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CHAPTER 15

Common Behavioural and Psychiatric Disorders Among Children

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Learning Objectives

  • Define behavioural disorders.
  • Enumerate various types of behavioural disorders.
  • Identify various behavioural disorders based on presented symptoms.
  • Discuss the management of various behavioural disorders.

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Chapter Outline

  • Patterns of Behavioral Disorders
  • Habit Disorders
  • Personality Disorders
  • Sleeping Disorders
  • Speech Disorders
  • Common Psychiatric Disorders Among Children and their Management
  • Eating Disorder in Children and Management

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DEFINITION

Behavioral disorders are defined as persistent and repetitive patterns of disruptive behaviors, in children that last for at least 6 months and violates societal norms or rules, seriously impair their functioning, or create distress at school, home, or in social situations.

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PATTERNS OF BEHAVIORAL DISORDERS

Behavioral disorders among children can be broadly classified as:

  • Internalizing
  • Externalizing

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  • Habit Disorders
  • Thumb sucking
  • Nail biting
  • Tics
  • Enuresis and Encopresis
  • Stealing
  • Lying
  • Speech Disorders
  • Stammering/stuttering
  • Phonation and articulation problems
  • Academic Disorders
  • Learning disability

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  • Sleep Disorders
  • Night mares/night terrors
  • Somnambulism
  • Somniloquy
  • Personality Disorders
  • Temper tantrum
  • Juvenile delinquency
  • Shyness
  • Attention deficit hyperactive disorder (ADHD)
  • Eating Disorders
  • Pica
  • Anorexia nervosa
  • Bulimia nervosa
  • Obesity

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  • Enuresis

Enuresis is defined as the involuntary, repeated voiding of urine into bed or clothes; in children aged 5 years or older, in whom normal bladder control is usually acquired.

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  • Types of Enuresis

Enuresis is broadly classified as:

  • Primary enuresis
  • Secondary enuresis

Based on the timing of bed wetting

  • Daytime (Diurnal) enuresis
  • Nighttime (nocturnal) enuresis
  • Mixed enuresis

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  • Causes of Enuresis

  • Organic causes
  • Abnormal circadian rhythm of antidiuretic hormone secretion
  • Hereditary
  • Neuropsychological factors
  • Delayed maturation of brainstem
  • Sleep-arousal disorder
  • Environmental factors
  • Inappropriate toilet training

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  • Management
  • Parents and children should be reassured that it’s a common problem.
  • Don’t scold, beat, threaten or criticize the child for bed-wetting.
  • Parents should make it a routine to get the child to the toilet before going to bed.
  • Fluid restriction should be done after dinner specifically after 8 PM.
  • Behavioural modification techniques
  • Bed wetting alarm

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Fig.: Bed wetting

alarm

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  • Encopresis
  • Functional fecal incontinence or soiling is termed as Encopresis.
  • Encopresis is defined as a disorder characterized by repeated involuntary or intentional stool evacuation in inappropriate places in children over the age of four .

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Types :

1.Non-retentive encopresis

2.Constipation-associated encopresis or overflow encopresis

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  • Causes
  • Poor bowel habits, low-residue diet, low water
  • Intentional stool withholding
  • Hard stool, anal fissure/infection
  • Avoiding school toilets
  • Unhygienic or dim toilets
  • Lack of toilets in slums/war zones
  • Regression due to illness or bullying
  • Psychological issues

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  • Management
  • Encopresis management depends on the following principles
  • Breaking the habit of forming hard stool
  • Promoting a regular habit of bowel movement
  • Emptying the colon of stool if there is a hard stool
  • Behavioral therapy
  • Valsalva maneuver should be explained to the children as per their age.
  • Parents should keep their patience and train their children until a regular bowel habit is established in the child.

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  • Shyness

Shyness is considered a problem if it leads to complete withdrawal.

  • Causes
  • Male children tend to be shyer than females.
  • Genetic predominance
  • Cultural norms of limited talking
  • Lack of exposure outside the home.

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  • Management
  • Identify the underlying cause of shyness.
  • Talk to the child and let him/her express their feelings.
  • Don’t criticize the mistake of a child’s public performances.
  • Identify their area of interest and let them develop their potential and talents.
  • Praise and encourage the child whenever they are able to perform even a little thing in front of strangers.
  • Never force them to socialize against their will.

