Synthetic Colors in Food: A Warning for Children's Health.

This study addressed the harmful effects of artificial colors in pediatric populations, including children diagnosed with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD), as well as those without behavioral disorders. There is a consensus that synthetic food colorings have several impacts on consumers, especially pediatrics, due to their influence on sensory appeal, which can encourage preference for certain foods. The results revealed that these color additives are directly linked to a series of health problems, with a greater impact on children, including a predisposition to pathological conditions such as carcinogenic, allergenic, mutagenic, cytotoxic, and clastogenic activities, as well as gastrointestinal and respiratory problems, in addition to behavioral changes in children with and without diagnosed disorders. The harms of synthetic dyes in children with or without comorbidities are worrying and require a careful and proactive approach from parents, caregivers and public authorities.

Influencia correctiva de la actividad física en la inclusión de los educandos con trastornos de la conducta

La Educación Física, el deporte y la recreación constituyen herramientas efectivas en la educación para corregir o compensar los modos de actuación de los educandos con trastornos en la conducta, manifestaciones que muchas veces son motivo de exclusión por parte del grupo de coetáneos, docentes y/o la comunidad donde reside. Ante las exigencias actuales de crear escuelas verdaderamente inclusivas en su funcionamiento, no siempre se encuentran en las aulas los profesionales competentes que garanticen una educación de calidad y equidad, capaz de aprovechar los beneficios de la actividad física y el deporte, tanto en el desarrollo social como en el psicológico; debido a su impacto en la construcción de las identidades individuales y colectivas, los educandos sienten la necesidad de su participación, la satisfacción con la tarea desarrollada y pueden valorar sus resultados, lo que permite la formación de actitudes y valores positivos hacia las diferentes esferas de la vida social. Es por ello que el siguiente artículo tiene como objetivo diseñar un sistema de talleres que contribuyan a la preparación de los docentes para la inclusión de escolares con trastornos de la conducta desde la actividad física y deportes. Para ello se utilizaron métodos como el histórico-lógico, el análisis documental, la entrevista y la observación científica, los que permitieron constatar el estado actual de la preparación de dichos profesionales y plantear desde la vía científica una respuesta de solución que promueva nuevos modos de actuación profesional.

A Educação Física, o esporte e a recreação constituem ferramentas eficazes na educação para corrigir ou compensar o comportamento dos alunos com distúrbios comportamentais, manifestações que muitas vezes são motivo de exclusão por parte do grupo de pares, professores e/ou da comunidade onde reside. Dadas as atuais exigências de criação de escolas verdadeiramente inclusivas no seu funcionamento, nem sempre se encontram profissionais competentes que garantam uma educação de qualidade e equidade, capazes de aproveitar os benefícios da atividade física e do desporto, tanto no desenvolvimento social como nas salas de aula. nas salas de aula, como no psicológico; Pelo seu impacto na construção de identidades individuais e coletivas, os alunos sentem necessidade da sua participação, satisfação com a tarefa realizada e podem valorizar os seus resultados, o que permite a formação de atitudes e valores positivos perante as diferentes esferas da vida social. vida. É por isso que o artigo a seguir tem como objetivo desenhar um sistema de oficinas que contribua para a preparação de professores para a inclusão de escolares com distúrbios comportamentais por meio da atividade física e esportiva. Para isso, foram utilizados métodos como histórico-lógico, análise documental, entrevistas e observação científica, que permitiram verificar o estado atual da preparação destes profissionais e propor, numa perspectiva científica, uma resposta de solução que promova novas formas de atuação profissional.

Physical Education, sports and recreation constitute effective tools in education to correct or compensate for the behavior of students with behavioral disorders, manifestations that are often a reason for exclusion by the group of peers, teachers and/or or the community where you reside. Given the current demands to create schools that are truly inclusive in their operation, competent professionals who guarantee quality and equity education, capable of taking advantage of the benefits of physical activity and sport, both in social development and in the classrooms, are not always found in the classrooms. as in the psychological; Due to its impact on the construction of individual and collective identities, students feel the need for their participation, satisfaction with the task carried out and can value their results, which allows the formation of positive attitudes and values towards the different spheres of social life. That is why the following article aims to design a system of workshops that contribute to the preparation of teachers for the inclusion of schoolchildren with behavioral disorders through physical activity and sports. To do this, methods such as historical-logical, documentary analysis, interviews and scientific observation were used, which made it possible to verify the current state of the preparation of these professionals and propose, from a scientific perspective, a solution response that promotes new ways of professional performance.

Exposure to Trans Fat During the Developmental Period of Drosophila melanogaster Alters the Composition of Fatty Acids in the Head and Induces Depression-like Behavior.

Given the importance of understanding the disorders caused by trans fatty acids (TFAs), this study sought to add different concentrations hydrogenated vegetable fat (HVF) to the diet of Drosophila melanogaster during the developmental period and evaluate the effects on neurobehavioral parameters. Longevity, hatching rate, and behavioral functions were assessed, such as negative geotaxis, forced swimming, light/dark, mating, and aggressiveness. The fatty acids (FAs) present in the heads of the flies were quantified as well as serotonin (5HT) and dopamine (DA) levels. Our findings showed that flies that received HVF at all concentrations during development showed reduced longevity and hatching rates, in addition to increased depression-like, anxious-like, anhedonia-like, and aggressive behaviors. As for the biochemical parameters, there was a more significant presence of TFA in flies exposed to HVF at all concentrations evaluated and lower 5HT and DA levels. This study shows that HVF during the developmental phase can cause neurological changes and consequently induce behavioral disorders, thereby highlighting the importance of the type of FA offered in the early stages of life.

