Pub Date : 2025-09-01DOI: 10.1016/j.neurenf.2025.02.008
J. Letot , B. Bayle
This article aims to provide practical recommendations of support during the perinatal bereavement of a twin based on both clinical practice and scientific literature. This loss is experienced by the parents as a challenging moment, with a risk of developing mental disorders. It seems essential to give concrete elements of the accompaniment of the parents by health and mental health professionals. We discuss antenatal bereavement, how to deal with the ambivalence felt by the parents (between the work of mourning for the deceased twin and the bonding to the surviving twin), the inclusion of the family and the partner in the work of bereavement, and practical implementations within the hospital. Training health professionals to intervene early will reduce the psychopathological risk in both the parents and the surviving twin.
{"title":"The perinatal bereavement of a twin: Support from pregnancy until telling the surviving twin","authors":"J. Letot , B. Bayle","doi":"10.1016/j.neurenf.2025.02.008","DOIUrl":"10.1016/j.neurenf.2025.02.008","url":null,"abstract":"<div><div>This article aims to provide practical recommendations of support during the perinatal bereavement<span><span> of a twin based on both clinical practice and scientific literature. This loss is experienced by the parents as a challenging moment, with a risk of developing mental disorders. It seems essential to give concrete elements of the accompaniment of the parents by health and mental health professionals. We discuss antenatal </span>bereavement, how to deal with the ambivalence felt by the parents (between the work of mourning for the deceased twin and the bonding to the surviving twin), the inclusion of the family and the partner in the work of bereavement, and practical implementations within the hospital. Training health professionals to intervene early will reduce the psychopathological risk in both the parents and the surviving twin.</span></div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 5","pages":"Pages 244-248"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145021082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-01DOI: 10.1016/j.neurenf.2025.02.005
H. Peyre
The consultation files from the Centre d’hygiène éducative et de rééducation psychomotrice, preserved at the Archives de Paris, contain psychiatric observations of children with learning difficulties, primarily conducted by the center's director, Dr. Jean Dublineau. Our analysis focuses on 42 files of children aged 6 to 15 years, admitted between 1951 and 1963. These files provide valuable insights into the semiology, nosology, and etiology of psychiatric disorders in children during that period. The study of these psychiatric observations highlights the central importance given to physical signs and clinical information provided by psychometric tools, both reflecting a focus on scoring measurements. Regarding diagnoses, alongside the two main diagnostic axes (intellectual and character disorders), we observe the gradual emergence of diagnoses such as dysorthographia, dyslexia, and dysgraphia. In terms of etiology, Dr. Dublineau's approach primarily aligns with the hereditary theory; family histories of psychiatric and non-psychiatric disorders, syphilis, tuberculosis and alcoholism are systematically noted. Our study underscores the central role of numerical methods in the clinical practice of psychiatrists treating children with learning difficulties in the 1950s.
{"title":"Observation psychiatrique des enfants avec des difficultés scolaires entre 1951 et 1963","authors":"H. Peyre","doi":"10.1016/j.neurenf.2025.02.005","DOIUrl":"10.1016/j.neurenf.2025.02.005","url":null,"abstract":"<div><div>The consultation files from the Centre d’hygiène éducative et de rééducation psychomotrice, preserved at the Archives de Paris, contain psychiatric observations of children with learning difficulties, primarily conducted by the center's director, Dr. Jean Dublineau. Our analysis focuses on 42 files of children aged 6 to 15 years, admitted between 1951 and 1963. These files provide valuable insights into the semiology, nosology, and etiology of psychiatric disorders in children during that period. The study of these psychiatric observations highlights the central importance given to physical signs and clinical information provided by psychometric tools, both reflecting a focus on scoring measurements. Regarding diagnoses, alongside the two main diagnostic axes (intellectual and character disorders), we observe the gradual emergence of diagnoses such as dysorthographia, dyslexia, and dysgraphia. In terms of etiology, Dr. Dublineau's approach primarily aligns with the hereditary theory; family histories of psychiatric and non-psychiatric disorders, syphilis, tuberculosis and alcoholism are systematically noted. Our study underscores the central role of numerical methods in the clinical practice of psychiatrists treating children with learning difficulties in the 1950s.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 6","pages":"Pages 314-321"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145134905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-22DOI: 10.1016/j.neurenf.2025.07.003
E. Taupinard , M. Guetta , C. Noleau , I.H. Legrée , A. Beaulieu , B. Marchina , A. Bion , J. Wendland , J. Van Der Waerden , D. Cohen , X. Benarous
Introduction
Perinatal home visit (PHV) programs represent an opportunity to provide parenting support interventions for families that might not otherwise have access to them due to multiple adversity factors.
