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The COVID-19 pandemic and lockdowns had a significant impact on mental well-being and (mental) healthcare systems globally. To describe trends and dynamics of out-patient prescribing of psychotropic medications during the COVID-19 pandemic in The Netherlands. Dispensed psychotropic medication prescriptions during the COVID-19 pandemic from March 2020 to March 2022 were retrieved from national registry data. Numbers of total and incident dispensed prescriptions and defined daily doses (DDDs) were identified for six medication groups. Overall pandemic-related changes in prescribing trends were analysed using interrupted time-series analyses. Lockdown-related prescribing dynamics were described using monthly risk ratios. No overall pandemic-related changes in prescribing were detected, except for alcohol addiction medication, for which a pre-pandemic decline in total dispensed prescriptions and DDDs levelled off during the pandemic: +10 prescriptions per week (95% CI 7-11, P ≤ 0.001) and +111 DDDs per week (95% CI 56-165, P = 0.001). Monthly prescribing dynamics showed transient increases in all medication groups during the second and third lockdown periods. There were decreases in dispensed incident antidepressant and opioid addiction medication prescriptions during the first lockdown (average risk ratios: 0.87 and 0.88 respectively), and DDDs of dispensed incident and total attention-deficit hyperactivity disorder medication prescriptions and incident benzodiazepine prescriptions were elevated from the end of the second lockdown (average risk ratios: 1.40, 1.12 and 1.17, respectively). These findings raise concerns regarding possible over- and under-prescribing during the pandemic. Further understanding of specific factors driving these changes is necessary to help prepare for future mental health(care) challenges.

Autism has been associated with differences in functional brain network organization. However, the exact nature of these differences across development compared to non-autistic individuals and their relationship to autism-related social cognition, remains unclear. This study first aimed to identify EEG resting-state network characteristics in autistic versus non-autistic children, adolescents, and adults. Second, we investigated associations with social cognition measures. Analyzing resting-state EEG data from the EU-AIMS Longitudinal European Autism Project, we compared network metrics (global efficiency, clustering coefficient, and small-worldness) between 344 autistic and non-autistic individuals within and across age groups in four frequency bands (delta, theta, alpha, and beta). If significant, we explored their relationships to measures of empathy (empathy quotient), complex emotion recognition [reading the mind in the eyes task (RMET)], and theory of mind (animated shapes task). Compared to their non-autistic peers, autistic adolescents showed lower alpha global efficiency, while autistic adults showed lower alpha clustering and small-worldness. No network differences were observed among children. In adolescents, higher long-range integration was tentatively associated with higher RMET scores; in those with high autistic traits, higher long-range integration related to fewer parent-reported empathic behaviors. No brain-behavior relationships were observed in adults. Our findings suggest subtle differences in network topology between autistic and non-autistic individuals, with less efficient long-range efficiency during adolescence, and less local and overall network efficiency in adulthood. Furthermore, long-range integration may play a role in complex emotion recognition and empathy difficulties associated with autism in adolescence.

BackgroundStrength-based approaches are increasingly common in neurodevelopmental research, but the positive characteristics that may be features of attention-deficit/hyperactivity disorder (ADHD) remain underexplored. The extent to which people with ADHD recognize and use their personal strengths, and whether these play a role in their life outcomes, is also unknown. Tackling these gaps in the literature, we conducted the first study of self-reported strengths, strengths knowledge, and strengths use in ADHD.MethodsAdults with (n = 200) and without (n = 200) ADHD were recruited online and rated their endorsement of 25 putative ADHD-related strengths. Participants also completed self-report measures assessing strengths knowledge, strengths use, subjective wellbeing, quality of life, and mental health. Using both Frequentist and Bayesian methods, we compared the groups and explored the associations of strengths knowledge and use with outcomes across both groups.ResultsThe ADHD group endorsed 10 strengths more strongly than the non-ADHD group, including hyperfocus, humor, and creativity, but reported similar endorsement for 14 of the strengths. Adults with and without ADHD did not differ on their strengths knowledge and use but, in both groups, increased strengths knowledge and, to some extent, greater strengths use were associated with better wellbeing, improved quality of life, and fewer mental health symptoms.ConclusionsWe conclude that, while adults with and without ADHD may have both similarities and differences in strengths, interventions that focus on enhancing people’s strength knowledge and promoting the everyday use of their personal strengths could have universal applications to improve wellbeing in adulthood.

