Understanding Psychological Consequences after Early Parental Death: A Qualitative Exploration of Lived Experiences

BackgroundBehavioural and emotional difficulties might play an important role in the development of body image disturbances, which represent serious risk factors for eating disorders or depression. The present study provides a detailed overview on body image disturbances and several behavioural and emotional difficulties (differences between gender, age, and weight status) and their inter-relations in German children and adolescents.MethodsData on body image disturbances, assessed through a Figure Rating Scale, and on behavioural and emotional difficulties, assessed through Goodman’s Strengths and Difficulties Questionnaire (SDQ), were available for 5255 observations of 1982 German children and adolescents aged 8 to 18 years from the LIFE Child study, based in Leipzig, Germany. Associations were investigated using multiple logistic regression. Each association was checked for interaction with gender, age, and weight status.ResultsBoys reported more behavioural difficulties than girls, while girls reported more emotional difficulties. Gender, age and weight status were related to behavioural and emotional difficulties as well as body image disturbances. Individuals with fewer difficulties were more satisfied with their own body. Children and adolescents who desired to be larger showed more prosocial behaviour problems, conduct and emotional problems and more signs of hyperactivity. Those, who desired to be thinner showed more problems in all SDQ-subscales. A more accurate body size perception was associated with fewer behavioural and emotional difficulties. Children and adolescents who overestimated their body size showed more prosocial behaviour and emotional problems. Underestimation one’s body size was associated with more signs of hyperactivity.ConclusionThe current findings highlight the importance of raising the awareness about the association between behavioural and emotional difficulties and body image disturbances in children and adolescents to prevent negative outcomes.

Introduction 1. Emotional and Behavioural Difficulties (EBD): Some General Points - Robin Higgins 2. Behavioural Approaches to the Management of Children with Emotional and Behavioural Difficulties - Jean E. Sambrooks 3. The Psychiatric Examination of Children with Emotional and Behavioural Difficulties - Philip Barker 4. Psychological Assessment and the Management of Children with Emotional and Behavioural Difficulties - David Jones 5. Psychoanalytic Psychotherapy of Children with Emotional and Behavioural Difficulties - Francis M.J. Dale 6. Resistance and Co-operation: The Need for Both. A Further Study of Psychotherapy in a Day Unit - Dilys Daws 7. Working with the Families of Children with Emotional and Behavioural Difficulties - Gillian Miles 8. The Management of Children with Emotional and Behavioural Difficulties in Ordinary and Special Schools - Colin J. Smith Contributors Index.

Parents of children with emotional and behavioral needs frequently experience difficulty navigating community-based services for their child, as well as experience increased stress and parental strain. Peer-to-peer support programs are an emerging approach to assist these parents, and evidence suggests that they are effective in increasing parents’ perceptions of social support, self-efficacy, and well-being. However, these programs often focus on parents of youth with diagnosed mental health disorders, despite the potential benefit for parents of youth who are at-risk for significant emotional and behavioral problems. In the current study, we used a pre-post design to evaluate a community-based, peer-to-peer support prevention program delivered via telephone to parents (N = 139) of youth with emerging behavioral and emotional difficulties. We evaluated (1) whether the intervention was delivered as designed, (2) the pre- and post-intervention gains in social support and concrete support, and (3) whether parents’ level of participation in the intervention and program adherence predicted outcomes. Results indicated that the intervention was delivered as intended and resulted in increased parental perceived social support and concrete support over time. Furthermore, higher levels of parental participation and intervention adherence were associated with increases in perceived social support. Thus, findings suggest that it may be beneficial for parents of at-risk youth with significant emotional and behavioral difficulties to engage in a peer-to-peer phone support prevention program.

The placenta is a key organ for fetal and brain development. Its epigenome can be regarded as a biochemical record of the prenatal environment and a potential mechanism of its association with the future health of the fetus. We investigated associations between placental DNA methylation levels and child behavioral and emotional difficulties, assessed at 3 years of age using the Strengths and Difficulties Questionnaire (SDQ) in 441 mother-child dyads from the EDEN cohort. Hypothesis-driven and exploratory analyses (on differentially methylated probes (EWAS) and regions (DMR)) were adjusted for confounders, technical factors, and cell composition estimates, corrected for multiple comparisons, and stratified by child sex. Hypothesis-driven analyses showed an association of cg26703534 (AHRR) with emotional symptoms, and exploratory analyses identified two probes, cg09126090 (intergenic region) and cg10305789 (PPP1R16B), as negatively associated with peer relationship problems, as well as 33 DMRs, mostly positively associated with at least one of the SDQ subscales. Among girls, most associations were seen with emotional difficulties, whereas in boys, DMRs were as much associated with emotional than behavioral difficulties. This study provides the first evidence of associations between placental DNA methylation and child behavioral and emotional difficulties. Our results suggest sex-specific associations and might provide new insights into the mechanisms of neurodevelopment.