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  • Nail Biting

Definition :

Nail biting or Onychophagia is a common oral-compulsive, self-injurious disorder of putting one or more fingers in the mouth and biting on nails with teeth without any preference for any of the fingernails.

This behavioral problem has been reported in children and adults.

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  • Causes
  • Boredom
  • Working on difficult problems
  • Lack of confidence, nervousness
  • Feeling of insecurity, shyness
  • Children of parents with depressive disorders and also found with nail baiting
  • Co-occurring psychiatric disorders

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  • Complications
  • Distortion of the nailbed, progressive nail shortening and degeneration of the distant nailbed.
  • Ungual and oral infection.
  • Paronychia
  • Infections transmission from the orodigital route.
  • Temporomandibular joint disorders in chronic nail biting.
  • Poor dental hygiene, chipped or notched teeth, malocclusion, gingivitis.

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  • Management
  • Provide a loving, supportive home environment; avoid nagging.
  • Allow child to express anxiety to build confidence.
  • Siblings should cooperate and avoid teasing.
  • Use soothing music or a comfort object during work to reduce anxiety.
  • Substitute nail-biting with fennel seeds or reading storybooks.
  • Children often outgrow mild nail-biting by observing peers.

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CONTINUE…

  • Avoid bitter nail coatings in children with compulsive disorders.
  • Adhesive bandages can protect injured nails.
  • CBT, and hypnotherapy with behavior modification help reduce nail-biting.
  • Token economy encourages abstaining from nail-biting.
  • Pharmacotherapy (second-line): Fluoxetine (SSRI), Clomipramine (TCA), N-acetylcysteine

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HABIT DISORDERS

  • Thumb Sucking

Definition:

Thumb sucking is defined as a non-nutritive behavior that serves as an adaptive function by providing stimulation or self-soothing.

Within this group, the use of pacifiers, blankets, or sucking on other fingers as a comforting behavior can also be found.

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  • Causes of Thumb Sucking
  • Maturational Process
  • Use of Regression as Defence Mechanism

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  • Consequences of Thumb Sucking
  • Deformity of nails and chronic paronychia
  • Blisters in the affected thumb due to vigorous sucking
  • Dystrophic calcinosis (rare)
  • Sucking pads or calluses on the lips as the result of hyperkeratosis.
  • Speech disorders in the form of phonological impairment such as mispronunciation of “L” and “N”, “T” and “D”

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Fig: Deformity of nails

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Fig.: Periarticular tumor near the metacarpophalangeal joint of the thumb.

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Fig.: Malocclusions such as anterior open bite of teeth happens if the habit persists during permanent teething.

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  • Management
  • Family must stay consistent in handling the habit.
  • Positive counselling by parents and older siblings.
  • Encourage group activities to reduce idle time.
  • Avoid punishment and negative criticism.
  • Apply bitter-tasting substance on the thumb if needed.
  • Distract with enjoyable activities when bored.
  • Avoid gloves/mittens to prevent frustration or worse behavior.

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Fig.: Intraoral cemented modified bluegrass appliances

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PERSONALITY DISORDERS

  • Temper Tantrum

Definition:

Temper tantrums are defined as disruptive, undesirable and unpleasant angry, emotional outbursts displayed in response to unmet needs or desires, or an inability to control emotions stemming from frustration or difficulty expressing the particular need or desire.

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  • Causes
  • Physiological triggers such as fatigue, hunger, sleep or illness.
  • Desire for parental attention and a strong will of independence.
  • Unmet needs
  • Imitation of adults
  • Emotional insecurity due to family conflicts.

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  • Clinical Manifestation
  • Crying, screaming, shouting, biting others, and spitting
  • Lowering the body/falling to the floor
  • Stamping feet, hitting wall
  • Kicking others
  • Pulling/pushing others
  • Freezing, stamping, whining,
  • Throwing or breaking objects,
  • Holding breath, biting self, nondirected kicking,

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  • Prevention and Management
  • Stay calm and consistent.
  • Use a simple, firm phrase: “No biting.”
  • Maintain a regular daily routine.
  • Plan meals to avoid hunger-related frustration.
  • Praise and give attention for good behaviour.
  • Provide age-appropriate toys.
  • Involve the child in simple household tasks.
  • Ignore tantrums, but ensure safety.
  • After tantrum control, clean, comfort, and praise the child.

