ABSTRACT
Children and adolescents frequently bear the brunt of psychosocial as well as global issues going on in their environment silently. They are particularly vulnerable during public health emergencies like pandemics due to their limited understanding of the event, inadequate coping strategies and inability to communicate their feelings like adults. In the ongoing COVID-19 pandemic, the initial phases of understanding the illness, methods of treatment and disease containment have been formulated and initiated. The next area of priority can focus on the potential short and long-term negative repercussions of such a massive and unpredictable pandemic. This paper focuses in the domains of psychological impact and manifestations in children and adolescents, impact on parents, impact of prolonged school closure and interventions for the same.
ABSTRACT
OBJECTIVES: The purpose of this study was to investigate mental health problems in obese child and adolescent patients. We assess the frequency of mental health problems and their differences according to sex, school grade and severity of obesity. METHODS: The sample consisted of 106 children and adolescents aged 8-16 years (61 boys with mean age 10.98±2.26, 45 girls with mean age 9.74±1.96, p=.004) who were diagnosed with obesity and recruited at the Department of Pediatrics of Jeju National University Hospital. The participants completed the Korean-Child Behavior Checklist (K-CBCL), Children's Depression Inventory (CDI), Korean version of the Eating Attitude Test-26 (KEAT-26), and somatotype drawings. RESULTS: The percentage of participants having a T-score in clinical range on one or more CBCL subscale was 37.7%. The percentage of participants in the high risk group for depression (CDI score above 17) was 20.8% and that in the high risk group for eating disorder (EAT-26 score above 20) was 6%. The girls showed significantly lower CBCL T-scores in social competence (48.39±15.66 vs. 38.91±22.04, p=.011), adjustment function (49.51±17.35 vs. 40.38±22.58, p=.020) and school competence (53.34±10.47 vs. 48.22±15.11, p=.042) than the boys, but the percentages of boys and girls in clinical range were not significantly different. The middle school students showed (significantly) higher CBCL T-scores in somatic symptoms (60.86±9.44 vs. 55.74±6.76, p=.005), aggressive behavior (58.81±6.74 vs. 54.68±6.22, p=.009), total problems (59.86±9.91 vs. 54.88±9.76, p=.039) and externalizing problems (57.90±10.57 vs. 52.44±9.38, p=.022) than the elementary school students. The severe obesity group showed significantly higher CBCL T-scores in attention problems (59.18±9.45 vs. 54.15±5.34, p=.001), social problems (59.25±8.59 vs. 55.96±6.50, p=.038), delinquent behavior (58.07±6.97 vs. 54.73±6.00, p=.017) and total problems (59.21±11.65 vs. 54.67±9.03, p=.037) than the mild to moderate obesity group. CONCLUSION: Significant proportions of obese children and adolescents suffer from mental health problems. Clinicians need to pay attention to the mental health risk, especially in obese adolescents and severely obese children and adolescents.
Subject(s)
Adolescent , Child , Female , Humans , Checklist , Depression , Eating , Mental Competency , Mental Health , Obesity , Obesity, Morbid , Pediatric Obesity , Pediatrics , Social Problems , Social Skills , SomatotypesABSTRACT
Observa-se que, no Brasil, diversas ações vêm sendo desenvolvidas com o intuito de se implantar uma educação em tempo integral. Sabe-se que as atividades ligadas ao esporte, às artes e culturais podem contribuir significativamente nesse sentido. Com base nisso, este artigo apresenta algumas iniciativas que visavam à execução de escolas de tempo integral e como as atividades extracurriculares podem ser úteis na efetivação de uma educação em tempo integral. O objetivo deste estudo foi o de verificar o que já se tem publicado sobre as escolas de tempo integral e atividades extracurriculares, desde uma pesquisa bibliográfica, nos periódicos ôPsicologia: teoria e pesquisaõ; ôPsicologia: reflexão e críticaõ; ôPsicologia escolar e educacionalõ. As considerações finais apontam que o estudo sobre as atividades extracurriculares e escolas de tempo integral ainda é embrionário no Brasil e que urge a realização de pesquisas empíricas sobre atividades extracurriculares no País.
It has been noted that in Brazil, lots of actions has been developing in order to deploy a full - time education. It has been known that the activities related to sports, arts and cultural can contribute significantly in this way. From that, this article shows some initiatives that had targeted the execution of full time schools and how the Extracurricular Activities can be useful in the realization of a full time education. The aim of this study was to verify what already has been published about Full Time Schools and Extracurricular Activities , from a reference research in the periodicals Psicologia: Teoria e Prática; Psicologia: Reflexão e Crítica; Psicologia Escolar e Educacional. The final considerations point that the study about the Extracurricular Activities and the full time schools are still embryonic in Brazil, and that urges the realization of empirical researches about Extracurricular Activities in the country.
En Brasil, diversas acciones han sido desarrolladas con la intención de implantar de la Educación de Tiempo Completo. Se sabe que las actividades vinculadas a desportes, artes y cultura pueden contribuir significativamente en esta dirección. A partir de esto, este artículo presenta algunas iniciativas que tienen como objetivo la ejecución de Escuelas de Tiempo Completo y cómo las Actividades Extracurriculares pueden ser útiles en la efectuación de una educación de tiempo completo. Este estudio tuvo el objetivo de verificar lo que ya existe publicado sobre las Escuelas de Tiempo Completo y Actividades Extracurriculares, a partir de una investigación en la bibliografía de los siguientes periódicos: Psicologia: Teoria e Pesquisa; Psicologia: Reflexão e Crítica; Psicologia Escolar e Educacional. Las consideraciones finales indican que el estudio sobre las Actividades Extracurriculares y Escuelas de Tiempo Completo es todavía embrionario en Brasil y que hay urgencia en la realización de investigaciones empíricas sobre actividades extracurriculares en el país.