This study aimed to obtain a comprehensive depiction regarding school counselors' psychological well-being as a professional helper. The result of this study could be used as the basis for future studies to promote school counselors' psychological well-being. This study found that most respondents had not understood the concept of psychological well-being. However, they reported the majority of psychological well-being dimensions. Most of the respondents were aware of the dimensions of positive relations with others and environmental mastery. Ninety-five school counselors in this study were aware that psychological well-being is pivotal as it supports their professional performance and personal happiness. Future studies are recommended to investigate school counselors' psychological well-being further using other methods, such as case study, RnD, or mixed-method. This kind of study may indirectly improve the school counselors' understanding and competence.

A status survey design with mixed groups was employed to investigate the effects of the positive Action self-concept program on the self-esteem of fourth, fifth, and sixth graders. The Positive Action group had been exposed to the self-concept enhancement program by the classroom teachers as a part of the curriculum. Students had had the instruction for a period of one to four years, depending on the number of years of attendance at that particular school. The control group had had no exposure to the program. The independent variables investigated were participation or nonparticipation in the program, grade placement, length of time in the program, reading level and gender. The dependent variables were general self, social self-peers, home-parents, school-academic and total self scores, all of which are components of the Coopersmith Self-Esteem Inventory. Data analysis consisted of testing four null hypotheses. The hypotheses were tested employing a one-way analysis of covariance, a one -way analysis of variance and a three-way analysis of variance. A total of 65 comparisons were made, 3 of which were found to be statistically significant. The results of this study appeared to support the following generalizations: 1. fourth grade students who experienced the Positive Action program had lower self-esteem than those who had not experienced the program; 2. sixth-grade students who experienced the positive Action program had lower self- esteem concerning school than those who had not had the program; 3. girls had a higher self-esteem during the first two years of participation in the positive Action program but as the program progressed, boys increased in self-esteem and after three years participation had a higher self-esteem than girls.

Introduction: Young adulthood is a period of development and healthy women are the cornerstone of a healthy society. Technology fulfils many human needs, but its overuse is a risk. Being addicted to technology has its effects on the psychological and physical well-being of an individual. For a brighter and healthier future, it is essential to ensure the well-being of young adult women. The study was conducted to find out the relationship between internet addiction and psychological well-being among young adult women between the ages of 20 and 24 years.Method: The research design used was an ex post facto design. The study was conducted in an engineering college and an arts and science college in Chennai, Tamil Nadu, India. Sixty postgraduate female students from professional and non-professional disciplines (30 in each group), using the internet (at least for the past six months) were included in the study. Young’s internet addiction scale and Riff’s psychological well-being scale were used to measure internet addiction and psychological well-being respectively. Statistical analysis was done using independent t test, correlation coefficient and regression analysis.Results: In this study, it was found that professional young adult women significantly differed in psychological well-being as compared to non-professional young adult women with a p value of 0.001. A negative correlation was found between internet addiction and psychological well-being. It was observed that demographic variables such as birth status, family type, working status of the mother and purpose of internet usage did not significantly predict internet addiction.Conclusion: Psychological well-being is significantly higher in non-professional students than professional in the young adult women population. Internet usage does not affect the psychological well-being of this age group. How to cite this article:Parvathi S, Mythili T. Internet Overuse and Psychological Well-Being Among Young Adult Women. Chettinad Health City Med J. 2024;13(2):35-40. DOI: https://doi.org/10.24321/2278.2044.202426