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  • Stealing and Lying

Stealing (taking something without permission what does not belong to oneself) and lying (purposefully telling an untruth) are socially inappropriate behavior usually found in children under seven years of age.

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Table : Causes of stealing and lying

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  • Management
  • Try and correct mistakes at an early
  • Explain the concept of possession to the child
  • Stay calm; avoid yelling, scolding, or beating.
  • Don’t overreact or label the child as a thief/liar.
  • Let the child face consequences.
  • Use temporary loss of privileges
  • Teach honesty through moral stories and regular conversation.

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CONTINUE…

  • Praise honest behaviour consistently.
  • Avoid harsh punishments
  • Keep tempting items out of reach.
  • Teach caring for belongings and family rules for borrowing/returning.
  • Parents should model honesty by apologising when wrong.
  • Seek counselling if behaviour persists.

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  • Aggressiveness

Definition:

  • Aggressive behaviour is referred to any hostile behaviour that is carried out by a child with the intention of causing harm to peers, siblings or adults. It can include verbal and physical aggression.
  • In children physical aggression typically peaks at 18– 24 months and decreases by age five as children learn to self-regulate their emotions and impulses.

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  • Types
  • Impulsive
  • Predatory
  • Affective storm
  • Anxious/hyperarousal
  • Cognitive/disorganized

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  • Risk Factors
  • Neurobiological
  • Intrauterine environment
  • Environmental factors
  • Parenting factors

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  • MANAGEMENT
  • Pharmacotherapy : Methylphenidate, guanfacine, antipsychotics, valproic acid, lithium.
  • Avoid physical triggers of agitation
  • Create a safe home environment
  • Parents must stay calm and avoid bullying
  • Do not reward or ignore aggressive behaviour.
  • Maintain an aggression diary
  • Parents should improve their relationship to reduce child distress.
  • CBT and Parent-Child Interaction Therapy are effective interventions.

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  • Juvenile Delinquency

Juvenile delinquency refers to an adolescent who breaks the law or engages in any criminal behaviour which is considered as illegal, and socially unacceptable and the actions are proved to be dangerous to the society and for him or her.

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  • Pattern of Antisocial Behaviours
  • Destructiveness and violence
  • Constant disobedience
  • Truancy at school
  • Use of inappropriate or vulgar languages
  • Stealing, burglary
  • Fire setting
  • Gambling, smuggling
  • Carrying arms or weapons
  • Cruelty towards animals or humans
  • Drug and alcohol dependence
  • Murder

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  • Risk Factors
  • Intrauterine factors
  • Biological factors
  • Family environment
  • Social environment

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  • Management
  • Development of attachment with parents and teachers
  • Cognitive behaviour
  • Trauma-focused emotion regulation intervention (TARGET
  • Multisystemic therapy (MST)
  • Group-based motivational .
  • Remedial education and vocational training.
  • Pharmacotherapy is useful for treatment of underlying aggressive behaviours.
  • Correctional homes, and foster care homes

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  • School Phobia

Definition:

  • School phobia (also known as Scolionophobia) is an overwhelming fear of school and the child refuses to go to school on a regular basis or has problems staying in school.
  • Fear of going to school was first termed as “school phobia” in 1941.

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  • Causes
  • Separation anxiety
  • Fear of failure
  • Problems with other children
  • Actual physical harm by peers.
  • Anxieties over toileting
  • Financial instability at home.
  • Poor attention from parents and teachers.
  • Fear of criticism
  • Learning difficulties.
  • Experiencing traumatic events

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  • Clinical Manifestations
  • Frequent physical
  • Regular trips to the school nurse for no real medical reason.
  • Intensified illnesses on test days or days when students need to present.
  • Frequent requests to call home.
  • Refusal to engage with peers or participate in social activities.
  • Willingness to complete work at home.

