Cognitive behavioral therapy as treatment intervention for aggressive behaviors in clients with intellectual disabilities and concomitant mental health conditions.

BACKGROUND: Few researchers have examined the effectiveness of cognitive behavioral therapy in treating aggressive behaviors among individuals with dual diagnosis (intellectual disability and mental health conditions) due to the relatively recent interest in the field of psychopathology in intellectual disability. This study investigated the effectiveness of cognitive behavioral therapy in treating aggressive behaviors among clients with dual diagnoses in a community rehabilitation center, Ibadan, Oyo state, and the moderating effects of parenting style and socioeconomic status in the associations. MATERIALS AND METHOD: A 2 × 2 × 2 pre-test post-test factorial design was used. Parenting style and socioeconomic status at two levels each moderated the associations. A sample of 22 participants purposively selected was exposed to treatment using cognitive behavioral therapy, while the other five were exposed to placebo treatment all for 8 weeks. Data collected were analyzed using Line Chart and Analysis of Covariance (ANCOVA). RESULTS: Improvements were found in the post-treatment scores obtained on the Aggressive Scale for Youths. A reduction in the Aggressive Incidents chart was recorded for each participant in the treatment group when compared with the control group, using a line chart and Analysis of Covariance (ANCOVA). Evidence also demonstrated that parenting style (authoritarian and authoritative), F (1,14) = 0.75, P <.05, η2 =0.05), and socioeconomic status (high and low), F (1,14) = 0.01, P =0.020, η2 =.00), moderated the associations. CONCLUSION: Cognitive behavioral therapy is seen as a treatment intervention for individuals with intellectual disability co-existing with mental health manifesting aggressive behaviors in the community or other settings. This should be used to improve the client's quality of life under these conditions.

Myhre Syndrome Misdiagnosed as Marfan Syndrome: an Educational Presentation

Abstract A 32-month-old girl with patent ductus arteriosus, false tendon of left ventricle, mild pulmonary hypertension, and chronic cardiac insufficiency (cardiac function level I-II) was misdiagnosed with Marfan Syndrome and there was no improvement in her physical growth after operation for this disease. The preterm baby was finally diagnosed with Myhre Syndrome by clinical phenotypes and mutation of SMAD4 gene.

Myhre Syndrome Misdiagnosed as Marfan Syndrome: an Educational Presentation.

A 32-month-old girl with patent ductus arteriosus, false tendon of left ventricle, mild pulmonary hypertension, and chronic cardiac insufficiency (cardiac function level I-II) was misdiagnosed with Marfan Syndrome and there was no improvement in her physical growth after operation for this disease. The preterm baby was finally diagnosed with Myhre Syndrome by clinical phenotypes and mutation of SMAD4 gene.

Intrauterine cytomegalovirus infection: a possible risk for cerebral palsy and related to its clinical features, neuroimaging findings: a retrospective study.

BACKGROUND: Abundant clinical evidences indicate that the increased risk of cerebral palsy (CP) may be associated with the intrauterine exposure to maternal infection. Cytomegalovirus (CMV) is a common cause of CP. However, little is known about the relationship between the intrauterine exposure of the fetus to CMV infection and CP. This study aims to explore the relationships between intrauterine CMV infection and clinical symptoms, classification, intelligence development and brain neuroimaging findings in children with CP. METHODS: In this study, 147 children with CP in recent 6 years were retrospectively analyzed (average age: 14.76 ± 3.07months; sex (M/F): 103/44). 148 children had CMV IgG and IgM positive sera identified by TORCH examination were selected as the control group (average age: 15.10 ± 3.21months; sex (M/F): 102/46), which also undergo the examination of CMV-DNA in urine. The age and sex of children in the control group were matched with those in the CP group. CMV-DNA in urine was detected by CMV fluorescence quantitative PCR, and t-test was performed to analyze the number of copies. For the CP group, standardized rehabilitation treatment was performed and the function of gross motor was evaluated by GMFM scale before and after treatment. The Gesell developmental scale (GDS) was used to assess the level of intellectual development. The classification of CP was conducted and the results of magnetic resonance imaging were analyzed. Finally, the correlations between the copy number of CMV-DNA and the clinical characteristics of children with CP were evaluated by the method of Pearson and Spearman correlation analysis. RESULTS: The level of CMV infection was negatively correlated with the developmental quotient (DQ) of children with CP. Negative association was found between the level of CMV infection and the level of the gross motor development. The level of CMV infection was positively related with the occurrence probability of spastic quadriplegia. However, no associations were found between the abnormalities of brain tissue and the number of CMV copies. Moreover, CMV infection might add the difficulty of the rehabilitation treatment. CONCLUSIONS: CMV infection is a risk factor for the occurrence of CP in children. Pregnancy examination should be strengthened. Early detection and control of CMV infection may contribute to the rehabilitation of children with CP and reduce the disability and social burden.

