Assessing test anxiety and resilience among Greek adolescents during COVID-19 pandemic

The aim of the present study was to explore the impact of school year’s extension due to the coronavirus pandemic (COVID-19) by addressing test anxiety and by studying the coping strategies adolescents used to overcome it. For the majority of the adolescents the final exams can be a powerful source of stress, since the entrance examinations are required for admission into higher education and further reflect the transition to adulthood. The sample consisted of 67 High School students and the data collection was conducted online due to the imposed measures by the Greek government. Results showed normal or average levels of test anxiety with low self-esteem and fear of a family member contracting the virus identified as significant predictors. Students who participated in the research pointed teachers as the main source of pressure in school exams. Gender differences regarding social media engagement and online video gaming were also detected. Resilience was equally as high among genders [t(63) = 858, p =.324] and the correlation between test anxiety and resilience did not produce a statistically significant result (r = -.178, p = .155)

The development in adulthood of individuals who were removed from their families during their childhood: child and adolescent psychiatry and psychosocial research

There is a growing interest in the long-term outcomes of people who were placed in institutional care during their childhood and / or adolescence. Studies indicate that residential care is associated with poor adult outcomes, including health and mental health problems,lower educational attainment and serious emotional and behavioral difficulties. This is, to our knowledge, one of the first qualitative study in a Greek sample. The aim of the present study was to provide understanding into the past and present experiences of individuals who had resided in a child-care institution during their childhood and / or adolescence and to contribute to the study of the long-term impact of institutional care on adult life. In depth interviews were conducted with 15 individuals (men and women) who had lived in a childcare institution during their childhood and / or adolescence. The audiotaped interviews were transcribed in full, followed by manual coding and qualitative thematic analysis. Analysis revealed three distinct cohorts of participants, based on their current age and the time period during which they were placed at the institution. Systematic comparison of the three cohorts revealed that independent living was strenuous and challenging and that, although institutional practices ameliorate, the social and emotional needs of the looked after children and their families become increasingly complex. Continuous training and support of the personnel of the institutions, a well-planned transitional period with the active involvement of the individuals, as well as systematic follow-ups, seem necessary in order to ensure better adult outcomes.Τα τελευταία χρόνια έχει υπάρξει ένα αυξανόµενο ερευνητικό ενδιαφέρον, για τις µακροπρόθεσµες συνέπειες της φροντίδας κλειστού τύπου στη ζωή των ατόµων, η οποία φαίνεται πως σχετίζεται µε αρνητική έκβαση στην ενήλικη ζωή, συµπεριλαµβανοµένων χαµηλότερης εκπαίδευσης, προβληµάτων σωµατικής και ψυχικής υγείας και σοβαρών συναισθηµατικών και συµπεριφορικών δυσκολιών. Η παρούσα µελέτη αποτελεί µια από τις πρώτες ποιοτικές µελέτες σε ελληνικό πληθυσµό και σκοπό έχει την διερεύνηση των εµπειριών των ατόµων που είχαν φιλοξενηθεί σε ένα ίδρυµα κλειστής παιδικής προστασίας κατά την παιδική τους ηλικία ή / και την εφηβεία τους, καθώς και του µακροπρόθεσµου αντίκτυπου της φροντίδας στην ενήλικη ζωή. Διεξήχθησαν σε βάθος συνεντεύξεις µε 15 άτοµα (άνδρες και γυναίκες), οι οποίες ηχογραφούνταν και αργότερα γινόταν αποµαγνητοφώνηση και καταγραφή λέξη προς λέξη, ακολουθούµενη από ποιοτική θεµατική ανάλυση. Η ανάλυση των αποτελεσµάτων αποκάλυψε τρεις διαφορετικές οµάδες συµµετεχόντων, µε βάση την τρέχουσα ηλικία τους και το χρονικό διάστηµα που τοποθετήθηκαν στο ίδρυµα. Η συστηµατική συγκριτική µελέτη των τριών οµάδων αποκάλυψε ότι η ανεξάρτητη ζωή ήταν επίπονη και απαιτητική και ότι, παρά τη βελτίωση που σηµειώθηκε τις τελευταίες δεκαετίες στις πρακτικές του ιδρύµατος και της κοινωνικής πρόνοιας, οι κοινωνικές και συναισθηµατικές ανάγκες των παιδιών και των οικογενειών τους, γίνονταν όλο και πιο περίπλοκες. Η συνεχής εκπαίδευση και υποστήριξη του προσωπικού παροχής της φροντίδας, µια καλά προγραµµατισµένη µεταβατική περίοδος µε την ενεργό συµµετοχή των ατόµων, καθώς και η συστηµατική εποπτεία και παροχή βοήθειας τους µετά την έξοδο τους από τη φροντίδα, αποτελούν απαραίτητα βήµατα για να εξασφαλιστούν καλύτερα αποτελέσµατα στους ενήλικες

