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Children regularly and voluntarily go to school in order to fulfill the expectations of society from them to continue their education or schooling. School continuation has been made compulsory by laws. Nonetheless, contrary to popular belief, for some children it is distressing to go to school. These children have difficulty continuing school and/or refuse to go to school. Today school refusal is defined as a child's inability to continue school for reasons, such as anxiety and depression. The prevalence of school refusal has been reported to be approximately 1% in school-age children and 5% in child psychiatry samples. The prevalence of school refusal is similar among boys and girls. School refusal can occur at any time throughout the child's academic life and at all socio-economic levels. School refusal is considered a symptom rather than a clinical diagnosis and can manifest itself as a sign of many psychiatric disorders, with anxiety disorders predominant. Separation anxiety disorder, generalized anxiety disorder, social phobia, specific phobia, and adjustment disorder with anxiety symptoms are the most common disorders co-occurring with school refusal. While separation anxiety disorder is associated with school refusal in younger children, other anxiety disorders, especially phobias, are associated with school refusal in adolescents. Children who have parents with psychiatric disorders have a higher incidence of school refusal, and psychiatric disorders are more frequently seen in adult relatives of children with school refusal, which supports a significant role of genetic and environmental factors in th etiology of school refusal. School refusal is a emergency state for child mental health. As it leads to detrimental effects in the short term and the long term, it should be regarded as a serious problem. The long-lasting follow-up studies of school refusing children have revealed that these children have a higher incidence of psychiatric disorders or that they are more likely to require psychological assistance. It is for these reasons that the treatment of school refusal is increasingly gaining impor-tance. The major aim of the treatment is to help the child return to school at the shortest time possible. The treatment should be carried out in cooperation with the child's parents and the school personnel. A widely accepted approach to the treatment of school refusal is one that is concerned with the application of a multi-faceted treatment. Psychosocial and psychopharmacological approaches constitute the crucial parts of the therapeutic process. Today, cognitive behaviour therapy and medication are the most frequently employed approaches in the treatment of school refusal., Toplumun eğitim ve okula devam etme gibi beklentilerini karşılamak için çocuklar düzenli ve gönüllü olarak okula gitmektedir. Okula devam etme yasalar ile de zorunlu hale getirilmiştir. Bununla birlikte, bazı çocuklar için okula gitmek beklenenin ötesinde sıkıntı verici bir durumdur. Bu çocuklar okula devam etmede güçlük çekmekte ve/veya okula gitmeyi reddetmektedir. Günümüzde okul reddi, çocukların anksiyete ve depresyon gibi duygusal sorunlar nedeni ile okula devam edememesi olarak tanımlanmaktadır. Okul reddinin yaygınlığı tüm okul çağındaki çocuklar için yaklaşık % 1 ve kliniğe başvuran tüm çocuklar için % 5 olarak bildirilmektedir. Okul reddi erkek ve kız çocuklarda eşit oranda görülmektedir. Okul hayatının herhangi bir döneminde ortaya çıkabilmektedir. Okul reddinin tüm sosyoekonomik düzeylerde görülebildiği bildirilmektedir. Okul reddi klinik bir tanı olmayıp bir belirti olarak değerlendirilmektedir. Anksiyete bozuklukları başta olmak üzere birçok ruhsal bozukluğun belirtisi olabilmektedir. Ayrılma anksiyetesi bozukluğu, yaygın anksiyete bozukluğu, sosyal fobi, özgül fobi ve anksiyete ile giden uyum bozukluğu okul reddi ile birlikte en sık görülen tanılardır. Tanılarda yaşa bağlı eğilimler görülmektedir. Ayrılma anksiyetesi bozukluğu genelde yaşça daha küçük çocuklardaki okul reddi ile ilişkilendirilirken, diğer anksiyete bozuklukları özellikle de fobiler ergenlerdeki okul reddi ile ilişkilendirilmektedir. Ruhsal bozukluğu olan ebeveynlerin çocuklarında okul reddi sık görülmektedir. Bu, genetik ve çevresel faktörlerin okul reddi gelişimindeki rolünü desteklemektedir. Okul reddi bir çocuk ruh sağlığı acilidir. Kısa ve uzun dönemde olumsuz sonuçlar doğurduğu için ciddi bir sorun olarak değerlendirilmektedir. Okul reddi olan çocukların uzun süreli izlem çalışmalarında, genel toplum ya da kontrol gruplarına göre daha yüksek oranda ruhsal bozuklukların bulunduğu ya da ruhsal yardıma gereksinim duyma olasılıklarının daha yüksek olduğu gösterilmiştir. Bu nedenlerden dolayı okul reddinin tedavisi çok önem kazanmaktadır. Tedavide temel amaç çocuğun en kısa süre içerisinde okula dönmesini sağlamaktır. Tedavi ebeveyn ve okul personeli ile işbirliği içinde yürütülmelidir. Tedavide genel kabul gören yöntem çok eksenli bir tedavi yaklaşımı uygulamaktır. Psikososyal ve psikofarmakolojik yaklaşımlar tedavinin önemli ayaklarını oluşturur. Günümüzde bilişsel davranışçı terapi ve ilaç sağaltımı tedavide en sık kullanılan yaklaşımlar olarak öne çıkmaktadır.

