[in Japanese]

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[in Japanese]

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In Japan, the number of cases of Trauma-Focused Cognitive Behavioural Therapy（TF-CBT）in outpatient settings is increasing, but there are very few reports of TF-CBT in inpatient settings. We report a case of a patient with post-traumatic stress disorder and neurodevelopmental disorder who was effectively treated with inpatient TF-CBT in a child psychiatric ward. The patient was a 12-year-old boy who had experienced trauma in his childhood and was admitted to hospital because of frequent problematic behaviours. We conducted TF-CBT and the patient's trauma symptoms improved and the frequency of problematic behaviours decreased. We consider that the advantages of providing TF-CBT in inpatient treatment include ensuring the safety and security of the child, providing immediate feedback on trauma symptoms, ensuring the acquisition of learned coping skills, and providing life support in collaboration with ward staff. On the other hand, we consider that a disadvantage is that parents may have insufficient opportunities to practice parenting skills.

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This study examined teachers’ and parents’ perceptions of their children’s adjustment status in the global spread of novel coronavirus infection (“COVID-19 pandemic”). In June – July 2018 to 2021, all second-year junior high school students in town B, prefecture A in Japan were targeted, and homeroom teachers and parents answered the Japanese version of the Strengths and Difficulties Questionnaire (SDQ). Of the 1,222 participants, 849 (69.5%) participants with parental consent and no missing data were included in the analysis. Data analysis revealed that the correlation between teacher and parental ratings was reduced after 2020, when the pandemic was still affecting students. Additionally, there was a trend toward lower prosociality in teacher ratings in 2020 and higher emotionality in parent ratings in 2021, whereas there was a trend toward lower emotionality in teacher ratings in 2021.It is considered necessary to share each perception to understand children’s situation, taking the possibility that there are differences in teachers’ and parents’ into account.

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[in Japanese]

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