Presença de cerume impactado em deficientes mentais: análise de 400 pacientes / Presence of cerumen impaction in inttellectually disabled persons: analysis of 400 cases

Introdução: Cerume impactado pode causar sintomas como zumbidos, tontura, plenitude auricular e hipoacusia. Estima-se que de 2% a 6% da população adulta apresente cerume impactado ou em excesso, sendo maior a incidência em pacientes com deficiência mental. Este estudo visa avaliar a incidência de cerume impactado em 400 indivíduos com deficiência mental. Métodos: estudo de coorte, longitudinal e prospectivo. Fizeram parte desse estudo 400 pacientes com idade entre 13 e 51 anos, com diagnóstico de deficiência mental, associada ou não à deficiência física; considerando sexo, idade, grau de deficiência mental, deficiência física, presença de cerume e associação com alterações do meato acústico externo como otite externa aguda. Resultados: a presença de cerume impactado em orelha esquerda foi encontrada em 33,0% da amostra e em 32,75% em orelha direita. Em 31% dos indivíduos encontrou-se deficiência física e a paralisia espástica foi a de maior incidência (15,5%). Em relação ao grau de deficiência mental, a grave foi a mais incidente (41,5%). Entre os 165 pacientes com cerume impactado na orelha direita, 25,5% tinha deficiência física e 7,5% com otite externa aguda; e entre os 161 pacientes com cerume impactado na orelha esquerda, 27,3% e otite externa aguda em 8,25%. Conclusão: os indivíduos com deficiência mental possuem uma incidência de cerume impactado significativamente maior. Em ambas as orelhas, notou-se que quanto maior o grau de deficiência mental, maior a chance de cerume impactado e otite externa aguda.

Introduction: cerumen impaction can cause symptoms such as tinnitus, dizziness, ear fullness and hearing loss. It is estimated that from 2% to 6% of the adult population has impacted or excess cerumen, with a higher incidence in patients with mental deficiency. Objective: this study aims to evaluate the incidence of impaction cerumen in 400 individuals with mental disabilities. Methods: longitudinal and prospective cohort study. This study included 400 patients aged 13 to 51 years, with a diagnosis of mental disability, associated or not with physical disability; considering gender, age, degree of mental deficiency, physical disability, presence of earwax and association with external auditory canal alterations such as acute external otitis. Results: the presence of impacted earwax in the left ear was found in 33.0% of the sample and in 32.75% in the right ear. In 31% of the individuals found physical disability, spastic paralysis was the one with the highest incidence (15.5%). In relation to the degree of mental deficiency, the severe one was the most incident (41.5%). Among the 165 patients with impacted earwax in the right ear, 25.5% had physical disability and 7.5% had acute external otitis; and among the 161 patients with impacted earwax in the left ear, 27.3% and acute external otitis in 8.25%. Conclusion: mentally handicapped individuals have a significantly higher impact incidence of cerumen than the population. In both ears, it was noted that the higher the degree of mental deficiency, the greater the chance of impacted earwax and acute external otitis.

[Hans Heinze and the Research Programme of the German Association of Child Psychiatry and Therapeutic Education 1942-1945]. / Hans Heinze und das Forschungsprogramm der Deutschen Gesellschaft für Kinderpsychiatrie und Heilpädagogik.

