Use of psychoactive substances by adolescents: current panorama

Adolescence is a period of vulnerability to substance use disorders (SUDs). Epidemiological studies indicate that about 23% of Brazilian adolescents use drugs, with alcohol being the most widely consumed substance. The etiology of SUDs is complex, influenced by an interaction of genetic risk, individual development, environmental factors, context of use, and substance used. Clinicians should consider diagnostic criteria and be aware of behavioral changes that may indicate drug use and its consequences in various aspects of adolescent life. Identification and treatment of comorbid conditions is critical to the management of SUDs in this age group. Interventions should restrict access to drugs and facilitate prompt recognition of initial use, preventing progression to serious patterns of abuse or dependence. Intervention should be broad, including academic and occupational activities as well as social relationships and leisure, which are critical to the reestablishment of normal adolescent development.Department of Psychiatry and Institute of Psychiatry, Universidade de São Paulo (USP)Universidade Federal de São Paulo (UNIFESP) Lato Sensu Graduate Program in Child and Adolescent Mental HealthUNIFESP, Lato Sensu Graduate Program in Child and Adolescent Mental HealthSciEL

Behavior-analytic objectives and intervention strategies on interactions with child in sessions of two renowned child therapists

Pesquisas de processo em psicoterapia utilizam categorização de sessões como uma maneira de compreender as relações terapeuta-cliente no contexto clínico, sistematizando a descrição da prática terapêutica e identificando variáveis críticas do processo e o impacto sobre sua efetividade. A presente pesquisa buscou relacionar resultados de categorização (molar) de objetivos analítico-comportamentais, estratégias (molares) para atendimento da criança e comportamentos de terapeuta e cliente (molecular), para análise da interação em sessões de atendimento analítico-comportamental. Participaram duas renomadas terapeutas infantis. Foram realizadas filmagens de oito sessões da díade Alice-Alex, seis da díade Bertha-Bia e de entrevistas com as terapeutas doutoras em análise do comportamento com mais de 30 anos de experiência clínica infantil. As sessões foram categorizadas segundo quatro sistemas, os dois primeiros elaborados na presente pesquisa: (1) Sistema de Categorização de Objetivos Terapêuticos (SICOT), (2) Sistema de Estratégias de Conversas e Atividade Terapêuticas (SECAT), (3) Functional Analytic Psychotherapy Rating Scale (FAPRS) e (4) Categorias do terapeuta e do cliente (SMCCIT), além da categorização do foco da fala (dentro ou fora da sessão). Foram obtidos índices Kappa satisfatórios de concordância entre observadores (K>0,630 em três sistemas, p0,630 in three of those, with p<0,05 in every system)) and correlation analysis was carried out among nominal categories (Chi-square), within and between systems, as well as qualitative analysis on the data, relating them to reports of therapists during the interviews. Results indicated that therapists have emphasized different strategies, but consistent with the profile of children and their therapeutic goals. In Alex case the therapist attempted to teach him to report, engage and follow instructions as an alternative to opposing and distracting himself. In case Bias case the therapist aimed to teach her to express herself assertively and improve analysis. Alices strategies were based primarily on: (1) assigning therapeutic tasks, managing behavior in the session for teaching to read and write, and (2) deriving conversations from fantasy and games, managing verbal control to teach him to report. The strategies with Bertha were: (1) using fantasy, managing the behavior of Bia in the session for teaching other forms of relationships with family and (2) talking derived from or parallel to playing and make believe, managing verbal control so that the analysis of B would supplement the contingencies out of the session. The two treatments had the highest percentage of interactions with focus on the session, an emphasis on different activities to promote adhesion, to manage behavior directly and converse with children. Conclusions: (a) the use of different systems, molecular and molar, was essential to achieve different levels of analysis and combine them together, (b) the use of activities is not therapeutic in itself, but helps interventions with a population whose verbal development - and its control by rules is still incipient. The activities are important for the management of behaviors in session and conversation for enhancing verbal control. Some research questions are raised considering the experience of participating therapists, and practical implications for professional training in child behavior analytic therapy are discusse