Uso da aromaterapia no tratamento dos transtornos de ansiedade e depressão: uma revisão integrativa / Use of aromatherapy in the treatment of anxiety and depression disorders: an integrative review / Uso de la aromaterapia en el tratamiento de los trastornos de ansiedad y depresión: una revisión integradora

Os episódios envolvendo transtornos comportamentais como a ansiedade e a depressão têm aumentado ao longo dos últimos decênios. Ambos os transtornos atuam alterando o humor. Apesar da terapia convencional oferecer um volume considerável de medicamentos ansiolíticos e antidepressivos, ao mesmo tempo, que novos estão sempre sendo desenvolvidos e testados, a aromaterapia surge como prática integrativa que pode ser empregada de forma alternativa ou complementar à medicina convencional. Aquela tem se revelado potencial, contribuindo com a mitigação do quadro de sintomas referentes à ansiedade e depressão. Assim, o presente trabalho tem por objetivo explanar, por meio de uma revisão integrativa, de que forma os óleos essenciais atuam no tratamento dos transtornos de ansiedade e depressão. O estudo se trata de uma revisão integrativa, constituída a partir de artigos que correspondem a estudos e ensaios clínicos publicados em periódicos entre 2018 e 2022. A análise é elaborada a partir de um total de 8 trabalhos selecionados. São estudos sobre a utilização dos óleos essenciais que apontam a aromaterapia como um recurso promissor no tratamento de transtornos mentais e comportamentais, graças à sua ação ansiolítica e antidepressiva, além de promover alivio aos sintomas decorrentes da ansiedade e da depressão. A aromaterapia pode ser uma favorável alternativa complementar ao tratamento medicamentoso da ansiedade e depressão, em virtude da sua ação ansiolítica e antidepressiva, oferecendo uma melhor qualidade de vida e recuperação da saúde dos pacientes.

Episodes involving behavioral disorders such as anxiety and depression have increased over the last decades. Both disorders act by altering mood. Although conventional therapy offers a considerable volume of anxiolytic and antidepressant drugs, at the same time that new ones are always being developed and tested, aromatherapy emerges as an integrative practice that can be used as an alternative or complement to conventional medicine. Aromatherapy has revealed its potential to contribute to the mitigation of symptoms related to anxiety and depression. Thus, the present work aims to explain, by means of an integrative review, how essential oils act in the treatment of anxiety and depression disorders. The study is an integrative review, consisting of articles corresponding to studies and clinical trials published in journals between 2018 and 2022. The analysis is elaborated from a total of 8 selected papers. These are studies on theuse of essential oils that point to aromatherapy as a promising resource in the treatment of mental and behavioral disorders, thanks to its anxiolytic and antidepressant action, in addition to promoting relief to symptoms arising from anxiety and depression. Aromatherapy may be a favorable complementary alternative to drug treatment for anxiety and depression, due to its anxiolytic and antidepressant action, offering a better quality of life and health recovery for patients.

Los episodios relacionados con trastornos del comportamiento como la ansiedad y la depresión han aumentado en las últimas décadas. Ambos trastornos actúan alterando el estado de ánimo. Aunque la terapia convencional ofrece un volumen considerable de fármacos ansiolíticos y antidepresivos, al mismo tiempo que siempre se están desarrollando y probando otros nuevos, la aromaterapia surge como una práctica integradora que puede utilizarse como alternativa o complemento a la medicina convencional. La aromaterapia ha revelado su potencial para contribuir a la mitigación de los síntomas relacionados conla ansiedad y la depresión. Así, el presente trabajo pretende explicar, mediante una revisión integradora, cómo actúan los aceites esenciales en el tratamiento de los trastornos de ansiedad y depresión. El estudio es una revisión integradora, compuesta por artículos correspondientes a estudios y ensayos clínicos publicados en revistas entre 2018 y 2022. El análisis se elabora a partir de un total de 8 artículos seleccionados. Se trata de estudios sobre el uso de aceites esenciales que señalan a la aromaterapia como un recurso prometedor en el tratamiento de trastornos mentales y del comportamiento, gracias a su acción ansiolítica y antidepresiva, además de favorecer el alivio de los síntomas derivados de la ansiedad y la depresión. La aromaterapia puede seruna alternativa complementaria favorable al tratamiento farmacológico de la ansiedad y la depresión, debido a su acción ansiolítica y antidepresiva, ofreciendo una mejor calidad de vida y recuperación de la salud de los pacientes.

Creation and Validation of a Tool for Evaluating Caregiver Burnout Syndrome in Owners of Dogs (Canis lupus familiaris) Diagnosed with Behavior Disorders.

Currently, domestic dogs (Canis lupus familiaris) are the most common species among companion animals. The close bond that can grow between owners and their dogs could be worn out and finally broken due to various causes. One main cause is canine behavioral problems, leading to dogs being abandoned or euthanized due to the costs faced by the owner when caring for the animal. Tools have been developed to evaluate the mental and emotional cost of caring for humans, but there is currently no validated tool for evaluating this particular problem. The objective of this study was to develop a questionnaire to evaluate caregiver burnout syndrome for owners of dogs with behavioral disorders. The methodology used consisted of drafting the tool, peer validation using the Delphi methodology and internal validation via Cronbach's alpha. Non-linear snowball sampling was used (n = 156 participants). A questionnaire with 35 questions was obtained which referred to various aspects of caregivers' lives. Regarding the description of the sample used, 50% had Low Burnout, 41% had Medium-Low Burnout and 9% had Medium-High Burnout. Furthermore, regarding the internal validation of the questionnaire, the general Cronbach's alpha coefficient was α = 0.9468. We can thus conclude that the questionnaire is valid for measuring caregiver burnout syndrome in owners of dogs with behavioral disorders.