Hans Heinze and the Research Programme of the German Association of Child Psychiatry and Therapeutic Education 1942-1945 Upon its foundation in 1940, Paul Schröder, full professor for psychiatry in Leipzig, was the first president of the German Society for Child Psychiatry and Therapeutic Education (DGKH). Following his death in 1941, his student Hans Heinze (Brandenburg/H.) succeeded him, prevailing over Werner Villinger (Breslau). The principal task of the DGKH was considered to be the exploration of the genetic origins of intellectual disabilities and behavioural disorders among children and adolescents. Based on their research since the 1920s, Schröder and Heinze believed that genetically predisposed, i. e. hereditary, character structures were aetiological for behavioural deviations among minors. It was their opinion that, based on the characterology they had established, development capabilities of children, as well as their "value" for the community, could be reliably predicted. In order to spare the community fruitless expenditures, they suggested that pedagogical stimulation was to be diminished in cases that reached the "hereditary boundaries of education". This assessment of a hereditary and hence unswayable inferiority was contested by the "Berlin School", represented by psychiatrist Franz Kramer and social pedagogue Ruth von der Leyen. They argued that while the possibility of "brutal-egoistical behaviour" existed, given the hereditary predisposition, it could however be successfully counteracted by pedagogic-therapeutic measures. After 1933, this faction controversy within the institutionally emerging child and adolescent psychiatry was decided in favour of the "Leipzig School", which was conform to the system and ideology of the time.

Legislative provisions related to marriage and divorce of persons with mental health problems: a global review.

Realization of right to marry by a person is an exercise of personal liberty, even if concepts of marriage and expectations from such commitment vary across cultures and societies. Once married, if an individual develops mental illness the legal system often starts to discriminate against the individual. There is no doubt that every individual's right to marry or remain married is regulated by their country's family codes, civil codes, marriage laws, or divorce laws. Historically mental health condition of a spouse or intending spouse has been of interest to lawmakers in a number of ways from facilitating divorce to helping the individual with mental illness. There is no doubt that there are deeply ingrained stereotypes that persons with mental health problems lack capacity to consent and, therefore, cannot enter into a marital contract of their own free will. These assumptions lead to discrimination both in practice and in law. Furthermore, the probability of mental illness being genetically transmitted and passed on to offspring adds yet another dimension of discrimination. Thus, the system may also raise questions about the ability of persons with mental health problems to care, nurture, and support a family and children. Internationally, rights to marry, the right to remain married, and dissolution of marriage have been enshrined in several human rights instruments. Domestic laws were studied in 193 countries to explore whether laws affected the rights of people with mental illness with respect to marriage; it was found that 37% of countries explicitly prohibit marriage by persons with mental health problems. In 11% (21 countries) the presence of mental health problems can render a marriage void or can be considered grounds for nullity of marriage. Thus, in many countries basic human rights related to marriage are being flouted.

Combined deletion of two Condensin II system genes (NCAPG2 and MCPH1) in a case of severe microcephaly and mental deficiency.

7qter deletion syndrome includes prenatal and/or postnatal growth retardation, microcephaly, psychomotor delay or mental retardation and a characteristic dysmorphism. If clinical features are well described, the molecular mechanisms underlying the 7qter deletion syndrome remain unknown. Those deletions usually arise de novo. Here, we describe a young boy with an abnormal phenotype consistent with a 7qter deletion syndrome. High resolution genomic analysis (Affymetrix Human Genome Wide SNP 6.0) revealed a 7q36.3 deletion encompassing NCAPG2, ESYT2, WDR60 and VIPR2, inherited from his asymptomatic father and paternal grandfather. In addition, the patient also harbored a MCPH1 deletion inherited from his healthy mother. Combined NCAPG2 and MCPH1 deletions were correlated with low mRNA levels and protein expression in the patient. MCPH1 and NCAPG2 proteins interaction is known to control chromosome structure and we thus propose that double heterozygosity for null mutations of those two genes of the Condensin II system contribute to mental deficiency with severe microcephaly phenotype.

