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Gifted children are often portrayed in a positive light, with little attention given to the potential emotional and behavioural challenges they may face. The aim of this study was to examine the predictive role of parental and child-related socio-demographic factors, as well as giftedness factors (learning, motivation, creativity and leadership), on aspects of emotional and behavioural disorders. A total of 182 parents completed the demographic questionnaire, the Renzulli-Hartman Scale and the CBCL questionnaire. Our results indicated that, in addition to giftedness, the parental age, the fathers' education level and chronic illnesses are significant predictors of emotional and behavioural disorders. Giftedness had a greater predictive power for internalization symptoms than for externalization symptoms, in line with previous studies. [ABSTRACT FROM AUTHOR]

Students with emotional and behavioural disability who receive their education in special settings often do not have access to the curriculum through evidence-based pedagogies, such as direct instruction, and instead complete packets of worksheets or participate in distance education. The current study was a collaborative action research project involving a special school for students with emotional disability and a local university to examine the effects of replacing online distance education with in-person direct instruction underpinned by Universal Design for Learning. Researchers sought to discover teacher and student perceptions of Universal Design for Learning, enablers and barriers to its implementation, and its effect on attendance and behaviour. Results suggested satisfaction on the part of both students and teachers and a positive effect of Universal Design for Learning on both attendance and behaviour. [ABSTRACT FROM AUTHOR]

Students with Emotional and Behavioural Disorders (EBD) are affecting school functioning on many levels. Despite EBD as a behavioural disorder has been subject of study, there is scarce research that gives a voice to professionals that work with EBD children in order to understand their experiences, perceptions and feelings. To address this gap four online focus groups were conducted: 1) eight primary school teachers; 2) seven secondary school teachers; 3) seven school counsellors and 4) nine specialised counsellors from the Educational Resource Centre for Developmental and Behavioural Disorders. Each focus group was asked to discuss freely about three questions: 1) about the challenges and emotions that, according to them, working with these students raises; 2) about the educational responses that teachers and other professionals in the school community should construct to ensure that these children have a chance to change; and 3) about the characteristics that the teacher's relationship with the families of these children should have in order to help them. The discussion generated in the different focus groups was analysed qualitatively. We present an integration and synthesis of this debate with the aim of guiding the educational intervention of the school community for the benefit of these students. [ABSTRACT FROM AUTHOR]

Background and Objectives: Screening instruments can be crucial in child and adolescent mental healthcare practice by allowing professionals to triage the patient flow in a limited resource setting and help in clinical decision making. Our study aimed to examine whether the Strengths and Difficulties Questionnaire (SDQ), with the application of the original UK-based scoring algorithm, can reliably detect children and adolescents with different mental disorders in a clinical population sample. Materials and Methods: a total of 363 outpatients aged 2 to 17 years from two outpatient child psychiatry centres in Latvia were screened with the parent-report version of the SDQ and assigned clinical psychiatric diagnoses. The ability of the SDQ to predict the clinical diagnosis in major diagnostic groups (emotional, conduct, hyperactivity, and developmental disorders) was assessed. Results: The subscales of the parent-report SDQ showed a significant correlation with the corresponding clinical diagnoses. The sensitivity of the SDQ ranged 65–78%, and the specificity was 57–78%. The discriminative ability of the SDQ, as measured by the diagnostic odds ratio, did not quite reach the level of clinical utility in specialised psychiatric settings. Conclusions: We suggest the SDQ be used in primary healthcare settings, where it can be an essential tool to help family physicians recognise children needing further specialised psychiatric evaluation. There is a need to assess the psychometric properties and validate the SDQ in a larger populational sample in Latvia, determine the population-specific cut-off scores, and reassess the performance of the scale in primary healthcare practice. [ABSTRACT FROM AUTHOR]

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BACKGROUND: Stigma toward mental illness (MI), physical disability (DA), and emotional/behavioral disorders (EBD) has been identified as a form of violence and a cause of nontake-up of help by people in need. Stigmatization can aggravate an individual's feeling of rejection and incompetence and can be detrimental to treatment-seeking and adherence behaviors. This study evaluated the attitude of healthcare students toward MI, DA, and EBDs. MATERIALS AND METHODS: This study employed a cross-sectional survey method. A disproportionate stratified sampling technique was used to recruit participants. Sixty five consenting students who met the inclusion criteria were consecutively recruited from each clinical department of the college. The students were selected from the five clinical departments of the College (Nursing sciences, Medical Rehabilitation, Radiography, Medical laboratory science, and Medicine). The questionnaires on stigmatizing attitudes toward MI, EBD, and DA were self-administered. Descriptive statistics of frequency count, percentage, range, mean, and standard deviation were used to summarize participants' sociodemographic data and their questionnaire scores. Inferential statistics of Spearman rank order correlation was used to test for correlation; Mann-Whitney U test was used to test the influence of gender, religion, and family history; and Kruskal-Wallis test was used to test the influence of department of study and level of study. Alpha level was set at 0.05. RESULTS: Three hundred twenty seven students comprising 164 (50.2%) males and 163 (49.8%) females participated. Mean age of participants was 22.89 ± 2.05 years. 45.3% of the participants reported positive family history of one or a combination of MI, DA, and EBDs. The study observed poor attitude toward MI and fair attitude toward DA and EBD. There were significant correlations between attitudes toward MI and disability (r = 0.36, P = .000033), MI and EBD (r = 0.23, P = .000023), disability and EBD (r = 0.46, P = .000001), and age and attitude toward disability (r = 0.15, P = .009). Females had significantly more positive attitude toward disability (P = .03) and EBDs (P = .03). Nursing students also demonstrated the most positive attitudes toward MI (P = .03) and EBD (P = .000416), while final year students demonstrated the most positive attitudes toward MI (P = .00145) and EBDs (P = .03). CONCLUSIONS: There was a poor attitude toward MI and a fair attitude toward DA and EBD. Attitude toward MI, DA, and EBD correlated significantly with one another. Older students, females, and higher levels of training in the healthcare profession were associated with more positive attitudes toward MI, DA, and EBDs.

Background and Objectives: Screening instruments can be crucial in child and adolescent mental healthcare practice by allowing professionals to triage the patient flow in a limited resource setting and help in clinical decision making. Our study aimed to examine whether the Strengths and Difficulties Questionnaire (SDQ), with the application of the original UK-based scoring algorithm, can reliably detect children and adolescents with different mental disorders in a clinical population sample. Materials and Methods: a total of 363 outpatients aged 2 to 17 years from two outpatient child psychiatry centres in Latvia were screened with the parent-report version of the SDQ and assigned clinical psychiatric diagnoses. The ability of the SDQ to predict the clinical diagnosis in major diagnostic groups (emotional, conduct, hyperactivity, and developmental disorders) was assessed. Results: The subscales of the parent-report SDQ showed a significant correlation with the corresponding clinical diagnoses. The sensitivity of the SDQ ranged 65–78%, and the specificity was 57–78%. The discriminative ability of the SDQ, as measured by the diagnostic odds ratio, did not quite reach the level of clinical utility in specialised psychiatric settings. Conclusions: We suggest the SDQ be used in primary healthcare settings, where it can be an essential tool to help family physicians recognise children needing further specialised psychiatric evaluation. There is a need to assess the psychometric properties and validate the SDQ in a larger populational sample in Latvia, determine the population-specific cut-off scores, and reassess the performance of the scale in primary healthcare practice.