Psychological distress facing the COVID-19 pandemic in dental interns from the Peruvian capital: A cross-sectional study under a multivariable regression model.

Aim: Psychological distress can be considered a maladaptive response to a stressful situation that occurs when external events or stressors impose demands that cannot be coped with. Therefore, the aim of the present study was to evaluate the sociodemographic factors associated with psychological distress in dental interns from the Peruvian capital facing the COVID-19 pandemic. Materials and methods: This analytical, observational, cross-sectional study was conducted on 392 Stomatology interns from the Peruvian capital from June to July 2022. The validated COVID-19 Peritraumatic Distress Index (CPDI) scale to detect the levels of psychological distress consisted of four dimensions: negative mood, changes in behavior and cognitive skills, fatigue and hyperreactivity, and somatization. Pearson's chi-square and Fisher's exact test were used for bivariable analysis. In addition, a logit model was used to assess the influence of variables: sex (X1), age group (X2), marital status (X3), monthly economic income (X4), working area in the capital city (X5), and living with people vulnerable to COVID-19 (X6), with the psychological distress levels, considering a significance p < 0.05. Results: The prevalence of psychological distress in dental interns was severe in 6.4% [95% confidence interval (CI): 3.9-8.8%] and mild in 37.8% (95% CI: 33.0-42.6%). According to bivariable analysis, the levels of psychological distress by COVID-19 were not significantly associated with sex (p = 0.190), age group (p = 0.418), marital status (p = 0.554), monthly economic income (p = 0.327), working area in the capital city (p = 0.993), and living with people vulnerable to COVID-19 (p = 0.134). In addition, according to the logistic regression analysis, none of the variables studied was considered an influential factor (p > 0.05) in psychological distress presented by dental interns. Conclusion: The 44.2% of dental interns from the Peruvian capital presented psychological distress facing the COVID-19 pandemic, without any of the possible associated variables of this study significantly affecting this behavioral disorder.

DHA Supplementation of Obese Rats throughout Pregnancy and Lactation Modifies Milk Composition and Anxiety Behavior of Offspring.

We investigated if supplementing obese mothers (MO) with docosahexaenoic acid (DHA) improves milk long-chain polyunsaturated fatty acid (LCPUFA) composition and offspring anxiety behavior. From weaning throughout pregnancy and lactation, female Wistar rats ate chow (C) or a high-fat diet (MO). One month before mating and through lactation, half the mothers received 400 mg DHA kg-1 d-1 orally (C+DHA or MO+DHA). Offspring ate C after weaning. Maternal weight, total body fat, milk hormones, and milk nutrient composition were determined. Pups' milk nutrient intake was evaluated, and behavioral anxiety tests were conducted. MO exhibited increased weight and total fat, and higher milk corticosterone, leptin, linoleic, and arachidonic acid (AA) concentrations, and less DHA content. MO male and female offspring had higher ω-6/ ω-3 milk consumption ratios. In the elevated plus maze, female but not male MO offspring exhibited more anxiety. MO+DHA mothers exhibited lower weight, total fat, milk leptin, and AA concentrations, and enhanced milk DHA. MO+DHA offspring had a lower ω-6/ω-3 milk intake ratio and reduced anxiety vs. MO. DHA content was greater in C+DHA milk vs. C. Supplementing MO mothers with DHA improves milk composition, especially LCPUFA content and ω-6/ω-3 ratio reducing offspring anxiety in a sex-dependent manner.

Prevalência de problemas emocionais e comportamentais em crianças do primeiro ano do ensino fundamental com dificuldades de aprendizagem de acordo com a avaliação de professores e responsáveis / Prevalence of emotional and behavioral disorders in first grade students with learning difficulties according to the evaluation of teachers and guardians