Linguagem e deficiência: possibilidades e restrições da prática fonoaudiológica / Language and mental deficiency: speech therapy possibilities and restrictions / Lenguaje y discapacidad: posibilidades y restricciones de la práctica fonoaudiológica

A partir de pressupostos da teoria histórico-cultural, neste texto tem-se o objetivo de refletir sobre a linguagem de sujeitos com deficiência mental. Os dados foram extraídos de transcrições de filmagens de um ano de atendimento fonoaudiológico semanal do qual participavam duas estagiárias de fonoaudiologia e quatro jovens deficientes mentais com idades entre 19 e 29 anos. As interações de um dos jovens com seus pares e terapeutas foram focalizadas no estudo. Os resultados indicaram que em alguns momentos os terapeutas e pares fizeram interpretações que levaram à compreensão do intuito comunicativo do sujeito, mas em outros isto não ocorreu e o diálogo foi interrompido. Discute-se a importância do outro para a construção de sentidos e para a orientação de ações terapêuticas e educativas que criem possibilidades alternativas de linguagem. Considera-se que um olhar mais atento para compreender o intuito comunicativo de sujeitos deficientes pode auxiliar no desenvolvimento dessas pessoas.

Based on the historical-cultural theory assumptions we herein aim to reflect on mentally deficient subjects#039; language. The data were collected from video recording transcriptions along one year of weekly speech therapy sessions, with the participation of two speech therapy interns and four youngsters with mental deficiency, aged between 19 and 29. We focused on the interactions of one of the youngsters with his peers and therapists. The results revealed that at some moments the therapists#039; and the peers#039; interpretation led to the understanding of the communicative intention. However, there were moments when such understanding didn#039;t occur and the dialogue was interrupted. The importance of the other for building up meaning and guiding therapeutic actions which can promote the creation of language alternatives is here discussed. Therefore, it is considered that a more attentive look to understand the communicative purposes of subjects with mental deficiency can enhance their development.

A partir de suposiciones de la teoría histórico-cultural, en este texto se tiene el objetivo de reflexionar sobre el lenguaje de sujetos con discapacidad mental. Los datos fueron extraídos de transcripciones de películas referentes a un año de atendimiento fonoaudiológico semanal, del cual participaban dos estudiantes en práctica de fonoaudiología y cuatro jóvenes discapacitados mentales con edad entre 19 y 29 años. Las interacciones de uno de los jóvenes con sus semejantes y terapeutas fueron focalizadas en el estudio. Los resultados indicaron que en algunos momentos los terapeutas y semejantes hicieron interpretaciones que condujeron a la comprensión del intuito comunicativo del mismo, sin embargo, en otros, esto no ocurrió y el diálogo fue interrumpido. Se discutió la importancia del otro para la construcción de sentidos y para la orientación de acciones terapéuticas y educativas que crean posibilidades alternativas de lenguaje. Se considera que una observación más atenta para comprender el intuito comunicativo de sujetos discapacitados puede auxiliar al desarrollo de estas personas.

Linguagem e deficiência: possibilidades e restrições da prática fonoaudiológica / Language and mental deficiency: speech therapy possibilities and restrictions / Lenguaje y discapacidad: posibilidades y restricciones de la práctica fonoaudiológica

A partir de pressupostos da teoria histórico-cultural, neste texto tem-se o objetivo de refletir sobre a linguagem de sujeitos com deficiência mental. Os dados foram extraídos de transcrições de filmagens de um ano de atendimento fonoaudiológico semanal do qual participavam duas estagiárias de fonoaudiologia e quatro jovens deficientes mentais com idades entre 19 e 29 anos. As interações de um dos jovens com seus pares e terapeutas foram focalizadas no estudo. Os resultados indicaram que em alguns momentos os terapeutas e pares fizeram interpretações que levaram à compreensão do intuito comunicativo do sujeito, mas em outros isto não ocorreu e o diálogo foi interrompido. Discute-se a importância do outro para a construção de sentidos e para a orientação de ações terapêuticas e educativas que criem possibilidades alternativas de linguagem. Considera-se que um olhar mais atento para compreender o intuito comunicativo de sujeitos deficientes pode auxiliar no desenvolvimento dessas pessoas.(AU)

