В этой главе представлены модели, которые позволяют провести различия между разнообразными типами поведенческих, эмоциональных и социальных проблем, встречающи...хся у детей (для краткости мы употребляем слова «ребенок», «дети» и «детство» для описания возраста от рождения до 18 лет). Используемое нами понятие «модели», включает в себя официальные нозологии (т.е. классификации расстройств), такие как Международная классификация болезней (МКБ) Всемирной организации здравоохранения и Руководство по диагностике и статистике психических расстройств (DSM – Diagnostic and Statistical Manual of mental disorders) Американской психиатрической ассоциации (2000).
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Большая депрессия представляет собой эпизодическое, рекуррентное расстройство, для которого характерны: постоянное и глубокое чувство печали или несчастья, пот...еря интереса к обычной деятельности, раздражительность и сопутствующие симптомы, такие как негативное мышление, упадок сил, неспособность сосредоточиться, а также нарушения сна и аппетита. Проявления этого расстройства варьируют в зависимости от возраста, пола, образования и культуры.
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Если вы начинаете работать в области психиатрии детского возраста: Добро пожаловать в эту захватывающую узкую специальность! Мы приглашаем вас устроитьс... поудобнее в кресле и прочитать всю главу.
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В этой главе представлена схема для проведения оценки младенцев, детей раннего возраста и их семей, и демонстрируется подход к пониманию и формулированию их затр...днений. Независимо от того, с какой проблемой приходится иметь дело, всесторонняя оценка всегда включает в себя рассмотрение социального и культурального контекста, а также факторов, способствующих уязвимости и устойчивости у детей, их родителей и ближайших родственников.
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В данной главе мы рассмотрим изменения, реализованные в DSM5, касающиеся не всех психических расстройств. Ниже мы остановимся на модификациях, представляющих инт...ерес для детских и подростковых психиатров, и на тех, которые вызывают полемику
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Much of our knowledge about PTSD is based on studies of adults. As evidenced by the birth of new scientific disciplines (e.g., developmental translational neuroscience), it is clear that what we learn from research involving adults may not necessarily be applicable to children and adolescents. Indee...d, the field of child and adolescent PTSD and trauma is relatively young, although the knowledge base has increased substantially over the past 2 decades. Moreover, task force members recognize that mental health professionals may have many different perspectives on child and adolescent trauma, particularly in regard to the specific nature of its effects and what interventions may be most effective in reducing negative outcomes and enhancing adaptive functioning. Although we attempt to summarize here what is currently known about child and adolescent PTSD and trauma, we welcome ongoing discussion and novel perspectives, which help to advance the field.
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WHO/HTM/HIV/2007.01 WHO/HTM/TB/2007.380
Accessed on 22.11.2020
Early Childhood Development - Burkina Faso
Parents and caregivers need
a facilitating environment of
laws, policies, services and
community support to assist
them in providing their young
children with nurturing care.
All young people, including those with special needs and from the most vulnerable groups, have the right to quality health care services. Unfortunately, this right is not a reality, particularly in the case of sexual and reproductive health services. Many youth in need of sexual and reproductive hea...lth care may either decline or be denied access to health services for a variety of reasons: Providers are often biased and do not feel comfortable serving youth who are sexually active; youth do not feel comfortable accessing existing services because they are not "youth-friendly" and may not meet their needs; and, often, community members do not feel that youth should have access to sexual and reproductive health services.
To address provider and site bias toward serving youth, EngenderHealth created a training curriculum intended to sensitize all staff at a health care facility on the provision of youth-friendly services. The curriculum was created as a result of the participatory work that we have been doing with youth in Nepal to address the needs of all levels of providers at different service-delivery settings. The curriculum has been field-tested and used in Nepal, Russia, Mongolia, and the United States.
Youth-Friendly Services allows staff to reflect upon and assess their own beliefs about adolescent sexuality while ensuring that those values and attitudes do not compromise the basic sexual and reproductive health rights to which youth are entitled. The curriculum also helps providers understand cross-cultural principles of adolescent development and health needs specific to youth. Once participant knowledge, attitudes, and skills are improved, sites conduct a self-assessment on the youth-friendliness of their services and create an action plan for specific improvements.
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Accessed on 20.03.2020
Il est troublant de se voir changer. Cela soulève toutes sortes d’interrogations simples ou complexes, audacieuses, parfois angoissantes, toujours importantes. Des questions qui touchent à l’identité, au corps, à la relation à l’autre, à la sexualité et à l’...amour. L’adolescence est une période de recherche, de découvertes, d’essais et de remises en question. Cette brochure propose des pistes de réponses et des éléments de réflexion pour combattre les idées reçues, les préjugés et les fausses croyances souvent sources de souffrances pour soi-même et pour les autres.
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Asthma is the most common chronic respiratory disease among school-going adolescents worldwide. However, the burden of severe asthma is highest in Sub-Saharan Africa. This study aimed to explore teachers’ perceptions of asthma care across six African countries. We conducted focus group discussions... (FGDs) using a semi-structured interview guide. Interviews were audio-recorded, transcribed verbatim and analysed thematically. FGDs were conducted in Kumasi(Ghana), Blantyre (Malawi), Lagos (Nigeria), Durban (South Africa), Kampala (Uganda), and Harare (Zimbabwe) between 01 November 2020 and 30 June 2021. We identified two key themes related to asthma care; barriers to asthma care and suggestions to improve the care of adolescents with asthma. Barriers reported by teachers included a lack of knowledge and skills among themselves, adolescents, and caregivers. In addition, some traditional beliefs of teachers on asthma exacerbated challenges with asthma care in schools. Regarding suggestions, most teachers identified a need for all-inclusive asthma training programmes for teachers, adolescents and caregivers, focusing on acute episodes and mitigating triggers. Utilising teachers with personal experiences with asthma to advocate and support these initiatives was suggested. Further suggestions included the need for annual screening to enable early identification of adolescents with asthma and clarify restrictions on teachers administering asthma medications. Teachers across African schools identify multiple barriers to asthma care. Structured school education programs and annual asthma screening are key to addressing some barriers to care.
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The document "Diabetes in Children and Young People" by NICE (National Institute for Health and Care Excellence) provides quality standards for the diagnosis, management, and support of diabetes in children and adolescents.