Neuropsychiatrie de l''Enfance et de l''Adolescence最新文献_第4页

Description du profil sociodémographique et clinique de familles suivies par une nouvelle équipe mobile d’intervention précoce en périnatalité 描述家庭的社会人口和临床概况，由一个新的流动围产期早期干预小组进行跟踪

Q4 Medicine

Neuropsychiatrie de l''Enfance et de l''Adolescence

Pub Date : 2025-07-22 DOI: 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.

前言围产期家访（PHV）方案代表了一个机会，为家庭提供育儿支持干预措施，否则可能无法获得他们由于多种逆境因素。方法：这项回顾性研究的重点是巴黎自2022年该项目创建以来转诊的81个PHV家庭。涉及的临床医生为每个家庭完成了一个35项的表格，以记录转诊的背景、社会人口统计学、医学和精神病学特征、ICD-10诊断和所提供的护理。这些特征与2021年法国全国围产期健康数据调查（NSPH）进行了比较。结果大多数病例由产妇转诊，33%的家庭从产前开始就诊。与全国调查数据（奇比[or] = 8.2）和怀孕期间遭受暴力的情况（or = 12.0）相比，这些家庭的社会剥夺情况（即与住房、收入或社会保护有关的情况）比例过高。这些家庭中有一半是naïve关于任何心理或精神治疗。平均访视次数为7.79±8.26次，有不同类型的专业人员（如心理学家、运动治疗师、托儿工作者）参与。最常见的母亲精神疾病是压力和创伤相关疾病，其次是抑郁症和焦虑症。根据临床总体印象改善量表，88%的家庭在治疗结束时被认为有显著改善。结论初步结果显示，对存在多重风险的家庭提供支持性育儿护理的效果较为显著。

{"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}

引用次数: 0

De la dépression postnatale à la détresse relationnelle : une approche intégrative pour repenser la clinique en santé mentale périnatale 从产后抑郁症到关系痛苦：重新思考围产期心理健康诊所的综合方法

Q4 Medicine

Neuropsychiatrie de l''Enfance et de l''Adolescence

Pub Date : 2025-07-21 DOI: 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.

产后抑郁症通常以一种二元的方式被框定，区分患有抑郁症和非抑郁症的父母。本文提出了一种综合的方法，用围产期关系困扰的概念取代这种分类，强调亲子动态的作用和婴儿依赖引发的脆弱性。从依恋理论出发，这一观点强调了围绕遏制和连续性构建护理的必要性——跨越时间、空间和专业话语——以防止制度上的差距，并为父母提供量身定制的支持。本文探讨了这种方法的临床意义，详细介绍了以关系为中心的治疗模式，并倡导一个更加连贯和综合的围产期精神卫生保健组织。

引用次数: 0

L’évaluation psychologique multidimensionnelle d’enfants et d’adolescents réfugiés : étude d’une population clinique 难民儿童和青少年的多维心理评估：临床人群研究

Q4 Medicine

Neuropsychiatrie de l''Enfance et de l''Adolescence

Pub Date : 2025-07-19 DOI: 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.

本文介绍了23名在日内瓦上学的难民儿童和青少年的临床概况的回顾性研究，转介进行心理评估。作者使用了一种多维度的方法来检查，并试图编织不同元素之间的联系。除了个体间的差异，他们还发现了反复出现的临床症状，包括学习困难、人际问题和情绪调节能力差。另一方面，在认知概况和心理情感功能方面指出了生命历程的相似性。讨论强调需要采用记忆方法，将语言和教育轨迹、迁移路径和不良生活事件联系起来。此外，在这个过渡时期，优先评估孩子的潜力，而不是认知或学业表现，这种想法也得到了辩护。

引用次数: 0

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 癌症对青少年和年轻人的创伤影响——三个阶段：诊断前、治疗和缓解

Q4 Medicine

Neuropsychiatrie de l''Enfance et de l''Adolescence

Pub Date : 2025-07-16 DOI: 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.

