19^th Global Congress on Pediatricians & Child Psychiatry July 12-13, 2017 Chicago, Illinios, USA

Biography:

Fadak Alsaleh is working as a Psychologist at Almanac Hospital in Saudi Arabia.

Abstract:

As a family therapist, working with traumatized-attachment children we’re not focusing only on the experience of trauma itself, but we’re considering also the issue of family system, its bonds and its safety, as they should be discussed and integrated into the work. “Children and adolescence with complex trauma require and approach to treatment that focuses on several dimensions of impairment,” by Cook et al. 2005 in Becker-Weidman & Hughes 2008. The focus of our discussion will be mainly on the traumatized children, aging between 6 to 12, who are exposed to the outer world traumatic events, and how their experiences with trauma affects and is affected by their family relationships, along with their impact on their school performance. Beside dyadic developmental psychotherapy-which is a family based attachment theory that helps children and families deal with attachment disorders and complex trauma effects-Family system approaches emphasizes on the importance of family communication and their relationships. Trauma-focused cognitive behavioral therapy is also an evidence-based treatment that works with families and children to assist on the effects of traumatic events. Integrating the interventions of these three theories during therapy sessions, we can help these damaged children form a secure attachment between them and their caregivers and create a safe environment for the family to build their relationships in a more reliable family atmosphere. Also to help build a bridge of the two environments of school and home to provide support for those children in who are effected by traumatic events and treat them as what Becker-Weidman and Hughes (2008) illustrated; that being exposed to complex trauma without receiving a good treatment causes a variety of impairments in different areas in the children’s lives including attachment, interpersonal relationships and many others.

Biography:

Michael Quinn is the Director of the Center for Neurodevelopmental Disorders at MCFI. The Center offers a comprehensive assessment, diagnostic and evidence-based approach for treating children with developmental delays. He is also completing the final stages of his PhD with the School of Education in University College Dublin, Ireland in the field of ADHD. He has published work in peer reviewed journals in the United Kingdom and the United States. He is extremely passionate about children’s education as well as their social, emotional and behavioral well-being.

Abstract:

The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) formally and explicitly recognizes the importance of how to achieve independence for individuals with a disability. This encompasses individual autonomy, the opportunity to be actively involved in decision-making processes, and the opportunity to access the physical, social, economic and cultural environment. To ensure independence is achieved, it is crucial that individuals have access to a range of opportunities and resources so that they can make meaningful choices and decisions about the management of their life and environment. The Milwaukee Center for Independence (MCFI) is a nonprofit agency assisting individuals with a disability to live and work successfully in their communities. At MCFI, the concept of independence is reflected throughout the agencies many evidence-based programs and services. The purpose of presentation is to describe how independence is fostered in children attending the School for Early Development and Achievement (SEDA), an affiliate of MCFI. Founded in 2002, SEDA provides early intervention services to at-risk children from grades K4 through 2nd, with a particular focus on children with early developmental disabilities. SEDA is a free public school chartered through the University of Wisconsin-Milwaukee.

Biography:

Anusha Ranganathan graduated from Bangalore Medical College in India. She started her residency in the University of Missouri-Columbia and completed as a graduate from the University of Iowa. She completed her Geriatric Psychiatry Fellowship and has been working in the VA Outpatient Clinic in Ann Arbor. She is a Faculty at the University of Michigan. Her interests include working with the geriatric patients with their various diagnoses. She has also developed a Telemental Health Rotation for the University of Michigan Psychiatry residents.