Methods
This retrospective study focused on 81 families referred for PHV in Paris since the program's creation in 2022. A 35-item grid was completed by the clinicians involved for each family to document the referral's context, socio-demographic, medical, and psychiatric characteristics, the ICD-10 diagnoses, and the care provided. These features were compared to the 2021 French National Survey on Perinatal Health data (NSPH).
Results
Most cases were referred by maternities, with visits starting in the antenatal period for 33% of the families. Situations of social deprivation (i.e., related to housing, income, or social protection access) were over-represented in these families compared to data from the national survey (Odd-Ratios [OR] = 8.2), as well as the contexts of violence during pregnancy (OR = 12.0). Half of these families were naïve about any psychological or psychiatric care. The mean number of visits was 7.79 ± 8.26, with the participation of different types of professionals (e.g., psychologist, motor therapist, childcare worker). The most common maternal psychiatric disorders were stress and trauma-related disorders, followed by depressive and anxiety disorders. Based on the Clinical Global Impression-Improvement subscale, 88% of the families were considered to have significantly improved at the end of treatment.
Conclusion
These preliminary results show the relative notable effectiveness in providing supportive parenting care for families having multiple risks.
{"title":"Description du profil sociodémographique et clinique de familles suivies par une nouvelle équipe mobile d’intervention précoce en périnatalité","authors":"E. Taupinard , M. Guetta , C. Noleau , I.H. Legrée , A. Beaulieu , B. Marchina , A. Bion , J. Wendland , J. Van Der Waerden , D. Cohen , X. Benarous","doi":"10.1016/j.neurenf.2025.07.003","DOIUrl":"10.1016/j.neurenf.2025.07.003","url":null,"abstract":"<div><h3>Introduction</h3><div>Perinatal home visit (PHV) programs represent an opportunity to provide parenting support interventions for families that might not otherwise have access to them due to multiple adversity factors.</div></div><div><h3>Methods</h3><div>This retrospective study focused on 81 families referred for PHV in Paris since the program's creation in 2022. A 35-item grid was completed by the clinicians involved for each family to document the referral's context, socio-demographic, medical, and psychiatric characteristics, the ICD-10 diagnoses, and the care provided. These features were compared to the 2021 French National Survey on Perinatal Health data (NSPH).</div></div><div><h3>Results</h3><div>Most cases were referred by maternities, with visits starting in the antenatal period for 33% of the families. Situations of social deprivation (i.e., related to housing, income, or social protection access) were over-represented in these families compared to data from the national survey (Odd-Ratios [OR]<!--> <!-->=<!--> <!-->8.2), as well as the contexts of violence during pregnancy (OR<!--> <!-->=<!--> <!-->12.0). Half of these families were naïve about any psychological or psychiatric care. The mean number of visits was 7.79<!--> <!-->±<!--> <!-->8.26, with the participation of different types of professionals (e.g., psychologist, motor therapist, childcare worker). The most common maternal psychiatric disorders were stress and trauma-related disorders, followed by depressive and anxiety disorders. Based on the Clinical Global Impression-Improvement subscale, 88% of the families were considered to have significantly improved at the end of treatment.</div></div><div><h3>Conclusion</h3><div>These preliminary results show the relative notable effectiveness in providing supportive parenting care for families having multiple risks.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 7","pages":"Pages 384-391"},"PeriodicalIF":0.0,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145340459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-21DOI: 10.1016/j.neurenf.2025.07.001
R. Dugravier , T. Delawarde-Saïas
Postnatal depression is typically framed in a binary manner, distinguishing between depressed and non-depressed parents. This article proposes an integrative approach by replacing this categorization with the concept of perinatal relational distress, emphasizing the role of parent-child dynamics and the vulnerabilities triggered by infant dependency. Drawing from attachment theory, this perspective highlights the need to structure care around containment and continuity — across time, space, and professional discourse — to prevent institutional gaps and provide tailored support for parents. The article explores the clinical implications of this approach, detailing therapeutic models centered on relationships and advocating for a more coherent and integrative organization of perinatal mental health care.
