POLYSOMNOGRAPHIC SLEEP PATTERNS IN DEPRESSIVE, SCHIZOPHRENIC AND HEALTHY SUBJECTS

Background: Sleep disorders are frequent symptoms described in psychiatric patients with major depression and schizophrenia. These patients also exhibit changes in sleep architecture measured by polysomnography (PSG) during sleep. The aim of the present study was to identify potential biomarkers to facilitate diagnosis based on PSG measurements. Subjects and methods: Thirty (30) patients with schizophrenia, 30 patients with major depression and 30 healthy control subjects were investigated in the present study. All subjects underwent PSG measurements for a minimum time of 8 hours according to the criteria of Rechtscahffen & Kales (1968). We tested the potential of multiple sleep variables to predict diagnosis in different groups by using linear discriminant analysis (LDA). Results: There were significant differences in PSG variables between healthy control subjects and psychiatric patients (total sleep time, sleep latency, number of awakenings, time of awakening after sleep onset, REM 1 latency, REM 1 and index of endogenous periodicity). Importantly, LDA was able to predict the correct diagnosis in 88% of all cases. Conclusions: The presented analysis showed commonalities and differences in PSG changes in patients with major depressive disorder and in patients with schizophrenia. Our results underline the potential of PSG measurements to facilitate diagnostic processes

Early and continuous prevention of function disorders and locomotor system deformations during the period of growth and development, Early intervention in special education and rehabilitation

Systematic reviews indicate that deformities of the spinal column are one of the major problem of today’s children and a significant problem in the future since it’s increase from year to year. During the growth and development, the locomotor system is all the time under the influence of external and internal factors, and as such is subject to deformation. Heritage and bad habits of posture, the load caused by school bags, inadequate working environment, insufficient physical activity leads to disturbed statics of the spinal column, and results with the occurrence of kyphosis, scoliosis and lordosis. The problem of static disorder directly has the influence and makes disorders in dynamics. Physical exercise programs that include strength training and stretching, with the special emphasis on the load of anti-gravitational postural muscles, should help in the prevention of health problems that might arise. Of course, the maximum effect is achieved by activity throughout life. Complete control of procedures of the kinetic parameters has a very important role in the rehabilitation of children with irregular body posture, as well as in therapeutic methods in general. Measuring instruments which estimate anthropological and functional status of the individual belong to the principles of complete control, with the aim of improving diagnosis, monitoring and determining the effect of rehabilitation treatment. The subject of our work belongs to the field of biomedical research, and in the narrow sense it treats the issue of body deformities in children of preschool and school age, treatment of the same, and determination of the condition of postural disorders, i.e. status of the spinal column, as well as the possibility of developing and implementing the new program for correction, with a special emphasis on scoliosis. Theme of our work gives the opportunity of application of a new therapeutic programme “scolio-correct” to the correction of spinal deformity

Integral and integrative rehabilitation as precondition for inclusive education

Po međunarodnoj konvenciji o pravima deteta, svaka država potpisnica je obavezna da obezbedi adekvatnu i permanentnu zaštitu, rehabilitaciju i edukaciju dece sa smetnjama u razvoju. To znači da svako dete sa motoričkim poremećajem mora biti obuhvaćeno ovom vrstom zaštite u institucionalnim i vaninstitucionalnim okvirima. Sa stručnog aspekta ova postavka na pravi način odslikava realni redosled potreba ove populacije dece, tako što permanentnu zdravstvenosocijalnu zaštitu i kontinuiranu rehabilitaciju pretpostavlja kao osnovne preduslove za proces inkluzije u predškolskim i školskim ustanovama. Deca sa smetnjama u motornom razvoju mogu biti pripremljena za uključenje u redovne škole, habilitacionim i ranim rehabilitacionim programima (inkluzivni model), a deca sa težim poremećajima u motornom razvoju moraju biti zaštićena i zbrinuta u specijalnim ustanovama. I jedan i drugi model u rešavanju problema zaštite, rehabilitacije i edukacije dece sa motoričkim poremećajima podrazumeva adekvatno i kontinuirano angažovanje specijalnog pedagoga - somatopeda u procesu rehabilitacije. Poglavlje preciznije definiše principe i modele rehabilitacije dece sa motoričkim poremećajima i detaljno prezentuje “VILAN” metod kao tehniku kontinuirane rehabilitacije, koja je preduslov za adekvatno školovanje dece sa motoričkim poremećajima.According to International Convention of Children’s Rights, every country has obligation to provide adequacy and permanent protection, rehabilitation and education for children with developmental disabilities. It means that every child with motor disability must be protected in institutional and wider social environment. Based on professional opinion this hypothesis reflects real needs of those children, putting permanent health-social and continuing rehabilitation as basic preconditions for inclusive early and primary education. Children with motor disabilities can be prepare for accepting in mainstream schools, habilitation and rehabilitation programs (inclusive model), while children with profunde motor disabilities must be protected in special institution. Both models demand adequacy and continuing work of special educator-somatoped. The chapter defines principles and models of rehabilitation with motor disabilities and shows “VILAN” method as a technique of continuing rehabilitation, which is precondition for adequacy education for children with motor disabilities

Integral and integrative rehabilitation as precondition for inclusive education

Po međunarodnoj konvenciji o pravima deteta, svaka država potpisnica je obavezna da obezbedi adekvatnu i permanentnu zaštitu, rehabilitaciju i edukaciju dece sa smetnjama u razvoju. To znači da svako dete sa motoričkim poremećajem mora biti obuhvaćeno ovom vrstom zaštite u institucionalnim i vaninstitucionalnim okvirima. Sa stručnog aspekta ova postavka na pravi način odslikava realni redosled potreba ove populacije dece, tako što permanentnu zdravstvenosocijalnu zaštitu i kontinuiranu rehabilitaciju pretpostavlja kao osnovne preduslove za proces inkluzije u predškolskim i školskim ustanovama. Deca sa smetnjama u motornom razvoju mogu biti pripremljena za uključenje u redovne škole, habilitacionim i ranim rehabilitacionim programima (inkluzivni model), a deca sa težim poremećajima u motornom razvoju moraju biti zaštićena i zbrinuta u specijalnim ustanovama. I jedan i drugi model u rešavanju problema zaštite, rehabilitacije i edukacije dece sa motoričkim poremećajima podrazumeva adekvatno i kontinuirano angažovanje specijalnog pedagoga - somatopeda u procesu rehabilitacije. Poglavlje preciznije definiše principe i modele rehabilitacije dece sa motoričkim poremećajima i detaljno prezentuje “VILAN” metod kao tehniku kontinuirane rehabilitacije, koja je preduslov za adekvatno školovanje dece sa motoričkim poremećajima.According to International Convention of Children’s Rights, every country has obligation to provide adequacy and permanent protection, rehabilitation and education for children with developmental disabilities. It means that every child with motor disability must be protected in institutional and wider social environment. Based on professional opinion this hypothesis reflects real needs of those children, putting permanent health-social and continuing rehabilitation as basic preconditions for inclusive early and primary education. Children with motor disabilities can be prepare for accepting in mainstream schools, habilitation and rehabilitation programs (inclusive model), while children with profunde motor disabilities must be protected in special institution. Both models demand adequacy and continuing work of special educator-somatoped. The chapter defines principles and models of rehabilitation with motor disabilities and shows “VILAN” method as a technique of continuing rehabilitation, which is precondition for adequacy education for children with motor disabilities