A Special Need for Others

__Abstract__ Children with psychiatric disorders are at risk for experiencing poor psychosocial, emotional, and behavioral adjustment after leaving school (Heijmens Visser, Van der Ende, Koot, & Verhulst, 2003; Wielemaker, 2009). These children thus need a good educational environment in order to optimally develop despite their impairments. Yet, some of these children have such complex special educational needs that they are placed in settings for special education. Especially these children could benefit from education that also targets their social, emotional, and behavioral skills in an educational environment that is adapted to their needs. Research has consistently shown that children’s social, emotional, and behavioral classroom adjustment is affected by the dynamic and reciprocal interplay between the child and his or her teacher and between the child and his or her peers (Pianta, Hamre, & Stuhlman, 2003; Gifford-Smith & Brownell, 2003). However, most of this research has been conducted in general education and not much is known about the social dynamics in special education. However, such information can contribute to improving the special educational environment. This thesis therefore focuses on the social classroom dynamics (i.e., the interplay between children, their teachers, and their peers) that are part of the environment shaping the classroom adjustment of children with psychiatric disorders in special education. In addition, to help improve the educational quality in special education settings, we implemented and examined the effects of an intervention, The Good Behavior Game, on children’s classroom adjustment, social classroom relationships, and teachers’ sense of competence and wellbeing. To give the reader a general introduction on the important topics of this thesis, this introduction starts with a discussion of special education from an international and national perspective. Next, the importance of positive teacher-child and peer relationships for children’s classroom adjustment is discussed. Subsequently, a short introduction to the Good Behavior Game is given, followed by an overview of the design of the study. Finally, the research questions of this thesis are introduced together with an outline of the different chapters

Патогенетические механизмы повреждений бета-клеток панкреатических островков при диабете и влияние прерывистой гипоксии

У щурів з експериментальним цукровим діабетом та впливом на них переривчастої гіпоксії вивчені особливості синтезу інсуліну, цитоархітектоніки бета-клітин та експресія маркерів апоптозу та проліферації. Кількість бета-клітин підвищується, концентрація інсуліну залишається в межах інтактного показника. Значною мірою підвищується вироблення антиапоптотичного білку Bcl2. Гіпокситерапія призводить до суттєвого підвищення проліферативної активності ендокриноцитів панкреатичних острівців.At rats with an experimental diabetes and influence on intermittent hypoxia, features of synthesis of insulin, cells-architectonics beta-cells and an expression of markers apoptotic and proliferative are studied. Amount beta-cells increase, and concentration of insulin remains border of a control indicator. The production of anti-apoptotic protein Bcl2 increase to a considerable extent. Intermittent hypoxia significantly increase the proliferative activity endokrinotsitis pancreatic islets

Changing the classroom climate to lower the threshold for child abuse and neglect self-disclosure: a non-randomized cluster controlled trial

Health and self-regulatio

Mood and anxiety disorders in very preterm/very low-birth weight individuals from 6 to 26 years

Background Very preterm (<32 weeks’ gestational age; VP) or very low–birth weight (<1,500 g; VLBW) birth has been associated with increased risk for anxiety and mood disorders and less partnering in adulthood. The aim was to test whether (a) VP/VLBW are at increased risk of any anxiety or mood disorders from 6 to 26 years compared with term-born individuals; (b) social support from romantic partners is associated with protection from anxiety and mood disorders; and (c) VP/VLBW adults’ lower social support mediates their risk for any anxiety and mood disorders. Methods Data are from a prospective geographically defined longitudinal whole-population study in South Bavaria (Germany). Two hundred VP/VLBW and 197 term individuals were studied from birth to adulthood. Anxiety and mood disorders were assessed at 6, 8, and 26 years with standardized diagnostic interviews and social support via self-report at age 26. Results At age 6, VP/VLBW children were not at increased risk of any anxiety or mood disorder. At age 8, VP/VLBW more often had any anxiety disorder than term comparisons (11.8% vs. 6.6%, OR = 2.10, 95% CI [1.08–4.10]). VP/VLBW adults had an increased risk for any mood (27.5% vs. 18.8%, OR = 1.65 [1.02–2.67]) but not for any anxiety disorder (33.0% vs. 28.4%, OR = 1.27 [0.82–1.96]). None of the significant differences survived correction for multiple testing. Social support was associated with a lower risk of anxiety or mood disorders in both groups (OR = 0.81 [0.68–0.96]) and mediated the association of VP/VLBW birth with any anxiety or any mood disorders at age 26. Conclusions This study does not show a persistently increased risk for any anxiety or mood disorder after VP/VLBW birth. Low social support from a romantic partner mediates the risk for anxiety or mood disorders after VP/VLBW birth

Effectiveness of human-supported and self-help eHealth lifestyle interventions for patients with cardiometabolic risk factors: a meta-analysis

Health and self-regulatio

"Effects of a mobile-based intervention for parents of children with crying, sleeping, and feeding problems: randomized controlled trial

Health and self-regulatio

Investigating rewards and deposit contract financial incentives for physical activity behavior change using a smartphone app: randomized controlled trial

Health and self-regulatio

Developmental Links between Teacher-Child Closeness and Disobedience for Boys Placed in Special Education

The aim of this study was to examine developmental links between disobedience and teacher-child closeness in a sample of boys with psychiatric disorders (i.e., emotional and behavioral disorders (EBD) and autism spectrum disorders (ASD)) and special educational needs who are placed in special education. More specifically, this study examined whether developmental links were different between boys with EBD (n = 150) versus boys with ASD (n = 122). Developmental links between disobedience and teacher-child closeness were investigated by incorporating a multi-informant perspective using teacher, child, and peer ratings and analyzed using autoregressive cross-lagged models across three waves within one school year. Results showed that in general, developmental links between teacher-child closeness and disobedience were stronger for boys with EBD than for boys with ASD. Specifically, boys with EBD experiencing less teacher-child closeness showed more disobedience, which in turn negatively affected their rela