{"title":"De la dépression postnatale à la détresse relationnelle : une approche intégrative pour repenser la clinique en santé mentale périnatale","authors":"R. Dugravier , T. Delawarde-Saïas","doi":"10.1016/j.neurenf.2025.07.001","DOIUrl":"10.1016/j.neurenf.2025.07.001","url":null,"abstract":"<div><div>Postnatal depression is typically framed in a binary manner, distinguishing between depressed and non-depressed parents. This article proposes an integrative approach by replacing this categorization with the concept of perinatal relational distress, emphasizing the role of parent-child dynamics and the vulnerabilities triggered by infant dependency. Drawing from attachment theory, this perspective highlights the need to structure care around containment and continuity — across time, space, and professional discourse — to prevent institutional gaps and provide tailored support for parents. The article explores the clinical implications of this approach, detailing therapeutic models centered on relationships and advocating for a more coherent and integrative organization of perinatal mental health care.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 7","pages":"Pages 377-383"},"PeriodicalIF":0.0,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145340458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-19DOI: 10.1016/j.neurenf.2025.06.007
J. Cerf , B. Goguikian
This article presents a retrospective study of the clinical profiles of 23 refugee children and adolescents attending school in Geneva, referred for psychological assessment. The authors used a multidimensional approach to the examination and attempted to weave links between different elements. In addition to inter-individual differences, they found recurring clinical pictures including learning difficulties, interpersonal problems, and poor emotional regulation. On the other hand, similarities in life courses were pointed out both in cognitive profiles and in psycho-affective functioning. The discussion highlights the need to adopt an anamnestic approach, linking linguistic and educational trajectories, migratory pathways, and adverse life events. In addition, the idea is defended of giving priority to assessing the child's potential, rather than cognitive or academic performance, during this period of transition.
{"title":"L’évaluation psychologique multidimensionnelle d’enfants et d’adolescents réfugiés : étude d’une population clinique","authors":"J. Cerf , B. Goguikian","doi":"10.1016/j.neurenf.2025.06.007","DOIUrl":"10.1016/j.neurenf.2025.06.007","url":null,"abstract":"<div><div>This article presents a retrospective study of the clinical profiles of 23 refugee children and adolescents attending school in Geneva, referred for psychological assessment. The authors used a multidimensional approach to the examination and attempted to weave links between different elements. In addition to inter-individual differences, they found recurring clinical pictures including learning difficulties, interpersonal problems, and poor emotional regulation. On the other hand, similarities in life courses were pointed out both in cognitive profiles and in psycho-affective functioning. The discussion highlights the need to adopt an anamnestic approach, linking linguistic and educational trajectories, migratory pathways, and adverse life events. In addition, the idea is defended of giving priority to assessing the child's potential, rather than cognitive or academic performance, during this period of transition.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 7","pages":"Pages 369-376"},"PeriodicalIF":0.0,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145340454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-16DOI: 10.1016/j.neurenf.2025.03.009
V. Kirakosyan , C. Vérité , L. Digue
Introduction
The onset of cancer in adolescents and young adults (AYA) corresponds to a period of fragility marked by a dull anxiety in the face of what the subject perceives as a threat to his or her body. This anxiety is alleviated to some extent by the announcement of the diagnosis and the implementation of the treatment protocol which gives this anxiety a concrete and real dimension. While some young people manage to adapt to the disease, others develop a ‘surface adaptation’. In this case, the traumatic effects may go unnoticed during the curative phase. This article analyzes the trauma in three stages in order to show the long-term effects.
Methods
We used a qualitative methodology based on a semi-structured interview.
Results
The results showed that trauma manifested itself in three stages. Firstly, the period of the first signs and symptoms appeared as a pre-trauma, helping the patient to enter gradually into the illness, while over-investing in the event to come as particularly threatening. This pre-trauma fulfilled an anti-traumatic function, because the time taken for prior medical investigation can act as a buffer against the onset of trauma. Then, during the medical course marked by the treatments, the trauma seemed to be put in latency: the young patient being protected by an inevitable dependence on the nursing team which temporarily suspends all psychic work. Finally, when the disease went into remission, the traumatic effects emerged requiring psychological work.