Based on the historical-cultural theory assumptions we herein aim to reflect on mentally deficient subjects#039; language. The data were collected from video recording transcriptions along one year of weekly speech therapy sessions, with the participation of two speech therapy interns and four youngsters with mental deficiency, aged between 19 and 29. We focused on the interactions of one of the youngsters with his peers and therapists. The results revealed that at some moments the therapists#039; and the peers#039; interpretation led to the understanding of the communicative intention. However, there were moments when such understanding didn#039;t occur and the dialogue was interrupted. The importance of the other for building up meaning and guiding therapeutic actions which can promote the creation of language alternatives is here discussed. Therefore, it is considered that a more attentive look to understand the communicative purposes of subjects with mental deficiency can enhance their development.(AU)

A partir de suposiciones de la teoría histórico-cultural, en este texto se tiene el objetivo de reflexionar sobre el lenguaje de sujetos con discapacidad mental. Los datos fueron extraídos de transcripciones de películas referentes a un año de atendimiento fonoaudiológico semanal, del cual participaban dos estudiantes en práctica de fonoaudiología y cuatro jóvenes discapacitados mentales con edad entre 19 y 29 años. Las interacciones de uno de los jóvenes con sus semejantes y terapeutas fueron focalizadas en el estudio. Los resultados indicaron que en algunos momentos los terapeutas y semejantes hicieron interpretaciones que condujeron a la comprensión del intuito comunicativo del mismo, sin embargo, en otros, esto no ocurrió y el diálogo fue interrumpido. Se discutió la importancia del otro para la construcción de sentidos y para la orientación de acciones terapéuticas y educativas que crean posibilidades alternativas de lenguaje. Se considera que una observación más atenta para comprender el intuito comunicativo de sujetos discapacitados puede auxiliar al desarrollo de estas personas.(AU)

'The solution to his own enigma': connecting the life of Montague David Eder (1865-1936), socialist, psychoanalyst, Zionist and modern saint.

This article examines the career of pioneer British psychoanalyst David Eder (1865-1936). Credited by Freud as the first practising psychoanalyst in England, active in early British socialism and then a significant figure in Zionism in post-war Palestine, and in between an adventurer in South America, a pioneer in the field of school medicine, and a writer on shell-shock, Eder is a strangely neglected figure in existing historiography. The connections between his interest in medicine, psychoanalysis, socialism and Zionism are also explored. In doing so, this article contributes to our developing understanding of the psychoanalytic culture of early twentieth-century Britain, pointing to its shifting relationship to broader ideology and the practical social and political challenges of the period. The article also reflects on the challenges for both Eder's contemporaries and his biographers in making sense of such a life.

Homossexualidade e deficiência mental: jogos discursivos e de poder na construção dessas identidades no contexto escolar / Homosexuality and mental deficiency: discursive and power games in building these identities in the school context

Como pesquisadores que se interessam pelas diferentes formas de manifestação da condição humana e as tensões entre as mesmas, buscamos compreender os desafios que se colocam para pensar estratégias de reversão dos processos de exclusão estabelecidos na sociedade e nas escolas. Nossa contribuição, com este texto, será discutir os jogos discursivos e de poder que organizam as negociações entre as identidades no contexto escolar, a partir de dois casos ocorridos com alunos, sendo um relacionado à sua orientação sexual e o outro a um diagnóstico de deficiência mental, numa lógica foucaultiana, o que significa pensá-los como produtos dos discursos que permitem que os alunos se posicionem do modo como fizeram. Não centralizamos a análise nos alunos em particular, mas entendendo-os como meio pelo qual os discursos passam e se atualizam. Para justificar nossa contribuição, recorremos a Souza e Fleuri (2003), que propõem uma ampliação da visão intercultural para além da convivência numa escola entre sujeitos de etnias diferentes, considerando também o pertencimento da pessoa a diferentes grupos que se identificam conforme as gerações, o gênero, a classe econômica, a pertença regional, as condições físicas e mentais, entre outros. A partir dessa discussão, fazemos proposições para uma educação que considere as diferenças.