WOS: 000325969200008, PubMed: 28360549, Introduction: This study examined the prevalence of the use of different complementary and alternative medicine (CAM) strategies, families' attitudes and belief systems about the use of these strategies, and the economic burden of these strategies placed on family income in families of children with autism spectrum disorders (ASD). Method: A questionnaire survey concerning the use of CAM in children with ASD was administered to parents in the five different geographic locations in Turkey. Results: Of the 172 respondents, 56% had used at least one CAM therapy. The most frequently used CAM intervention was spiritual healing. Among the most reported reasons for seeking CAM were dissatisfaction with conventional interventions and a search for ways to enhance the effectiveness of conventional treatments. The most frequently reported source of recommendation for CAM was advice from family members. The mean economic burden of the CAM methods was a total of 4,005 Turkish lira ($2,670) in the sample using CAM. The CAM usage rate was lower in parents who suspected genetic/congenital factors for the development of ASD. Conclusion: This study observed the importance of socioeconomic and cultural factors as well as parents' beliefs about the etiology of ASD in treatment decisions about CAM.

WOS: 000209928800547, …

WOS: 000273170700008 Objective: To assess the clinical features of children with school refusal and discuss them in the light of the resources reviewed. Methods: Fifty-five children with school refusal have been included in the study. Firstly, we gave information about study and got informed consent. Detailed clinical interviews were made with child and parents. A sociodemographic information form and a Symptom Check List for Separation Anxiety Disorder were applied to the parents. Definitive statistics were employed in the evaluation of the data. Results: It was found that among children who presented with complaints of school refusal the number of boys was higher; the average age of children was 9.1 +/- 3.0; school refusal was more frequently seen in children who go through important transition periods such as starting primary school (5-7 years) and junior high school (10-11 years); most of the families had either one child or two children; school refusal was more frequently seen in the first child of the family; the most frequently seen psychiatric disorder was separation anxiety disorder; and the most frequently seen accompanying diagnosis in children with separation anxiety disorder was another anxiety disorder. Conclusions: School refusal should be considered as an important problem due to its effects that could be permanent in the social, emotional, and educational life of the affected individual. The early identification and treatment of the cases will inhibit the development of psychiatric disorders. Today there is still ongoing controversy regarding school refusal. Thus, in child and adolescent population, future studies are needed to determine the etiology, epidemiology, subtypes, diagnosis, clinical course, and treatment of school refusal. (Anatolian Journal of Psychiatry 2009; 10: 310-317)

WOS: 000263263700011 Objective: When the studies are reviewed about domestic violence against partner and child, there are a few studies which include psychiatric sample, especially children. The aim of this study is to compare the two methods to domestic violence against child (DVAC) and domestic violence against partner (DVAP) in the pediatric psychiatric sample. Methods: In this study, DVAC and DVAP were investigated with two different methods. The first was self-report questionnaire. The second was to ask similar questions during face to face intervention. Participants were 510 mothers who had 4-12 years old child and who applied child and adolescent psychiatry department. Findings: Both DVAC and DVAP were determined higher rates in the first method. Additionally, correlation between two methods was very little. DVAC rates increased in the children who had DVAP history in their family. Conclusion: This study results werenot similar to literature knowledge that 'DV should be examined as short and close and questions during face to face intervention'; according to our results the rate of this suggested method was effective at a level of only half of the another method. This traditional method might be true, but it couldn't forget that this rate might bring lower results than the reality. When there is a doubt about the possible presence of DV in family, different methods should be use, and each family member should be examined separately. (Anatolian Journal of Psychiatry 2009; 10: 71-76)