Conclusion
It is essential for the various healthcare professionals involved in the care of an AJA patient to provide support in order to prevent the traumatic effects and support the necessary psychological work.
{"title":"Les effets traumatiques du cancer chez les adolescents et jeunes adultes – AJA – en trois temps : parcours pré-diagnostic, parcours médical et passage à la rémission","authors":"V. Kirakosyan , C. Vérité , L. Digue","doi":"10.1016/j.neurenf.2025.03.009","DOIUrl":"10.1016/j.neurenf.2025.03.009","url":null,"abstract":"<div><h3>Introduction</h3><div>The onset of cancer in adolescents and young adults (AYA) corresponds to a period of fragility marked by a dull anxiety in the face of what the subject perceives as a threat to his or her body. This anxiety is alleviated to some extent by the announcement of the diagnosis and the implementation of the treatment protocol which gives this anxiety a concrete and real dimension. While some young people manage to adapt to the disease, others develop a ‘surface adaptation’. In this case, the traumatic effects may go unnoticed during the curative phase. This article analyzes the trauma in three stages in order to show the long-term effects.</div></div><div><h3>Methods</h3><div>We used a qualitative methodology based on a semi-structured interview.</div></div><div><h3>Results</h3><div>The results showed that trauma manifested itself in three stages. Firstly, the period of the first signs and symptoms appeared as a pre-trauma, helping the patient to enter gradually into the illness, while over-investing in the event to come as particularly threatening. This pre-trauma fulfilled an anti-traumatic function, because the time taken for prior medical investigation can act as a buffer against the onset of trauma. Then, during the medical course marked by the treatments, the trauma seemed to be put in latency: the young patient being protected by an inevitable dependence on the nursing team which temporarily suspends all psychic work. Finally, when the disease went into remission, the traumatic effects emerged requiring psychological work.</div></div><div><h3>Conclusion</h3><div>It is essential for the various healthcare professionals involved in the care of an AJA patient to provide support in order to prevent the traumatic effects and support the necessary psychological work.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 7","pages":"Pages 392-400"},"PeriodicalIF":0.0,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145340460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-02DOI: 10.1016/j.neurenf.2025.06.003
S. Bourgou , N. Boujelbene , L. Mnif , F. Charfi , N. Ben Salah , K. Kallel
Introduction
Docimology is the scientific study of assessment methods and examinations. This study aimed to evaluate, using docimological indices, the child psychiatry components of the psychiatry certification exams administered to third-year medical students in the second cycle of medical education (SCMS3) at the Faculty of Medicine of Tunis, Tunisia.
Methods
We analyzed the exam scores of all SCMS3 students who sat for the main session of the psychiatry certification exams over six academic years, from 2016–2017 to 2021–2022. Scores from remedial (resit) sessions were excluded. A docimological evaluation was conducted for the overall psychiatry exam, the child psychiatry component, and individual questions within that discipline.
Results
A total of 2780 exam papers were included. The average annual pass rate was 96.7% for the overall psychiatry certification and 85.3% for the child psychiatry component. The mean Cronbach's alpha coefficient — a measure of internal consistency — was 0.74. On average, 11.9% of students passed the overall exam without achieving a passing score in child psychiatry. Maximum scores in child psychiatry ranged from 16.5 to 19.75 out of 20. Of the child psychiatry questions, 51.7% were classified as easy, and 31.7% demonstrated at least acceptable discriminatory power. Among the 120 child psychiatry questions analyzed, 25 were identified as ideal in terms of both difficulty and discrimination indices.
Conclusion
The child psychiatry exam generally adheres to docimological standards. However, improvements are possible, particularly through alignment with best practices in assessment design and the implementation of faculty development programs focused on medical education and evaluation.