Saber ler, escrever são habilidades básicas que o indivíduo deve dominar, no início da escolarização, para seguir aprendendo e tornar-se apto a viver em uma sociedade cada vez mais letrada e tecnológica. Dificuldades de aprendizagem e de comportamento são problemas, frequentemente associados, que prejudicam a aquisição das habilidades acadêmicas e sociais, levando ao fracasso escolar e desencadeando possíveis problemas de saúde mental que se iniciam na infância e podem perdurar até a vida adulta. Desse modo, objetivou-se, no presente estudo, levantar a prevalência problemas emocionais e comportamentais em alunos de primeiro ano do ensino fundamental com dificuldades de aprendizagem, de acordo com avaliação de responsáveis e professores. 599 alunos de primeiro ano participaram da primeira fase (rastreamento de crianças com baixo desempenho escolar por meio de uma escala especificamente desenvolvida para esta finalidade). Nesta fase, 107 alunos (17,86%) foram classificados com desempenho escolar insuficiente, sendo que os meninos apresentam mais dificuldades do que as meninas. Na segunda fase (rastreio de problemas emocionais e comportamentais nas crianças com dificuldades de aprendizagem de acordo com a avalição de professores e responsáveis), 105 alunos foram avaliados pelas professoras por meio do Questionário de capacidades e dificuldades - SDQ. As professoras também preencheram uma ficha que indicava em qual domínio de aprendizagem (leitura, escrita e/ou matemática) os alunos com baixo desempenho possuíam mais dificuldade. Foram realizadas análises estatísticas descritivas para o tratamento dos dados obtidos nas fases 1 e 2, e posteriormente, aplicou-se o teste t de Student para verificar se havia diferenças significativas entre grupos (meninas e meninos) e entre informantes (professoras e responsáveis) quanto a prevalência de problemas de saúde mental. Dos 105, 76 alunos foram também avaliados pelos responsáveis por meio do SDQ. De acordo com avaliação das professoras (n=105), 65 alunos (61,90%) foram classificados na faixa anormal do SDQ e 74 (70,48%) apresentaram dificuldade significativa nos três domínios de aprendizagem. De acordo com a avaliação dos responsáveis (n=76), 47 alunos (61,84%) foram classificados na faixa anormal do SDQ. A maior porcentagem de crianças classificadas na faixa anormal, tanto na avaliação de professoras quanto de responsáveis (n=76), ocorreu na subescala Hiperatividade, 49 (64,47%). Não houve diferença estatisticamente significativa entre meninas e meninos com dificuldades de aprendizagem quanto a prevalência de problemas emocionais e comportamentais. Observou-se moderado índice de convergência entre as avaliações de professoras e responsáveis: 41 casos (53,95%). O maior índice de convergência foi referente ao SDQ total: 33 crianças (80,49%) foram classificadas na faixa anormal do SDQ por ambos os informantes. A subescala com maior taxa de concordância foi Hiperatividade, 25 crianças (60,98%) classificadas na faixa anormal. Em relação aos resultados divergentes, o maior índice de não concordância entre os informantes refere-se à subescala Comportamento Pró-social (p < 0,001). De maneira geral, os resultados deste estudo apontam para uma alta prevalência de problemas de comportamento externalizantes (hiperatividade) em crianças de primeiro ano com dificuldades de aprendizagem. Parece não ter havido moderação da variável sexo quanto a prevalência de problemas de saúde mental

Knowing how to read and write are basic skills that individuals must master, at the beginning of schooling, in order to continue learning and to become able to live in an increasingly literate and technological society. Both learning difficulties and behavior problems are issues, frequently associated, that affect the acquisition of academic and social skills, which lead to school failure and trigger possible mental health problems that start during childhood and might last until adulthood. Thus, the aim of this study was to raise the prevalence of emotional and behavioral disorders in first graders with learning difficulties, according to the evaluation of their guardians and teachers. 599 first grade students took part in the first phase (screening of children with low school performance through a scale specifically developed for this purpose). In this phase, 107 students (17.86%) were classified with poor school performance, with boys showing more difficulties than girls. In the second phase (screening of emotional and behavioral disorders in children with learning difficulties according to the evaluation of teachers and guardians), 105 students were evaluated by teachers through the Strengths and Difficulties Questionnaire - SDQ. The teachers also filled out a form that indicated in which learning domain (reading, writing and/or mathematics) the low-performing students had more difficulties with. Descriptive statistical analyses were performed for the treatment of data obtained in phases 1 and 2, and after that, the Student's T-Test was applied to verify whether there were significant differences between groups (girls and boys) and informants (teachers and guardians) regarding the prevalence of mental health problems. 76 students out of 105 were also evaluated by their guardians through the SDQ. According to the teachers' evaluation (n=105), 65 students (61.90%) were classified in the abnormal range of the SDQ, whereas 74 (70.48%) presented significant difficulties in all of the three learning domains. According to the evaluation of the guardians (n=76), 47 students (61.84%) were classified in the abnormal range of the SDQ. The highest percentage of children classified in the abnormal range, whether in teachers' or guardians' assessments (n=76), occurred in the Hyperactivity Subscale, 49 (64.47%). There were no statistically significant differences between girls and boys with learning difficulties regarding the prevalence of emotional and behavioral disorders. A moderate convergence index was observed between the evaluations of teachers and guardians: 41 cases (53.95%). The highest convergence rate was related to the total SDQ: 33 children (80.49%) were classified in the abnormal range of the SDQ by both informants. The subscale with the highest concordance rate was Hyperactivity, 25 children (60.98%) classified in the abnormal range. Regarding the divergent results, the highest non-agreement index among the informants refers to the Prosocial Behavior Subscale (p < 0.001). Overall, the results of this study point to a high prevalence of externalizing behavior disorders (hyperactivity) in first graders with learning difficulties. There seems to be no moderation of the gender variable regarding the prevalence of mental health problems

REAC Neuromodulation Treatments in Depression, Anxiety and Stress. A Comparative Retrospective Study.