在青少年和青壮年（AYA）中，癌症的发病与一个脆弱的时期相对应，这个时期的特征是面对对他或她的身体构成威胁的事物时，患者会感到迟钝的焦虑。诊断结果的公布和治疗方案的实施在一定程度上缓解了这种焦虑，使这种焦虑有了具体和真实的维度。一些年轻人设法适应这种疾病，而另一些人则形成了“表面适应”。在这种情况下，创伤影响可能在治疗阶段被忽视。本文将创伤分为三个阶段进行分析，以显示创伤的长期影响。方法采用基于半结构化访谈的定性方法。结果创伤表现为三个阶段。首先，最初的体征和症状出现的时期是创伤前，帮助患者逐渐进入疾病，同时过度投资于即将发生的事件，特别具有威胁性。这种创伤前的行为具有抗创伤的功能，因为事先进行医学调查的时间可以缓冲创伤的发生。然后，在以治疗为标志的医疗过程中，创伤似乎被置于潜伏期：年轻的病人被一种不可避免的依赖所保护，这种依赖暂时停止了所有的心理工作。最后，当疾病进入缓解期时，创伤性影响开始显现，需要进行心理治疗。结论参与AJA患者护理的各类医护人员必须提供支持，以预防创伤效应并支持必要的心理工作。

{"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}

引用次数: 0

Analyse docimologique des épreuves de pédopsychiatrie 儿科精神病学证据的文献分析

Q4 Medicine

Neuropsychiatrie de l''Enfance et de l''Adolescence

Pub Date : 2025-07-02 DOI: 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.

评语学是对评价方法和考试的科学研究。本研究的目的是利用医学指标，评估突尼斯突尼斯医学院第二医学教育周期（SCMS3）对三年级医科学生进行的精神病学认证考试中的儿童精神病学部分。方法分析2016-2017年至2021-2022年6个学年参加精神病学认证考试主课程的所有SCMS3学生的考试成绩。补习（重修）课程的分数被排除在外。对整个精神病学考试、儿童精神病学部分和该学科内的个别问题进行了理论评估。结果共收纳试卷2780份。整体精神病学认证的年平均通过率为96.7%，儿童精神病学部分的年平均通过率为85.3%。Cronbach’s alpha系数（衡量内部一致性的指标）的平均值为0.74。平均而言，11.9%的学生通过了整体考试，但在儿童精神病学方面没有达到及格分数。儿童精神病学的最高分在16.5到19.75分（满分20分）之间。在儿童精神病学问题中，51.7%被归类为容易，31.7%表现出至少可接受的歧视力量。在分析的120个儿童精神病学问题中，有25个问题在难度和歧视指标上都被认为是理想的。结论儿童精神病学检查总体上符合理论标准。然而，改进是可能的，特别是通过与评估设计的最佳实践和实施以医学教育和评估为重点的教师发展计划保持一致。

{"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}

引用次数: 0

Are Turkish-language YouTube videos a reliable source of information about Tic disorder? 土耳其语YouTube视频是抽搐障碍的可靠信息来源吗？

Q4 Medicine

Neuropsychiatrie de l''Enfance et de l''Adolescence

Pub Date : 2025-06-30 DOI: 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.

目的本研究旨在评估土耳其语YouTube视频关于抽动障碍和抽动秽语综合征的可靠性、教育质量和受欢迎程度。重点是内容的准确性、全面性和上传者类型的影响。方法使用关键词“抽动障碍”和“抽动秽语综合征”对87个视频进行初步识别。在应用纳入和排除标准后，选择了50个土耳其语视频。使用改进的DISCERN工具评估可靠性，使用全球质量量表评估教育质量，使用观看率和视频功率指数等指标评估受欢迎程度。视频根据来源进行分类：医生、其他心理健康专业人员、患者/他们的亲属、新闻频道等。评估者间信度采用科恩卡帕法测量。结果只有28%的视频是由医生上传的。28%的视频讨论了鉴别诊断，78%的视频包含了治疗信息。修正后的DISCERN、GQS和有用性的评分间一致性的科恩kappa系数分别为0.885、0.883和0.897。改良的辨别工具得分的中位数为3，表明中等的可靠性。在质量方面，34%被评为高，42%被评为中等，24%被评为低。患者或其家属上传的视频的观看率和视频功率指数得分明显高于专业人士。然而，上传者组在可靠性、质量或有用性方面没有显著差异。结论土耳其YouTube上关于抽动障碍和抽动秽语综合征的视频质量和可靠性差异很大。尽管患者上传的视频获得了更多关注，但它们可能缺乏医疗准确性。加强卫生专业人员对在线内容创作的参与对于促进准确、循证的公共教育至关重要。