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  • MANAGEMENT:
  • Listen to child’s reasons; be supportive and calm.
  • Acknowledge distress, but insist on returning to school.
  • Inform and involve teachers for support.
  • Limit discussions about symptoms before school.
  • Check peer group for underlying problems.
  • No special treatment on days they avoid school
  • CBT: Replace irrational thoughts.
  • DBT: Teach emotional and interpersonal skills.
  • ERP: Gradual exposure to anxiety triggers.

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  • Learning Disability

Definition

“A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. The term does not include children who have learning problems which are primarily result of visual, hearing and motor handicaps, or mental retardation or emotional disturbance or of emotional, cultural or economic disadvantage.”

—American Official of Education, 1997

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  • Risk Factors for Developing Learning Disability
  • Intracranial bleeding, prematurity, hypoxic-ischemic encephalopathy, repeated hypoglycemia of newborns.
  • Sibling of a learning disabled child has a 45% chance of recurrence.
  • Exposure to rubella during pregnancy, fetal exposure to alcohol or drugs.
  • Head injuries, malnutrition, exposure to toxins, exposure to heavy metals or pesticides.
  • Frequent changing of school, illiterate home background, a school which provides very little personal attention.

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Types of Learning Disabilities

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  • Dyslexia

Dyslexia also known as reading disabilities is characterized by a significant impairment in reading acquisition. It is estimated that 2-8% of primary school children suffer from reading disorders.

  • Dysgraphia

This is usually apparent in the 1 or 2 standards, when children are required to write.

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Fig. : Dysgraphia (Writing disability)

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  • Dyscalculia (Mathematical Disability)

Mathematical disability or dyscalculia is evident when the child starts mathematical calculations in 2nd or 3rd standard of the school.

  • Dyslalia (Expressive Language Disabilities)

Speaking disorder is an impairment to express the thought process verbally

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  • Management
  • Counsel parents to accept the child and view it as a sickness.
  • Encourage the child to express feelings through writing or drawing.
  • Avoid comparisons with other children.
  • Use positive reinforcement
  • Give reading practice at home with constructive corrections.
  • Allow extra time for assignments and note-taking.
  • Summarize lessons and use lists or pictures for clarity.
  • Use simple words and break long sentences into shorter ones.

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  • Long Term Consequences
  • Poor academic performance.
  • Truancy, attention deficit, and conduct disturbances.
  • School phobia and dropout.
  • Drop out from school.
  • Depression and low/reduced self-esteem.

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  • Tics Disorders

Definition

Tics are defined as “sudden, rapid, recurrent, nonrhythmic motor movement (motor tics) or vocalization (vocal or phonic tics)”.

Tics are more common in boys than girls.

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  • Types

1.Simple

  • Simple motor tics
  • Simple phonic (vocal) tics

2.Complex

  • Complex motor tics
  • Complex phonic (vocal) tics

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  • Causes
  • Exact cause unclear.
  • Structural & functional neurological abnormalities involved.
  • Abnormal neurotransmitter distribution in basal ganglia.
  • Commonly associated with anxiety, ADHD, depression.
  • Also linked with autism, learning difficulties, OCD.
  • May coexist with speech/language issues and sleep problems.

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  • Management
  • Pharmacological management : Children are usually treated with typical neuroleptics (e.g., haloperidol), atypical neuroleptics (risperidone and clonazepine) and alpha-adrenergic receptor agonist (e.g., clonidine).
  • Cognitive behavior therapy and habit reversal are mostly used to treat tics.
  • Parental counselling is done to be consistent and non-criticizing for dealing with their child is emphasized.

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  • Pica

Definition:

Pica is an eating disorder typically defined as the persistent, compulsive urge to eat non-nutritive, inedible substances for a period of at least one month at an age in which the behavior is developed mentally inappropriate (18–24 month) and is not related to the individual’s sociocultural customs and traditions.

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  • Types
  • Geophagia
  • Pagophagia
  • Amylophagia
  • Coprophagy
  • Urophagia
  • Hyalophagia
  • Trichophagia

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  • Causes
  • Multifactorial; exact cause unclear.
  • Parental neglect and family conflict–related anxiety.
  • Imitating older siblings.
  • Nutritional deficiencies: iron, zinc, calcium.
  • Low socioeconomic status → inadequate food supply.
  • More common in ASD, ADHD, schizophrenia, OCD, depression.