Suicide is the process of purposely ending one's own life. Nearly 1 million people worldwide commit suicide each year. It is a complex event which affected equally the every age of people. Approximately 95 % of all persons who commit or attempt suicide have a diagnosed with mental disorder 1 suicide is a major complication of depression.2. Suicidal process is formed through a continuum of thoughts of death to suicidal ideation; suicide attempts and completed suicide. 3 women attempt suicide three to four times more likely than men where as men are three to four times more likely to die by suicide. 90 % of those who complete suicide have at least one psychiatric disorder.4 There are different cognitive, emotive and cognitive behavioural theories that explain suicidal behaviours. First, Aaron Beck's concept of the cognitive triad, negative thoughts about oneself, the future and others/ environment was central to the cognitive theory of suicide. Beck's cognitive perspectives also states that hopelessness is the important clinical variable implicated in suicidal behaviour. According to Daniel Goleman's theory of emotional competenceo, a person with high emotional intelligence has better emotional self awareness and higher empathy and is more competent in managing his/ her own emotions and handling interpersonal relationships. Empirical studies also stated that there was an emotional element in suicidal ideation. Rudd7also suggested a cognitive behavioural theory of suicidality. According to this theory, suicidality was associated with the behavioural system, cognitive system, physiological system and affective system.Apart from gathering material privileges for ourselves, many of us feel a sense of loneliness and face emotional problems while going through life. With emotions running high and each of us trying to find our balance in life, some of us become prone to negative beliefs and thoughts of self harm.Today increasing the cause of suicide is given by the wrong life styles and maladaptive thinking.There is age, gender, ethnic and geographical and psychological risk factors for suicide. Some contributing risk factors are* Unbearable psychological pain is a common trigger for suicide a depth of darkness in which the person feels especially hopeless, helpless and everything out of control.* Narrow thinking, tunnel vision or rigid thoughts is one of the deadliest aspects of suicide. Person sees it as only one solution for their current difficulties. They think everything is hopeless and things will never be better.* The suicidal person is deeply ambivalent. He/she wants both to live and to die.* Among 90 % of suicidal people have psychiatric disorders, such as depression or psychosis. Suicidality is not a mental illness but suicidal peoples are often suffering from a mental illness.* Suicidal person feels fragile and lacks of positive view of themselves and a sense of personal strength.* Person feels alone and cut off from others. They may have experienced low self esteem, conflicts and rejections from others. They may think they have been dishonourable or failed in family, friends and society.* Experience of loss of concern e.g. spouse leaving, fired from a job, ill health, social embarrassment is often a trigger for suicide.Research suggests that those who react with anger and aggression may be more at risk for suicide and escaping tendency is also responsible for it, except these other factors are guilt, frustration, stressful and traumatic childhood experiences, low self confidence, excessive unhealthy competitive feelings, lack of ability to manage emotions, feelings of insecurity, economic inequality, maximization of own rewards, lack of satisfaction with own Ufe, materialization of physical worlds etc.Emotional IntelligenceEmotional intelligence is defined as the ability to perceive and to think about emotions promoting the experience of positive affect8. …

PART ONE: CONTEXT AND TERMINOLOGIES Themes and Dimensions of EBD - Peter Clough et al A Conceptual Overview International Comparisons in EBD - Margret Winzer Critical Issues Emotional and Behavioural Difficulties - Ted Cole An Historical Perspective Defining Emotional or Behavioural Disorders - Kenneth A Kavale, Steven R Forness and Mark P Mostert The Quest for Affirmation What Do We Mean by 'EBD'? - Gary Thomas The Forgotten 'E' in EBD - Tony Bowers PART TWO: ROOTS AND CAUSES Biology and Behaviour - Paul Cooper The Educational Relevance of a Biopsychosocial Perspective The Influences of the School Contexts and Processes on Violence and Disruption in American Schools - Michael J Furlong, Gale M Morrison and Emily S Fisher The Problem Is Not the Problem - Tim O'Brien and Dennis Guiney Hard Cases in Modernist Systems Academic Underachievement and Behaviour - Tom Nicholson An Axiomatic Link? Juvenile Delinquency and Emotional and Behavioural Difficulties in Education - Paul O'Mahony Television and Viewers' Behaviour - Tony Charlton and Charlie Panting Real or Elusive Links? Racial/Ethnic Representation across Five Public Sectors of Care for Youth with EBD - May Yeh et al Implications for Students in School Settings PART THREE: STRATEGIES AND INTERVENTIONS Working with Children and Young People with Social, Emotional and Behavioural Difficulties - John Visser What Makes What Works, Work? Teaching Students with Emotional Behaviour Disorders - Bill Rogers Reducing Problem Behavior through School-Wide Systems of Positive Behaviour Support - Timothy J Lewis and Lori L Newcomer Building School-Wide Behaviour Interventions That Really Work - Bob Algozzine and Kate Algozzine Advocacy for Students with Emotional and Behavioural Disorders - Carl R Smith Voices from the Margins - John Dwyfor Davies The Perceptions of Pupils with Emotional and Behavioural Difficulties about Their Educational Experiences Involving Students with Emotional and Behavioural Difficulties in Their Own Learning - Barry Groom and Richard Rose A Transnational Perspective Directions in Teaching Social Skills to Students with Specific EBDs - Helen McGrath The Pupil Support Base in the Scottish Secondary School - Paul Hamill An Alternative to Exclusion PART FOUR: SOME POINTS OF TENSION AND DEVELOPMENT The Gap between Research and Practice - Egide Royer Achieving Effective In-Service Training for Teachers Working with EBD Students Researching a Marginalized Population - Ann Lewis Methodological Issues Attention Deficit Hyperactivity Disorder - Marjorie Montague and Marcelo Castro Concerns and Issues Do Teacher Training Courses Prepare Us for the Challenge of Students Experiencing EBD? - Christopher Blake How We Prevent the Prevention of Emotional and Behavioural Difficulties in Education - James M Kauffman

