Schizophrenia is a neurodevelopmental disorder, characterized by impairment in reasoning, affectivity and social relationships. Although the diagnosis of schizophrenia in children and adolescents has been challenged for many years, at present childhood-onset schizophrenia is considered and accepted as a clinical and biological continuum with the adult-onset disorder. The present study aimed to evaluate the influence of biological (psychiatric family history, perinatal factors), and socio-demographic factors (area of residence, gender) on the age at onset and severity of symptomatology in children and adolescent with schizophrenia. The data were collected from 2016 to 2019 and included 148 children and adolescents with schizophrenia. Data were analysed with statistical software (IBM SPSS 22, JASP and JAMOVI, Linear Regression Model, χ² tests, t-test, U-test). A positive familial history for psychiatric diseases was an important risk factor both for an early onset and for the severity of symptoms. Urbanicity was another studied risk factor, 61% of patients being from urban areas; no statistically significant correlations between urbanicity and age at onset and severity of symptoms were identified. There was no statistically significant gender difference in terms of age at onset and severity of symptoms. Moreover, no statistically significant correlations were found between perinatal factors and age at onset and severity of symptoms. Positive psychiatric family history showed a statistically significant influence on age at onset and symptoms severity in children and adolescent schizophrenia; no statistical significant impact on the aforementioned schizophrenia aspects was observed for urbanicity, gender or perinatal factors.
This study aimed to explore the possible moderating role of emotional regulation in the relationship between problem-solving ability, visuomotor precision and visuospatial integration on the one hand and school results on the other in pupils with ADHD. A total of 241 pupils with ADHD (study group) and 207 children without ADHD (control group) were included in our research. Specific tests for the evaluation of the problem-solving ability, visuomotor precision, visuospatial integration, and emotional regulation were applied. The results showed that emotional regulation is a significant moderator of the relationship between school results and problem-solving ability, visuomotor precision, visuospatial integration, and working memory. There are statistically significant differences depending on emotional regulation, visuomotor precision, visuospatial integration, problem-solving ability and working memory in terms of school results of students with ADHD compared to children without this diagnosis. These results can be used in the development of intervention programs.
In the last few decades, researchers in the field of education have paid particular attention to the inclusion of children with special educational needs (SEN) in mainstream schools. Children with Attention Deficit/Hyperactivity Disorder have been included among those with special support needs and special educational needs in the USA since 1990, when the Individuals with Disabilities Education Act (IDEA) was adopted. In Romania, although there is no specific legislation yet, in 1990 by Law 15, the Romanian Parliament ratified the Convention on the Rights of the Child, which laid the foundations for inclusion of children with special educational needs in mainstream school and society. This study aims to achieve two objectives. The first objective was to explore the relationship between the perception of primary school teachers about the severity of the symptoms of ADHD students, their attitude towards the integration of ADHD students in the school and their knowledge about ADHD. The second objective covered the aspects from the questionnaires applied and from the interview. The results show that the teachers' attitudes towards the integration of children with ADHD into mainstream schooling are often neutral, that primary school teachers have knowledge of the symptoms, etiology, and treatment of ADHD students, and that there is a mediating effect (Z = 2.02, p = 0.044, p <0.05), which accounts for 36.6% of the total effect. It can be concluded that all the objectives have been achieved and the results can be used to carry out in-service training programs for primary school teachers.
This study aims to highlight the difficulties that students encounter in online education depending on their gender and age group. 143 students participated in the study, 68 male and 75 female, aged between 18 and 50, with M = 37.4 and SD = 4.5 from the urban environment, humanistic profile. The study aims to test three research hypotheses, which aim to identify differences between attendance at classes and gender and age category, between difficulties, participant gender and age category.
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