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  • Management
  • Blocking
  • Skill-building
  • Praise the child or give a reward such as a toy for not eating non-nutritive substances.
  • Snack scheduling
  • Teach to pick up pica items and throw them away or return them to their place.
  • Vitamins or supplements to be provided

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  • Complications
  • Chronic abdominal problems
  • Malabsorption
  • Intestinal obstruction
  • Trichobazoar, Rapunzel syndrome caused by trichophagia.
  • Broken teeth
  • Stomach ulcers
  • Bacterial or parasitic infections

• Constipation

• Seizures

• Stomach, liver and kidney damage

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Fig.: Large hair mass in Rapunzel syndrome reported by Khanna K, Tandon S, Yadav DK, et al. Rapunzel syndrome: a tail too long to tell! Case Reports 2018;2018:bcr-2018-224756.

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  • SLEEPING DISORDERS

Sleep disorders are common in preschoolers and among school-going children. Alteration in sleep pattern than recommended hours of sleeping along with any unusual behavioral manifestations are called as sleep disorders.

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  • Recommended hours of sleep on a regular basis for optimal health among children is as follows:
  • Infants of 4 months to 12 months should sleep 12 to 16 hours per 24 hours (including naps)
  • Age 1 to 2 years: should sleep 11 to 14 hours per 24 hours (including naps)
  • Age 3 to 5 years: should sleep 10 to 13 hours per 24 hours (including naps)
  • Age 6 to 12 years: should sleep 9 to 12 hours per 24 hours
  • Teenagers 13 to 18 years: should sleep 8 to 10 hours per 24 hours

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  • Insufficient sleep in teenagers is associated with increased risk of self-harm, suicidal thoughts, and suicide attempts.
  • Sleeping more than the recommended hours may be associated with adverse health outcomes such as hypertension, diabetes, obesity, and mental health problems.

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  • MANAGEMENT:
  • Set a fixed bedtime, wake time, and routine daily.
  • Keep timing consistent on school & non-school days (≤1-hour difference).
  • Avoid high-energy or stimulating activities before bed (TV, games, rough play).
  • Ensure the child doesn’t go to bed hungry.
  • Avoid caffeine (tea, coffee, chocolate, sodas) before bedtime.

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CONTINUE…

  • Encourage 30 minutes of daily exercise.
  • Keep bedroom quiet, dark, with a dim night light if needed.
  • Don’t use the bedroom for punishment/time-out.
  • No electronic devices at least 1 hour before bed; keep gadgets out of bedroom.
  • Promote relaxation: warm bath, calm reading, soothing bedtime routine.

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SPEECH DISORDERS

  • Stammering/Stuttering

Stammering/stuttering is a speech disorder in which the flow of speech is disturbed by the prolongation of sound due to delayed uttering and involuntary repetition of sounds.

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  • Causes
  • Cleft lip, cleft palate
  • Brain injury in childhood
  • Under stress or have experienced stressful live events in the family
  • Having thumb sucking behavior

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  • Management
  • Parents should give sufficient time to children to express their thoughts.
  • Don’t criticize as it might affect the self-confidence of the child and worsen the situation.
  • Encourage the child to sing songs and say rhymes.
  • Praise them and make them feel lovable when they are able to complete a sentence without stammering.
  • Take the help of speech therapists to make children pronounce and speak clearly.

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  • Attention Deficit Hyperactive Disorder (ADHD)

Definition :

Attention-deficit/hyperactivity disorder (ADHD) is a neurobehavioral disorder with an ongoing developmentally inappropriate pattern of inattention and/or hyperactivity and impulsivity that interferes with functioning or development.