As researchers who are interested in the different forms of manifestation of the human condition and their tensions, we try to understand the challenges that are posed so as to think about exclusion process reversal strategies established in society and at schools. Our contribution with this text will be to discuss the discursive and power games that organize negotiations among entities within the school contexts based on two cases that had happened with two students, one being related to the student's sexual orientation and the other one a mental deficiency diagnosis, within the Foucaultian logics, which means thinking of them as products of the discourses that allow students to position themselves in the manner they did. We have not concentrated the analysis on the students in particular, but on understanding them as a means through which discourses go and are updated. In order to justify our contribution, we refer to Souza and Fleuri (2003), who propose broadening the intercultural view beyond the social relations at a school among subjects of different ethnicities, also considering the person as belonging to different groups that identify one another according to generations, gender, economic class, regional location, physical and mental conditions, among others. Based on this discussion we present proposals for an education that considers these differences.

Homossexualidade e deficiência mental: jogos discursivos e de poder na construção dessas identidades no contexto escolar / Homosexuality and mental deficiency: discursive and power games in building these identities in the school context

Como pesquisadores que se interessam pelas diferentes formas de manifestação da condição humana e as tensões entre as mesmas, buscamos compreender os desafios que se colocam para pensar estratégias de reversão dos processos de exclusão estabelecidos na sociedade e nas escolas. Nossa contribuição, com este texto, será discutir os jogos discursivos e de poder que organizam as negociações entre as identidades no contexto escolar, a partir de dois casos ocorridos com alunos, sendo um relacionado à sua orientação sexual e o outro a um diagnóstico de deficiência mental, numa lógica foucaultiana, o que significa pensá-los como produtos dos discursos que permitem que os alunos se posicionem do modo como fizeram. Não centralizamos a análise nos alunos em particular, mas entendendo-os como meio pelo qual os discursos passam e se atualizam. Para justificar nossa contribuição, recorremos a Souza e Fleuri (2003), que propõem uma ampliação da visão intercultural para além da convivência numa escola entre sujeitos de etnias diferentes, considerando também o pertencimento da pessoa a diferentes grupos que se identificam conforme as gerações, o gênero, a classe econômica, a pertença regional, as condições físicas e mentais, entre outros. A partir dessa discussão, fazemos proposições para uma educação que considere as diferenças.(AU)

As researchers who are interested in the different forms of manifestation of the human condition and their tensions, we try to understand the challenges that are posed so as to think about exclusion process reversal strategies established in society and at schools. Our contribution with this text will be to discuss the discursive and power games that organize negotiations among entities within the school contexts based on two cases that had happened with two students, one being related to the student's sexual orientation and the other one a mental deficiency diagnosis, within the Foucaultian logics, which means thinking of them as products of the discourses that allow students to position themselves in the manner they did. We have not concentrated the analysis on the students in particular, but on understanding them as a means through which discourses go and are updated. In order to justify our contribution, we refer to Souza and Fleuri (2003), who propose broadening the intercultural view beyond the social relations at a school among subjects of different ethnicities, also considering the person as belonging to different groups that identify one another according to generations, gender, economic class, regional location, physical and mental conditions, among others. Based on this discussion we present proposals for an education that considers these differences.(AU)

Caracterización del riesgo familiar total y el grado de salud familiar de familias con uno o más miembros con deficiencia mental educable, escolarizados en la unidad básica Juan Francisco Berbeo, 2006- 2008 / Characterization of the total family risk and the degree of family health of families with one or more members with educable mental deficiency, schooled in the Juan Francisco Berbeo basic unit, 2006-2008

Estudio descriptivo de abordaje cuantitativo, respaldado en las teorías de Riesgo Familiar Total de Amaya y Organización Sistémica de Friedemann. Objetivo: Caracterizar familias con miembros con Deficiencia Mental Educable escolarizados en la Unidad Básica Juan Francisco Berbeo en Bogotá en 2007. Metodología: en n=129 familias se aplicaron los instrumentos validados: Riesgo Familiar Total (RFT: 6-69) e Instrumento de Salud Familiar General (ISF: GEN-25) de Amaya (2004-2006).), Resultados: Se encontró un (77%) de familias nucleares (nucleares y/o nucleares modificadas en proporciones parecidas), con un (66 %) de sus miembros dependientes por edad y/o Deficiencia Mental. El RFT calificó en "amenaza de riesgo" o "alto riesgo" el (23%) y (77%) en "bajo riesgo". El ISF: GEN-25 mostro en "Bajo GSF" (21 %), un (34 %) "poco organizadas" y (28 %) "poco satisfechas". Conclusión: El riesgo, la baja organización o la poca satisfacción, exige apoyo inmediato para mitigar los riesgos y asesoría en Salud Mental para mejorar la organización y satisfacción. Paralelamente, todas las familias por su particularidad asociada a la DME, requieren de apoyo permanente y asesoría para cubrir sus demandas de protección contra amenaza de crisis.