{"title":"Analyse docimologique des épreuves de pédopsychiatrie","authors":"S. Bourgou , N. Boujelbene , L. Mnif , F. Charfi , N. Ben Salah , K. Kallel","doi":"10.1016/j.neurenf.2025.06.003","DOIUrl":"10.1016/j.neurenf.2025.06.003","url":null,"abstract":"<div><h3>Introduction</h3><div>Docimology is the scientific study of assessment methods and examinations. This study aimed to evaluate, using docimological indices, the child psychiatry components of the psychiatry certification exams administered to third-year medical students in the second cycle of medical education (SCMS3) at the Faculty of Medicine of Tunis, Tunisia.</div></div><div><h3>Methods</h3><div>We analyzed the exam scores of all SCMS3 students who sat for the main session of the psychiatry certification exams over six academic years, from 2016–2017 to 2021–2022. Scores from remedial (resit) sessions were excluded. A docimological evaluation was conducted for the overall psychiatry exam, the child psychiatry component, and individual questions within that discipline.</div></div><div><h3>Results</h3><div>A total of 2780 exam papers were included. The average annual pass rate was 96.7% for the overall psychiatry certification and 85.3% for the child psychiatry component. The mean Cronbach's alpha coefficient — a measure of internal consistency — was 0.74. On average, 11.9% of students passed the overall exam without achieving a passing score in child psychiatry. Maximum scores in child psychiatry ranged from 16.5 to 19.75 out of 20. Of the child psychiatry questions, 51.7% were classified as easy, and 31.7% demonstrated at least acceptable discriminatory power. Among the 120 child psychiatry questions analyzed, 25 were identified as ideal in terms of both difficulty and discrimination indices.</div></div><div><h3>Conclusion</h3><div>The child psychiatry exam generally adheres to docimological standards. However, improvements are possible, particularly through alignment with best practices in assessment design and the implementation of faculty development programs focused on medical education and evaluation.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 8","pages":"Pages 446-452"},"PeriodicalIF":0.0,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145527849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-30DOI: 10.1016/j.neurenf.2025.06.001
H. Kırışman Keleş , E.R. Taşpolat , C. Yeşilkaya , C. Mutlu
Objective
This study aimed to evaluate the reliability, educational quality, and popularity of Turkish-language YouTube videos on Tic disorders and Tourette Syndrome. The focus was on content accuracy, comprehensiveness, and the influence of uploader type.
Methods
Using the keywords “Tic Disorder” and “Tourette Syndrome,” 87 videos were initially identified. After applying inclusion and exclusion criteria, 50 Turkish-language videos were selected. Reliability was assessed using the Modified DISCERN tool, educational quality with the Global Quality Scale, and popularity with metrics such as view rate and Video Power Index. Videos were categorized based on source: doctors, other mental health professionals, patients/their relatives, news channels, and others. Inter-rater reliability was measured using Cohen's kappa.
Results
Only 28% of the videos were uploaded by doctors. Differential diagnosis was discussed in 28% of videos, while 78% included treatment information. Inter-rater agreement for Modified DISCERN, GQS, and usefulness had Cohen's kappa coefficients of 0.885, 0.883, and 0.897, respectively. The median the Modified DISCERN tool score was 3, indicating moderate reliability. In terms of quality, 34% were rated high, 42% medium, and 24% low. Videos uploaded by patients or their relatives demonstrated significantly higher view rates and Video Power Index scores than those by professionals. However, there were no significant differences in reliability, quality, or usefulness among uploader groups.
Conclusions
The quality and reliability of Turkish YouTube videos on Tic disorders and Tourette Syndrome vary considerably. Although patient-uploaded videos gain more attention, they may lack medical accuracy. Enhancing health professionals’ involvement in online content creation is crucial for promoting accurate, evidence-based public education.