IntroductionAdvancing research and support for neurologically diverse populations requires novel data harmonisation methods that are capable of aligning with contemporary approaches to understanding health and disability.ObjectivesWe present the International Classification of Functioning, Disability and Health (ICF) as a conceptual framework to support harmonisation of mental health data and present a proof of principle within the Risk and Resilience in Developmental Diversity and Mental Health (R2D2-MH) consortium.Method138 measures from various mental health datasets were linked to the ICF following the WHO’s established linking rules.FindingsFindings support the notion that the ICF can assist in the harmonisation of mental health data. The high level of shared ICF codes provides indications of where items may be readily harmonised to develop datasets that may align more readily with contemporary approaches to understanding health and disability. Although the linking process necessarily entails an element of subjectivity, the application of established rules can increase rigour and transparency of the harmonisation process.ConclusionsWe present the first steps towards data harmonisation in mental health that is compatible with contemporary approaches in psychiatry, being more capable of capturing diversity and aligning with more transdiagnostic and neurodiversity-affirmative ways of understanding data.Clinical implicationsOur findings show promise, but future work is needed to address quantitative harmonisation. Similarly, issues related to the traditionally ‘pathophysiological’ frameworks that existing datasets are often embedded in can hinder the full potential of harmonisation based on the ICF.

Penelitian ini berfokus pada hasil implementasi Proyek Penguatan Profil Pelajar Pancasila (P5) dengan tema gaya hidup berkelanjutan melalui kegiatan Reduce, Reuse, Recycle dalam rangka menanamkan pendidikan karakter di SDN Mangge 2. Tujuan penelitian ini adalah untuk mengetahui refleksi kegiatan guna peningkatan mutu pendidikan. Metode yang digunakan dalam penelitian ini menggunakan pendekatan kualitatif deskriptif dengan sumber data dari hasil refleksi praktik pembelajaran yang dilakukan penulis dan angket siswa. Dari hasil praktik, Kegiatan Reduce, Reuse, Recycle yang dilakukan untuk pengembangan karakter mampu memberikan pendidikan karakter pada siswa sekolah dasar. Implementasi P5 tidak hanya tentang melindungi lingkungan, tetapi juga membentuk nilai-nilai karakter seperti kepedulian, tanggung jawab, gotong-royong, dan kesadaran akan dampak tindakan manusia terhadap lingkungan yang ditanamkan sejak dini di bangku sekolah dasar.

An Elimination Diet (ED) or Healthy Diet (HD) may be effective in reducing symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD), but long-term maintenance effects and feasibility have never been examined. One-year prospective follow-up of a sample of 165 children (5-12years) with ADHD randomized (unblinded; 1:1) to 5weeks treatment with either ED (N=84) or HD (N=81) and a non-randomized comparator arm including 58 children being treated with Care as Usual (CAU). Dietary participants were allowed to add or switch to CAU treatment after 5weeks. The primary outcome was a 5-point ordinal measure of improvement based on both parent and teacher ratings on ADHD and dysregulation problems, determined after 1year prospective follow-up. Ordinal regression analyses and linear mixed models analyses were conducted on an intention to treat basis. In addition, as-treated analyses were performed. The trial is closed and registered in the Dutch trial registry, number NL5324. At 1year follow-up, 24% of the participants still complied with the ED and 37% still complied with the HD. In the ED (+CAU) trajectory, fewer participants showed (partial) improvement after 1-year prospective follow-up compared to the HD (+CAU) trajectory (47% vs. 64%, χ2 (4, N=152)=11.97, p=0.018). The HD (+CAU) - but not ED (+CAU) - trajectory had comparable 1-year outcomes compared to the non-randomized CAU-trajectory. Results for secondary outcomes (e.g. health, parental stress) did not differ between the ED (+CAU) and HD (+CAU) trajectories. The prevalence of psychostimulant use was lower in the ED (+CAU) and HD (+CAU) trajectories compared to the non-randomized CAU-trajectory (38%, 45%, 78%, respectively). Predictors for long-term benefit from dietary treatments included high initial severity of ADHD problems, low severity of emotional problems and sufficient parental mental resources. In line with the short-term effects, prospective 1-year follow-up outcomes are in favor of treatment with HD and not ED. Initial 5-week treatment with HD and if needed/preferred followed by CAU may reduce psychostimulant use without negatively impacting 1-year outcomes.