This is a descriptive study of quantitative, approach supported on the Total Family Risk theory by Amaya and Systemic Organization of Friedemann. Objective: Characterization of families, with Educable Mentally Deficiencies members schooled in the Basic Unit Juan Francisco Berbeo in Bogotá in 2007. Methodology: n=129 we used validated instruments: Total Family Risk (RFT: 6-69) and General Instrument Family Health (ISF: GEN-25) Amaya. Results: We found that 77 percent of families were nuclear (nuclear and / or modified nuclear) and 66 percent of its members depended on their parents, for age and / or Mental Deficiency. The RFT called the (23%) in "high risk" or high risk. The ISF: GEN-25 found (21%) "Poor FSG" (34%) "little organized" and (28%) "dissatisfied". Conclusion: The risk, poor organization and lack of satisfaction in one quarter require immediate support to mitigate risks and advice on Mental Health to improve the organization and satisfaction. Alongside all the families for their peculiarity associated with the DME, require ongoing support and advice to meet their demands for protection against the threat of crisis.

Habilidades sociais e problemas de comportamento de alunos com deficiência mental, alto e baixo desempenho acadêmico / Social skills and behavior problems in students with mental retardation, high and low academic performance

As habilidades sociais vêm sendo amplamente reconhecidas como importante componente do processo de escolarização especialmente dos alunos com deficiência mental. A revisão da literatura evidencia escassez de pesquisas que focalizam a inclusão desses alunos no sistema regular de ensino. Considerando tal situação, este estudo teve como objetivos: avaliar e comparar o desempenho social (habilidades sociais e problemas de comportamento) e acadêmico de alunos, com deficiência mental, incluídos, em relação a seus colegas de alto e baixo rendimento acadêmico (AR e BR, respectivamente). Trinta professores avaliaram 120 alunos (40 com deficiência mental incluídos no ensino regular, 40 AR e 40 AR) da pré-escola à oitava série por meio do Sistema de Avaliação de Habilidades Sociais, na sua versão adaptada para o Brasil (SSRS-BR) por BANDEIRA et al. (s.d.). Os dados foram analisados estatisticamente e os resultados mostraram que: no desempenho acadêmico, os três grupos diferenciaram-se significativamente, com o AR mais positivamente avaliado, seguido pelo BR e depois pelo DM; nas habilidades sociais, AR apresentou escore acima da média normativa diferenciando de BR e DM, estes somente se diferenciaram nos fatores de Assertividade e Autodefesa; nos problemas de comportamento, AR apresentou escore abaixo da média normativa, diferenciando-se dos dois outros grupos; que não se diferenciaram. As evidências de dificuldades acadêmicas e interpessoais, tanto do grupo BR como DM, sugerem concomitância destas variáveis e aponta similaridades nas necessidades educativas desses dois grupos, o que reforça a importância das habilidades sociais para o sucesso e a inclusão escolar.

Social skills have been widely recognized as important components of the schooling process, especially for students with mental deficiency. A review of the literature has shown scant research focusing on these students' inclusion in the regular school system. Considering this situation, the present study aimed: to evaluate social performance (social abilities and behavior problems) and academic achievements of students who were included in the regular school system, by comparing students with mental deficiency with their peers who had high and low academic achievement (HA and LA, respectively). Thirty teachers evaluated 120 students (40 with mental deficiency included in the regular system, 40 with high and 40 with low academic achievement) from preschool to the 8th grade elementary level using the Social Skills Rating System, originally produced in the United States (Social Skills Rating System, SSRS, by Gresham & Elliott, 1990) in its Brazilian version (SSRS-BR) adapted by Bandeira et al. (n.d.). After descriptive and inferential statistical analyses, the results showed that: concerning academic performance, the three groups showed significantly differences. The HA had the highest scores, followed LA and finally by MD; regarding social skills, HA scores were above the standard average, differing from LA and MD; these last two groups differed only as to the Assertiveness and Self-defense factors. Considering behavior problems, HA scores were below the standard average, differing from the two other groups which showed no difference between groups. Academic and interpersonal difficulties for both groups LA and MD suggest concomitance of these variables, pointing to similar educational needs for both groups, which reinforces the importance of promoting social skills for success in school and for an effective inclusion process.

