RESUMEN
Here, the quality of life (QoL) of adolescents living in residential group homes (RGHs), is compared to QoL of a general adolescent population, and links between QoL and the presence of mental disorders are examined. Adolescents living in RGHs reported a significantly lower perception of their overall QoL compared to the general adolescent population. The presence of mental disorders was significantly and negatively associated with QoL scores. Some indices of QoL (physical and psychological well-being, relationship with teachers) did not show differences with the general population, indicating that mental health needs or lack of wellbeing are expressed in unusual ways.
Asunto(s)
Hogares para Grupos/estadística & datos numéricos , Trastornos Mentales/epidemiología , Calidad de Vida , Adolescente , Femenino , Francia/epidemiología , Humanos , Masculino , Psicología del Adolescente , Bienestar SocialRESUMEN
Based on our findings showing that female adolescents in resident group homes exhibit externalized disorders at the same rate as male adolescents, explanatory hypotheses are developed from neuroscience (genetics and endocrinology) and from psychoanalysis (psychopathological and environmental approach). In particular, the place of the psychoanalytic approach in improving our understanding of such results is discussed with regard first to the clinical context and then to the research context. This article underlines that both approaches in psychoanalysis and neuroscience can, and maybe have to/should, coexist in child psychiatry.
Asunto(s)
Comprensión , Trastorno de la Conducta/diagnóstico , Trastorno de la Conducta/terapia , Neurociencias/métodos , Psicoanálisis/métodos , Caracteres Sexuales , Adolescente , Factores de Edad , Trastorno de la Conducta/psicología , Femenino , Humanos , Masculino , Factores Sexuales , Resultado del TratamientoRESUMEN
The aim of this study was to determine whether depression can explain the negative relationship between academic performance and the belief that intelligence is a fixed trait, i.e., entity belief. A sample of 353 French volunteer adolescents (age 11-16) completed questionnaires assessing entity theory and depressive symptoms (Children Depression Inventory: CDI). Academic performance was assessed by math performance while controlling for baseline level of math ability. Results of this study revealed that entity theory is a significant negative predictor of academic performance and a significant positive predictor of depression. Importantly, our findings also show that depression plays a significant mediating role between entity theory and academic performance. Our findings indicate that individuals who consider their abilities to be non-malleable are more likely to develop depressive symptoms which, in turn, decrease academic performance. These findings contribute to tailoring specific prevention and treatment programs for childhood and adolescent depression.