Objective: Alexithymia, characterized by difficulties in identifying and describing emotions, has been increasingly recognized in neurological disorders. This study aimed to evaluate alexithymia in adult patients with epilepsy (PWE) compared with HCs and to examine its association with affective symptoms and epilepsy-related clinical variables.
Methods: In this cross-sectional case-control study, adult PWE and HCs were assessed using the Toronto Alexithymia Scale-20, Beck Depression and Beck Anxiety Inventory. Clinical epilepsy variables, including seizure type, seizure control status, age at epilepsy onset, duration of epilepsy, antiseizure medications, EEG findings, and MRI abnormalities, were recorded. Group comparisons were performed according to alexithymia status. Multivariable binary logistic regression analysis was conducted to identify factors independently associated with alexithymia.
Results: PWE exhibited significantly higher alexithymia, anxiety, and depression scores compared with HCs (all p < 0.05). Within the epilepsy group, patients with alexithymia had significantly higher anxiety and depression scores in univariate analyses. However, no significant associations were observed between alexithymia and epilepsy-related clinical characteristics. In multivariable logistic regression analysis including anxiety score, depression score, age at epilepsy onset, and duration of epilepsy, none of these variables independently predicted the presence of alexithymia.
Significance: Alexithymia is more prevalent in PWE and is associated with increased affective symptom burden; however, it appears to be independent of epilepsy-related clinical variables and is not fully explained by anxiety or depressive severity. These findings support the conceptualization of alexithymia as a distinct affective construct in epilepsy and highlight the importance of its direct assessment in routine clinical practice.
Background and purpose: Although numerous studies have examined teachers' knowledge and attitudes toward epilepsy, research focusing on their practical emergency seizure management remains limited. This study examined the effectiveness of Visually Enhanced Mental Simulation (VEMS) in improving seizure-response skills and attitudes among pre-service teachers.
Methods: A single-group pretest-posttest quasi-experimental design was conducted with 45 final-year teacher candidates from a public university in Türkiye between 13 and 31 May 2024. Participants received theoretical instruction followed by a structured VEMS-based scenario and guided debriefing. Seizure-response performance was evaluated using the Epileptic Seizure First Response Evaluation Form, and attitudes were assessed using the Social Attitudes Toward Childhood Epilepsies Scale.
Results: Post-intervention performance scores were significantly higher than pre-intervention scores (117.56 ± 9.57 vs. 79.56 ± 23.93, p < 0.001). Attitude scores also improved (p < 0.001), reflecting more positive perceptions of epilepsy.
Conclusions: VEMS-based training improved teacher candidates' practical seizure-response skills and attitudes toward epilepsy. Integrating experiential, simulation-based approaches into teacher education may enhance knowledge and foster greater confidence, competence, and preparedness for epilepsy-related emergencies in school settings.

