Praxis Der Kinderpsychologie Und Kinderpsychiatrie最新文献

Feeding Tube Dependency is a constant increasing perinatal mental health condition, with estimated 350 new cases per year in Germany.The early onset feeding tube dependency is the consequence of a generalized food aversion. To establish an evidence-based nationwide treatment plan, relevant research from the past twenty years were narratively reviewed. Feeding tube dependency is an international increasingmental health condition, with a high symptom persistence and a low spontaneous remission. The generalized food aversion would prevent the transition to oral feeding.The treatment protocols, supported by the German Health System, based on low-frequency individual treatment and intensive inpatient treatments are not supported by the most recent evidence. In treatment outcome research more promising and effective programs can be distinguished from ineffective programs. As a result, treatment which are designed as intensive treatment, home-based or inpatient and are psychodynamicbased are most effective. Day-clinic and behavioral modification programs are not or low in treatment effectiveness.The German Health System approach to assist families with feeding tube dependency is not evidence-based. A new structure of treatment is imperatively required.

The antinomy of closeness and distance is inherent in all pedagogical fields and particularly characterises everyday life in residential childcare facilities. In order to shed light on how young recipients of inpatient educational support perceive closeness and distance in different situations with professionals, group discussions were conducted with young people from inpatient educational support facilities and analysed using the documentary method.The analysis shows that the young people perceive different situations as characterised by closeness insofar as the role-specific asymmetrical character of the relationship with the caregivers becomes blurred and the roles diffuse. Taking the perspective of the addressees into account is part of the development of an adequate relation between closeness and distance and thus a prerequisite for dealing adequately with dilemmatic pedagogical situations.

In the context of abuse cases in boarding schools, stress among children and adolescents in boarding schools in Germany was discussed for the first time. So far, however, there is a lack of studies dealing with post-traumatic stress disorders of adolescents in boarding schools.The aim was to analyze the extent of trauma experiences and symptoms of post-traumatic stress disorders as well as psychopathological abnormalities in adolescents in boarding schools on the basis of self-reports using a secondary analysis of theMAYSI-2 and UCLA PTSD Reaction Index for DSM-IV screening questionnaires and to derive implications for research and care concepts. Data was available from155 adolescents, 70%of whomweremale.The adolescents had been in boarding schools for an average of 3.26 years (SD = 2.48). A traumatic experience was evident in 69.7%(n = 108) of the adolescents, and 51.6%(n = 80) of the adolescentswere "conspicuous" in at least one of the six scales of theMAYSI-2. Taken together, 33.5%(n = 52) of the adolescents met the criteria for a suspected post-traumatic stress disorder according to ICD-10. Screening procedures should be established in boarding schools to identify traumatic experiences and psychopathological abnormalities in a timely manner. Concepts from youth welfare institutions can be used to deal with trauma experiences.There is a need for further research on traumatic experiences directly related to the boarding school placement situation.

Standardized video diagnostic instruments, such as the Play-PAB used in this study, are suitable for an objective and multidimensional assessment of early parent-child interactions. Furthermore, the present results support the assumption that early parent-child interaction is a multivariate construct.The correlation analyses show that various influencing factors, such as parental stress, are related to specific parental interaction qualities, such as intrusiveness, and as a consequence, affect the relationship building process with the child.Therefore, video diagnosticmethods are suitable for both objective therapy evaluation and individualizing therapy in preschool psychiatric settings.