ABSTRACT
Glyphosate-based Herbicide (GBH) is a widely used pesticide that functions as a broad-spectrum, non-selective herbicide. Despite advanced research to describe the neurotoxic potential of GBH, the harmful effects on maternal behavior and neurodevelopment of offspring remain unclear. This study was conducted to highlight the effects of GBH on the antioxidant system, anxiety traits, social interaction, and cognitive and sensorimotor functions in pups exposed to 25 or 50 mg/l daily via their mother's milk. Concerning the biochemical biomarkers, GBH administered during the early stages of development negatively affected the status of antioxidant enzymes and lipid peroxidation in the brain structures of the pups. Furthermore, our results showed a significant decrease in acetylcholinesterase (AChE) specific activity within the brains of treated pups. The results of the behavioral tests indicated that the treated offspring developed anxiety, memory, and sociability disorders, as evidenced by the Open Field, Y-maze, object recognition task, and social interaction tests. Through neurodevelopmental testing, we also showed sensorimotor impairment (righting reflex and negative geotaxis) and abnormal maternal behavior. Altogether, our study clearly demonstrates that the developing brain is sensitive to GBH.
ABSTRACT
ABSTRACT Several research studies have been devoted to study the links between emotional disorders and learning disabilities. However, very minimal of this research has focused on dyslexic students. Objective: The objectives of this study were as follows: (1) to assess self-esteem, anxiety, and depression in dyslexic Arabic-speaking children and adolescents and (2) to describe psychiatric comorbidities in these subjects by comparing them to their non-dyslexic peers. Methods: In total, 205 students (56 dyslexics and 149 good readers), pursuing their education in ordinary schools in the Beni Mellal-Khenifra region of Morocco responded to Taylor's Self-Assessment Scale of Anxiety, Beck's Depression Questionnaire, and the Coopersmith Self-Esteem Inventory (SEI). Results: Overall, dyslexics were more anxious, more depressed, and had disturbed self-esteem compared to their non-dyslexic peers. The percentage of psychiatric comorbidity was higher in the dyslexic group. Conclusions: The results of this study highlight the need for a multidisciplinary approach that integrates emotional needs assessment into the rehabilitation care of dyslexic children and adolescents.
RESUMO Muitos estudos têm pesquisado as ligações entre transtornos emocionais e dificuldades de aprendizagem. No entanto, muito pouco desta pesquisa se concentrou em estudantes disléxicos. Objetivo: Os objetivos deste estudo foram: 1) avaliar a autoestima, ansiedade e depressão em crianças e adolescentes disléxicos falantes do árabe; 2) descrever comorbidades psiquiátricas nesses estudantes, comparando-os com seus pares não disléxicos. Métodos: 205 estudantes (56 disléxicos e 149 bons leitores), alunos de escolas comuns da região de Beni Mellal-Khenifra do Marrocos, responderam à escala de autoavaliação de ansiedade de Taylor, ao questionário de depressão de Beck's e ao inventário de autoestima de Coopersmith (IES). Resultados: Em geral, os disléxicos eram mais ansiosos, mais deprimidos e tiveram distúrbios de autoestima em comparação com seus pares não-disléxicos. O percentual de comorbidade psiquiátrica foi maior no grupo disléxico. Conclusões: Os resultados deste trabalho evidenciam a necessidade de uma abordagem multidisciplinar que integre a avaliação das necessidades emocionais aos cuidados de reabilitação de crianças e adolescentes disléxicos.
Subject(s)
Humans , Adolescent , Mental Health , DyslexiaABSTRACT
Several research studies have been devoted to study the links between emotional disorders and learning disabilities. However, very minimal of this research has focused on dyslexic students. Objective: The objectives of this study were as follows: (1) to assess self-esteem, anxiety, and depression in dyslexic Arabic-speaking children and adolescents and (2) to describe psychiatric comorbidities in these subjects by comparing them to their non-dyslexic peers. Methods: In total, 205 students (56 dyslexics and 149 good readers), pursuing their education in ordinary schools in the Beni Mellal-Khenifra region of Morocco responded to Taylor's Self-Assessment Scale of Anxiety, Beck's Depression Questionnaire, and the Coopersmith Self-Esteem Inventory (SEI). Results: Overall, dyslexics were more anxious, more depressed, and had disturbed self-esteem compared to their non-dyslexic peers. The percentage of psychiatric comorbidity was higher in the dyslexic group. Conclusions: The results of this study highlight the need for a multidisciplinary approach that integrates emotional needs assessment into the rehabilitation care of dyslexic children and adolescents.
Muitos estudos têm pesquisado as ligações entre transtornos emocionais e dificuldades de aprendizagem. No entanto, muito pouco desta pesquisa se concentrou em estudantes disléxicos. Objetivo: Os objetivos deste estudo foram: 1) avaliar a autoestima, ansiedade e depressão em crianças e adolescentes disléxicos falantes do árabe; 2) descrever comorbidades psiquiátricas nesses estudantes, comparando-os com seus pares não disléxicos. Métodos: 205 estudantes (56 disléxicos e 149 bons leitores), alunos de escolas comuns da região de Beni Mellal-Khenifra do Marrocos, responderam à escala de autoavaliação de ansiedade de Taylor, ao questionário de depressão de Beck's e ao inventário de autoestima de Coopersmith (IES). Resultados: Em geral, os disléxicos eram mais ansiosos, mais deprimidos e tiveram distúrbios de autoestima em comparação com seus pares não-disléxicos. O percentual de comorbidade psiquiátrica foi maior no grupo disléxico. Conclusões: Os resultados deste trabalho evidenciam a necessidade de uma abordagem multidisciplinar que integre a avaliação das necessidades emocionais aos cuidados de reabilitação de crianças e adolescentes disléxicos.
