The earthquake has long-lasting various mental and behavioral effects on children and adolescents. The aim of this review was to discuss the nature and extent of psychiatric problems, management options, and the process of organizing psychological interventions for affected children. Individuals show a range of physically, emotionally, and cognitively healthy responses that can help them cope with the aftermath of a disaster. Psychiatric symptoms such as acute stress reactions, post-traumatic stress disorder, depression, anxiety disorder, increased risk of suicide, sleep disorders, substance use disorders, and psychotic disorders may develop in some children. Comorbidities and sub-clinical syndromes are also common. There are many risk factors and protective factors in the development of mental disorders. Close follow-up of children at high risk and interventions for psychosocial support may prevent the development of mental disorders. It is very important to start the intervention at the earliest period. The psychological impacts of young disaster victims can be addressed by skilled local volunteers, medical professionals, and educators in primary health care programs. With the nation's overall social and economic recovery, children can recover more quickly from traumatic experiences.

There may be many risk factors for both youth offending and victimization. In our study, we aimed to compare youth offenders and victims in terms of attachment characteristics, emotion regulation, and mind-reading skills. This study employed a single-center, cross-sectional, case–control design. Kiddie and Young Adult Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version along with diagnostic criteria of Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, were administered by clinicians. Mind-reading skills were assessed with Reading the Mind in the Eyes task (RMET) and Faces test. Difficulties in Emotion Regulation Scale (DERS) and Inventory of Parent and Peer Attachment-Short Form (IPPA-SF) were used for assessing attachment and emotion regulation properties. : When we compared the two groups in terms of IPPA-SF, DERS, RMET and Faces test, we found that victimized and offending youth did not differ significantly in terms of attachment to peers and communication/trust domains of parental attachment. Youth offenders and victims differed significantly in terms of DERS- Non-acceptance and Goals both (P = .031 and .045; respectively). Offending youth scored significantly higher in Non-acceptance, while victimized youth scored significantly higher in Goals. : Offending youth were more alienated from their parents, were experiencing problems with emotional acceptance, and had lower theory of mind and emotion recognition skills compared to victimized youth. Therefore, protective interventions supporting parent-adolescent communication/attachment, as well as emotion recognition/regulation and theory of mind skills of youth, may protect children from both victimization and delinquency.

This study aimed to investigate the effects of drug holidays during summer vacations among children with attention deficit/hyperactivity disorder (ADHD) who were treated with methylphenidate in ter...

In this study, we aimed to evaluate the effects of drug holidays during summer vacations on children with attention deficit/hyperactivity disorder (ADHD) treated with methylphenidate in terms of ADHD symptoms and emotion regulation (ER). This single-center, naturalistic, prospective cohort study included pre-, post-, and post-drug holiday evaluations. All patients diagnosed with ADHD and included in our study were administered the Clinical Global Impression Scale, Affective Reactivity Index-parent and child, reading the mind in the eyes test (RMET), Faces test and Cognitive Emotion Regulation Questionnaire for Children 3 times. Fifty-six patients met the inclusion criteria and ten were lost to follow-up. Thirty-nine participants had complete evaluations at all time points. Both parent and self-report ratings of child irritability were significantly reduced after methylphenidate (MPH) treatment (P=.003 and .002, respectively), although they returned to baseline after drug holidays (P=.618 and .974, respectively). The use of self-blame as a cognitive emotion regulation strategy increased significantly after treatment and remained significantly elevated even after drug holidays (P=.024 and .022, respectively). Children used planning as a cognitive strategy significantly more frequently during MPH treatment (P=.034), although this elevation was temporary and returned to baseline levels after the drug holidays (P=.890). Reading the mind in the eyes test performance was significantly improved after MPH treatment and did not change after drug holidays (P=.009 and .006, respectively), while there was a tendency for facial emotion recognition abilities to improve at the last visit (P=.051). Our results suggest that MPH treatment improves child- and parent-reported irritability, clinician-rated disorder severity, RMET performance, and the use of planning as a cognitive ER strategy, although only improvement in RMET performance continued after drug holidays. Our results may support the importance of continuing treatment over the holidays for most children with ADHD unless necessitated by adverse events, growth problems, or development of tolerance.