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Around the world, students in higher education suffer from and deal with psychosocial problems. This phenomenon is universal and seems to be increasing. A vast number of students enter higher education with problems like stress, anxiety or depression, or develop them during their student lives, due to, for example, loneliness, family crisis, mental health or study environment issues. Battling, belonging and recognition are the focal points of this book's analyses, showing how students faced with psychosocial problems experience high degrees of stigma and exclusion in the academic communities and society as such. The book is based on research situated in a welfare society, Denmark, where students have relatively easy access to higher education and to public support for education as well as special support for students with psychosocial problems. Taking a student perspective, the book provides in-depth, qualitative analyses of what characterizes student life, which specific psychosocial and other problems students experience, how problems are constructed, represented and become significant in relation to studying, and, not least, how students deal with them. It will be of great interest to researchers, academics and postgraduate students in the fields of educational psychology, sociology of education and higher education. It will also be of interest to supervisors and administrators in higher education.

Background: The coronavirus disease 2019 (COVID-19) pandemic is associated with an increase in mortality rates globally. Given the high numbers of deaths and the potentially traumatic characteristics of COVID-19 deaths, it is expected that grief-related distress levels are higher in COVID-19 bereaved (compared to non-COVID-19 bereaved) people. This living systematic review (LSR) investigates the empirical evidence regarding this claim. More specifically, this LSR summarizes studies evaluating prevalence and correlates of positive and negative psychological effects of COVID-19 bereavement. This iteration synthesizes evidence up to July 2022. Methods: Systematic searches were conducted in PsychInfo, Web of Science, and Medline by two independent reviewers. Eligible studies included quantitative peer-reviewed articles reporting on positive and/or negative psychological outcomes, using validated measures, in COVID-19 bereaved adults. The primary outcome was prolonged grief symptoms (PG). Results: Searches identified 9871 articles, whereof 12 studies met the inclusion criteria. All studies included prevalence rates and/or symptom-levels of psychological outcomes after COVID-19 losses. Prevalence rates of psychological outcomes were primarily reported in terms of (acute) PG, pandemic grief, depression, anxiety, and functional impairment, and varied widely between studies (e.g., ranged between 29% and 49% for acute PG). No studies reported on prevalence rates of positive psychological outcomes. Closer kinship to the deceased, death unexpectedness, and COVID-19 stressors were identified as correlates of increased psychological symptoms. Conclusions: Due to the small number and heterogeneity of studies, knowledge about psychological effects of COVID-19 bereavement is limited. This LSR offers a regular synthesis of up-to-date research evidence to guide clinicians, policy makers, public health professionals, and future research on the psychological effects of COVID-19 bereavement.

Background: Non-suicidal self-injury (NSSI) is a growing healthcare problem. Individuals with NSSI have an increased risk of suicidality. Because of stigma, they may self-injure in secret, which means they often seek help when events have escalated to suicidal ideation or a mental disorder. Previous studies have shown that interventions delivered via mobile phone applications have the potential to reduce self-injury. This protocol outlines a trial, which examines whether the Zero Self Harm-intervention, which is based on an app created for people with NSSI, can reduce the number of NSSI-episodes, suicide ideation, and depressive symptoms. Methods: The trial will be conducted as a 6-month 2-arm, parallel-group, multicentre, pragmatic, randomized clinical superiority trial. The intervention group will receive the app and instructions on how to use it, while the control group will be allocated to a waitlist and allowed to download the app after 6 months. Participants will be asked to complete questionnaires at 3- and 6 months after date of inclusion and the primary outcome is the number of NSSI-episodes during the last month, as measured at the 3 months follow-up with the Deliberate Self-Harm Inventory. A total of 280 participants, 140 in each arm, will be included.Discussion: This trial will assess the effectiveness of the Zero Self Harm-intervention to reduce the number of NSSI episodes. If effective, the app will have the potential to support to large group of people with NSSI. NSSI is stigmatised and often done in secret. Being both discreet and anonymous, the app might be an appealing option for support. In addition, people with current or former NSSI were involved in the development of the app. The app was developed with a focus on minimizing harm, not to end NSSI, which might also make the app appealing for a broader group of users.Trial registration: ClinicalTrials.gov, NCT04463654. Registered on 7 June 2020

