Meditation for the management of adjustment disorder anxiety and depression.

OBJECTIVE: To examine the effect of Meditation training on patients with adjustment disorder with anxiety and depression. METHOD: In a pre-test/post-test control group design, patients (N = 30) with adjustment disorder with mixed anxiety and depression, were screened through a Clinical Global Impression-severity/Improvement Scale, Beck's Anxiety, Beck's Depression Inventory, and Global Assessment of Functioning. Sessions of meditation training (28 weeks) were held using the model of Yoga Meditation. The difference of means (pre- and post-assessment) was tested using a paired t-test method. RESULTS: Experimental group and control groups were similar at base line, whereas after concluding the 28th week of meditation practice a significant mean difference (t value: CGI-S 2.47 > .05; CGI-I2.82 > 0.05; BAI 17.58 > 0.05; BDI 10.13 > 0.05; GAF 12.29 > 0.05) was found between both groups. There was an incremental change in selected assessment parameters in both groups. But changes were more significant in pre- and post-assessment of experimental group.

Effect of parental training in managing the behavioral problems of early childhood.

OBJECTIVE: To examine the effect of parental training on disturbed behavior of early childhood cases presented to the pediatricians. METHODS: The patients who reported in pediatric OPD of the Himalayan Institute of Medical Sciences, Dehradun, with complaints of low learning, poor memory, vertigo, speech problem, stress, headache, depression, adjustment problems, aggression, and hostile behavior were included in the study. Children aged 3 through 6 (N = 60), were screened through PBQ (Preschool Behavior Questionnaire), DST (developmental screening Test), and Vineland Social Maturity Scale (VSMS). Children included in the study had an average range of developmental quotient 85-90 (mean DQ = 87.5). Range of social quotient was 40-45 (mean SQ = 42.5). Twenty four fortnightly sessions of 'parental training' using the model of 'Mindful Parenting' were conducted. Single group t test method was applied in order to see the difference in mean of pre and post assessment of PBQ. RESULTS: After concluding parental training (after 24 sessions), mean difference of total disturbed behavior was found to be significant (t value: 5.31 > .05) Similarly, the mean difference of hostile/aggressive behavior (t value: 10.2 > .05), anxious behavior (t value: 18.5 > .05), and hyperactive/distractible behavior (t value: 1.97 > .05) were found to be significant. CONCLUSIONS: These results provide some evidence in favor of parental training in managing behavioral problems occurring in early childhood. Instead of putting the child immediately on medication, parents can get training and prepare a plan to understand and make a change in child's behavior leading to better health.