{"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}

引用次数: 0

Impact d’interventions pédagogiques sur les performances des collégiens souffrant de difficultés d’apprentissages en langage écrit et mathématiques. Une étude contrôlée 教学干预措施对有书面语言和数学学习困难的学生表现的影响。对照研究

Q4 Medicine

Neuropsychiatrie de l''Enfance et de l''Adolescence

Pub Date : 2025-06-01 DOI: 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.

目的本研究调查了法国青少年学习困难（LDs）的教学干预措施，这是一个在英语圈讨论但仍未充分探索的主题。材料和方法在188名六年级和七年级学生的队列中，从BMT-i系列中选择了一些测试，根据书面语言或数学评估中低于20%的标准参考分数，确定中学生有学习缺陷。经过筛选，117名在书面语言、数学或两者兼有学习困难的学生被选中。在征得家长的书面同意后，实验学生（n = 76）在研究者的监督下被分配到35个阶段的法语或数学书面干预。对照学生（n = 25）不参加任何活动。通过比较不同亚组的初始（T0）、立即干预后（T2）和延迟干预后（T3）测试分数的差异来衡量干预效果。结果到T2时，实验组在阅读流畅性和理解、计算和心算方面的缺陷完全消退，拼写和问题解决方面的缺陷减弱；在对照组中，缺陷总体上仍然很突出。效果持续到T3。法语干预的参与者在阅读理解方面的改善大于对照组(P <；0.001)。数学干预的参与者在解决问题、计算和减法方面取得了更大的进步(P <；0.0001到P <；0.05)。解释：虽然需要更大规模的对照试验来证实它们，但这些发现强调了教学干预对补救中学学习障碍的价值。

{"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>  =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>  <0.0001 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}

引用次数: 0

Reprint of: Impact of pedagogical interventions on written language or math learning difficulties in middle schoolers: A nonrandomized controlled study 教学干预对中学生书面语言或数学学习困难的影响：一项非随机对照研究

Q4 Medicine

Neuropsychiatrie de l''Enfance et de l''Adolescence

Pub Date : 2025-06-01 DOI: 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.

目的本研究调查了法国青少年学习困难（LDs）的教学干预措施，这是一个在英语圈讨论但仍未充分探索的主题。方法在188名六年级和七年级学生的队列中，从BMT-i系列中选择测试，根据书面语言或数学评估的标准参考分数低于20百分位，确定中学生有学习缺陷。经过筛选，117名在书面语言、数学或两者兼有学习困难的学生被选中。在征得家长的书面同意后，实验学生（n = 76）在研究者的监督下被分配到35节法语（Fr）或数学（Ma）教师主导的干预。对照学生（n = 25）不参加任何活动。通过比较不同亚组的初始（T0）、立即干预后（T2）和延迟干预后（T3）测试分数的差异来衡量干预效果。结果到T2时，实验组在阅读流畅性和理解、计算和心算方面的缺陷完全消退，拼写和问题解决方面的缺陷减弱；在对照组中，缺陷总体上仍然很突出。效果持续到T3。干预组在阅读理解方面的改善大于对照组(P <；0.001)。Ma干预参与者在解决问题、计算和减法方面取得了更大的进步(P <；0.0001到P <；0.05)。解释：虽然需要更大规模的对照试验来证实它们，但这些发现强调了教学干预对补救中学学习障碍的价值。

{"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>  =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>  <0.0001 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}