INTRODUCTION: The purpose of this retrospective study was to compare the effects of two different modalities of administration of the neuro psycho physical optimization (NPPO) neuromodulation treatment, applied with radio electric asymmetric conveyer (REAC) biotechnology devices. Both the modalities are aimed at improving the strategies to deal with and optimize the allostatic response to environmental stressors and exposome. This allows to reduce the dysfunctional adaptive behavior patterns, which underlie many neuropsychological symptoms and pathologies, and to improve the symptoms of depression, anxiety and stress. MATERIALS AND METHODS: From a population of subjects experiencing at least two of the three symptoms depression, anxiety and stress, the selection of pre and post-treatment Depression, Anxiety, Stress 21 items scale (DASS 21) data was made proceeding with a reverse chronological recruitment mechanism, until reaching 150 subjects for each of the 2 groups. The first group was treated with the neuro psycho physical optimization treatment (NPPO), which is the punctiform modality of administration on the auricle pavilion, and the second group was treated with the neuro psycho physical optimization treatment, which is the area modality of administration applied by the planar probe on the cervicobrachial area (NPPO-CB). RESULTS: The Wilcoxon signs test confirmed the differences in scores in pre and post-treatment DASS-21. The comparison between the two groups data and the comparison across groups data showed that NPPO and NPPO-CB have the same efficacy in reducing the symptoms of depression, anxiety and stress, after a single treatment cycle. Statistical significance was set at p <0.05. DISCUSSION: This is the first efficacy descriptive comparison between the two different modalities of administration of the NPPO treatment, as different options for the same clinical indication.

REAC Cervicobrachial Neuromodulation Treatment of Depression, Anxiety, and Stress During the COVID-19 Pandemic.

INTRODUCTION: In addition to the effects of coronavirus infection, the Covid-19 pandemic has induced widespread psychosocial distress, which has triggered the onset of anxious and depressive states, reactive to the socio-relational and economic situation induced by the pandemic. Some of our participants showed depressive and anxious attitudes even in the absence of real pictures of depression and anxiety. This phenomenon, combined with mechanisms of emulation and conditioning, can trigger a vicious cycle within interpersonal relationships and promote the administration of unnecessary treatments. Various approaches have been proposed to help populations suffering from psychosocial problems induced by the Covid-19 pandemic, but there is an objective difficulty in treating a large population. METHODS: To contain and reduce this widespread psychosocial unease, in this study we used two radio electric asymmetric conveyer (REAC) technology neuromodulation treatments, neuro postural optimization (NPO) and neuropsychophysical optimization-cervicobrachial (NPPO-CB), aimed at optimizing an individual's response to the effects of environmental stressors. These treatments are quick and easy to administer; therefore, they can be administered to a large cohort of participants in a short time. To evaluate the effects of the REAC NPO and NPPO-CB treatments, the DASS-21 psychometric test was used because it has already been used to test depression, anxiety, and stress during the Covid-19 pandemic. RESULTS: The results of the study confirm the usefulness of REAC NPO and NPPO-CB treatments in helping participants to have better coping strategies for the environmental pressures and reduce the neuropsychological and behavioral effects induced by the Covid-19 pandemic. DISCUSSION: The results obtained in this study are consistent with previous clinical studies confirming the usefulness of the treatments to face neuropsychological and behavioral effects induced by exposome pressure.

Educational Social Skills and Repertoire of Children Differentiated by Behavior and Sex / Habilidades Sociais Educativas e Repertório de Crianças Diferenciadas Por Comportamento e Sexo / Habilidades Sociales Educativas y Repertorio de Niños Diferenciados por Comportamiento y Sexo

Abstract Our study sought to compare mothers' behavioral repertoire (educational social skills and negative practices) and maternal anxiety and depression indicators with children's behaviors (behavior problems and social skills), by assessing the variables "sex" (boys and girls) and "occurrence of behavior problems". The sample consisted of 20 children with behavior problems (clinical group), 20 without behavior problems (non-clinical group), their mothers and teachers. Reporting instruments were used with teachers and mothers and comparative analyzes were conducted between groups. The results indicated that the clinical group had higher rates of behavior problems and maternal depressive symptoms, whereas the non-clinical group showed more child social and educational social skills. Sex did not differ between groups. We concluded that maternal educational practices are more influenced by children's behaviors than by their sex.

Resumo Este estudo objetivou comparar repertório comportamental de mães (habilidades sociais educativas e práticas negativas), indicadores de ansiedade e depressão maternos e comportamentos de crianças (problemas de comportamento e habilidades sociais), controlando as variáveis sexo (meninos e meninas) e ocorrência de problemas de comportamento. A amostra foi composta por 20 crianças com problemas de comportamento (grupo clínico), 20 sem problemas de comportamento (grupo não clínico), suas mães e professores. Foram utilizados instrumentos de relato com professores e mães e conduzidas análises comparativas entre os grupos. Os resultados indicaram que o grupo clínico apresentou maiores taxas em problemas de comportamento e sintomas de depressão materna, enquanto o grupo não clínico apresentou mais habilidades sociais infantis e habilidades sociais educativas. O sexo não diferenciou os grupos. Conclui-se que as práticas educativas maternas são mais influenciadas pelos comportamentos das crianças do que pelo sexo delas.

Resumen Este estudio tuvo como objetivo comparar el repertorio conductual de madres (habilidades sociales educativas y prácticas negativas), los indicadores de ansiedad y depresión maternos y los comportamientos de los niños (problemas del comportamiento y habilidades sociales) diferenciados por las variables sexo (niños y niñas) y la aparición de problemas del comportamiento. La muestra consistió en 20 niños con problemas del comportamiento (grupo clínico), 20 niños sin problemas del comportamiento (grupo no clínico), sus madres y maestros. Se utilizaron instrumentos de informe con maestros y madres y se realizaron análisis comparativos entre grupos. Los resultados indicaron que el grupo clínico tenía tasas más altas de problemas del comportamiento y síntomas de depresión materna, mientras que el grupo no clínico tenía más habilidades sociales infantiles y habilidades sociales educativas. El sexo no se diferenció en los grupos. Se concluye que las prácticas educativas maternas están más influenciadas por los comportamientos de los niños que por el sexo de los mismos.