Abstract:

As the geriatric population continues to grow, so does the number of elderly individuals with psychiatric conditions. In particular, late in life depression (LLD) is becoming an increasingly common diagnosis. The prevalence is already estimated at 10% of the community and 40% of individuals in hospitals or long term care facilities. Untreated LLD is associated with decreased physical, cognitive and social functioning as well as poor health status and increased total healthcare costs. Suicide rate, especially for elderly men with depression, is high. According to 2012 statistics from the centers for disease control and prevention, about 51 of every 100,000 white men aged 85 and older committed suicide, compared with the national average for all ages of 12.6. Given the negative impacts of unrecognized late in life depression, early intervention and treatment is essential. Since diagnosis and management of LLD can be challenging, this session will work to increase psychiatrists understanding of the unique aspects of LLD diagnosis and management. The goal of the session will be to review the unique set of symptoms associated with LLD. Patients with LLD are more likely to have prominent cognitive symptoms, depression with psychosis and somatic symptoms which can be the only presenting complaint. It is also important to consider the differential diagnosis for new onset depressive symptoms in the elderly–delirium, dementia, medical comorbidities and polypharmacy. LLD treatment is aimed at achieving improvement in the quality of life and can involve medications, therapy and other modalities including ECT.

Biography:

Shazia Mushtaq is Consultant Child and Adolescent Psychiatrist and Head of Service for Community Child Psychiatry in Perth. She has special expertise and interest in eating disorders and neurodevelopmental disorders. She has set up services and contributed to service developments in various continents (Europe, Australia) and is very passionate about patient and career involvement in service designs and delivery in the least restrictive environment. She is actively involved in teaching training and governance activities. She has also been part of the leading in mental health reforms for which the child and adolescent mental health service won State Award for Clinical Excellence. Her current clinical project is the redesign of the acute services pathway with a view of integration of this model within the community services.

Abstract:

Statement of Problem: Anorexia is a chronic illness of adolescence, with significant mortality (up to 10%) and morbidity. The illness is marked by significant weight loss (15% of normal or expected weight for age and height) with intense fear of being fat. Psychiatric comorbidities such as anxiety disorders, phobias, affective disorders, obsessive compulsive disorders and personality disorders are common in anorexia. Serious physical complications rates are high and may continue into the adult life. Because of high cost of treatment and inadequate provision of service many young people end up in unsuitable general health facilities. Average duration of illness is about 6 years.

Methodology & Theoretical Orientation: We conducted a qualitative study using thematic analysis on four candidates, age range 14-20 years following consent. Semi-structured interviews lasting for an hour were conducted in place of patient’s choice. Interviews were transcribed and the details were analyzed using thematic analysis. To validate the analysis, a chunk of data was analyzed by the second researcher for emerging themes and then compared with researcher’s interpretation, which helped to increase internal validity.

Findings: Several themes inclusive of delay in treatment, patient clinician relationship, supportive social network, patient’s health seeking behavior, cognitive styles, experience of treatment, family therapy, role of psychoeducation, family dynamic difficulties, recovery, therapeutic relationship, insight and comorbidity with other psychiatric disorders emerged as the main themes.

Conclusion & Significance: Based on these themes, it became apparent that there are qualitative aspects to the triggers as well as treatment in the outpatient setting that are rarely incorporated in the treatment packages at the outpatient service level. Personalized care plans informed by the themes and narrative young people who present with this illness are likely to reduce morbidity and mortality as well as help towards preventative strategies.

Biography:

Fiona Martin is an Educational and Development Psychologist and Clinical Director at the Sydney Child Psychology Centre. Dr Martin is an honorary member of the University of Sydney’s Centre of Behavioural Sciences in Medicine. She has many years of clinical and research experience in child and adolescent psychology. Dr Martin has conducted research on early intervention methods for children with autism spectrum disorder (ASD); theory of mind and self-understanding in children and adolescents with ASD; anti-libidinal medication for sex offenders with an intellectual disability; Consumers with an intellectual disability; and the efficacy of drawing in children’s eye witness testimony. She has extensive experience in the assessment and treatment of a wide range of difficulties including neuro developmental, learning, emotional, behavioural and attentional difficulties.

Abstract:

It is estimated that 15,000 young people in Australia have a parent diagnosed with cancer each year (Australian Institute of Health and Welfare, 2011). The diagnosis of cancer has a great impact on these young people and their families. Studies have reported that children and adolescents who have a parent with a cancer diagnosis are at a heightened risk of poor psychosocial outcomes (Ellis, Wakefield, Antill, Burns and Patterson, 2017; Maynard, Patterson, McDonald & Stevens, 2013); however, there is a lack of evidence based interventions to assist this particularly vulnerable group.