Priorities in the Interdisciplinary Approach of Specific Learning Disorders (SLD) in Children with Type I Diabetes Mellitus (T1DM). From Theory to Practice

Background: A considerable endeavor had taken place in order to understand the associated challenges for children and adolescents with Specific Learning Disorder (SLD) and Type 1 Diabetes Mellitus (T1DM) but also in order to describe the necessary skills and approaches that the care givers have to develop to assist both children and parents. (1) Aim: The aim of this review is twofold. Firstly, to highlight the T1DM’s potential impact on psychological well-being, on cognitive functioning and on school performance in children and adolescents who confront SLD. Secondly, to discuss the necessity of a multidiscipline approach of poor school performance in students with SLD and T1DM, presenting the serious contribution of care providers: (a) parents/carers in the family setting, (b) teachers and psychologists in the school setting and (c) health specialists (pediatricians, nutricians, nurses, child psychiatrists and psychologists) in the medical setting. (2) Methods: In this narrative literature review of 12 selected articles, each one studies a special aspect of approach, during the diagnosis and the treatment of individuals with T1DM and SLD. The review concerns the arising problems and difficulties in the adherence to diagnosis, the management of insulin, the mental and physical wellbeing, the school performance, the cognitive functioning and learning difficulties of patients. We tried to synthesize an interdisciplinary approach that involves collaboration between family, school and medical frame; facilitating children’s and adolescents’ difficulties management, as well as parent and teacher involvement during the intervention implementation. (3) Results: The main issues of concern were examined through the available literature, as different factors had to be re-examined in the previous studies, regarding the potential impact of T1DM in cognitive and psychological functioning, as well as the effects of the intervention/approach/treatment of children and adolescents with SLD and T1DM. (4) Conclusions: Although T1DM diagnosis and demanding treatment are a heavy burden for children and their families, T1DM may or may not be associated with a variety of academic and psychological outcomes. Despite the variability of the reviewed research design quality, it was clearly defined that the impact of T1DM is not uniform across educational and mental variables. Strengthening the children’s physical, psychological and social wellbeing is an especially important factor, as it facilitates the insulin’s management as well as the learning difficulties. This is possible by supporting the parental and teacher involvement in the intervention process. This review highlights the need to reduce the distance between theory/research and practice, in some of the proposed areas in this field of knowledge

Childhood ADHD and Early-Onset Bipolar Disorder Comorbidity: A Case Report

Introduction: Recent research has highlighted an increased rate of co-morbidity between the neurodevelopmental-behavioral disorder of attention deficit hyperactivity disorder (ADHD) and a variety of psychiatric disorders, such as mood disorders or bipolar disorder (BD). The etiology and clinical course of BD are considered to be determined by both genetic and environmental factors, either aggravating or improving. Aim: This follow-up study of an adolescent aimed to clarify the co-morbidity between ADHD and BD. We also discuss the controversies surrounding the two diagnoses in younger populations and describe several aspects of concern regarding diagnosis, differential diagnosis, therapeutic planning/intervention, and prognosis. Methods: Reporting of a two-year follow-up study of a bipolar 15-year-old female patient with a previous diagnosis of ADHD during childhood. Results: Despite the occurrence of major risk factors, such as early onset and positive family history, the patient’s condition rapidly remitted with medication, without relapse and/or rehospitalization during the following two years, due to the stability of her cooperation, and support of a stable and caring familial environment. Early diagnosis of BD and differential diagnoses of ADHD are considered crucial protective factors leading to an appropriate planning of treatment. In addition, parental involvement and empathic attitude towards the patient supported the latter to cooperate and comply with the treatment, enhancing positive outcomes and stability. Conclusions: Research is required into the reliability and validity of diagnostic protocols and criteria for BD in children and adolescents, and also into the development of individualized therapeutic planning