Antidepressant Potential of Cinnamic Acids: Mechanisms of Action and Perspectives in Drug Development.

Depression is a health problem that compromises the quality of life of the world's population. It has different levels of severity and a symptomatic profile that affects social life and performance in work activities, as well as a high number of deaths in certain age groups. In the search for new therapeutic options for the treatment of this behavioral disorder, the present review describes studies on antidepressant activity of cinnamic acids, which are natural products found in medicinal plants and foods. The description of the animal models used and the mechanisms of action of these compounds are discussed.

Sleep disorders and behavioral disorders in Jamaican children with epilepsy: A case-control study.

Children with epilepsy (CWE) are more likely to have sleep and behavioral disorders. With differences in reports, the aim was to evaluate sleep and behavior in Jamaican CWE and determine any association with epilepsy-related variables. Children with epilepsy were identified along with age and gender-matched controls from the University Hospital of the West Indies and the Bustamante Hospital for Children. Written informed consent was obtained followed by the completion of questionnaires assessing sleep, behavior, and background of both cases and controls. Parents of 61 children (26 cases and 35 controls) participated in the study. There was no difference in sleep scores or frequency of sleep disorders between cases and controls (p > 0.05). Children with epilepsy had worse scores than controls in peer problems (3.85 vs 2.32, p < 0.01), internal problems (7.42 vs 4.71, p < 0.01), and total behavioral problem (16.27 vs 12.09, p < 0.01). When compared with controls, CWE had a higher frequency of abnormal peer problems (66% vs 32%, p < 0.05) and emotional problems score (42% vs 15%, p < 0.05). Children with learning difficulty were three times more likely to have abnormal behavioral score Odds Ratio (OR) = 3.818, p < 0.05). Jamaican CWE have similar sleep scores to their healthy peers but have a higher frequency of peer and emotional problems.

Behavioral assessment of shelter dogs submitted to different methods of environmental enrichment / Avaliação comportamental de cães de abrigo submetidos a diferentes métodos de enriquecimento ambiental

Environmental enrichment is a dynamic process consisting of a set of activities designed to meet the ethological and psychological needs of animals. It stimulates the natural behavior of each animal species improving the well-being of the individual and avoiding the development of stereotyped behaviors. The present study aimed to assess the potential benefits that four different types of environmental enrichment would bring to the quality of life of shelter dogs. Twenty dogs were observed for 6 hours daily for 5 consecutive days in the first week in order to assess and document their behavior patterns in an experimental kennel. Between the second to the fourth week, 3 forms of game and 1 type of food enrichment were used in the first 4 days of each week. On the fifth day of each week, behavioral patterns were recorded and later compiled and analyzed according to the Tukey test. Statistical analysis showed significant differences in behaviors associated with lying down, standing up, and licking. Based on our findings, we concluded that the use of environmental enrichment methods through different types of games and toys in shelters decreased signs of depression and stereotyped behavior of kennelled dogs. Results of the present study showed that these tools may help improve life quality of these animals.(AU)

O enriquecimento ambiental é um processo dinâmico que consiste em um conjunto de atividades com a finalidade de atender às necessidades etológicas e psicológicas dos animais, estimulando os comportamentos naturais de cada espécie, melhorando o bem estar e evitando comportamentos estereotipados. O objetivo deste trabalho foi observar o benefício que quatro diferentes formas de enriquecimento ambiental trariam para melhorar a qualidade de vida de cães de abrigo. Vinte cães foram observados durante 6 horas diárias por cinco dias consecutivos na primeira semana, com a finalidade de se obter o padrão de comportamento no ambiente estéril do abrigo. Da segunda à quarta semana foram aplicadas três formas de brincadeiras e uma forma de enriquecimento alimentar nos primeiros quatro dias de cada semana. No quinto dia de cada semana os padrões de comportamento foram registrados e, posteriormente, compilados e analisados pelo teste de Tukey. A análise estatística demonstrou diferença significativa nos comportamentos de deitar, de ficar em pé e de lamber-se. Conclui-se que a aplicação do enriquecimento ambiental, por meio de diferentes formas de brincadeiras, empregado em abrigo para cães, diminuiu os sinais de depressão e os comportamentos estereotipados, demonstrando ser uma ótima ferramenta para aumentar a qualidade de vida destes animais.(AU)

Behavioral assessment of shelter dogs submitted to different methods of environmental enrichment / Avaliação comportamental de cães de abrigo submetidos a diferentes métodos de enriquecimento ambiental

ABSTRACT: Environmental enrichment is a dynamic process consisting of a set of activities designed to meet the ethological and psychological needs of animals. It stimulates the natural behavior of each animal species improving the well-being of the individual and avoiding the development of stereotyped behaviors. The present study aimed to assess the potential benefits that four different types of environmental enrichment would bring to the quality of life of shelter dogs. Twenty dogs were observed for 6 hours daily for 5 consecutive days in the first week in order to assess and document their behavior patterns in an experimental kennel. Between the second to the fourth week, 3 forms of game and 1 type of food enrichment were used in the first 4 days of each week. On the fifth day of each week, behavioral patterns were recorded and later compiled and analyzed according to the Tukey test. Statistical analysis showed significant differences in behaviors associated with lying down, standing up, and licking. Based on our findings, we concluded that the use of environmental enrichment methods through different types of games and toys in shelters decreased signs of depression and stereotyped behavior of kennelled dogs. Results of the present study showed that these tools may help improve life quality of these animals.

