaca - os "Chispitas" - no hábito de economizar, com dados obtidos de novembro de 2013 a julho de 2014. Um seminário participativo foi realizado, além de entrevistas semiestruturadas com aplicação de um questionário a 42 crianças com idade média de 10 anos, as quais tinham poupado dinheiro num período de três a sete anos. O perfil socioeconõmico familiar corresponde, em sua maioria, à área rural; as razões para economizar são: educação, futuro e emergências, sendo as mães as principais responsáveis por influenciar nesse hábito. Ter uma poupança faz com o que as crianças iniciem sua inclusão social e financeira em suas famílias.
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Mexico , PovertyABSTRACT
Analizamos las transformaciones en los valores y prácticas educativas, y algunas condiciones que median, en un grupo de 15 familias latinoamericanas residentes en Barcelona (España). Realizamos entrevistas en profundidad con las figuras parentales, generalmente las madres, y entrevistas semiestructuradas con algunos de sus hijos e hijas. Los hallazgos destacan tanto la persistencia de las familias en socializar a sus hijos e hijas de acuerdo con valores de las tradiciones culturales de sus países de origen, como la necesidad de negociar nuevos significados y comportamientos e incorporar nuevas estrategias y prácticas. La composición familiar, la escolarización de los padres y madres, las redes con que cuentan, la inserción laboral, median en la adaptación de las familias a los cambios contextuales y culturales que afectan la socialización de sus hijos e hijas.
This study analyses changes in values and educational practices as well as some conditions that mediate these practices among a group of 15 Latin American families residing in Barcelona (Spain). In-depth interviews were conducted with parental figures, mostly mothers, and semi-structured interviews with some of their children. The findings highlight both the persistence of families in instilling values from the cultural traditions of their countries of origin and the need to negotiate new meanings and behaviors and incorporate new strategies and practices. Family composition, parents education, available networks and job inclusion all play a role in the adaptation of families to the contextual and cultural changes that affect the socialization of their children.
A pesquisa analisa as transformações nos valores e nas práticas educativas e as condições que permeiam um grupo de 15 famílias latino-americanas residentes em Barcelona (Espanha). Foram realizadas entrevistas em profundidade com os pais, geralmente com as mães, e entrevistas semiestruturadas com alguns de seus filhos e filhas. Os resultados encontrados destacam tanto a persistência das famílias em socializar os seus filhos e filhas de acordo com os valores associados às tradições culturais de seus países de origem, como a necessidade de negociar novos significados e comportamentos e de incorporar novas estratégias e ações. A composição familiar, o nível de escolarização dos pais e das mães, as redes com as quais a família pode contar, a inserção no mercado de trabalho, influenciam na adaptação das famílias às mudanças contextuais e culturais que afetam a socialização de seus filhos e filhas.
Subject(s)
SpainABSTRACT
PURPOSE: This study was done to examine the intervention effects on the family of a family education program for pathological gamblers based on Community Reinforcement and Family Training (CRAFT). METHODS: A quasi-experimental, nonequivalent control group pretest-posttest design was used. The participants were 44 families of pathological gamblers from G center in Gyung-gi Province and 5 Gam-Anon groups in Seoul City and Gyung-gi Province. The experimental group (n=22) attended the 6 weekly 2 hour-long CRAFT family education program. The control group (n=22) attended the 12-step program of Gam-Anon. Data were collected from November, 2011 to May, 2012. RESULTS: Compared with the control group, the experimental group showed significant decrease in depression (p=.001) and state anger (p=.039). There were no significant differences between groups in the level of interpersonal communication, trait anger, the mode of anger expression and self-esteem. CONCLUSION: Findings from this study suggest that the CRAFT family education program is effective in decreasing depression and state anger in families of pathological gamblers.
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Adult , Female , Humans , Male , Middle Aged , Anger , Depression , Expressed Emotion , Family/psychology , Gambling , Program Evaluation , Self ConceptABSTRACT
O objetivo do presente estudo foi de avaliar os efeitos de um programa de Comunicação Alternativa e Ampliada (CAA) no contexto familiar de pessoas com autismo. O programa, denominado ProCAAF, foi aplicado mediante a real necessidade dos familiares em estabelecer comunicação eficaz com seus filhos, mediante as necessidades apresentadas no contexto familiar. O estudo analisou os efeitos da aplicação da CAA e registrou as modificações ocorridas no comportamento comunicativo dos familiares com seus filhos. Fizeram parte do estudo seis participantes, sendo três participantes familiares (Pfs), representado pelas mães e seus respectivos filhos, denominados de participantes alunos (Pas), com diagnóstico de autismo, não-verbal e/ou fala não funcional. Para verificar os efeitos do ProCAAF, foi empregado um delineamento de múltiplas sondagens entre as mães e seus respectivos filhos (as). Os dados quantitativos foram analisados mediante o desempenho das mães na utilização da CAA com seus filhos, considerando os níveis de apoio e suporte oferecido pela pesquisadora. Os resultados demonstraram que as mães aprenderam a utilizar a CAA com seus filhos no contexto familiar, conseguindo suprir algumas das prioridades comunicativas determinadas previamente. Os dados qualitativos foram analisados mediante as respostas obtidas em questionário aplicado em período anterior e posterior a intervenção, demonstrando significativa mudança em relação à competência comunicativa dos participantes com autismo. É recomendada a implementação desse programa em outros contextos.
