Browsing by Subject "psyykkiset oireet"
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(2016)Aims: Many factors during pregnancy, including mother's diet, can affect mental health of the developing child. Preliminary studies have shown that being exposed to glycyrrhizin in licorice during pregnancy is associated with shorter duration of gestation and externalizing symptoms and lower cognitive performance in children. The evidence is still scarce and more research is needed. This study investigated the associations between maternal licorice consumption during pregnancy and externalizing and internalizing symptoms and social competence in children at the age of 5 and 8. Study also investigated whether exposure to glycyrrhizin during pregnancy is associated with change in symptoms or in social competence from 5 to 8 years. Methods: This study is part of Glycyrrhizin in Licorice (Glaku) cohort study. This study sample consists of 232 mothers, 128 fathers and their children born in 1998. Mothers reported their licorice consumption during pregnancy in maternity wards. Follow-up studies were carried when children were 5 and 8 years old, and both parents were asked to fill the Social Competence and Behavior Evaluation –questionnaire (SCBE). SCBE gives information about child's behavior and functioning. Results and conclusions: Those 8-year olds, who were exposed to high amounts of glycyrrhizin (≥ 500 mg / week) during pregnancy, had higher risk for externalizing symptoms and lower social competence compared to those children, who were exposed to small amounts (0-249 mg / week) of glycyrrhizin during pregnancy. The heightened risk was not confounded by parental or neonatal parameters. Licorice consumption during pregnancy was not associated with mental health in 5-year old children. These results support the earlier findings that maternal licorice consumption during pregnancy has harmful effects on child's development. This evidence shows that avoiding licorice use during pregnancy could be of significant value when considering primary prevention of mental health problems.
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(2017)Goals. The goal of this study was to find out what thoughts and opinions special education teachers have about the informal term school fitness and its use when talking about elementary school pupils with mental symptoms. The second goal was to find out what experiences the teachers have with these pupils, and what it is like to teach them. The third goal was to find out how the teachers perceive the methods the schools can have in place for supporting the wellbeing of the pupils, and how the schools could reduce the strain and stress that these pupils face. Methods. This was a qualitative study with material consisting of three parts. The first part came from a discussion thread dealing with the topics of this study in the Erkkamaikat (special education teachers) group on Facebook. The second and most central part of the material consisted of five semi structured interviews with special education teachers. Three of the interviewees were found through the Erkkamaikat Facebook group, one through the author's own network, and one was a participant in the training for Vaativa erityinen tuki (Challenging special needs support) at the University of Helsinki. Two lectures from this training form the third part of the study material. The three components of the material were partly handled separately, and partly as a unified whole based on content analysis and discourse analysis. Results and conclusions. The teachers considered school fitness mostly as a good and descriptive term, and it appeared that most of the teachers used the term naturally when talking about pupils with mental symptoms. The teachers felt both helpless and hopeful. When feeling helpless, they for example wished to move the responsibility elsewhere, and felt concern for the other pupils. According to the teachers, pupils with challenging behavior are often stressed and overstrained. The teachers felt hopeful when talking about methods and ideas to support the wellbeing of the pupils. They reflected on the structure and culture of the school, and the teachers thought that the school should expand more to cover overall wellbeing instead of concentrating on only subject teaching. They also thought that the schools should increase the cooperation between different sections for supporting the wellbeing of the pupils.
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(2015)Aims: The etiology of mental disorders in childhood is still partially unknown. In the last decades researchers have started to study the role of prenatal factors, for example maternal prenatal anxiety symptoms, on child psychological symptoms. In most previous studies prenatal anxiety has been studied as a part of stress and together with depression, so studies concerning particularly its association on child psychological symptoms are still rare. In this study we examine if maternal prenatal anxiety in different trimesters is related to child internalizing, externalizing and total problems at the age of 1 to 5 and does the timing of the prenatal anxiety symptoms matter to child symptoms. We also study if maternal postnatal anxiety mediates the association between prenatal anxiety and child psychological symptoms, and if there are differences between genders within these associations. Methods: This study is a part of the multi-disciplinary Prediction and Prevention of Pre-eclampsia (PREDO) -study's psychological branch. The sample size of the current study was 1962. Maternal pre- and postnatal anxiety symptoms were assessed with the Beck Anxiety Inventory (BAI) self-report questionnaire four times during pregnancy and when the child was 1 to 5 years old. Paternal anxiety symptoms were also collected with BAI six months after birth. Child's internalizing, externalizing and total problems at the age of 1 to 5 were assessed with The Child Behavior Checklist 1 1/2–5 - questionnaire rated by the mother. The associations were investigated using linear regression analysis, controlling for postnatal maternal and paternal anxiety symptoms, many sociodemographic factors and other factors associated with fetal development. Results and conclusions: Results indicated that higher maternal prenatal anxiety symptoms were associated with elevated internalizing, externalizing and total problems in the children. High anxiety symptoms especially during the last pregnancy trimester were essential considering child psychological symptoms. Moreover, although maternal postnatal anxiety symptoms partially mediated the association between maternal prenatal anxiety and child psychological symptoms, prenatal anxiety also had independent effects on psychological symptoms in the children. There were also differences between genders, since maternal prenatal anxiety during the first trimester appeared to be particularly important for boys' psychological symptoms. Results provide strong evidence that prenatal anxiety has a direct, independent effect on child's psychological symptoms and support the notion indicating that the fetal environmental factors have impact on child's development.
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