Depressive symptoms in people with a learning disability (original) (raw)
Related papers
Majör Depresif Bozukluğun Klinik Görünümünde Boyutsal ve Kategorik Sınıflandırmanın Etkileri
Noropsikiyatri Arsivi-archives of Neuropsychiatry, 2014
Bu çalışmada Majör Depresif Bozukluk (MDB)'un tanısal karmaşasını azaltmak için boyutsal kavramları kategorik sistemle birleştirme amacıyla teorik düzeyin yanı sıra kategorik ve boyutsal yaklaşımlar arasında açık ve basit eşlenebilirlik araştırıldı. Yön tem : Bu çalışmaya ayaktan başvuran 131 ardışık DSM-IV tanı ölçütlerine göre MDB tanısı konmuş hasta yaş, cinsiyet ve eğitim olarak eşleştirilmiş 99 sağlıklı kontrol alındı. Tüm katılımcılara Beck Depresyon Ölçeği, Beck Anksiyete Ölçeği ve Toronto Aleksitimi Ölçeği verildi. Bul gu lar: Hasta, kontrol ve toplam tüm gruptaki depresyon ve anksiyete ölçeğinin iç tutarlığı analizinde Cronbach alfa değerlerinin sırasıyla, 0,94-0,97; 0,87-0,92 ve 0,93-0,96 arasında olduğu saptandı. Açımlayıcı faktör analizi sonuçlarına göre 9 faktör elde edildi. Scree grafiği eğrisinin belirgin olarak değişimine bakılarak iki faktörlü yapının en iyi açıkladığına karar verildi. Depresyon ve anksiyetenin birbirinden ayrı iki farklı boyut olmasına rağmen birbirleri ile arasındaki ilişkinin oldukça yüksek olduğu, bu durumu hem hasta hem de sağlıklı grupların sağladığı belirlendi. DSM-IV'e göre her bir tanı ölçütünün değişkenlerle olan ilişkilerine bakıldığında, hem depresyon hem de anksiyete alt-boyutlarıyla ve halen sürmekte olan belirti sayısı ile olan ilişkilerinde; belirti sayısının tüm ölçütlerle güçlü ilişkide olduğu bulundu. So nuç: Belirti sayısı ve hastalık şiddetinin, MDB klinik görünümünde önemli olduğu görülmektedir. Hastalık şiddetiyle uyku ve iştah arasındaki ilişkinin zayıf olduğu görülmektedir. İlgi kaybının hastalık varlığını en fazla yordarken; kilo değişikliği, psikomotor değişim, yorgunluk, değersizlik ve yoğunlaşma güçlüğü hastalık varlığını yordamamaktadır. Boyutsal yaklaşıma göre somatik anksiyete ve performansta bozulma hastalık varlığını yordamaktadır. Kategorik ve boyutsal yaklaşımda; DSM-IV ölçütlerinde yer alan bazı maddelerin (#2, #1, #9 ve #4), belirti sayısının, hastalık şiddetinin, somatik anksiyete ve performansta bozulmanın yaklaşımlar arası eşlenebilirliğe katkısı olabileceğini göstermektedir. (Nö rop si ki yat ri Ar fli vi 2014; 51: 233-241) Anah tar ke li me ler: Depresyon, anksiyete, kategorik yaklaşım, boyutsal yaklaşım, aleksitimi Çıkar çatışması: Yazarlar bu makale ile ilgili olarak herhangi bir çıkar çatışması bildirmemişlerdir. ABS TRACT introduction: The aim of this study was to combine the dimensional concept with the categorical system in major depressive disorder (MDD) to reduce the complexity of the diagnosis. Furthermore, it was aimed to match categorical and dimensional approaches in a clear and simple manner. Met hod: The study included a patient group of 131 consecutive outpatients diagnosed with MDD according to the DSM-IV diagnosis criteria, and a control group of 99 people that is matched with the patient group by gender, age and education level. All subjects completed the Beck Depression Inventory, the Beck Anxiety Inventory and the Toronto Alexithymia Scale (TAS). Re sults: Cronbach's alpha values for the analysis of the internal consistency of the scale for the patients group, control group and the total participants were determined as .94-.97, .87-.92 and .93-.96, respectively. Nine factors were obtained from the results of exploratory factor analysis. According to the Screeplot, it was decided that the two-factor structure represents best. Although depression and anxiety are two distinct dimensions, the relationship between them was found to be significantly significant. This was valid for both patient and control groups. When the relationship between the DSM-IV diagnosis criteria and all variables (depression and its sub-dimensions, anxiety and its sub-dimensions and the number of symptoms) was evaluated, the number of symptoms was found to be significantly related with all of the criteria. Conc lu si on: The number of symptoms and the severity of illness are found to be important in the clinical manifestation of MDD. The relationship of the severity of the illness with sleep and appetite seems weaker. While loss of interest was mainly predicting the disorder, weight changes, psychomotor changes, difficulty in concentration, fatigue, and worthlessness were determined not to be predictors of the manifestations. According to dimensional approach, somatic anxiety and deterioration in performance predict the presence of the disorder. According to categorical and dimensional approaches, some of the DSM-IV criteria (#2, #1, #9, #4, number of symptoms, severity of symptoms, somatic anxiety, performance deterioration) are seen to contribute to the matchability between the approaches.