RESUMO: O enriquecimento ambiental é um processo dinâmico que consiste em um conjunto de atividades com a finalidade de atender às necessidades etológicas e psicológicas dos animais, estimulando os comportamentos naturais de cada espécie, melhorando o bem estar e evitando comportamentos estereotipados. O objetivo deste trabalho foi observar o benefício que quatro diferentes formas de enriquecimento ambiental trariam para melhorar a qualidade de vida de cães de abrigo. Vinte cães foram observados durante 6 horas diárias por cinco dias consecutivos na primeira semana, com a finalidade de se obter o padrão de comportamento no ambiente estéril do abrigo. Da segunda à quarta semana foram aplicadas três formas de brincadeiras e uma forma de enriquecimento alimentar nos primeiros quatro dias de cada semana. No quinto dia de cada semana os padrões de comportamento foram registrados e, posteriormente, compilados e analisados pelo teste de Tukey. A análise estatística demonstrou diferença significativa nos comportamentos de deitar, de ficar em pé e de lamber-se. Conclui-se que a aplicação do enriquecimento ambiental, por meio de diferentes formas de brincadeiras, empregado em abrigo para cães, diminuiu os sinais de depressão e os comportamentos estereotipados, demonstrando ser uma ótima ferramenta para aumentar a qualidade de vida destes animais.

Behavioral disorders and impairment of quality of life in children and adolescents with lower urinary tract dysfunction.

BACKGROUND: Lower urinary tract dysfunction (LUTD) is a broad term describing the full spectrum of disorders in any of the stages of bladder function-storage or voiding LUTD is a clinical condition associated with emotional and behavioral disorders in children. This cross-sectional study aimed to investigate the association of emotional and behavioral symptoms and their impact on the quality of life (QoL) in children and adolescents with LUTD. METHODS: Eighty-eight patients and their parents enrolled in an interdisciplinary program for children and adolescents with LUTD were included in the analysis. Child Behavior Checklist (CBCL) was used to estimate the prevalence of behavioral and emotional problems through the assessment of 14 items. Pediatric Quality of Life Inventory (versions for parents and children) was applied in the versions for parents and children to evaluate the QoL. The Pediatric Quality of Life Inventory-PedsQL, version 4.0-was applied separately for parents and patients. The association of clinical variables and aspects related to QoL of patients were evaluated through non-parametric correlations (Spearman) and multiple linear regression analysis. RESULTS: According to CBCL's clinical scores, 56% of the patients showed total behavioral problems, 55% internalizing, and 38% externalizing. When comparing the conditions of LUTD and the CBCL scores, patients with voiding postponement had the lowest rates of total problems (P = 0.036). Children and adolescents with LUTD who also had enuresis showed a higher frequency of externalizing problems (P = 0.001), especially aggressive behavior (P = 0.013). Scores of patients with LUTD were significantly lower in all domains of QoL than normative data. Presence of behavioral problems was associated with worse QoL in all evaluated aspects. The total QoL was most influenced by the CBCL school competence scale according to the regression model analysis. CONCLUSIONS: The study findings suggest the relevance of evaluation of behavioral and social repercussions of LUTD to improve the multidisciplinary approach for this condition in pediatric population.

Behavioral and Neuropsychiatric Disorders in Alzheimer's Disease.

Alzheimer's disease (AD) is the most frequent type of dementia in the elderly, severely affecting functional and executive skills of subjects suffering from this disease. Moreover, the distress of caregivers as well as the social implications constitute a critical issue for families. Furthermore, cognitive impairment, along with behavioral disorders and neuropsychiatric symptoms are characteristics of AD. Although these are present with variations in prevalence, intensity, and progression, an important core of them is visible before cognitive impairment, especially depression and apathy, which affect at least 50% of patients. The most updated literature shows that depression and/or behavioral and neuropsychiatric symptoms (BNS) are part of the initial phase of the disease rather than just a risk factor. Thus, mood disorders are associated with anomalies in specific brain regions that disturb the normal balance of neurotransmission. This in turn is linked with an inflammatory pathway that leads to microglial activation and aggregated neurofibrillary tangle formation, finally triggering neuronal loss, according to our neuroimmunomodulation theory. Altogether, inflammation and tau aggregation are observed in preclinical stages, preceding the BNS of patients, which in turn are exhibited earlier than cognitive and functional impairment detected in AD. This review is focused on the latest insights of cellular and molecular processes associated with BNS in asymptomatic early-onset stages of AD. An important medical research focus is to improve quality of life of patients, through prevention and treatments of AD, and the study of behavioral disorders and early event in AD pathogenesis has a major impact.