  • Inattention
  • Hyperactivity
  • Impulsivity

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  • Types of ADHD

As per the Diagnostic and Statistical Manual of Mental Disorders IV (DSM IV), ADHD are of the following types:

  • Predominantly inattentive
  • Predominantly impulsive or hyperactive
  • Combination of the above

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  • Risk Factors
  • Neurological
  • Biological: Boys are more likely to suffer than girls. Intrauterine exposure to viral infections, smoking, alcohol and nutritional deficiency
  • Environmental factors: Inattentive parents, poor parent-child bond, school failure, learning disability
  • Comorbidities: Comorbid psychiatric

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  • Clinical Manifestations

Inattentive symptoms

Hyperactive symptoms

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  • Management
  • Parent training
  • Community support groups
  • Training of the teacher
  • Peer-mediated interventions
  • Cognitive behavioural therapy
  • Social skills remediation
  • Pharmacotherapy

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COMMON PSYCHIATRIC DISORDERS AMONG CHILDREN

  • Childhood Schizophrenia

Definition:

Childhood-onset schizophrenia (COS), a very rare and severe chronic psychiatric condition is defined by an onset of positive symptoms (delusions, hallucinations and disorganized speech or behavior) before the age of 13 years.

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  • Risk Factors
  • Familial factors
  • Prenatal factors
  • Environmental factors
  • Premorbid
  • Comorbid neurodevelopmental disorders

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  • Clinical Manifestations
  • Positive symptoms

The symptoms include hallucinations, delusions, disorganized thinking and speech patterns and abnormal motor behaviour, including bizarre movements or catatonia.

  • Negative symptoms

The symptoms include blunt or flat affect, lack of motivation, absence or diminished speech patterns, diminished interest in social interaction and anhedonia.

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  • Management
  • Pharmacological management
  • Individualized therapy
  • Family therapy
  • Teaching children social and academic skills

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  • Childhood Depression

Childhood depressive disorder is a common mental disorder which involves a depressed mood or loss of pleasure or interest in activities for a prolonged period of time.

  • Risk Factors
  • Neurobiological
  • Stressful life events

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Clinical Manifestation

  • Cyclothymia
  • Dysthymia
  • There is a loss of interest in formerly pleasurable activities.
  • Poor concentration.
  • Feelings of excessive guilt
  • Lack of sleep or excessive sleeping
  • Depressed or irritable mood most of the day
  • Feeling very tired or low in energy.
  • Changes in appetite, poor weight gain.
  • Repeated suicidal thoughts,

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  • Management
  • Psychosocial interventions involving the child and parents
  • Rational Emotive Behavioral Therapy
  • Self-system Therapy
  • Short-Term Psychodynamic Therapy
  • Emotion-Focused Therapy
  • Acceptance and Commitment Therapy
  • Cognitive and behavioral therapy
  • Interpersonal therapy
  • Family therapy
  • Pharmacotherapy

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  • Conversion Disorder

Definition :

Conversion disorder is defined as a condition in which a child presents with symptoms of deficits in sensory, motor function suggesting a neurological or other physical condition which cannot be explained by an identified medical condition.

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  • Causes
  • Neuropsychological mechanisms
  • History of childhood physical or sexual abuse.
  • Environmental Factors
  • Comorbidity
  • Clinical manifestations
  • Motor symptoms
  • Sensory
  • Other symptoms: Sudden unresponsiveness, incapacitating headache, unremitting fatigue and pseudoseizures are other common presenting features.

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  • MANAGEMENT:
  • Counsel parents to understand the condition
  • Avoid overprotection but supervise to prevent injury.
  • Identify primary gain and design therapy without causing embarrassment.
  • Start graded physiotherapy with rewards
  • Use behavior therapy
  • Psychotherapy, psychoanalysis, and hypnosis may help.
  • Medications

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  • Post Traumatic Stress Disorder

Definition:

Posttraumatic stress disorder (PTSD) is a mental disorder that may develop in some children and adolescents after exposure to a traumatic event; and are characterised by symptom clusters such as avoidance, negative alterations in cognition and mood, intrusion, and hyperarousal with adverse outcomes in their physical and mental health and impaired social, and occupational functioning.

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  • Causes
  • Traumatic physical injuries either as a result of accidents or due to chronic diseases.
  • Actual or threatened death of a dear ones
  • Sexual abuse
  • Emotional maltreatment
  • Domestic violence
  • Natural disasters (Tsunami, earthquake, cyclone) or manmade disaster (e.g., unrest in Afghanistan, Siris, Sri Lanka).
  • Traumatic experience as a victim or witness to violence or crime.

