Reading Problems, Psychiatric Disorders, and Functional Impairment from Mid- to Late Adolescence

Goldston, David B.; Walsh, Adam; Arnold, Elizabeth Mayfield; Reboussin, Beth A.; Daniel, Stephanie S.; Erkanli, Alaattin; Nutter, Dennis; Hickman, Enith; Palmes, Guy; Snider, E. L.; Wood, Frank

doi:10.1097/01.chi.0000242241.77302.f4

Cited by 125 publications

(100 citation statements)

References 27 publications

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“…Bu nedenle çocuklar akademik beceriler için mücadele ederken, akademik başarısızlık beklentisi nedeniyle anksiyete reaksiyonu gelişti-rebilirler. 17 Birçok çalışmada ÖÖB'de çok daha fazla anksiyete 11,18,19 ve depresyon 20 görüldüğü bulunmuştur. ÖÖB'li çocukların ayrılık anksiyetesi bozukluğu (AAB) ve yaygın anksiyete bozukluğu (YAB) 18 ile YAB ve sosyal fobi (SF) 19 gibi anksiyete tanılarının daha çok konduğu bildirilmiştir.…”

Section: Introductionunclassified

Psychiatric comorbidities in children with specific learning disability

Coşkun¹,

Gürbüz²,

Çeri³

et al. 2017

Anadolu Psikiyatri Derg

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Section: Introductionunclassified

Psychiatric comorbidities in children with specific learning disability

Coşkun¹,

Gürbüz²,

Çeri³

et al. 2017

Anadolu Psikiyatri Derg

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“…Some of these teens also have significant learning problems or undiagnosed learning disabilities. In this regard, it is notable that teenagers with significant reading disabilities are not only at high risk for dropping out of school, but they also have been found to have higher rates of suicidal ideation and attempts, and increasingly prevalent substance abuse problems as they get older (29,30).…”

Section: School Issuesmentioning

confidence: 99%

Challenges and Opportunities in the Treatment of Adolescents with Substance Use Disorder and Suicidal Behavior

Esposito‐Smythers

Goldston

2008

Substance Abuse

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Many youth who present for substance abuse treatment report co-occurring suicidality. Therefore, it is important to learn about the characteristics of this population and effective treatment strategies. The purpose of this paper is to provide an overview of some of the key issues that arise when treating youth with substance abuse and co-occurring suicidality and to offer recommendations on how to approach these areas. Specifically, we discuss the potential utility of an integrated approach to treatment, and provide an overview of the characteristics of this treatment population, motivational and treatment engagement issues, the clinical management of suicidality in the context of treatment, and the effect of psychiatric comorbidity on treatment needs. We then discuss school, family, and peer issues that may arise as well as special considerations for the use of urine drug screens with this population. We conclude with recommendations for future treatment development research in this very important area. Keywordssuicide; substance abuse; treatment; comorbidity; adolescence Substance abuse and suicidality commonly co-occur among adolescent psychiatric populations. In youth receiving substance abuse treatment, 18% to 36% report a history of suicidal behavior (1-4). In recent reviews of the literature, the presence of a substance use disorder was noted to be associated with a 3-to 4-fold increase in suicide attempts (5). Moreover, adolescents diagnosed with a substance use disorder were 5 to 13 times more likely to die by suicide than adolescents without this diagnosis (4,6). Given the association between substance use disorders and suicidality, it is important to consider our approach to treatment and clinical research with this very difficult high risk adolescent population.In this paper, we offer information on many of the clinical issues that arise in treating suicidal substance abusing adolescents. This information is based on our experience working with this population in the context of clinical trials for suicidal substance abusing teens. Specifically, our treatment development studies compare an integrated outpatient cognitive behavioral treatment for both substance use disorder and suicidality to enhanced standard care. We will review some of the key issues that should be considered when assessing and treating this population and offer recommendations for how to approach these issues. We will conclude

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“…Okumaya karşı duyulan bir tepki olan okuma kaygısı derste yapılan bir okuma etkinliği ya da sınav gibi okumanın zorunlu olduğu hâllerde kendini gösterdiği gibi okumaya karşı isteksizlik şeklinde okumanın zorunlu olmadığı durumlarda da ortaya çıkabilir (Goldston ve ark., 2007;Torgesen, 2000). Okumaya ilişkin kaygının nedenleri, kişisel ve kişiler arası kaygılar; okumayla ilgili öğrenilen inançlar; öğretmenin okumaya yönelik algısı, öğretmen-öğrenci etkileşimi, sınıf kuralları ve sınav kaygısı şeklinde özetlenebilir (Bell ve Perfetti, 1994;Koizimu, 2002).…”

Section: Okuma Kaygısıunclassified

Impact of Metacognitive Strategies Instruction on Secondary School Students’ Reading Anxieties

Melanlıoğlu

2014

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Reading Problems, Psychiatric Disorders, and Functional Impairment from Mid- to Late Adolescence

Cited by 125 publications

References 27 publications

Psychiatric comorbidities in children with specific learning disability

Psychiatric comorbidities in children with specific learning disability

Challenges and Opportunities in the Treatment of Adolescents with Substance Use Disorder and Suicidal Behavior

Impact of Metacognitive Strategies Instruction on Secondary School Students’ Reading Anxieties

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