Post-traumatic stress disorder following traumatic limb amputation in an 8 year-old female child and its management through play therapy.

Posttraumatic mental health issues following traumatic limb amputations in children have been commonly reported worldwide. Traumatic limb amputationsarecatastrophic injuries/events and often have various long term psycho-social impacts on children. We report a case of 8 year-oldfemale child presenting with symptoms of post-traumatic stress disorder (PTSD) following a traumatic amputation of right hand. A non- directive approach in play therapy was used for management of her symptoms. At 12 months follow up, the child is doing well with no impairment in her overall functioning.

Play Therapy via Telemedicine in a Child with Sudden-onset Emotional Disorder During the COVID-19 Lockdown Period: A Case Report.

The mental health of children and adolescents has been significantly affected by the COVID-19 pandemic, and recent data suggests there had been an upsurge of psychiatric morbidity in this subgroup of population. Nonpharmacological behavioral intervention in the form of play therapy has been regarded as one of the best treatment strategies in children with emotional disorders. During lockdown, we attempted a play therapy via telemedicine. In this case report, we describe the case of a four-year-old girl who had sudden-onset behavioral problems following an unplanned hair cut during the lockdown, which was managed with teleplay therapy.

Development and effectiveness of parent skills training intervention for Indian families having children with attention-deficit/hyperactivity disorder (ADHD).

OBJECTIVE: Parent skills training interventions (PSTIs) are considered first-line treatment for ADHD. We describe development and effectiveness of a culturally-contextualised PSTI for Indian families. METHOD: Forty-one families divided into 5 groups, each group with 6-10 families received group PSTI comprising of 10 weekly sessions using multi-point videoconferencing as an adjunct to routine care in the non-randomized pre-post intervention study. RESULTS: Thirty-six families attended more than 3 sessions. RM ANOVA revealed significant improvements in parent-rated measures of inattention (p < 0.001), hyperactivity/ impulsivity (p = 0.007), conduct problems (p = 0.002), academic performance (p = 0.001) and classroom behavior (p = 0.001). Mixed ANOVA analysis did not reveal significant differences between those who received PSTI with medication and those who received PSTI on any VADPRS domains except depression/ anxiety scores, wherein former group performed better (p = 0.008). More than 60 % parents perceived that PSTI was helpful in increasing awareness, reducing guilt/ blame, improving parent-child relation and decreasing stress. Difficulty in sustaining with the strategies was reported by 50 % of parents. CONCLUSION: Findings suggest that PSTI is effective and helpful for Indian families dealing with ADHD.

Participating from homes and offices: Proof-of-concept study of multi-point videoconferencing to deliver group parent training intervention for attention-deficit/ hyperactivity disorder.

To find technology-based solution to logistical difficulties in conducting group parent training for ADHD, this pilot study evaluated feasibility and acceptability of multi-point videoconferencing, wherein parents participated from homes or offices. Ten 90-minute weekly sessions were delivered using online videoconferencing platform. Most parents found videoconferencing quite useful, convenient, satisfactory and acceptable; and reported improved self-competency. Compared to face-to-face consultations, they perceived videoconferencing as more cost and time-saving. Clinicians faced occasional problems with internet connectivity at spoke end and audio-video lag. Post-intervention improvement was noted in VADPRS scores. Overall, multi-point video-conferencing for delivering group interventions for ADHD is feasible and acceptable.