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From 2015 to 2016, an epidemic of births of children with Congenital Zika Virus Syndrome emerged in Brazil, and the state of Bahia concentrated the highest incidence of cases. The official health guidelines recommended that the affected children and their families should be supported by interdisciplinary teams of early intervention. This paper aims to deepen the comprehension of regulation and affective-semiotic mediation processes involved in the early intervention with children with Congenital Zika Virus Syndrome and their families. It focus on the experiences of a professional interviewed in a public health service in Salvador, Bahia – Brazil, through narrative analysis and the theoretical-methodological foundations of Cultural Psychology of the Semiotic Dynamics. These approaches allowed the understanding of the processes of construction of meanings, symbolic action and affective-semiotic regulation. The care of Congenital Zika Virus Syndrome children by professionals relates to disquieting experiences, inter subjectivity, meaning construction, affections and symbolic actions. These dynamic processes allowed the professional to better adapt to regulation and affective-semiotic mediation, as well as her own performance in face of children and their families. This analysis emphasizes the reflections of health care practices and their repercussions in the quality of the assistance. [ABSTRACT FROM AUTHOR]

The delayed diagnosis of Duchenne muscular dystrophy (DMD) may be an ongoing problem internationally. We aimed to ascertain age at diagnosis and explore parents' experiences of the diagnosis of DMD in Australia. Using mixed methods, data were collected from laboratory and clinical record audits of testing for DMD in Victoria and Tasmania, interviews and a national survey of parents regarding their experiences from first noticing symptoms to receiving a diagnosis. The audits revealed that the median age at diagnosis for DMD was 5 years (n=49 during 2005-2010); this age had not changed substantially over this period. Fourteen parents interviewed reported age at diagnosis ranging from 2 to 8 years with a 6 month to 4 year delay between initial concerns about their child's development and receiving the DMD diagnosis. Sixty-two survey respondents reported the median age at diagnosis was 3 years and 9 months, while the median age when symptoms were noticed was 2 years and 9 months. Parents experienced many emotions in their search for a diagnosis and consulted with a wide range of health professionals. Half the survey respondents felt that their child could have been diagnosed earlier. Despite advances in testing technologies and increasing awareness of DMD, the age at diagnosis has remained constant in Australia. This mixed methods study shows that this diagnostic delay continues to have a negative impact on parents' experiences, places families at risk of having a second affected child and may have a deleterious effect on affected children's treatment. [ABSTRACT FROM AUTHOR]

The article focuses on the impact of evolutionary developmental biology insights and the mind sciences on the understanding of human capacity to think and the ways in which human mind constrains cultural expressions. It notes that there are no gaps in the dispersion of mental capacities throughout the species or of potential cultural forms. It points out that developments in evolutionary developmental biology and mind sciences have two gaps, the gap representing psychological discontinuity between humans and other animals and the gap representing cultural discontinuities within possible cultural forms.

Promotion of physical activity (PA) is at the top of the public health agenda. However, there are few longitudinal studies investigating the relationship between PA and children’s mental health. Therefore, we aimed to investigate the association between self-reported physical activity (PA) and emotional problems 1-year later in a cohort of schoolchildren. A total of 1,446 children aged 11–14 years from 39 schools in the North West of England completed a self-report questionnaire in class. Each child reported the total number of sessions of sporting activities (lasting more than 20 min) in which they participated during the previous week, including activities both in school and out of school. This total was averaged for the week in order to determine whether the child was physically active at recommended levels (1 h per day). Childhood emotional problems were measured using the Strengths and Difficulties Questionnaire (SDQ) (self-report) at baseline and 1-year later. Data on potential confounders were also collected by self-report questionnaire at baseline. In unadjusted analyses, children who, on average, participated in at least 1 h of sporting activity on a daily basis had fewer emotional problems at 1-year follow-up. This attenuated substantially after adjustment for gender (girls were less active but more likely to report emotional problems than boys). After adjustment for additional confounders including emotional problems at baseline, children who met recommended levels for PA had, on average, a score on the emotional problems sub-scale that was 0.29 units lower (−0.29 (95%CI: −0.61, 0.022)) at 1 year follow-up compared to children who did not undertake recommended levels of PA. Children who were physical activity also had higher scores on the hyperactivity sub-scale of the SDQ 1 year later, but there was no evidence to support an association between PA and other behavioural problems. Children who met recommended levels for PA had fewer emotional problems 1-year later, although the magnitude of this difference was reduced after adjustment for confounders, particularly gender. Future longitudinal studies need to record both PA and emotional problems at more frequent intervals in order to enable us to determine the effect of maintaining a physically active lifestyle on adolescent mental health outcomes. [ABSTRACT FROM AUTHOR]