RESUMEN
This study examined self-reported psychopathology, trauma symptoms, and emotion coping in 7 to 12 year old children with suicidal ideation and attempts. This study compared 70 psychiatric inpatient children with current suicidal ideation to 59 psychiatric inpatient children with recent suicide attempts on measures of depression, anxiety, anger, emotional intelligence, and family/contextual factors. Results revealed greater self-reported anger as well as psychological distress associated with traumatic experiences (dissociation, anger, depression), among children who attempted suicide, in addition to increased reports of special education utilization, when compared to ideators only. These relationships were not affected by age or gender. Overall, the findings suggest self-reports of younger children who attempt suicide share similarities with older children and adolescent attempters, when compared with ideators who do not attempt. Implications for assessment and treatment are discussed.
Asunto(s)
Adaptación Psicológica , Ansiedad/psicología , Depresión/psicología , Trastornos Disociativos/psicología , Trauma Psicológico/psicología , Estrés Psicológico/psicología , Ideación Suicida , Intento de Suicidio/psicología , Ira , Niño , Sueños/psicología , Educación Especial/estadística & datos numéricos , Inteligencia Emocional , Composición Familiar , Femenino , Humanos , Masculino , Trastornos Mentales , Estudios Retrospectivos , Autoinforme , Índice de Severidad de la EnfermedadRESUMEN
OBJECTIVE: Excessive video game use among youth has been a growing concern in the United States and elsewhere. The aims of this study are to establish validity of a video game measure in a large adolescent inpatient sample, identify clinical factors underlying problem video game use, and identify associations with measures of psychopathology. METHOD: Three hundred eighty participants admitted to an adolescent inpatient psychiatric unit between November 2007 and March 2009 were administered a battery of self-report measures, including a questionnaire developed for this study that assessed reinforcers and consequences of past-year video game use (ie, Problematic Video Game Use Scale). Factor analysis was used to identify the underlying structure of behaviors associated with problem video game use. RESULTS: A factor analysis of the Problematic Video Game Use Scale indicated 2 primary factors. One was associated with engaging in problem behaviors that impaired the adolescent's functioning as a result of playing video games and one reflected the reinforcing effects of playing video games. Both factors were associated with measures of psychopathology, although associations were generally stronger for impairment in functioning than for reinforcing effects. Both factors were significantly correlated with self-reported daily video game use (P < .001). CONCLUSIONS: Two underlying factors emerged to account for problem video game playing: impairment in functioning and reinforcing effects. Initial evidence of the content validity of the video game measure was established. Findings highlight the importance of assessing video game use among an adolescent population, the factors associated with video game use, and associations with symptoms of psychopathology. Limitations include a common reporter for multiple measures and cross-sectional data that do not allow for causal links to be made.
Asunto(s)
Trastornos Mentales/fisiopatología , Psicometría/instrumentación , Refuerzo en Psicología , Encuestas y Cuestionarios/normas , Juegos de Video/psicología , Adolescente , Niño , Femenino , Humanos , Pacientes Internos/psicología , Masculino , Trastornos Mentales/etiología , Escalas de Valoración Psiquiátrica/estadística & datos numéricos , Psicometría/estadística & datos numéricos , Reproducibilidad de los Resultados , Juegos de Video/estadística & datos numéricosRESUMEN
OBJECTIVES: The ability to develop quality medical student exposures in child and adolescent psychiatry is critical to the professional development of these future physicians and to the growth of recruitment efforts into the field. This study identifies teaching perspectives among child and adolescent psychiatry faculty to determine whether there are optimal perspectives that positively influence medical student satisfaction. METHODS: Eighty-eight third- and fourth-year students at an allopathic U.S. medical school assessed teacher performance over a 1-year period using a standard internal teacher evaluation. Three experienced faculty members teaching the medical student seminars each completed a Teaching Perspective Inventory. The authors compared the different teaching perspectives with student satisfaction scores on the standard teacher evaluation instrument. RESULTS: All teachers had two dominant perspectives and one recessive perspective. Each teacher had a predominant developmental perspective but they differed in other dominant and recessive perspectives. The transmission perspective was associated with significantly less favorable scores on the standard teacher evaluation compared to the apprenticeship and nurturing perspective. CONCLUSION: The authors discuss the value of teaching perspective identification among child and adolescent psychiatry faculty for medical student education.