Browsing by Author "Milovancevic, Milica Pejovic (57218683898)"

[No abstract available]

Objective. The latest classification system of American Psychiatric Association (APA) DSM-5 includes sensory problems as one of the diagnostic criteria for autism spectrum disorder (ASD). The aim of this study was to determine the relationship between the severity degree of autism spectrum disorder and sensory integration by sensory domains. Methods. The sample involved 40 participants with ASD, both sexes, aged 15-35. The study examined the relationship of ASD severity degree and sensory integration based on estimation of seven sensory modalities. Measures: The scale determining the degree of autistic disorder (Childhood Autism Raising Scale – CARS) completed by the therapists/special educators. The scale estimating sensory integration dysfunction (The Scale Estimating Sensory Integration Dysfunction in order to determine hyper – or hyposensitivity) completed by the parents and therapists/special educators. Results. Except for the oral-gustatory sense, no correlation was found in this research between the severity degree of symptoms of ASD and sensory integration by sensory domains, according to the therapists’ estimations. The absence of the correlation of sensory modalities and disorder severity were confirmed in other studies. The relationship across the sensory domains was found. Conclusion. Sensory integration disorder is a general issue and is present in ASD population in all categories of disorder severity. It is important, as ASD population is heterogenous, to observe sensory domains separately in order to determine individual specificities in ASD population, and to administer all assessment categories in each sensory domain. © 2019, Serbian Medical Society. All rights reserved.

There is an ongoing debate on the relationship between depression and anxiety, but data on similarities and differences in their predictor profiles are scarce. The aim of our study was to compare family and personality predictors of these disorders among 220 "emerging adults." As such, two clinical groups with noncomorbid depressive and anxiety disorders, and one healthy control group were assessed by sociodemographic questionnaires, Structured Clinical Interview for DSM-IV Disorders and NEO Personality Inventory, Revised. We found significant overlap in family and personality risk profiles, with increasing effect size for predictors common to anxiety and depression when the categories "no disorder-Anxiety disorder-depressive disorder" were considered as existing along a continuum. Among the contributing factors we assessed, family psychiatric history, family structure and conflicts with parents were more significant than personality traits. Our study indicates that emerging adults may be more vulnerable to depression than anxiety in the presence of family and personality risk factors. © 2018 Wolters Kluwer Health, Inc. All rights reserved.

Rationale:Eye rubbing (ER) is a proven factor that can trigger the onset and progression of keratoconus (KC). Apart from allergy, ER is a repetitive motor stereotypy. Eye rubbing is frequently observed in children with autism spectrum disorders (ASDs) and in individuals who may be at risk for developing KC. We present a child with ASD who developed progressive KC following standard corneal cross-linking (CXL), most likely because of abnormal ER associated with allergy and repetitive behavior due to ASD symptoms.Patient concerns:A 14-year-old boy was referred to our clinic because of asymmetric visual acuity reduction.Diagnosis:The child was diagnosed as having keratoconus. He had a strong ER habit. The child had been previously diagnosed as having ASD.Interventions:Corneal cross-linking was performed in both the eyes. On account of keratoconus progression, most likely associated with persistent ER habit, he was retreated with CXL in the right eye. Behavioral modification intervention for ER habit reversal was also applied.Outcomes:Corneal cross-linking in combination with behavioral modification intervention for ER habit reversal prevented further KC progression.Lessons:Behavioral interventions are likely to provide positive results in an ER habit reversal in children with ASD. Keratoconus treatment with CXL combined with behavioral management for ER reversal seemed effective in halting keratoconus progression in a young patient with ASD. © 2020 Lippincott Williams and Wilkins. All rights reserved.

Serbia has been exposed to many severe stressors during the last 20 years and as a result there is an increase of the incidence of mental health problems in its population, so that mental disorders are the second largest public health problem, after cardiovascular diseases. The National Strategy for Development of Mental Health Care was approved by the government in January 2007 which initiated the reform of psychiatry in the country. The major advantages of the existing organization of mental healthcare are a sufficient number of psychiatric services and the number of well educated professionals, but there are considerable problems in big psychiatric hospitals which are significantly overcrowded with patients, as well as with the lack of a network of community services. In the future, key points of mental health reform aim to focus on improved cooperation and collaboration between primary, secondary and tertiary healthcare levels, definition of catchment areas and responsibilities, continuing education of general practitioners in mental health issues, and better cooperation between psychiatric and social welfare institutions. The profile of the Institute for Mental Health is described as a case of good practice in the field of mental healthcare in Serbia. © 2012 Institute of Psychiatry.

PURPOSE OF REVIEW: This review summarizes the findings of recent researches from selected empirical and nonempirical publications focused on stressful life events and physical health. RECENT FINDINGS: The findings can be divided into biological, psychological, and social issues concerning the important relationship between stressful life events and physical health. Growing evidence in the field of psychoneuroimmunology contributes to the understanding of the mechanisms by which stressful events affect physical health. The interactions between behavior, central nervous system, and endocrine system that might cause immunosuppression is the most fascinating finding in modern medicine, and its implications are important for the prevention and treatment of somatic illnesses. Trauma, abuse, and stressful events have been studied extensively, especially among vulnerable groups such as children, women, caregivers, and combatants. Risk factors and resilience were the focus of attention of some authors as well as the behavioral intervention for coping with stressful events. SUMMARY: The findings support old observations and case reports of a close link between stressful life events and physical health and emphasize the necessity of early recognition and timely management of stress-induced illnesses. Psychosomatic approach, multidimensional diagnostics, and treatment should be sine qua non in the integrated care of affected people and should improve their quality of life. © 2006 Lippincott Williams & Wilkins.

