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Background: Unipolar mania is a putative subtype of bipolar disorder (BD) in which individuals experience recurrent manic but not major depressive episodes. Few studies of unipolar mania have been conducted in developed countries and none in the UK. This study aimed to identify and characterise people with unipolar mania in the UK and France. \ud \ud Methods: People with unipolar mania were ascertained using a South London UK electronic case register and a French BD case series. Each unipolar mania group was compared to a matched group of people with BD who have experienced depressive episodes. \ud \ud Results: 17 people with unipolar mania were identified in South London and 13 in France. The frequency of unipolar mania as a percentage of the BD clinical population was 1.2% for the South London cohort and 3.3% for the French cohort. In both cohorts, people with unipolar mania experienced more manic episodes than people with BD, and in the French cohort were more likely to experience a psychotic illness onset and more psychiatric admissions. Treatment characteristics of people with unipolar mania were similar to people with BD except that the unipolar mania group was less likely to be treated with antidepressants. \ud \ud Limitations: The relatively small number of people with unipolar mania identified by this study limits its power to detect differences in clinical variables. \ud \ud Conclusions: People with unipolar mania can be identified in France and the UK, and they may experience a higher frequency of manic episodes but have similar treatment characteristics to people with BD.

This study is intended to grasp trends and issues of studies on pre-schoolteacher-efficacy. Method: Method of this study is literature study on pre-school-teacher-efficacy. Result：Trends of studies on pre-school-teacher-ef ficacy were “Study of developing a measure scale”, “The study that pre-school-teacher-efficacy is a dependent variable”, and “The study that pre-school-teacher-efficacy is an independent variable". Conclusion：The future research theme is to study “a factor to have an influence on pre-school-teacher-efficacy”, “a source of information where preschool-teacher-efficacy changes”.

This paper presents an analysis of four case studies in order to elaborate the theory of functional music therapy. In the Czech Republic, the practices of functional music therapy are often used as a type of complementary rehabilitation. Although functional music therapy is based on sound and scientifically substantiated bases, practical applications lack comprehensive and systematic methodology. The aim of this paper is to deepen the knowledge of the links between the application of musical practices and functional development. On the basis of an interpretative approach to case studies (using a content analysis) we identified the objectives in the motor area, types of musical activities, and music therapy practices in persons with cerebral palsy. We also analysed the correlation between therapeutic objectives and musical activities, and set out methodological principles of their application. The outcomes of this study were compared with the results of a previous study by the author focusing on persons with severe multiple disabilities in order to develop a comprehensive theory of functional music therapy. Concerning the results of this comparison, this paper discusses the impact of intellectual disability on the flexibility of application of musical activities during functional training.