引用次数: 0

La reconnaissance du haut potentiel intellectuel, quelles conséquences ? Une approche qualitative du point de vue des adolescents 认识到高智力潜力，后果是什么？从青少年的角度进行定性研究

Q4 Medicine

Neuropsychiatrie de l''Enfance et de l''Adolescence

Pub Date : 2025-06-01 DOI: 10.1016/j.neurenf.2025.03.006

E. Mazeaud , M. Ludot , J. Sibéoni , R. Radjack , M.R. Moro , A. Harf

There is no environment today in which we do not hear about HIP. Whether in healthcare, schools or the media, the subject of HIP is becoming a universal and societal issue. Through this study, we wanted to give a voice to those concerned in order to highlight, from an emotional point of view, the consequences of having received this designation on their development. Ten teenagers and young adults were interviewed using a semi-structured interview guide developed by the Maison de Solenn team, and their stories were analysed using a qualitative methodology. In this article, we focus on three main themes: the psychological assessment and its effects, post-appointment family reorganisation, and changes in the aftermath. Over and above the pros and cons and the many polemics surrounding the issue of HIP, this article takes a nuanced approach to all the issues and changes that the HIP designation can generate in a young person and his or her family. Derived from a constructivist perspective, the emergence of the HIP category also responds to a ‘need to believe’ and to the quest for ideals by adolescents and young adults in our society. Professionals must be able to interpret this category in terms of its complexity and nuances.

如今，我们在任何环境中都能听到HIP。无论是在医疗保健，学校还是媒体，HIP主题正在成为一个普遍的社会问题。通过这项研究，我们想给那些关心的人一个声音，从情感的角度来强调，被授予这个称号对他们的发展的影响。十位青少年和年轻人接受了由索伦之家团队开发的半结构化访谈指南的采访，并使用定性方法对他们的故事进行了分析。在这篇文章中，我们主要关注三个主题：心理评估及其影响，任命后的家庭重组，以及善后的变化。除了关于HIP问题的利弊和许多争论之外，本文采用了一种细致入微的方法来解决HIP指定可能在年轻人及其家庭中产生的所有问题和变化。从建构主义的角度来看，HIP类别的出现也回应了我们社会中青少年和年轻人对理想的“需要”和追求。专业人士必须能够根据其复杂性和细微差别来解释这一类别。

{"title":"La reconnaissance du haut potentiel intellectuel, quelles conséquences ? Une approche qualitative du point de vue des adolescents","authors":"E. Mazeaud , M. Ludot , J. Sibéoni , R. Radjack , M.R. Moro , A. Harf","doi":"10.1016/j.neurenf.2025.03.006","DOIUrl":"10.1016/j.neurenf.2025.03.006","url":null,"abstract":"<div><div>There is no environment today in which we do not hear about HIP. Whether in healthcare, schools or the media, the subject of HIP is becoming a universal and societal issue. Through this study, we wanted to give a voice to those concerned in order to highlight, from an emotional point of view, the consequences of having received this designation on their development. Ten teenagers and young adults were interviewed using a semi-structured interview guide developed by the Maison de Solenn team, and their stories were analysed using a qualitative methodology. In this article, we focus on three main themes: the psychological assessment and its effects, post-appointment family reorganisation, and changes in the aftermath. Over and above the pros and cons and the many polemics surrounding the issue of HIP, this article takes a nuanced approach to all the issues and changes that the HIP designation can generate in a young person and his or her family. Derived from a constructivist perspective, the emergence of the HIP category also responds to a ‘need to believe’ and to the quest for ideals by adolescents and young adults in our society. Professionals must be able to interpret this category in terms of its complexity and nuances.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 196-204"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254954","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}

引用次数: 0

Pathologies psychiatriques émergentes à l’adolescence : questionnement clinique et parcours de soin 青少年出现的精神疾病：临床问题和治疗途径

Q4 Medicine

Neuropsychiatrie de l''Enfance et de l''Adolescence

Pub Date : 2025-06-01 DOI: 10.1016/j.neurenf.2025.05.002

L.-E. Dumas , J. Lachal

引用次数: 0