Young people with GD had relatively more disturbed behavior related to executive functions and social impairment associated with autistic traits when compared with their control counterparts. Although preliminary, our results may indicate a possible neurodevelopmental background for individuals with GD.

Bu araştırma, sanatla terapi programının lise öğrencilerinin depresyon, anksiyete ve stres düzeyleri üzerine etkisini araştırmak amacıyla yapılmıştır. Araştırmanın çalışma grubunu yaşları 17-18 arasında değişen 7 kız, 2 erkek olmak üzere 9 lise son sınıf öğrencisi oluşmaktadır. Veri toplama aracı olarak katılımcıların depresif belirti düzeylerini belirlemek amacı ile "Beck Depresyon Envanteri", anksiyete belirti düzeylerini belirlemek amacı ile "Beck Anksiyete Ölçeği" ve stres düzeylerini belirlemek amacıyla ise "Algılanan Stres Ölçeği" kullanılmıştır. Ön test ölçümünün ardından çalışma grubunda yer alan öğrencilere sekiz hafta boyunca haftada bir kez, her bir oturum 150 dakika olmak üzere toplam sekiz oturum sanatla terapi programı uygulanmıştır. Uygulamaların bitiminden sonra aynı ölçme araçları son test olarak tekrar uygulanmıştır. Tek grup öntest-sontest kontrol grupsuz yarı deneysel desenin kullanıldığı çalışmada veriler; Wilcoxon İşaretli Sıra Testi ile çözümlenmiştir. Yapılan analizlerde sanatla terapi programının katılımcıların depresyon ve anksiyete düzeylerini azaltmada etkili olduğu, stres düzeyini azaltmada etkili olmadığı bulunmuştur.

OBJECTIVES: Development of gender identity is a complicated process. Several biological, familial, environmental, and cognitive factors thought to play role during this process. When a person has a persistent discomfort with his/her assigned gender and exhibits crossgender identification, gender dysphoria is to be considered. In this study, we aimed to determine the rates of psychiatric diagnoses in youth presenting with gender dysphoria and compare them with a control group in terms of family functioning, emotional, and behavioural problems. METHODS: The study sample consisted of 20 cases with gender dysphoria and 40 controls (5-17 years of age). The instruments included were Sociodemographic Form, Family Assessment Device (FAD), Child Behavior Checklist, and Schedule for Affective Disorders and Schizophrenia for School Aged Children Present-Lifetime Version. RESULTS: Ninety per cent of the cases with gender dysphoria had at least one psychiatric diagnosis. Attention-deficit/hyperactivity disorder (ADHD) (75%) was the leading comorbidity, followed by major depressive disorder (25%). Gender dysphoria group had significantly higher scores in communication, roles, affective involvement, and general family functioning subscales of FAD and in all Child Behavior Checklist subscales. High Child Behavior Checklist attention subscale score was significantly associated with the diagnosis of gender dysphoria in binary logistic regression analysis (odds ratio: 0.82; p < .001). CONCLUSIONS: Our results pointed out a possible biological background for gender dysphoria, along with psychosocial/psychodynamic explanations. The individuals with gender dysphoria will benefit from an integrative approach where all possible contributing factors are considered. Therefore, in addition to psychosocial and psychodynamic evaluation, assessment and interventions regarding ADHD will help to improve well-being and quality of life of these individuals.

Objectives: Aggressive behaviors are an important associated developmental feature of Attention-Deficit/Hyperactivity Disorder (ADHD) and affect long term prognosis of ADHD. In this study, it's aimed to investigate the impact of sociodemographic variables, and variables related with the child such as verbal skills, the ability to decode facial expressions, social reciprocity skills and anxiety levels, on aggressive behaviors in children with ADHD. Methods: The study group consisted of 116 children between 7 and 11 year-old, who referred to a child psychiatry clinic, and were diagnosed with ADHD for the first time. A sociodemographic form, Turgay DSM-IV-Based Child and Adolescent Disruptive Behavioral Disorders Screening and Rating Scale (T-DSM-IV-Scale)-parent form, Social Reciprocity Scale (SRS), Child Behavior Checklist (CBCL), Screen for Child Anxiety Related Emotional Disorders (SCARED)-parent form, Reading Mind in the Eyes Test were used for assessment. Diagnoses were established based on clinical interview, and supported by the Kiddie Schedule for Affective Disorders and Schizophrenia. Results: The mean age of children were 9.65±2.01. The CBCL aggressive behavior subscale score was correlated with the SCARED-parent form total score, SRS total score, and T-DSM-IV-Scale-parent form hyperactivity/impulsivity (H/I) subscale score. In multiple linear regression analysis, the three control measures were found to be the predictive factors of aggressive behavior severity, with the mean score of T-DSM-IV-S H/I subscale recording a higher beta value than the SCARED Parent Form score, and SRS total score. Discussion: In children with ADHD, it's supposed that investigating the predictive factors, and implementing the preventive interventions before the appearance of aggressive behaviors will improve the prognosis of disorder.