In this article, we point to mental health as a new sorting mechanism in higher education (HE), working through categories informed by psychological and psychiatric knowledge, which currently permeate the field of education. The significant increase in young people, for example students in HE, with mental health problems such as stress, anxiety and depression seems to be a general development in Western countries over the past decade. The focus on mental health sets in motion a broad range of wellbeing discussions and initiatives in terms of mental illness and/or psychiatric diagnoses, rather than in terms of learning, pedagogy or participation and inequalities in education. This directs attention to particular kinds of students rather than to educational relations, cultures and contexts. Against this background, we set out to discuss how certain categorisations and understandings of students’ wellbeing and everyday problems, inspired by the psy-sciences, intertwine with neoliberal traits in educational institutions, and come to mediate students’ emotional experience of and coping with psychosocial problems and their participation in HE.

The benefits of expressive writing have been explored since at least the 1980s. The effect of expressive bereavement-related writing has been studied primarily in college students, yielding inconclusive results. Nonetheless, recent effective, integrated psychotherapy protocols, targeting complicated and prolonged grief, include writing assignments, typically in the form of letters. The present paper explores how and why letter writing might be effective and meaningful as a therapeutic tool in the context of grief psychotherapy. It describes how working with letters, addressed to the deceased, might help facilitate self-disclosure, promote exposure to what is avoided, confront unfinished business, encourage continuing bonds, and help achieve a coherent narrative around experiences with the loss. As a therapeutic tool, letter writing has the potential to be helpful to many bereaved people, as it is a simple, effective, and meaningful way to access and work with relevant clinical material in the context of psychotherapy.

Formålet med denne artikel er at vise, hvordan social og geografisk mobilitet spiller ind i unges valg af læreruddannelsen i udkantsområder i en region med et lavt uddannelsesniveau. Artiklen sætter fokus på de uddannelsesvalg, som unge fra udkantsområder foretager, deres bevægelsesmønstre og betydningen af disse for deres fremtidsperspektiver som kommende lærere. Artiklen bidrager hermed med et indblik i, hvordan social og geografisk mobilitet spiller ind i unges valg af læreruddannelsen. Omvendt og tilsvarende viser den også, hvilken rolle læreruddannelsen i University College Sjælland (UCSJ) spiller i forhold til unges sociale mobilitet i en region med et lavt uddannelsesniveau. Artiklen peger således på vigtigheden af, at uddannelsen kan kommunikere hidtidige tavse forventninger til de studerende, og i forlængelse heraf giver den et bud på nye undervisnings- og vejledningsformer, der kan fremme de studerendes motivation for at gennemføre uddannelsen, og som dermed kan bidrage til social mobilitet.

The glutamatergic neurotransmitter system may play an important role in attention-deficit hyperactivity disorder (ADHD). This 5-week, open-label, single-blind, placebo-controlled study reports the safety, pharmacokinetics and responsiveness of the metabotropic glutamate receptor (mGluR) activator fasoracetam (NFC-1), in 30 adolescents, age 12–17 years with ADHD, harboring mutations in mGluR network genes. Mutation status was double-blinded. A single-dose pharmacokinetic profiling from 50–800 mg was followed by a single-blind placebo at week 1 and subsequent symptom-driven dose advancement up to 400 mg BID for 4 weeks. NFC-1 treatment resulted in significant improvement. Mean Clinical Global Impressions-Improvement (CGI-I) and Severity (CGI-S) scores were, respectively, 3.79 at baseline vs. 2.33 at week 5 (P, Stimulant drugs are most commonly used to treat ADHD. Here, the authors demonstrate that in adolescents with ADHD who also have genetic variation in genes impacting metabotropic glutamate signaling, the non-stimulant mGluR activator fasoracetam is well tolerated and may be beneficial in alleviating symptoms of this disease.