Disasters of all kind are unfortunately frequent occurrences in contemporary world and, as such, cause immense human suffering. The most common natural disasters are hurricanes, floods and earthquakes, supplemented by industrial, nuclear and transportation accidents. Disasters can be analyzed in a physical context as a consequence of natural catastrophe or in a social context as a consequence of human behavior (e.g., terrorism or suicide bombers) (Lopez-Ibor, 2005). Common to all disasters is the enormous capacity to affect a huge number of people at the same time. This can lead to all sorts of stress reactions that can, subsequently, have a profound impact on personal mental health. Intense stressors such as exposure to the dead and dying, bereavement and social and community disruption frequently lead to mental health problems (Norris, et al., 2002). Man-made disasters are caused by human behavior and, thus, cause more frequent and persistent psychological distress than natural disasters (Fullerton & Ursano, 2005). Mass violence is, unfortunately, also common in the contemporary world in spite of a growing trend toward globalization and unification. Violence has many faces and is manifest in wars, ethnic conflicts, terrorist acts and urban aggression. The experiences of many countries and populations in the recent past have shown that wars are often justified with "higher" causes and a "wish to initiate peace." The question "why war," which Freud and Einstein (Freud, 1933) tried to answer years ago, is still an issue of the utmost importance. Wars and terrorism in many parts of the world (e.g., September 11th, terrorist acts in Madrid, London, Turkey and Thailand, wars and conflicts in Afghanistan, the Balkans, Cambodia, Chechnya, Iraq, Israel, Lebanon, Palestine, Russia, Rwanda, Sri Lanka, Somalia and Uganda) reveal that the "malady of death" and the power of destructive forces, both outside and within the individual and society, have never appeared as frequently as they do today. Disasters may cause posttraumatic stress responses which can lead to additional severe secondary problems such as affective disorders, substance abuse or social and relational problems. All of these conditions lead to an increased risk of suicidal behavior (Mehlum, 2006). © 2012 by Nova Science Publishers, Inc. All rights reserved.

Disasters of all kind are unfortunately frequent occurrences in contemporary world and, as such, cause immense human suffering. The most common natural disasters are hurricanes, floods and earthquakes, supplemented by industrial, nuclear and transportation accidents. Disasters can be analyzed in a physical context as a consequence of natural catastrophe or in a social context as a consequence of human behavior (e.g., terrorism or suicide bombers) (Lopez-Ibor, 2005). Common to all disasters is the enormous capacity to affect a huge number of people at the same time. This can lead to all sorts of stress reactions that can, subsequently, have a profound impact on personal mental health. Intense stressors such as exposure to the dead and dying, bereavement and social and community disruption frequently lead to mental health problems (Norris, et al., 2002). Man-made disasters are caused by human behavior and, thus, cause more frequent and persistent psychological distress than natural disasters (Fullerton & Ursano, 2005). Mass violence is, unfortunately, also common in the contemporary world in spite of a growing trend toward globalization and unification. Violence has many faces and is manifest in wars, ethnic conflicts, terrorist acts and urban aggression. The experiences of many countries and populations in the recent past have shown that wars are often justified with "higher" causes and a "wish to initiate peace." The question "why war," which Freud and Einstein (Freud, 1933) tried to answer years ago, is still an issue of the utmost importance. Wars and terrorism in many parts of the world (e.g., September 11th, terrorist acts in Madrid, London, Turkey and Thailand, wars and conflicts in Afghanistan, the Balkans, Cambodia, Chechnya, Iraq, Israel, Lebanon, Palestine, Russia, Rwanda, Sri Lanka, Somalia and Uganda) reveal that the "malady of death" and the power of destructive forces, both outside and within the individual and society, have never appeared as frequently as they do today. Disasters may cause posttraumatic stress responses which can lead to additional severe secondary problems such as affective disorders, substance abuse or social and relational problems. All of these conditions lead to an increased risk of suicidal behavior (Mehlum, 2006). © 2012 by Nova Science Publishers, Inc. All rights reserved.

It has been estimated that 9 to 13% of children and adolescents have a mental disorder that causes significant functioning impairment and that only one fifth of those who need mental health services actually receive them. The majority of children and adolescents are enrolled in schools, where they spend a considerable amount of time, and this is followed by the increasing efforts to establish collaboration between mental health professionals and school personnel. The role of mental health professionals is crucial in improving children's mental health, as well as for providing better response to parents, educational staff and other agencies. There are several ways for a child psychiatrist to reach children and adolescents in a school setting: through individual student consultations (case consultations), through consultations to schools on general mental issues (systems consultations) and through promotion of mental health by creating and demonstrating evidence-based programmes for children, parents, school staff and others who are involved in child's care. In order to achieve these goals, we need to establish partnerships and to define roles among organisations and individuals in the wider school environment, such as schools and school management, municipal authorities and administration, media, police, social welfare centres, health centres, parents and youth associations. © 2013 Copyright SEBDA.

It has been estimated that 9 to 13% of children and adolescents have a mental disorder that causes significant functioning impairment and that only one fifth of those who need mental health services actually receive them. The majority of children and adolescents are enrolled in schools, where they spend a considerable amount of time, and this is followed by the increasing efforts to establish collaboration between mental health professionals and school personnel. The role of mental health professionals is crucial in improving children's mental health, as well as for providing better response to parents, educational staff and other agencies. There are several ways for a child psychiatrist to reach children and adolescents in a school setting: through individual student consultations (case consultations), through consultations to schools on general mental issues (systems consultations) and through promotion of mental health by creating and demonstrating evidence-based programmes for children, parents, school staff and others who are involved in child's care. In order to achieve these goals, we need to establish partnerships and to define roles among organisations and individuals in the wider school environment, such as schools and school management, municipal authorities and administration, media, police, social welfare centres, health centres, parents and youth associations. © 2013 Copyright SEBDA.