Children with hyperactive-impulsive disorder benefit from yoga training

Introduction It is known that children with hyperactive-impulsive disorder have deficit in executive abilities. It is important to search for effective approaches for developing executive abilities in children with this disorder. Objectives The goal of this study was to reveal effect of yoga training on executive abilities in 8-9 years of age children with hyperactive-impulsive disorder. We compared the efficacy of two methods of training (yoga training vs. conventional motor exercises) in a randomized controlled pilot study. Methods 18 children with hyperactive-impulsive disorder at the age of 8-9 years were included and randomly assigned to treatment conditions according to a 2×2 crossover design. Children from intervention group participated in 12 weeks of yoga training that included body-oriented activity and breathing exercises. To assess the executive functions we used 3 subtests from NEPSY (Auditory Attention and Response Set, Visual Attention, Statue). Effects of training were analyzed by means of an ANOVA for repeated measurements. Results The ANOVA has revealed (p<.05) that for all used subtests (Auditory Attention and Response Set, Visual Attention, Statue) the yoga training was superior to the conventional motor training, with effect sizes in the medium-to-high range (0.43-0.88). Conclusions The findings from this pilot study suggest that yoga training have positive effect on executive abilities in children with hyperactive-impulsive disorder. It influences predominantly the selective and sustained attention, inhibition, monitoring, and self-regulation. However, it is necessary to do further research into the impact of yoga exercises on the prevention and treatment of hyperactive-impulsive disorder in children.

Introduction: Many children with autism spectrum disorder (ASD) experience high levels of anxiety. However, inconsistencies between parent and child reports may complicate the assessment of anxiety in this population. Objectives: The aim of this study is to investigate discrepancies between parent and self-reported anxiety among children with high functioning ASD. Methods: Children aged between 8 and16 years with high functioning ASD, followed in the outpatient unite of child psychiatry at the University Hospital of Monastir, Tunisia and their parents, were invited to complete the Arabic version of the Anxiety Scale for Children with Autism Spectrum Disorder (ASC-ASD). The ASC-ASD is a 24-item questionnaire with six sub-scales, designed specifically for the assessment of anxiety symptomatology in children with ASD. A total score of ≥ 20 indicate significant levels of anxiety. Results: We recruited 66 children and their parents. The mean age was 10 years old. High rates of anxiety were found: children's reports revealed that 70% of them present anxiety and 60 % were coated anxious by parent's reports. Performance Anxiety, Uncertainty and Social Anxiety were the most frequent types of anxiety reported by both parents and children. We did not find a significant difference between the parents and children rating of anxiety except for the apprehension subscale.
Conclusions: This is one of the first studies to compare between parent and self-reported anxiety among children with ASD using an autism-specific measure of anxiety. No discrepancies have been found between parents and children report, however others studies are needed to investigate discrepancies in children with severe ASD. Introduction: It is known that children with hyperactive-impulsive disorder have deficit in executive abilities. It is important to search for effective approaches for developing executive abilities in children with this disorder. Objectives: The goal of this study was to reveal effect of yoga training on executive abilities in 8-9 years of age children with hyperactive-impulsive disorder. We compared the efficacy of two methods of training (yoga training vs. conventional motor exercises) in a randomized controlled pilot study. Methods: 18 children with hyperactive-impulsive disorder at the age of 8-9 years were included and randomly assigned to treatment conditions according to a 2Â2 crossover design. Children from intervention group participated in 12 weeks of yoga training that included body-oriented activity and breathing exercises. To assess the executive functions we used 3 subtests from NEPSY (Auditory Attention and Response Set, Visual Attention, Statue). Effects of training were analyzed by means of an ANOVA for repeated measurements.
Results: The ANOVA has revealed (p<.05) that for all used subtests (Auditory Attention and Response Set, Visual Attention, Statue) the yoga training was superior to the conventional motor training, with effect sizes in the medium-to-high range (0.43-0.88). Conclusions: The findings from this pilot study suggest that yoga training have positive effect on executive abilities in children with hyperactive-impulsive disorder. It influences predominantly the selective and sustained attention, inhibition, monitoring, and selfregulation. However, it is necessary to do further research into the impact of yoga exercises on the prevention and treatment of hyperactive-impulsive disorder in children. Introduction: School bullying is a serious problem among tunisian children and adolesent. In our every day practice, we see a considerable number of suicide attempts among bullying victims. Our study tries to provide more information on this phenomenon, in order to organize efficient preventtion measures. Objectives: Measuring the prevalence of bullying victimization in the town of Sousse-Tunisia Comparing the prevalence found through a validated measurement tool and a closed end question Methods: It is a cross-sectional study among a sample of 1127 adolescents, aged 12 to 17 years old. The adolescents were divided in two groups the first group, composed of 527 adolescents, answered a closed end (yes/no) question "Have you been a victim of Bullying"; the second group, composed of 600 adolescents, responded to the "adolescent peer relation instrument". Results: The first group was composed of 48% of boys and 52% of girls with a mean age of 13,24 AE 0,96. The second group was composed of 50% of boys and 50% of girls with a mean age of 13.76 AE1.37. We found a bullying victimization prevalence of 11% for the first group versus 95.1% for the second group. For both groups we didn't find a significant difference in the prevalence of bullying victimization according to sociodemographic factors except the higher family income that was associates to less bullying victimisation for the first group (p=0,04) Conclusions: The high prevalence of bullying victimization we found using a validated measurement is alarming in terms of the urgency of interventions to prevent bullying in schools.

EPP0120
The relationship between self-esteem and bullying behavior among adolescent in tunisia Introduction: Bullying is a serious problem for school youth. It is prevalent across the elementary and secondary school years and it has serious consequences for both bullies and victims. Objectives: The aim of this study was to investigate the relationship between self-esteem and bullying behavior. Methods: We conducted a cross-sectional study including children enrolled in two high schools in Sousse, Tunisia. The students were asked to complete two questionnaires: the Adolescent Peer Relations Instrument witch is a multidimensional scale designed to assess bullying involvement both as target and perpetrator and the Rosenberg self-esteem scale. Results: We recruited 600 adolescent. The mean age of our population was 13.76 AE1.37 and the sex ratio was 1. More than 95% of adolescent who reported that they had been victims of bullying had a very low self-esteem comparing to those who stated that they had never been bullied (4.4%). Our results have also shown that bullies had a lower self-esteem than children who had not bullied others. Conclusions: We found that both victims and bullies tend to have low self-esteem. Our findings could help to understand better the role that individual characteristics and personal qualities such as self-esteem play on bullying, and provide the scientific knowledge to develop successful strategies to prevent this phenomenon.
Keywords: self-esteem; bullying behavior; adolescent EPP0122 Particularities of suicide attempts among adolescents in the region of southern tunisia. Introduction: Adolescent suicide and suicide attempts (SA) present a complex and multifactorial problem that deserves special attention. Identifying particularities of suicidal behavior in this age group is essential in order to identify suffering adolescents. Objectives: To determine the characteristics of adolescent suicide attempts compared to those of adults. Methods: It was a retrospective study carried out on a clinical population who consult in the psychiatry department at the Gabes regional hospital during the period from January 1st, 2020 to September 30, 2020. Sociodemographic and clinical data of the patients as well as their family dynamics, their education, their personal and family history, characteristics of the SA and