Smartphones have an influence on technological advances that cover several aspects that are basically limited to communication tools. Now smartphones are the main needs for each individual that will continue to develop to facilitate daily activities. Smartphones can have positive and negative effects on their users. If the smartphone is used properly, it will have a positive impact, but if the smartphone is not used properly, it will have a negative impact on its users. The use of smartphones is not only from adults or teenagers, but many elementary school children are already using smartphones to facilitate their activities. The purpose of this study was to analyze the effect of smartphone use on academic achievement of elementary school students. The method used in this research is a literature study by reviewing 10 selected articles. The data collection technique was carried out by reviewing and analyzing data in the form of literature review so as to obtain conclusions. The results showed that smartphones can cause student learning achievement to decline due to the lack of proper utilization of smartphones. Students will be less motivated to learn if they are addicted to smartphones, causing a decrease in concentration while studying and a lack of interest in learning.

Penelitian ini bertujuan untuk mengetahui bagaimana penerapan nilai-nilai Pancasila terhadap penumbuhan karakter siswa sekolah dasar yang cerdas, kreatif, baik secara intelektual dan spiritual. Dengan adanya artikel ini bertujuan agar seorang guru mengetahui pentingnya pengimplementasian Pancasila dalam tingkatan sekolah dasar untuk menerapkan dan selalu mengedepankan nilai-nilai Pancasila sebagai pedoman hidup. Penelitian ini dilakukan melalui metode kualitatif dengan teknis analisis untuk mereaktualisasi nilai Pancasila dan implementasinya sebagai upaya pembangunan karakter bangsa. Dasar pembahasannya di peroleh dari hasil studi kepustakaan berbagai sumber seperti buku, artikel dan jurnal yang kemudian disajikan dalam bentuk deskriptif. Pancasila sebagai ideologi memegang peranan penting dalam membangun karakter masyarakat Indonesia. Sehingga Pancasila harus bisa dipahami dan ditanamkan pada diri bangsa melalui nilai-nilai yang terkandung dalam setiap butir Pancasila. Hasil penelitian menunjukkan bahwa penerapan nilai Pancasila dapat membentuk karakter anak sekolah dasar melalui pengintegrasian dengan pembelajaran dan disertai dengan pembiasaan berdasarkan arahan guru. Pendidikan karakter yang bersumber dari Pancasila ini sudah sepatutnya terus diimplementasikan pada dunia pendidikan, khususnya bagi jenjang awal pendidikan yaitu sekolah dasar karena dengan hal tersebut kualitas bangsa Indonesia kedepannya akan lebih baik.

BackgroundADHD research has had a clear focus on symptoms, their negative consequences and the treatment of ADHD. However, previous qualitative research found that people with a diagnosis of ADHD also self-report to experience strengths related to their ADHD. This is one of the first quantitative studies to investigate multiple self-reported strengths in relation to ADHD traits in a general population sample. Therefore, our aim was to investigate the relationship between multiple self-reported strengths with ADHD traits in the general population using quantitative measures. MethodsOur sample consisted of individuals from the general population in the UK, aged 18–60, n = 694. Next to assessing ADHD traits, we collected data on ten instruments investigating strengths that in qualitative research were reported to be related to ADHD. Correlation analysis (primary) was supplemented by factor and network analyses (exploratory). ResultsWe found positive correlations between ADHD traits and hyperfocus, sensory processing sensitivity, and cognitive flexibility. ConclusionsPeople with more ADHD traits score higher on several strengths, for other strengths we were not able to show a positive correlation in this population-bases sample. Information on strengths may aid people with elevated ADHD traits cope with their condition, and has potential to provide new angles for treatment.

The aim of this research is 1) analyze differences in students' personality development in science learning before and after implementing character education at SMK PGRI 2 Sidoarjo. 2) analyze the interaction of character education with science skills at SMK PGRI 2 Sidoarjo.This research uses a quantitative approach with comparative and experimental types. Pre-test-Post-test quasi one-group time series experimental design with the object of 42 students from class XII Multimedia A1, a total of 21 children and class XII Multimedia A2, a total of 21 children.The results of the research show that there are differences in students' personality development in science learning before and after the implementation of character education at SMK PGRI 2 Sidoarjo with the average pre-test score for personality development or mean being 2.19 (M = 2.19, SD = 0.917) and for the post-test the average personality development score was 2.67 (M = 2.67, SD = 1.004). Because the average value of personality development is 2.67, 2), it means that descriptively there is a difference in the average results between the pre-test and post-test. Beside that, there is an interaction between character education and social skills at SMK PGRI 2 Sidoarjo with a correlation coefficient of 0.494, a significance value (Sig.) of 0.001. Because the Sig value. 0.001 probability 0.05.