The aim of this study was to evaluate the effects of an AAC program in the communication behavior of families who have children with autism. The program named ProCAAF, was implemented based on the family's actual needs in establishing effective communication with their children, according to the needs present in the family context. There were 6 participants in this study: 3 parents (Pfs), representing mothers and their 3 children who were called student participants (Pas), representing students diagnosed with autism with no verbal communication or functional speech. A multiple probe design across parents and their children was employed. The quantitative data was analyzed through the mother's performance in the use of AAC with their son/daughter in view of the level of support offered by the researcher. The results suggested that the parents learned how to apply AAC in the family context and achieved previously determined communication priorities. A qualitative analysis of the answers from a questionnaire applied pre and post intervention period indicated significant changes in relation to communication ability of the participants with autism. The implementation of this program in other contexts is recommended.
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Objective To compare internet addiction disorders' family cohesion and their family educa-tion style, and to help prevent internet addiction disorder and interference treatment in families with internet addic-tion disorder. Methods Ninety adolescents with internet addiction disorder were investigated as the experimental group and one hundred normal adolescents as the control group. Questionnaire and in-depth interview was used to collect data,and the data was analyzed with SPSS 10.0. Results Average scores of control group were significant higher than those of experimental group in family cohesion ((51.75±8.86) vs (38.89±12.17), P<0.01). Av-erage scores of control group were significant higher than these of experimental group in family education style ((50.65±7.66) vs (41.44±10.84), P < 0.01). Average scores of experimental group were significant higher than those of control group in dissatisfaction of family cohesion and family education style ((20.87±4.66) vs (12.33±7.88); (23.30±11.06) vs (14.28±7.29), P < 0.01). Conclusion The adolescents with internet addiction disorder have low family cohesion and high dissatisfaction of family education style,wherefore during in-ternet addiction family intervention and prevention, it should pay particular attention to cultivating close and harmo-nious relations among families members. In aspect of family education, parents should pay special attention to chil-dren's healthy personality development, and guide their children to actively take part in social practice and train-ing.
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Objective The purpose of this trial was to appraise the effects of both recognition-insight therapy and family education on rehabilitation of patients with schizophrenia. Methods 140 outpatients with schizophrenia were randomly divided into two groups (70 patients in each group). The family group was trained with recognion-insight therapy and family education while the control group only received services at outpatient department. During a three-year follow-up period, both groups were conformed with the schizophrenic diagnostic criteria of BPRS, CGI, SDSS and the self-made gauge. Results Both at the end of the 1st and the 3rd year, the family group was lower than the control group on scores of every gauge (P <0.01 ). On the other hand, the therapy compliance of the family group was significantly higher than the control group (P<0.01 ). Both relapse rates of the end of the Ist year and 3rd year (19.4%, 32.2%) were excessively lower than the control group (46.9%, 74.5%) (P<0.Ol ), while the family group's social function fine rate (73.1% , 62.7% ) was significantly higher than that of the control group (39.1% , 20.0%) (P<0.01). Conclusion The recognion-insight therapy and family education performed pivotal role in the rehabilitation of patients with schizophrenia.
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Attention-Deficit /Hyperactivity Disorder(ADHD), previously considered as a disease of childhood, is a disorder characterized by inattention, hyperactivity, and impulsivity. Recent studies, however, revealed that in about a half of the ADHD children the patients continue their symptoms into their adulthood, which implicates that ADHD is not a childhood disorder but a disorder that a patient has to live with for his or her life. The prevalence of ADHD is 2~6% of general population, with a male preponderance. Since ADHD usually develops in school ages, patients experience such problems as learning difficulties, maladjustment, depressive episodes, substance use, and conflicts with parents or other children. Co-morbidities, e.g. tic, anxiety conduct, and oppositional defiant disorders also exist. Although the exact etiology of ADHD remains to be elucidated, abnormalities of specific areas and pathways in the central nervous system, which is reflected by the term, ADHD-minimal brain damage or minimal brain dysfunction in the early 20th century, have been reported. Genetic factors also have to be considered. To establish the diagnosis of ADHD, the behavior of children and collateral information are required. Objective tests including intelligence, neuropsychological tests, and continuous performance test are helpful. Pharmacotherapy and family education are the most important elements in treating ADHD patients. Cognitive-behavior therapy, play therapy, and social skill training are also useful. A CNS stimulant such as methylphenidate is the most commonly prescribed drug, and the prescription of newly developed drugs, atomoxetine and modafinil, is increasing. The success of treatment depends on both medication and management of psychological and behavioral problems. Early diagnosis and intervention can improve the prognosis of the patients.