Dementia and behavioral disorders in progressive multifocal leukoencephalopathy (PML) ­ case report / Demência e alterações comportamentais na leucoencefalopatia multifocal progressive (LEMP) ­ relato de caso

Psychiatric disturbances in Progressive Multifocal Leukoencephalopathy (PML) are rarely adressed and its study can offer insights into the neurobiology of psychosis. The authors report a case of male patient, 42 years old, HIV positive, with PML and psychotic symptoms. The present case shows the need for regular neurological and neuropsychological evaluations of HIV positive patients and the importance of studying diseases that cause lesions in the white matter,such as PML, to elucidate the neurobiology of psychosis.(AU)

Os distúrbios psiquiátricos na Leucoencefalopatia Multifocal Progressiva (LEMP) raramente são abordados e seu estudo pode oferecer insights sobre a neurobiologia da psicose. Os autores relatam caso de paciente do sexo masculino, 42 anos, HIV positivo, com LEMP e sintomas psicóticos. O caso apresentado evidencia a necessidade de realização regular de avaliações neurológicas e neuropsicológicas de pacientes HIV positivos e a importância de se estudar doenças que causam lesões na substância branca, como a LEMP, para elucidar a neurobiologia da psicose.(AU)

Social Interactions between Teachers and Students: A Study Addressing Associations and Predictions / Interações Sociais entre Professores e Alunos: Um Estudo de Associações e Predições / Interacciones Sociales entre Profesores y Alumnos: Un Estudio de Asociaciones y Predicciones

Abstract Interactions between teachers and students impact children's academic and social learning. This study's objective was to identify associations and predictions between variables concerning social educational skills, negative educational practices, behavior problems and the social skills of students differentiated by schooling, clinical indicators of behavior problems, and gender. A total of 283 children and their teachers from the public schools participated in the study, who answered questionnaires and participated in a semi-structured interview. Correlation and regression statistical analysis were performed. All the groups presented positive correlations between social educational skills, children's social skills, negative educational practices, and behavior problems. Behavior problems and social skills presented predictive values among preschoolers. The aforementioned variables, together with positive and negative educational practices, presented predictive values among school children. The conclusion is that teachers can be a protective factor for children's development, but this requires planning.

Resumo Interações entre professores e alunos produzem impactos nas aprendizagens acadêmica e social das crianças. Este estudo objetivou identificar associações e predições entre variáveis de habilidades sociais educativas, práticas educativas negativas, problemas de comportamentos e habilidades sociais infantis de alunos diferenciados pela escolaridade, indicadores clínicos de problemas de comportamento e sexo. Participaram do estudo 283 crianças da rede pública de ensino e seus professores que responderam a questionários e participaram de entrevista semiestruturada. Conduziram-se análises estatísticas de correlação e regressão. Em todos os grupos houve correlações positivas entre habilidades sociais educativas e infantis e práticas educativas negativas e problemas de comportamento. Para pré-escolares, as queixas de problemas e as habilidades sociais apresentaram valores preditivos. Para escolares, as variáveis supracitadas, somadas às práticas educativas positivas e negativas, indicaram valores preditivos. Conclui-se que professores podem atuar como fator protetivo ao desenvolvimento infantil, o que requer planejamento.

Resumen Interacciones entre profesores y alumnos producen impactos en los aprendizajes académicos y sociales de los niños. El objetivo de este estudio fue identificar asociaciones y predicciones entre variables de habilidades sociales educativas, prácticas educativas negativas, problemas conductuales y habilidades sociales infantiles, de alumnos diferenciados por la escolaridad, indicadores clínicos de problemas conductuales y sexo. Participaron del estudio 283 niños y sus profesores, de la red pública de enseñanza, que contestaron cuestionarios y participaron de entrevista semiestructurada. Se llevaron a cabo análisis estadísticos de correlación y regresión. En todos los grupos, fueron encontradas correlaciones positivas entre habilidades sociales educativas y infantiles y prácticas educativas negativas y problemas conductuales. Para preescolares, las quejas de problemas y las habilidades sociales presentaron valores predictivos. Para escolares, estas variables, sumadas a las prácticas educativas positivas y negativas, indicaron valores predictivos. Se concluye que profesores pueden actuar como factor protector al desarrollo, lo que demanda planeamiento.

Maternal Caffeine Consumption during Pregnancy and Behavioral Disorders in 11-Year-Old Offspring: A Danish National Birth Cohort Study.

OBJECTIVE: To examine the association between maternal caffeine consumption from coffee and tea during pregnancy and offspring behavioral disorders. STUDY DESIGN: We studied 47 491 children enrolled in the Danish National Birth Cohort between 1996 and 2002. Data on maternal coffee and tea consumption was collected at 15 and 30 weeks of gestation. When the child was 11 years old, the Strength and Difficulties Questionnaire was filled in by children, parents, and teachers. We estimated risk ratios (RRs) for offspring behavioral disorders. RESULTS: At 15 weeks of gestation 3% and 4% of the pregnant women consumed ≥8 cups/d of coffee or tea, respectively. Maternal coffee consumption ≥8 cups/d at 15 weeks of gestation was associated with increased risk of hyperactivity-inattention disorder (RR 1.47; 95% CI 1.18-1.83), conduct-oppositional disorders (RR 1.22; 95% CI 1.01-1.48), and any psychiatric disorder (RR 1.23; 95% CI 1.08-1.40). Maternal tea consumption ≥8 cups/d at 15 weeks of gestation was associated with increased risk of anxiety-depressive disorders (RR 1.28; 95% CI 1.09-1.52) and any psychiatric disorder (RR 1.24; 95% CI 1.11-1.40). An increased risk of hyperactivity-inattention disorder was observed with increasing daily caffeine consumption at 15 weeks of gestation. CONCLUSION: High maternal caffeine consumption from coffee and tea at 15 weeks of gestation was associated with behavioral disorders in 11-year-old offspring. We hypothesize that caffeine exposure may affect the fetal brain and program for behavioral disorders later in life. The fetal brain seems to be more sensitive to caffeine exposure at 15 weeks of pregnancy compared with 30 weeks of gestation.