A criança com deficiência e as relações interpessoais numa brinquedoteca comunitária / Children with mental deficiency and interpersonal relationships in a community toy library

A sociedade contemporânea tem limitado o brincar das crianças sendo que as crianças com deficiência enfrentam, ainda, barreiras psicossociais. Uma brinquedoteca comunitária pode ser um local de enfrentamento das limitações ao brincar. O objetivo deste estudo foi descrever as relações interpessoais entre crianças com deficiência e crianças sem deficiência num contexto de brinquedoteca comunitária, e como esta pode influenciar essas relações. Observou-se durante 10 encontros um grupo de crianças sendo duas delas com deficiência mental. Utilizou-se como foco de coleta a descrição da situação lúdica que envolvesse a questão da deficiência, utilizando como categorias de coleta: tipo de brincadeira, estilo de interação e seu caráter social. Comparou-se um episódio com outro que envolvessem os mesmos participantes buscando identificar transformação ou não do tipo de interação de caráter social ou agonístico. Identificamos três contextos de interação que se mostraram significativos: de passagem, em brincadeiras paralelas e nas brincadeiras com o outro. As interações de passagem mostraram potencializar mais interações agonísticas, enquanto brincadeiras paralelas, mais interações pró-sociais. As situação de brincadeira de escolinha, de fantasia e jogos potencializaram mais interações pró-sociais, pelos próprios integrantes escolherem as brincadeiras e seus companheiros. As brincadeiras em que todos participavam, embora dessem visibilidade e participação grupal às crianças com deficiência, mostraram maior quantidade de interações agonísticas e pró-sociais. Concluiu-se que as crianças com deficiência conquistaram um lugar(AU)

Contemporary society has been limiting the play activity of children. Children with mental deficiency also have to face psychosocial barriers. A community toy library can be a place where it is possible to face limitations while playing. The objective was to describe the interpersonal relationships among children with mental deficiency and children without deficiency in a context of community toy library, pointing out how this context can influence these relationships. Basic procedures were a group of children was observed during ten meetings. In this group, two children had mental deficiency. The description of the play situation that involved the issue of deficiency was used as collection focus. Categories of data collection were: type of game, interaction style and its social character. An episode was compared with another involving the same participants, aiming to identify transformation or not of the type of interaction of social or agonistic character. We identified three significant interaction contexts: passage interactions, interactions in parallel games and interactions in games with another child. It seems that the passage interactions potentialized more agonistic interactions, while the parallel games potentialized more pro-social interactions. Situations of school play, fantasies and games seemed to potentialize more pro-social interactions, because of the fact that the members of the group chose the games and their companions. Although games in which all children participated gave visibility and group participation to children with mental deficiency, they showed a larger amount of agonistic and pro-social interactions. As conclusions, Children with mental deficiency have conquered a place. A place to go, to play, to find children, to transform themselves, their relationships and the relationship of the others.(AU)

A peculiar type of familial mental deficiency, probably due to metabolic disturbance

A Filipino family with seven children - five mentally retarded with two dead and three alive - is presented. The mental deficiency is accompanied by dwarfism, muscular dystrophy, osteoporosis, acidosis and aminoaciduria. The marked excretion of amino acid in the mentally retarded children is obvious. However, even in the mother and two other children who looked mentally normal, there is likewise a slight aminoaciduria. We are aware that due to lack of facilities, we could not do all the necessary examinations. We believe, however, that the examinations done so far are sufficient to furnish the evidence of a syndrome characterized by aminoaciduria, acidosis, dwarfism, mental deficiency and severe muscular dystrophy. Chromosome studies ought to be done as we are dealing with a familial disease, but so far we do not have the necessary material. (Summary and Conclusions)