The uncertainty and perceived uncontrollable nature of a cancer diagnosis offers children few opportunities to exert internal or personal control. It is thought that low internal locus of control leads to the development of internalising and emotional problems like stress, anxiety and depression (Compas, Worsham, Ey and Howell, 1996). Whilst positive parent-child relationships have a major role in acting as a buffer against the stressors associated with a cancer diagnosis, if a parent is stressed and unable to cope themselves, children’s self-esteem and response to cancer goes unsupported. This can have negative repercussions on schooling, family functioning and interpersonal relationships (Ellis, et al. 2017).

The current study, conducted in collaboration with The University of Sydney, Camp Quality and Sydney Child Psychology Centre, aims to determine the psychological and social needs of children between the ages of 8 and 13 who have a parent diagnosed with cancer. A quasi-experimental design will examine the pre and post effects of the intervention on a child’s sense of internal control and parental stress. The data will be statistically analysed through a paired sample t-test.

 The three-day intervention aims to enhance resilience and coping skills of children with a parent who has a cancer diagnosis. A therapist qualified in cognitive-behavioural therapy and mindfulness will conduct the intervention aided by a therapist manual. The intervention is in a group format and the children will be provided with a workbook containing information and activities and they will receive peer support from other children who have a parent with cancer. Parents will attend parent only sessions and receive a parent’s manual containing the contents of the children’s workbook and they learn ways to better communicate with their child about their diagnosis.

It is expected that completing the intervention will increase internal locus of control for children and reduce the levels of parental stress. The study will benefit those participating in the intervention and the information gained will help children who have a parent diagnosed with cancer.

Biography:

Arnel Banaga Salgado is an internationally published Author, an educated and trained Psychologist, Mental Health Practitioner, Nurse and a Licensed Teacher. He is currently an active member of the American Psychological Association (APA) and an inducted member of Sigma Theta Tau International (STTI). He has a wide experience as an academician holding the ranks from Assistant Professor, Associate Professor and Professor from different universities in the United States, Philippines, Malaysia and the Middle East. He is also trained as an Educator and Content Provider in the Open and Distance Learning (ODL), course development and the utilization of several IT landscape as modes of instructional delivery. He holds two Doctorates, Doctor of Education, Doctor of Science (honoris causa) from the United States and Doctor of Philosophy (Psychology).

Abstract:

The care of children with mental disorder often takes negative tool to all the caregivers. Most of the time, they are affected psychologically, emotionally and spiritually leading to loss of meaning, and in some cases, they are affected with severe depression bordering into psychopathological condition such as mood disorder and schizophrenia. The institute that was founded by Dr. Arnel Banaga Salgado, implemented its psychosocial intervention called Functional Emotive Existential Therapy in two stages: (a) For the caregiver, and (b) for the immediate family members of children with schizophrenia. The three main tasks of therapy are the following: (a) To assist clients in recognizing that they are not fully present in the therapy process itself; (b) to support clients in confronting the anxieties that they have so long sought to avoid; and (c) to help client redefine themselves and their world in ways that foster greater genuineness of contact with life. The immediate family members of children with mental disorders are otherwise responsive to the following phases of the program, (a) Functionality assessment and therapy, (b) Existential assessment and therapy, and (c) Emotional assessment and therapy. The results both for the caregivers and immediate family of the client are promising. After 30 days of implementing the FEET’s ABCDE modalities to the caregivers and to the children with mental disorders using GDS and MMSE, the caregivers showed positive signs of improvement particularly in terms of meaning development, diminishing the occurrence of depression, anxiety and other psychopathologic conditions arising from the care of their relatives with dementia. On the other hand, in terms of helping the children with mental disorders, the FEET therapy showed a positive improvement on the decrease of BPSD, increasing functionality, simple memory and finding meaning on their activities of daily living. The FEET should be implemented in other areas, including hospice care, assisted living or nursing homes and other mental health facilities.