Perception of primary school teachers to school children's mental health problems in Southwest Ethiopia.

BACKGROUND: Teachers perception of child mental health problems and their attitude to school-based mental health services helps in designing early intervention strategies aimed at promoting the service. However, little is known in this regard among primary school teachers in Ethiopia. Therefore, this study assessed perceptions and attitude of primary school teachers to child mental health problem and school-based mental health programs in Jimma town, southwest Ethiopia in 2013. METHODS: A cross-sectional study design was implemented among 568 primary school teachers in Jimma town, from 1 to 30 October 2013. Perceptions and attitude of teachers to children with mental health problems and school mental health related information were assessed using a structured self- administered questionnaire. RESULTS: About 40% of teachers recognized the list of psychopathology items presented to them as child mental health problems while 54.4% of them rated child mental health problem as severe. Externalizing behaviors were perceived as the most severe problems. Teaching experience and teaching in public schools were significantly associated with the perception of severe type of child mental health problems. About 95% of teachers acknowledged that school-based mental health programs are important but limited availability was reported. CONCLUSION: Despite the high problem severity ratings, teachers' perception of the psychopathology as a mental health problem in children was low. There was also a favorable attitude on the importance and the need of school-based child mental health programs. Thus, creating mental health awareness for teachers and establishing school mental health services to intervene in child mental health problem is crucial.

An adolescent with significant emotional and medically unexplained complaints: case report and proposal of an intervention.

BACKGROUND: Ethiopia is a country in which child and adolescent mental health needs are often not met. In order to promote capacity building, a Collaborative International Exchange Programme has been established between Jimma University at Jimma, Ethiopia, and Ludwig-Maximilian University in Munich, Germany. The programme focuses on training non-physician health professionals in mental health speciality. One of the courses in the training programme, child psychiatry, involves a child psychiatrist and a children's nurse supporting the management of a patient described in this case report. Its conceptual framework is based on the section "significant emotional and medically unexplained complaints" of the "WHO mental health GAP intervention guide for mental, neurological and substance use disorders in non-specialized health settings". OBJECTIVE: The purpose of this case report is to promote confidence in mental health professionals when managing patients with similar conditions, and to stimulate further evaluation of the conceptual approach in developing countries. PATIENT: The subject of this case report is a 14-year-old adolescent girl admitted to the psychiatric clinic at Jimma University Teaching Hospital. She was admitted for intractable retching, inability to eat, weight loss, and inability to walk. Challenges included the combination of medical and psychiatric symptoms, and the significant impairment of functioning in this adolescent. The first aim in the management of this patient was to guarantee vital functions. In a problem-oriented approach, different domains were addressed to restore nutritional, social, emotional, and motor functions. Treatment consisted of various elements of psychosocial interventions. The patient improved in 2 weeks and the final diagnosis was conversion disorder. CONCLUSION: Psychosocial interventions can be developed in cooperation, and applied in a setting where little child mental health expertise is available. Case-based learning relying on local expertise is suitable in meeting local needs and in developing mental health services for children and adolescents.

The development of a model of training in child psychiatry for non-physician clinicians in Ethiopia.

BACKGROUND: The lack of trained mental health professionals has been an important barrier to establishing mental health services in low income countries. The purpose of this paper is to describe the development and implementation of child psychiatry training within a graduate program in mental health for non-physician clinicians in Ethiopia. METHODS: The existing needs for competent practitioners in child psychiatry were identified through discussions with psychiatrists working in Ethiopia as well as with relevant departments within the Federal Ministry of Health Ethiopia (FMOHE). As part of a curriculum for a two year Master of Science (MSC) in Mental Health program for non-physician clinicians, child psychiatry training was designed and implemented by Jimma University with the involvement of experts from Addis Ababa University (AAU), Ethiopia, and Ludwig-Maximillian's University, (LMU), Germany. Graduates gave feedback after completing the course. The World Health Organization's (WHO) Mental Health Gap Action Program (mhGAP) intervention guide (IG) adapted for Ethiopian context was used as the main training material. RESULTS: A two-week child psychiatry course and a four week child psychiatry clinical internship were successfully implemented during the first and the second years of the MSC program respectively. During the two week psychiatry course, trainees learned to observe the behavior and to assess the mental status of children at different ages who had a variety of mental health conditions. Assessment of the trainees' clinical skills was done by the instructors at the end of the child psychiatry course as well as during the subsequent four week clinical internship. The trainees generally rated the course to be 'very good' to 'excellent'. Many of the graduates have become faculty at the various universities in Ethiopia. CONCLUSION: Child psychiatry training for non-physician mental health specialist trainees was developed and successfully implemented through collaboration with other universities. The model of institutional collaboration in training mental health professionals in the context of limited resources provides a useful guide for other low income countries where there is scarcity of psychiatrists.

Teaching child and adolescent psychiatry to undergraduate medical students - A survey in German-speaking countries.

OBJECTIVE: To conduct a survey about teaching child and adolescent psychiatry to undergraduate medical students in German-speaking countries. METHODS: A questionnaire was sent to the 33 academic departments of child and adolescent psychiatry in Germany, Austria, and the German-speaking part of Switzerland. RESULTS: All departments responded. For teaching knowledge, the methods most commonly reported were lectures and case presentations. The most important skills to be taught were thought to be how to assess psychopathology in children and how to assess families. For elective courses, the departments reported using a wide range of teaching methods, many with active involvement of the students. An average of 34 hours per semester is currently allocated by the departments for teaching child and adolescent psychiatry to medical students. Required courses are often taught in cooperation with adult psychiatry and pediatrics. Achievement of educational objectives is usually assessed with written exams or multiple-choice tests. Only a minority of the departments test the achievement of skills. CONCLUSIONS: Two ways of improving education in child and adolescent psychiatry are the introduction of elective courses for students interested in the field and participation of child and adolescent psychiatrists in required courses and in longitudinal courses so as to reach all students. Cooperation within and across medical schools can enable departments of child and adolescent psychiatry, despite limited resources, to become more visible and this specialty to become more attractive to medical students. Compared to the findings in earlier surveys, this survey indicates a trend towards increased involvement of academic departments of child and adolescent psychiatry in training medical students.