{"title":"Are Turkish-language YouTube videos a reliable source of information about Tic disorder?","authors":"H. Kırışman Keleş , E.R. Taşpolat , C. Yeşilkaya , C. Mutlu","doi":"10.1016/j.neurenf.2025.06.001","DOIUrl":"10.1016/j.neurenf.2025.06.001","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to evaluate the reliability, educational quality, and popularity of Turkish-language YouTube videos on Tic disorders and Tourette Syndrome. The focus was on content accuracy, comprehensiveness, and the influence of uploader type.</div></div><div><h3>Methods</h3><div>Using the keywords “Tic Disorder” and “Tourette Syndrome,” 87 videos were initially identified. After applying inclusion and exclusion criteria, 50 Turkish-language videos were selected. Reliability was assessed using the Modified DISCERN tool, educational quality with the Global Quality Scale, and popularity with metrics such as view rate and Video Power Index. Videos were categorized based on source: doctors, other mental health professionals, patients/their relatives, news channels, and others. Inter-rater reliability was measured using Cohen's kappa.</div></div><div><h3>Results</h3><div>Only 28% of the videos were uploaded by doctors. Differential diagnosis was discussed in 28% of videos, while 78% included treatment information. Inter-rater agreement for Modified DISCERN, GQS, and usefulness had Cohen's kappa coefficients of 0.885, 0.883, and 0.897, respectively. The median the Modified DISCERN tool score was 3, indicating moderate reliability. In terms of quality, 34% were rated high, 42% medium, and 24% low. Videos uploaded by patients or their relatives demonstrated significantly higher view rates and Video Power Index scores than those by professionals. However, there were no significant differences in reliability, quality, or usefulness among uploader groups.</div></div><div><h3>Conclusions</h3><div>The quality and reliability of Turkish YouTube videos on Tic disorders and Tourette Syndrome vary considerably. Although patient-uploaded videos gain more attention, they may lack medical accuracy. Enhancing health professionals’ involvement in online content creation is crucial for promoting accurate, evidence-based public education.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 8","pages":"Pages 438-445"},"PeriodicalIF":0.0,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145527773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-01DOI: 10.1016/j.neurenf.2025.02.003
Catherine Billard , Sahawanatou Gassama , Monique Touzin , Anne Mirassou , Arnold Munnich , Jean-Christophe Thalabard
Aim
This study investigated pedagogical interventions for adolescents with learning difficulties (LDs) in France, a topic addressed in the Anglosphere but still largely underexplored.
Material and method
In a cohort of 188 sixth- and seventh-graders, selected tests from the BMT-i battery identified middle-schoolers as having learning deficits based on norm-referenced scores below the 20th percentile in written language or mathematics assessment. After screening, 117 students with Learning Difficulties in written language, mathematics, or a combination of the two were selected. After written agreement from parents, experimental students (n = 76) were assigned to 35-session written French or math teacher-led interventions under researcher supervision. Control students (n = 25) participated in none. Intervention effects were measured by Comparing differences in initial (T0), immediate post-intervention (T2), and delayed post-intervention (T3) test scores for different subgroups.
Results
By T2, in the experimental group deficits had fully receded for reading fluency and comprehension, numeration, and mental arithmetic, and had diminished for spelling and problem-solving; in the control group, deficits remained prominent overall. Effects persisted until T3. Improvements in reading comprehension were greater among French intervention participants than among controls (P < 0.001). Math intervention participants made greater progress in problem-solving, numeration, and subtraction (P < 0.0001 to P < 0.05).
Interpretation
While larger controlled trials are warranted to corroborate them, these findings underscore the value of pedagogical interventions for remedying middle school LDs.
{"title":"Impact d’interventions pédagogiques sur les performances des collégiens souffrant de difficultés d’apprentissages en langage écrit et mathématiques. Une étude contrôlée","authors":"Catherine Billard , Sahawanatou Gassama , Monique Touzin , Anne Mirassou , Arnold Munnich , Jean-Christophe Thalabard","doi":"10.1016/j.neurenf.2025.02.003","DOIUrl":"10.1016/j.neurenf.2025.02.003","url":null,"abstract":"<div><h3>Aim</h3><div>This study investigated pedagogical interventions for adolescents with learning difficulties (LDs) in France, a topic addressed in the Anglosphere but still largely underexplored.</div></div><div><h3>Material and method</h3><div>In a cohort of 188 sixth- and seventh-graders, selected tests from the BMT-i battery identified middle-schoolers as having learning deficits based on norm-referenced scores below the 20th percentile in written language or mathematics assessment. After screening, 117 students with Learning Difficulties in written language, mathematics, or a combination of the two were selected. After written agreement from parents, experimental students (<em>n</em> <!-->=<!--> <!-->76) were assigned to 35-session written French or math teacher-led interventions under researcher supervision. Control students (<em>n</em> <!-->=<!--> <!-->25) participated in none. Intervention effects were measured by Comparing differences in initial (T0), immediate post-intervention (T2), and delayed post-intervention (T3) test scores for different subgroups.</div></div><div><h3>Results</h3><div>By T2, in the experimental group deficits had fully receded for reading fluency and comprehension, numeration, and mental arithmetic, and had diminished for spelling and problem-solving; in the control group, deficits remained prominent overall. Effects persisted until T3. Improvements in reading comprehension were greater among French intervention participants than among controls (<em>P</em> <!--><<!--> <!-->0.001). Math intervention participants made greater progress in problem-solving, numeration, and subtraction (<em>P</em> <!--><<!--> <!-->0.0001 to <em>P</em> <!--><<!--> <!-->0.05).</div></div><div><h3>Interpretation</h3><div>While larger controlled trials are warranted to corroborate them, these findings underscore the value of pedagogical interventions for remedying middle school LDs.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 175-185"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-01DOI: 10.1016/j.neurenf.2025.03.001
C. Billard , S. Gassama , M. Touzin , A. Mirassou , A. Munnich , J.-C. Thalabard
Aim
This study investigated pedagogical interventions for adolescents with learning difficulties (LDs) in France, a topic addressed in the Anglosphere but still largely underexplored.
