Psychological status and coping styles of caregivers of individuals with intellectual disability and psychiatric illness.

BACKGROUND: The psychological status of caregivers of individuals with intellectual disability and psychiatric illness (PI) is important for effective management. The aim of this study was to examine the psychological status and its relationship with coping styles among these caregivers. MATERIALS & METHODS: Caregivers (N = 80) of individuals with intellectual disability (n = 40) and PI (n = 40) were administered a socio-demographic questionnaire, depression, anxiety and stress scale and COPE Inventory. RESULTS: Caregivers experienced depression, anxiety and stress symptoms. These symptoms were found to be significantly higher among caregivers of individuals with intellectual disability than those with PI. The most common coping style used was religious coping. Use of positive reinterpretation and growth was associated with lower levels of depression and stress symptoms. CONCLUSION: Caregivers' mental health plays an important role in the quality of care delivery and outcome. Use of appropriate coping styles can reduce the impact of these symptoms.

Stress and Coping Styles in Mothers of Children with Autism Spectrum Disorder.

BACKGROUND: Children with autism spectrum disorder (ASD) require well-balanced care and a comprehensive therapeutic approach. Mental health problems often go unnoticed in mothers of children with ASD due to the focus on training for the children. The presence of stress and depressive symptoms in mothers can interfere with the quality of care and therapy given to the child. The present study aimed to assess the quality of life, coping styles, and symptoms of depression, anxiety, and stress in mothers of children with ASD. METHODS: This study recruited thirty mothers of children with ASD, to whom Depression, Anxiety and Stress Scale (DASS 21), WHO Quality of Life Scale (WHOQOL-BREF), and COPE Inventory were administered. RESULTS: Results indicated the presence of depressive and anxiety symptoms and impaired quality of life among the mothers. Despite this, they exhibited positive coping styles. CONCLUSION: As part of a comprehensive intervention for children with ASD, there is also a need to address the psychological distress and coping styles of mothers.

Resilience and Stress in Children and Adolescents with Specific Learning Disability.

OBJECTIVE: Presence of Specific Learning Disorder (SLD) can be extremely frustrating for a child. The present study aimed to assess the levels of resilience, depression, anxiety and stress among children and adolescents having SLD and to compare with those having Borderline Intellectual Functioning (BIF). It also aimed to evaluate the parental awareness about their child's learning disorder. METHODOLOGY: Eighty two children and adolescents, diagnosed as having SLD (N=41) and BIF (N=41) were selected for the present study. The participants completed Resilience Scale-14 and Depression, Anxiety and Stress Scales and parents completed the Parent Interview Profroma. RESULT: Low level of Resilience was found in 75% of the children and adolescents with SLD. Severe Stress (16.6%), severe Depression (14.2%) and severe Anxiety (23.8%) were seen in this sample. The level of Resilience was lower among participants with SLD as compared to those with BIF. Ninety percent of parents were aware that their child had SLD, however, only 39% gave individual attention for assisting them in their studies. CONCLUSION: The present study emphasizes the importance of individualized interventions dealing not only with remedial training, but also for incorporating components including parental awareness of the emotional consequences of SLD as well as individual interventions for children, focusing on strengthening their coping and Resilience.

OBJECTIF: La présence d'un trouble d'apprentissage spécifique (TAS) peut être extrêmement frustrante pour un enfant. La présente étude visait à évaluer les niveaux de résilience, de dépression, d'anxiété et de stress chez les enfants et les adolescents ayant un TAS, et à les comparer avec ceux ayant un fonctionnement intellectuel limite (FIL). Elle visait également à évaluer la connaissance parentale du trouble d'apprentissage de leur enfant. MÉTHODOLOGIE: Quatre-vingtdeux enfants et adolescents, ayant reçu un diagnostic de TAS (N = 41) et de FIL (N = 41) ont été sélectionnés pour la présente étude. Les participants ont rempli la Resilience Scale-14 et les Depression, Anxiety and Stress Scales, et les parents, la Parent Interview Profroma. RÉSULTAT: Un faible niveau de résilience a été constaté chez 75% des enfants et des adolescents ayant un TAS. Le stress sévère (16,6%), la dépression sévère (14,2%) et l'anxiété sévère (23,8%) ont été observés dans cet échantillon. Le niveau de résilience était plus faible chez les participants ayant un TAS comparativement à ceux ayant un FIL. Quatre-vingt-dix pour cent des parents étaient conscients que leur enfant avait un TAS, cependant, seulement 39% d'entre eux leur accordaient une attention individuelle pour les aider dans leurs études. CONCLUSION: La présente étude souligne l'importance d'interventions individualisées qui s'occupent non seulement de formation de rattrapage, mais aussi d'incorporer les composantes, y compris la connaissance parentale des conséquences émotionnelles du TAS ainsi que les interventions individuelles auprès des enfants, qui mettent l'accent sur le renforcement de leur adaptation et de leur résilience.

Prevalence of Attention Deficit Hyperactivity Disorder in primary school children.

CONTEXT: There is a lacuna of studies on Attention Deficit Hyperactivity Disorder (ADHD) in the Indian context. AIMS: (i) To identify the prevalence of ADHD in primary school children, (ii) To identify the gender difference in the prevalence of ADHD, (iii) To compare the distribution of ADHD among different socioeconomic status, (iv) To identify the presence of any co-morbid factors associated with ADHD. SETTINGS AND DESIGN: This is a cross sectional study of school aged children selected from four different schools in Coimbatore district. MATERIALS AND METHODS: Seven hundred seventy children aged between 6 and 11 years were selected from four schools in Coimbatore district after obtaining informed consent from their parents. The presence of ADHD was assessed by using Conner's Abbreviated Rating Scale (CARS) given to parents and teachers. The children identified as having ADHD were assessed for the presence of any co-morbid factors by administering Children's Behavioural Questionnaire (CBQ) to the teachers and Personal Information Questionnaire to the parents. STATISTICAL ANALYSIS: Statistical Product and Service Solutions (SPSS) 10 software, Mean and Standard Deviation, and student's t test were used for statistical analysis. RESULTS: The prevalence of ADHD among primary school children was found to be 11.32%. Prevalence was found to be higher among the males (66.7%) as compared to that of females (33.3%). The prevalence among lower socio-economic group was found to be 16.33% and that among middle socio-economic group was 6.84%. The prevalence was highest in the age group 9 and 10 years. CONCLUSION: The present study shows a high prevalence of ADHD among primary school children with a higher prevalence among the males than the females.