Background: The quality of nursing care is influenced by the psychological state of nurses. Psychological distress of nurses can negatively impact nurses' performance and competence. While psychological well-being improves quality of care. So, the organization should provide interventions to improve the psychological well-being and reduce psychological distress of nurses. Aim of the study: To assess the impact of psychological distress and well-being of nurses on quality of nursing care at psychiatric hospitals. Research design: Descriptive correlational research design. Setting: The study was performed at three hospitals. Psychiatric and neurological hospital at Assiut University, Assiut mental health hospital, and Sohag mental health hospital. Sample: Non-probability convenience sample includes all psychiatric nurses. Tools: Demographic characteristics data sheet, general health questionnaire, psychological well-being scale, and quality of nursing care scale. Results: More than two thirds of the studied nurses were females, more than half of studied nurses had secondary school of nursing, less than nearly one quarter of them suffer from moderate distress. Conclusion: psychological distress negatively impacts nurses' ability to provide high quality care. In contrast, high psychological well-being can enhance nursing care. Recommendation: Implementing stress management program to alleviate stress and improve nurses’ psychological well-being in psychiatric settings.

IntroductionIntimate partner violence (IPV) and psychological distress are major public health concerns among emerging adult women.ObjectivesTo study the self-esteem of women victims of domestic violence and to determine its associated factors .MethodsThis was a cross-sectional descriptive study carried out at the National Health Fund of Sfax among women who consulted during the months of October and November 2019. The sociodemographic and clinical characteristics of the consultants were collected using a pre-established form. Women’s Experience with Battering Scale” (WEBS) was used to screen (IPV). The Rosenberg Self-Esteem Scale (RSE), was used for evaluating individual self-esteem. It uses a scale of 0–4 where a score less than 25 may indicate a problematic very low self esteem.ResultsThe sample comprised 110 women. More than half (66.7%) of women had a primary school level and 69% had a median socioeconomic level. (IPV) was estimated at 57.3% in our population. The mean (WEBS) score was 30.92(SD=9.8) and the mean (RSE) score was 31.26 (SD=3.5) among abused women self-esteem was very low in15.5% and low in 42.7% Abused women were more likely to have a low self-esteem (r= -0.528 ;p=0.012) The score of self-esteem decreased with age (r=-0.685 p=0.0001) and previous history of violence(p=0.04).ConclusionsThe findings suggests that Women who experienced (IPV) were more likely to have a low self-esteem. Therefore, the role of the physician is essential not only in the care of the victims but also in the detection of psychological repercussions.DisclosureNo significant relationships.