School Failure in a Girl with Specific Learning Difficulties, Suffering from Childhood Depression: Interdisciplinary Therapeutic Approach

Introduction: Recent studies confirm the association of literacy difficulties with higher risk of both childhood behavioral and mental disorders. When co-morbid problems occur, it is likely that each will require separate treatment. The management of major depressive disorder (MDD) for a 9.5 years old girl with specific learning difficulties (SLD), a protracted clinical course, and a family history of affective disorders, was challenging for the interdisciplinary team of our clinic, dealing with learning disabilities. Aim: The research and examination of the first-onset major depressive disorder (MDD) in a child with specific learning disabilities and its impact on school performance. This case report examines the potential contributory factors, but also the recent evidence on the co-morbidity between literacy difficulties and mental illnesses in children. Method: Reporting a two years follow-up of a 9.5 years old child with SLD suffering from childhood depression. Results: A 9.5 years old child with no history of affective disorders, but with a family history of first-degree and second-degree relative suffering from childhood-onset, recurrent, bipolar or psychotic depression. The child was assessed by a child psychiatrist during a period of 2 years, with an average of follow-ups between 1 or 2 weeks. The discussion highlights diagnostic and treatment pitfalls, as well as developmental issues. Practical interventions are suggested. Conclusion: A psychiatrically charged familial environment, including a mother suffering from anxiety disorder and behavioral disorder, contribute significantly to the development of depression in early age. An early medical intervention would be the key for successful treatment. The combination of psychotherapy and antidepressants (mostly selective serotonin reuptake inhibitors (SSRIs)) is the suggested therapy for childhood MDD

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

SLI and SLD constitute two independent neurodevelopmental disorders, which frequently cause challenges in the diagnosis process, especially due to their nature. This has caused disagreement among clinicians regarding their recognition as separate or overlapping disorders. The objective of the study was to enlighten the path of valid diagnosis and intervention during adolescence when the two disorders change their manifestation and overlap. Two hundred Greek adolescents (140 boys and 60 girls), 124 already diagnosed with SLD and 76 diagnosed with SLI, 12–16 years old, participated in the study. All participants were assessed in reading, oral and written language and mathematics (mathematical operations and mathematical reasoning) along with IQ testing. In order to determine statistically significant differences, the chi-square test, independent samples t-test, odds ratios and their 95 per cent confidence intervals were implemented. The results revealed that the SLI group presented significantly greater difficulties than SLD in their overall cognitive-mental profile and in most language and mathematical measurements (number concept, executive-procedural part of solving operations and mathematical reasoning). The similarity of the two groups was mainly detected in their deficient metacognitive, metalinguistic and metamnemonic strategies. The research concludes that SLD adolescents managed to overcome their difficulties to a significant degree, while adolescents with SLI still struggle with many learning areas

Clinical Profiles and Socio-Demographic Characteristics of Adults with Specific Learning Disorder in Northern Greece

The manifestation of Specific Learning Disorder (SLD) during adulthood is one of the least examined research areas among the relevant literature. Therefore, the adult population with SLD is considered a “rare” and “unique” population of major scientific interest. The aim of the current study was to investigate, describe, and analyze the clinical, academic, and socio-demographic characteristics, and other everyday functioning life-skills of adults with SLD, in an attempt to shed more light on this limited field of research. The overall sample consisted of 318 adults, who were assessed for possible SLD. The diagnostic procedure included self-report records (clinical interview), psychometric/cognitive, and learning assessments. The main finding of the study was that SLD, even during adulthood, continues to affect the individuals’ well-being and functionality in all of their life domains. There is an ongoing struggle of this population to obtain academic qualifications in order to gain vocational rehabilitation, as well as a difficulty to create a family, possibly resulting from their unstable occupational status, their financial insecurity, and the emotional/self-esteem issues they usually encounter, due to their ongoing learning problems. Moreover, the various interpersonal characteristics, the comorbidity issues, and the different developmental backgrounds observed in the clinical, academic, personal, social, and occupational profiles of the participants, highlight the enormous heterogeneity and the continuum that characterizes SLD during adulthood. We conclude that there is an imperative need for further research and the construction of more sufficient tools for the assessment and diagnosis of SLD during adulthood, which will take into account the developmental challenges and milestones in a series of domains, in order to assist this “vulnerable” population with their life struggles