[What do medical students learn in the elective course in Child and Adolescent Psychiatry?]. / Was lernen Medizinstudenten im Wahlfach Kinder- und Jugendpsychiatrie?

OBJECTIVE: A course in child and adolescent psychiatry and psychotherapy is optional for medical students within the Medical Curriculum Munich (MeCuMLMU). Aims of the course are to give insight into the specialty of child and adolescent psychiatry and to help students acquire basic skills. The focus is on psychopathology and on communication skills. METHOD: A course comprising 23 teaching units and limited to twelve students is taught over four days within one week twice per semester. Child and Adolescent Psychiatry is introduced by means of case presentations of children in different age groups, each with externalizing, and internalizing disorders and with developmental delay, and by a clinical round in the teaching hospital affiliated to the University. Case examples of children are presented by video. In group discussions guided by a teacher students learn to formulate a psychopathological status. Role-plays derived from the clinical examples and video-based feed-back provides students with the opportunity to improve their communication skills. RESULTS: The course is evaluated by means of a written examination, in which a psychopathological status must be written down independently. Students and teachers evaluate the seminar in a structured way. Videotapes of the role-plays are analyzed by the teachers after the course. In a sub-sample, a follow-up evaluation was carried out six months later. CONCLUSIONS: The seminar offers an excellent opportunity to introduce medical students to child and adolescent psychiatry and to recruit and inspire a future generation of child and adolescent psychiatrists.

[Breaking bad news--a video-based training unit for medical students]. / Uberbringen schlechter Nachrichten--Videogestützte Trainingseinheit für Medizinstudenten.

OBJECTIVE: In 2002, the Medical Licensing Board prescribed fundamental changes in medical education. The reformed curriculum set its focus on bed-side teaching in small groups, problem-based courses, and training of communication skills. The previous curriculum did not include the teaching of communication skills to future physicians. Physicians thus felt unprepared for the doctor-patient communication. METHOD: Within the newly derived Medical Curriculum Munich (MeCuMLMU), the School of Medicine at the Ludwig-Maximilian-University of Munich implemented in 2005 a teaching unit named "Breaking Bad News" in order to train the students' communication skills. Its main elements are videotaped role-plays and the subsequent video-based analyses. In the role-plays, students experience the parts of a physician and a couple of parents. The task of the physician is to break the news of a severe condition to the parents of a child. The teaching units are held by members of the department of child psychiatry together with fifteen members of the department of paediatrics who had been instructed in analyzing videotaped role-plays. A manual was developed to facilitate a standardized approach. RESULTS AND CONCLUSIONS: The teaching units were evaluated by means of questionnaires filled in by students and tutors. The evaluation showed that "Breaking Bad News" was highly appreciated by both students and tutors. Our experience showed that this type of instruction is suitable to improve the communication skills of medical students, and it is feasible despite the relatively extensive technical and personnel resources needed.

Proactive therapy of atopic eczema--an evidence-based concept with a behavioral background.

Atopic eczema is a highly pruritic, chronic inflammatory skin disease with a high socioeconomic burden. Different individually relevant exacerbating factors influence the clinical course of the disease. Current therapeutic paradigms call for maintaining or enhancing the epidermal barrier by continuous emollient therapy, which is combined with anti-inflammatory topical treatment applied to all affected areas as they appear. An alternative approach is proactive therapy, which involves long-term, low-dose intermittent topical anti-inflammatory therapy for previously affected areas with subclinical inflammation. The immunodermatological background to this approach is the ongoing epidermal barrier dysfunction, the residual inflammatory skin infiltrate and the persistent immunological abnormalities which are all present but clinically invisible. This manuscript summarizes the immunodermatological and behavioral background, the study data of controlled clinical trials and our personal experience in a special atopic dermatitis clinic. The clinical advantages of proactive therapy are fewer exacerbations, an improved quality of life and--in severe cases--lower treatment costs.

Prevalence of use, abuse and dependence on legal and illegal psychotropic substances in an adolescent inpatient psychiatric population.

OBJECTIVE: To examine the prevalence of use, abuse, and dependence on legal and illegal psychotropic substances in an adolescent in-patient psychiatric population in relation to age and gender. METHODS: Participants were all consecutive admissions (patients aged from 14 to 17) to the adolescent psychiatric in-patient unit. Of the 86 patients who met all the criteria for taking part in the study 70 were interviewed, giving a response rate of 81%. Prevalence of use and of substance use disorders were assessed through structured diagnostic interviews (M-CIDI), conducted from March 2000 through July 2000. RESULTS: We found high prevalence of use and of the diagnosis of legal and illegal psychotropic substances. Around 76% reported a regular use of tobacco, 44% regular alcohol use, and 40% regular use of illegal substances. Diagnosis (abuse or dependence) was found in 50% of cases for nicotine, 29% for alcohol, and 26% for illegal substances. CONCLUSIONS: The adolescent in-patient psychiatric population is at high risk of use, abuse, and dependence on legal and illegal psychotropic substances. It is important to diagnose these disorders (anamnesis, screening tools) and to install preventive and therapeutic programs in clinical therapeutic settings.