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  • Clinical Features
  • Separation anxiety.
  • Shame, guilt, low frustration tolerance.
  • Hyperarousal, impulsivity, temper outbursts.
  • Recurrent distressing dreams of traumatic events.
  • Persistent avoidance of or efforts to avoid activities, places,etc.
  • Socially withdrawn.
  • Mood swings
  • Diminished interest

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  • Management
  • Psychotherapy
  • Eye movement desensitization and reprocessing therapy
  • Play therapy
  • Creative therapy
  • Multi-sensory therapy

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  • Autistic Spectrum Disease

Definition:

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and the presence of restricted interests and repetitive behaviours.

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  • Risk Factor :
  • Neuropathologic.
  • Maternal exposure during pregnancy
  • Biological factors: Male-to-female ratio is closer to 3:1.

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  • Clinical Manifestation:
  • Poor eye contact
  • Echolalia (repeating words)
  • No response to name by 9 months
  • Limited facial expressions
  • Lines up toys; upset if order changes
  • Repetitive/rigid play patterns
  • No interactive play by 12 months
  • No pointing gestures (15–18 months)
  • No group play by 36 months
  • No pretend play by 48 months

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Continue…

  • No singing/dancing/acting by 60 months
  • Hand flapping, rocking, spinning
  • Sensory sensitivities
  • Delayed speech and motor skills
  • Learning difficulties
  • Seizures
  • Atypical eating/sleeping habits
  • Unusual mood/emotional responses
  • Anxiety or excessive worry
  • Altered fear response (too little or too much)

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  • Management
  • Psychosocial Therapies
  • Applied behaviour analysis (ABA)
  • Pivotal Response Treatment (PRT)
  • Parent-mediated early interventions
  • Social skills interventions
  • Cognitive Behavior Therapy (CBT)
  • Occupational Therapy
  • Educational Therapy
  • Pharmacotherapy

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EATING DISORDER IN CHILDREN

Eating disorders among children are umbrella term that includes various patterns of eating deviations. The three most common eating disorders anorexia nervosa, bulimia nervosa, binge eating-related obesity are discussed here.

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Types of Eating Disorders

  • Obesity Anorexia Nervosa

Anorexia nervosa (AN), is defined as a disorder of inadequate and restricted energy intake due to distorted perception of one’s weight and shape, and fear of weight gain or becoming fat which results in low body weight.

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  • Bulimia Nervosa

Bulimia nervosa (BN) is defined as binge-eating episodes followed by compensatory purging mechanisms such as vomiting, or use of laxatives or diuretics.

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  • Binge Eating

Binge eating is defined as recurrent episodes of over eating within a distinct period of time (e.g., 2 hours apart), and eating an amount of food that is clearly larger than usual requirement by most individuals within the specific intervals.

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  • CAUSES:
  • Genetic predisposition and family history.
  • Peer pressure and stress from major life changes.
  • Bullying about body weight.
  • Poverty/financial stress, especially in anorexia.
  • Comorbid mental disorders: trauma, anxiety, depression, OCD, etc.

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Clinical Manifestation

Due to inadequate intake / malnutrition:

  • Poor growth: ↓ height/weight/BMI.
  • Abnormal vitals
  • Hypothermia.
  • Flat affect / anxiety.
  • Pale, dry skin
  • Thin, dull scalp hair.
  • Cardiac murmur.
  • Constipation/diarrhea.

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Clinical Manifestation

Purging-related signs:

  • Angular stomatitis, palatal scratches.
  • Dental enamel erosion.
  • Russell’s sign on knuckles.
  • Enlarged parotid/submandibular glands.
  • Epigastric tenderness.
  • Spine bruises (excessive exercise).

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Clinical Manifestation

Excess energy intake

  • ↑ weight/BMI; obesity.
  • ↑ BP / hypertension.
  • Acanthosis nigricans, acne, hirsutism.
  • Hepatomegaly.
  • Early puberty.
  • Musculoskeletal pain.

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  • Complications
  • Malnutrition and widespread slowing of bodily functions.
  • Fatal cardiovascular effects
  • Electrolyte imbalance.
  • Gastroparesis, chronic constipation.
  • Amenorrhea (in females), low libido, and erectile dysfunction (in males).
  • Anaemia and susceptibility to infections.

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  • Management of Eating Disorders
  • Hospitalization
  • Cognitive behavioral therapy
  • Parent counselling

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