Adolescents are in a transitional phase of life characterized by major physical, emotional, and psychological challenges. Living with ulcerative colitis is experienced as a reduction of their life quality. Initial treatment of ulcerative colitis is medical, but surgery may be necessary when medical treatment ceases to have an effect. No research-based studies of adolescents' experience of the hospital period after surgery for ulcerative colitis exist. The objective of the study was to identify and describe adolescents' lived experiences while hospitalized after surgery for ulcerative colitis. This qualitative study was based on interviews with eight adolescents. Analysis and interpretation were based on a hermeneutic interpretation of meaning. Three themes were identified: Body: Out of order; Seen and understood; and Where are all the others? The adolescents experience a postoperative period characterized by physical and mental impairment. Being mentally unprepared for such challenges, they shun communication and interaction. The findings demonstrate the importance of individualized nursing care on the basis of the adolescent's age, maturity, and individual needs. Further study of adolescent patients' hospital stay, focusing on the implications of being young and ill at the same time, is needed.This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivitives 3.0 License, where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially.

Strongyle parasites are ubiquitous in grazing horses and constitute a potential threat to equine health. Feces were collected from six horses four times daily over a period of 5 days. Fecal egg counts (FECs) were performed to identify any diurnal rhythms in strongyle egg shedding and to quantify variability at the different levels: individual horses, repeated counts, repeated subsamples, different time points, and different days. No significant differences in FECs were found between the different time points (P = .11). The variables—horse, day, subsample, and egg count—accounted for a variance of 104.83, 0.10, 7.24, and 5.61, respectively. The apparent lack of additional variability between the four different time points suggests that time of the day chosen for collecting fecal samples does not constitute a source of error in field studies. The majority of variability exists between different subsamples and repeated egg counts on the same subsamples, whereas the variability of FECs between following days can be considered negligible. The findings of this study have implication for designing and performing field surveillance of strongyle FEC levels and applying the FEC reduction test for evaluating anthelmintic efficacy.

Udgivelsesdato: 8. juni

Objective To examine the stability and change in oppositional defiant disorder (ODD) with onset among preschool children in a pediatric sample. Method A total of 510 children aged 2–5 years were enrolled initially in 1989–1990 (mean age 3.42 years); 280 participated in five waves of data collection over a period of 48 to 72 months (mean wave 5 age, 8.35 years). Test batteries varied by age, but they included the Child Behavior Checklist, developmental evaluation, Rochester Adaptive Behavior Inventory, and a play session (before age 7 years) and a structured interview (Diagnostic Interview for Children and Adolescents, parent and child versions) at ages 7+ years. Consensus diagnoses were assigned by using best-estimate procedures. Results Wave 1 single-diagnosis ODD showed a significant relationship with both single-diagnosis ODD and single-diagnosis attention-deficit hyperactivity disorder (ADHD) at subsequent waves, but not with single-diagnosis anxiety or mood disorders. Single-diagnosis ODD at wave 1 was associated with later comorbidity of ODD/ADHD, ODD/anxiety, and ODD/mood disorders. Stability across waves 2 through 5 was moderate to high for comorbid ODD/anxiety and ODD/ADHD; low to moderate stability for single-diagnosis ODD and single-diagnosis mood disorder; and low for mood disorder, single-diagnosis ADHD, and single-diagnosis anxiety disorder. Conclusions Preschool children with ODD are likely to continue to exhibit disorder, with increasing comorbidity with ADHD, anxiety, or mood disorders.

