RESUMEN
Background: Dental anxiety is one of the key factors that prevent children from obtaining dental treatment and raises anxiety levels in children. The first dental visit is usually fearful for the child and contributes to managing the child patient in a dental operatory. A pediatric dentist's role is to perform effective treatment using various nonpharmacological behavior management techniques. Aims: The aim of the study was to evaluate and compare the effect of self-designed dental storybook on behavior and pulse rate before and after dental procedures in 57-year-old children. Settings and Design: The study was a prospective, randomized, controlled trial. Materials and Methods: The study was conducted on 380 aged 57 years. Children were randomly allocated into two groups, namely, Group A ? Behavior modification using a self-designed dental storybook and Group B – Behavior modification without storybook. Research was carried out in two dental visits (screening, examination, and preventive and restorative treatment) wherein, before and after intervention, pulse rate, Facial Image Scale (FIS), and Venham Scale (VS) were recorded. Descriptive statistical analyses followed by the paired t-test and Wilcoxon signed-rank test were applied and tabulated using the SPSS software version 23.0. Results: There was a significant difference observed in the interventional group as compared to the control group for pulse rate, FIS, and VS. Conclusion: Self-designed dental storybook as an adjuvant was found to be promising behavior modification technique for 57-year-old children.
RESUMEN
A habilidade sociocognitiva infantil de compreender os estados mentais próprios e alheios é denominada teoria da mente. Pesquisas apontam uma estreita relação entre essa habilidade e a linguagem, enfatizando atividades de leitura mediadas com livros de histórias. O presente artigo constitui uma revisão sistemática de estudos que utilizaram os livros de histórias como recurso avaliativo e/ou promotor da teoria da mente. A busca foi realizada nas bases de dados SciELO, PePSIC, PsycINFO e PUBmed. Utilizou-se a combinação entre os descritores: livro de história; teoria da mente; estados mentais e seus correlatos em inglês e espanhol. Encontrou-se um total de 387 artigos, sendo que apenas nove satisfizeram os critérios de inclusão. Os resultados apontam para a viabilidade sociocognitiva dos livros, como medida tanto de avaliação quanto de promoção de competências relacionadas à teoria da mente
The socio-cognitive children's ability to understand their own and others mental states is denominated theory of mind. Research shows a close relationship between this ability and language, emphasizing mediated reading activities with storybooks. This article is a systematic review of studies that used storybooks as evaluative resource and/or promoter of the theory of mind. The search was conducted in the databases SciELO, PePSIC, PsycINFO and Pubmed. It was used the combination between the descriptors: storybook; theory of mind; mental states and its correlates in Portuguese and Spanish. A total of 387 articles was found, but only nine of those satisfied the inclusion criteria. The results point to the socio-cognitive viability of books, both as assessment measure and promotion of skills related to the theory of mind