Method
In a cohort of 188 sixth- and seventh-graders, selected tests from the BMT-i battery identified middle-schoolers as having learning deficits based on norm-referenced scores below the 20th percentile in written language or mathematics assessment. After screening, 117 students with learning difficulties (LDs) in written language, mathematics, or a combination of the two were selected. After written agreement from parents, experimental students (n = 76) were assigned to 35-session written French (Fr) or math (Ma) teacher-led interventions under researcher supervision. Control students (n = 25) participated in none. Intervention effects were measured by comparing differences in initial (T0), immediate postintervention (T2), and delayed postintervention (T3) test scores for different subgroups.
Results
By T2, in the experimental group, deficits had fully receded for reading fluency and comprehension, numeration, and mental arithmetic, and had diminished for spelling and problem-solving; in the control group, deficits remained prominent overall. Effects persisted until T3. Improvements in reading comprehension were greater among Fr intervention participants than among controls (P < 0.001). Ma intervention participants made greater progress in problem-solving, numeration, and subtraction (P < 0.0001 to P < 0.05).
Interpretation
While larger controlled trials are warranted to corroborate them, these findings underscore the value of pedagogical interventions for remedying middle-school LDs.
{"title":"Reprint of: Impact of pedagogical interventions on written language or math learning difficulties in middle schoolers: A nonrandomized controlled study","authors":"C. Billard , S. Gassama , M. Touzin , A. Mirassou , A. Munnich , J.-C. Thalabard","doi":"10.1016/j.neurenf.2025.03.001","DOIUrl":"10.1016/j.neurenf.2025.03.001","url":null,"abstract":"<div><h3>Aim</h3><div>This study investigated pedagogical interventions for adolescents with learning difficulties (LDs) in France, a topic addressed in the Anglosphere but still largely underexplored.</div></div><div><h3>Method</h3><div>In a cohort of 188 sixth- and seventh-graders, selected tests from the BMT-<em>i</em> battery identified middle-schoolers as having learning deficits based on norm-referenced scores below the 20th percentile in written language or mathematics assessment. After screening, 117 students with learning difficulties (LDs) in written language, mathematics, or a combination of the two were selected. After written agreement from parents, experimental students (<em>n</em> <!-->=<!--> <!-->76) were assigned to 35-session written French (Fr) or math (Ma) teacher-led interventions under researcher supervision. Control students (<em>n</em> <!-->=<!--> <!-->25) participated in none. Intervention effects were measured by comparing differences in initial (T0), immediate postintervention (T2), and delayed postintervention (T3) test scores for different subgroups.</div></div><div><h3>Results</h3><div>By T2, in the experimental group, deficits had fully receded for reading fluency and comprehension, numeration, and mental arithmetic, and had diminished for spelling and problem-solving; in the control group, deficits remained prominent overall. Effects persisted until T3. Improvements in reading comprehension were greater among Fr intervention participants than among controls (<em>P</em> <!--><<!--> <!-->0.001). Ma intervention participants made greater progress in problem-solving, numeration, and subtraction (<em>P</em> <!--><<!--> <!-->0.0001 to <em>P</em> <!--><<!--> <!-->0.05).</div></div><div><h3>Interpretation</h3><div>While larger controlled trials are warranted to corroborate them, these findings underscore the value of pedagogical interventions for remedying middle-school LDs.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 186-195"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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