Mental health published 1791-809X-12-546.pdf
Abstract Background: Worldwide university students are at risk of catching various mental health disorders due to psychological problems they experience. Mental health disorders among University students represent half of the disorders; it is a growing public health problem which needs great attention too. This study aimed to assess the prevalence and correlates to mental health disorder among Madda Walabu University students. Methods: Institutional-based cross-sectional study design was used among 605 randomly selected undergraduate students in March, 2016. Self-Reporting Questionnaire-20 (SRQ-20) was used to assess mental health disorder. Data entry and analysis were done using SPSS version 20. The correlates were computed using t-test and ANOVA results from bivariate analysis. Result: The study showed that 5.3% students had severe, 38.3% of students had moderate and 61.7% had mild level of mental health disorder. Most of the students 232(38.3%) had headache, 228(37.7%) had unhappy feelings and about 125(20.7%) students considered themselves as a worthless person. The result revealed that relatively female students had more mental health related pain and problems (M=5.92 and SD=4.41) than their counter parts (M=6.02 and SD=5.29). The independent t-test result indicated that there was statistically significant difference between regular and extension students in their mental health status (t=3.28, df=603, p<0.05). However, the ANOVA result shown that there is no statistically significant difference (F (3,601)=2.470, P<0.05) among students of year one, two, three and four with regard to their mental health disorder status. Conclusion: Nearly half of (43.6%) the students had mental health disorders. Designing prevention andtreatment programs to address the identified causes and factors are important. Keywords: Mental health disorder; Socio-demographic variables
Research in Developmental Disabilities, 1999
Richmond State School Fifty-seven individuals with severe and profound mental retardation (18 with a DSM-IV diagnosis of depression, 19 with a Diagnostic Statistical Manual, 4th edition diagnosis of autism, and 20 who meet no criteria for an emotional disorder) were studied. The validity of the Diagnostic Assessment for the Severely Handicapped II depression subscale was evaluated to determine its value in categorizing individuals in these two groups. Suggestions were made for diagnosing depression in persons with severe and profound mental retardation. In a second study the above individuals were compared on symptomology to assess comorbidity with related symptoms. These "core," peripheral, or associated features of depression were identified. Implications of the findings for describing and defining depression in these persons are discussed.
Developmental psychiatry - insights from learning disability
The British Journal of Psychiatry, 2000
BackgroundThe Blake Marsh lecture, an annual lecture on learning disability, was endowed in 1963 in memory of Dr Blake Marsh, the former medical superintendent of Bromham House Colony in Bedford. The first lecture was given in 1967.AimsTo review the speciality of the psychiatry of learning disability and how it is currently practised in the UK.MethodClinical, service, research and educational issues in learning disability psychiatry are reviewed and illustrated.ResultsKey issues which emerge in all four areas include the importance of communication skills, consultation with users and carers, professional education and partnership.ConclusionsThe psychiatry of learning disability is a complex, varied and stimulating branch of psychiatry with a strong developmental focus.