The book starts with an introduction by the late Dana Chairman William Safire read more . A mechanism has been formed in the last two decades, relatively unnoticed, between cognitive neuroscience – the science of learning – and the practitioners of education, Safire wrote. What was needed the knowledge the knowledge circuit – a jolt of give give the trend neuro education – was an experimental field familiar and accessible to both disciplines, one that would dispel a sometimes built mutual mistrust. .

Are anxiety, mood disorders and somatoform disorders are among the most common forms of mental illness in childhood and adolescence. A specific psychotherapeutic strategy to improve the well-being has been developed by the multi-dimensional model of psychological well-being of Ryff. The aim of this study was to apply a modified form of WBT to a child population of patients with mood, anxiety and behavioral problems, and to test their effects in reducing symptoms and improving new skills and competencies in children. Four male subjects referred to a tertiary neuropsychiatric clinic, generalized anxiety disorderars with different diagnoses according to DSM-IV criteria in this study. The child with GAD also manifested comorbidity with a learning disability . None of these children received pharmacological treatment, but 2 of them had a special tutor for helping them in school activities . Intake diagnoses were 2 clinical psychologist Lifetime using the Schedule for Affective Disorders and Schizophrenia for School – Age Children Present and Version was founded. WBT intervention was conducted by two clinical psychologists. At the end of the WBT child intervention and at follow-up of each patient’s clinical status by 2 clinical psychologists who found the intake diagnoses was evaluated with waiter global rating scale of improvement , and again with the K – SADS – PL. – Case 1: At the end of treatment , the child was rated ‘much better’after Kellner global rating scale of improvement, At the end partial remission of GAD symptoms, particularly somatic complaints and avoidant behaviors. At follow-up, the improvements were maintained and academic performance improved so much that the teacher the child decided dismissed tutor. Case 2: At the end of treatment , the child was rated ‘superior ‘by Kellner global rating scale of improvement, especially considering mood, apathy, and isolation. He improved his autonomy and passive behavior by his teacher. At follow-up, the child is still in depressive symptoms, but the positive results have been retained and decreased somatic symptoms drastically. Case 3: At the end of the protocol, the child was rated as ‘much better’, according waiters global rating scale of improvement, with a partial remission of ADHD symptoms, particularly in the hyperactivity / impulsivity component. These improvements were also noticed and reported by his mother and teachers. The child in his interpersonal relationships improved, and was participate participate in social and extracurricular activities. Mental well-being these results were obtained , and his ADHD diagnosis was changed to ADHD predominantly inattentive subtype. His performances at school improved. Case 4: At the end of treatment , the child was rated ‘much better’after waiters global rating scale of improvement, with a partial remission of his oppositional – defiant disorder. By the teachers by the teachers reports. The child was, however, repeated the school year. This caused a very negative reaction to the child’s parents angry with him angry with him, and decided during the summer vacation during the summer holidays. At follow-up, the child manifested some symptoms of depression , the failure of these schools. However, aggressive behavior did not take place and the oppositional – defiant disorder referred.

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There are no evidence to support psychological debriefings at school supporting after traumatic events as violence, suicide and accidental death of, which runs contrary to the current practice in some Canadian school countries to, a comment in CMAJ .

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