One of the fundamental goals of education is to recognise a child’s creative abilities and to create conditions for acquiring and expanding these competences. The success of education of children with behavioural and/or emotional difficulties highly depends on the education system’s ability to provide inclusive, high-quality education and services, as well as create an environment that meets the individual needs of each learner. It is relevant to find positive attitudes within the educational community, teachers’ willingness to work, and the ways to develop creativity in children with behavioural and/or emotional difficulties. This article explores teachers’ experiences of creativity development for preschool children with behavioural and/or emotional difficulties. The research method employed was semi-structured interviews with eight preschool teachers who have experience working with children with behavioural and/or emotional difficulties. The findings of the study have revealed that important factors in the education of children include: a creative teacher, democratic relationships among the participants in the educational process, a safe environment, and motivating the child to be creative; barriers to creativity are related to the child’s lack of self-confidence and negative reactions or criticism from adults; creativity of preschool children with behavioural and/or emotional difficulties is most stimulated by providing support, respect, encouragement, and privacy; the most frequent ways of fostering creativity in preschool children are through the activities of art, music, dance, drawing, etc. The results of the study are important in the context of inclusive education and point to directions for further research on the possibilities of creativity development.

Background of the study: The impact of social media on individuals' information behavior and psychological well-being is significant. Understanding how social media use influences psychological well-being is crucial in our digitally connected environment. Purpose: This study explores the relationship between information behavior on social media and psychological well-being. It investigates how individuals' information-seeking, processing, and usage on social media affect their psychological well-being. Method: A qualitative analysis of relevant literature was conducted to gain an in-depth understanding of the impact of social media on psychological well-being. Scientific journals, research articles, and textbooks in psychology and communication were reviewed. Findings: The analysis revealed a complex relationship between information behavior and psychological well-being on social media. Active social media use can enhance psychological well-being through increased social connections and support. However, negative impacts such as social media addiction, low self-esteem, and unhealthy social comparisons can also affect psychological well-being. Conclusion: Understanding the relationship between information behavior and psychological well-being on social media is crucial for promoting healthy and responsible usage. Identifying influencing factors and developing effective interventions can enhance individuals' psychological well-being. Additionally, studying information behavior and psychological well-being on social media can help identify emerging patterns in the digital era.

The majority of children referred to Child and Adolescent Mental Health Services (CAMHS) in the UK will present with mixed emotional and behavioural difficulties, but most mental health treatments are developed for single disorders. There is a need for research on treatments that are helpful for these mixed difficulties, especially for school-age children. Emotion Regulation (ER) difficulties present across a wide range of mental health disorders and mentalizing may help with regulation. The ability to mentalize one's own experiences and those of others plays a key role in coping with stress, regulation of emotions, and the formation of stable relationships. Mentalization Based Therapy (MBT) is a well-evidenced therapy that aims to promote mentalization, which in turn increases ER capacities, leading to decreased emotional and behavioural difficulties. The aim of this study is to test the clinical- and cost-effectiveness of MBT compared to treatment as usual for school age children with emotional and behavioural difficulties. If effective, we hope this approach can become available to the growing number of children presenting to mental health services with a mix of emotional and behavioural difficulties. Children referred to CAMHS aged 6-12 with mixed mental health problems (emotional and behavioural) as primary problem can take part with their parent/carers. Children will be randomly allocated to receive either MBT or treatment as usual (TAU) within the CAMHS clinic they have been referred to. MBT will be 6-8 sessions offered fortnightly and can flexibly include different family members. TAU is likely to include CBT, parenting groups, and/or children's social skills groups. Parent/carers and children will be asked to complete outcome assessments (questionnaires and tasks) online at the start of treatment, mid treatment (8 weeks), end of treatment (16 weeks) and at follow up (40 weeks). Clinical trial registration: ISRCTN 11620914.

Trait emotional intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. The Social and Emotional Learning (SEL) movement emphasised the cultivation of social skills for positive relationships. In this paper we investigate the role of students’ global personality characteristics and social skills in the occurrence of emotional and behavioural difficulties. Five hundred fifty-nine students aged 12–14 years, completed the Trait Emotional Intelligence Questionnaire–Adolescent Short Form (TEIQue–ASF), the Matson Evaluation of Social Skills with Youngsters (MESSY), and the Strengths and Difficulties Questionnaire (SDQ). Students with higher trait emotional intelligence and stronger social skills were less likely to present emotional and behavioural difficulties. Trait emotional intelligence along with the acquisition of social skills were influential factors of students’ emotional and behavioural difficulties. The study presents a heuristic model for the interpretation of students’ emotional and behavioural difficulties and discusses implications for educators to improve the quality of students’ lives in schools.