Inden for ungdomsforskningen skelnes der typisk mellem unge og ungdom som et hhv. psykologisk, socialt og kulturelt fænomen. I denne artikel tages der udgangspunkt i et teoretisk begreb om arbejde til forståelse af unges orienteringsforsøg. Udgangspunktet er, at valget af uddannelse og arbejde er et vigtigt led i den proces, det er at blive voksen i det moderne samfund, ligesom det samlede samfundsmæssige arbejde, herunder lønarbejdet, er konstituerende for det voksensamfund, de unge er på vej til at blive en del af. Den historisk skabte og øgede afstand mellem barndom og arbejds- og voksenlivet betyder, at de unges adgang til arbejdet udskydes, og arbejdet er mere fraværende for moderne børn og unge end for nogle generationer siden. Gennem en arbejdsteoretisk begrebssætning åbnes for en opfattelse af arbejde som grundlæggende for kvalifikations- og socialiseringsprocessen. Dette giver adgang en forståelse af unges arbejdssubjektivitet og dennes betydning for deres valgprocesser i forbindelse med valget af uddannelse og arbejde, hvilke er langt mere komplekse, end den politiske og samfundsmæssige diskurs lægger op til. Gennem to analyseeksempler vises, hvordan arbejdet kan være konkret og abstrakt fraværende og nærværende som fremtidshorisont for forskellige unge.

Mange studerende på de videregående uddannelser mistrives på forskellige måder og af mange forskellige årsager. Denne artikel bygger på dybdegående interviews med 47 studerende fra syv danske videregående uddannelser om deres erfaringer med psykosociale problemer. Artiklens formål er at vise, hvordan f.eks. stress ikke er et isoleret fænomen, men et spørgsmål omhvordan personlige, sociale og institutionelle forhold fletter sammen og bliver til psykosociale problemer og uddannelsesmæssige eksklusionsdynamikker. Analytisk fremhæver artiklen, med Camillas forløb som eksempel, hvordan studerende kæmper med en række afkoblingsdynamikker ift. at finde vej tilbage til studiet efter et sygdomsforløb.

Sorg er en naturlig reaktion hos efterladte, som oplever et dødsfald af en naertståendeperson. Den første tid lige efter dødsfaldet kan føles uoverskuelig ogubaerligt smertefuld. I den akutte sorg kan intense følelsesmaessige, somatiske,kognitive, adfaerdsmaessige og eksistentielle reaktioner komme til udtryk. I etukompliceret sorgforløb vil disse reaktioner med tiden aftage i intensitet ogvarighed, og de vil efterhånden spille en mindre forstyrrende rolle i den efterladteshverdagsliv. Sorgen og relationen til afdøde forsvinder ikke, men fyldermindre og integreres i den efterladtes liv og selvbillede. Det vil sige, at denefterladte trods tabet finder en måde at komme videre i livet på.Forskning på voksenområdet har vist, at 45-85 % af sørgende formår attilpasse sig tabet forholdsvis hurtigt (inden for måneder efter tabet; Bonanno& Kaltman, 2001; Bonanno et al., 2002). Denne sorgreaktion er blevet kaldtresiliens. Omkring 10-20 % af sørgende oplever, at sorgsymptomerne varerved i op til et års tid efter tabet, før det aftager (Bonanno, Westphal & Mancini,2011). Denne sorgreaktion er blevet kaldt recovery. Endvidere er dercirka 10-20 % af sørgende, der oplever en laengerevarende sorgreaktion, somi nogle tilfaelde kan vare i årevis (Bonanno, Boerner, & Wortman, 2008; Bonanno& Kaltman, 2001; Bonanno et al., 2011; de Groot & Kollen, 2013).Denne sorgreaktion er ofte kaldt complicated grief eller chronic grief. Disselaengerevarende, komplicerede sorgforløb kan komme til udtryk som svaeresorgsymptomer, tabs-udløst depression, post-traumatisk stress eller angst,samt fysiske sygdomme og tidlig død (Stroebe, Schut & Stroebe, 2007;Zisook et al., 2014).