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yndrome. Although we found no differences in the total scores, VLBW adultsiffered from controls in several autism-related traits.

ttp://dx.doi.org/10.1016/j.neurenf.2012.04.533

u-P-2157

mproving adolescent’s mental health in the aftermath ofount Merapi eruption with life-skills training

. kaligis ∗, N. Setiastuti WDepartment Of Psychiatry, Division of child and adolescent psychiatry,akarta, IndonesiaCorresponding author.

ntroduction.– In November 2010, Mount Merapi in Central Java erupted. Thereere 353 people died and over 350,000 people were evacuated from the affected

rea. Many psychosocial interventions have been set up for children and adults,ut very rarely for adolescents. Based on focus group discussions with adoles-ents at temporary shelters, it was found out that the adolescent’s emotion hashanged and there was tendency of increasing sexual and substance use riskyehavior. Indonesian version of life-skills training was conducted for adolescenttudent groups to increase psychosocial competence to cope with stress.bjectives.– Evaluating the effectiveness of life-skills training for improving

dolescent’s strength after exposure of disaster in the surrounding area of Mounterapi, Central Java, Indonesia.ethod.– This study was a one group pre- and post-test design. Forty-two high

chool students aged 12–17 years old were randomly selected to participate.ubjects were given one-week life-skills training that consists of three modules:enhancing self-esteem;coping with stress;coping with peer pressures.hey were assessed by using self-rated Strength and Difficulties Questionnaire,efore and 2 weeks after finishing the training. Statistical analysis was done bysing SPSS paired t-test.esult.– There were 24 female and 18 male students joined the study, withean age 14.48 + 1.21 years old. All subjects were from Javanese ethnicity

nd Moslem religiousity. Subjects showed significant improvement in strengthfter intervention that was shown by the increased mean of prosocial scorerom 6.52 + 2.06 before the training to 7.95 + 1.59 after the training (P = 0.001)nd decreased mean of total difficulties score from 15.43 + 5.44 to 12.52 + 5.97fter the training (P = 0.007). Despite non-significant result in paired t-test, allDQ domains for mental emotional problems in subjects showed decreasing in

he mean scores after training. From the study, we found that after life-skillsraining there were significant improvement in total difficulties score and pro-ocial behavior. These results confirm previous observations and studies thatife-skills education emphasized on enhancing the strength of subject receivinghe program to cope with life challenges.onclusion.– Life-skills training appear to have positive effect in enhancingdolescent mental health by improving their strength and knowledge on howo cope with stressful situation. Implementing these modules continuously inchool will give much more benefit to the adolescents.

ttp://dx.doi.org/10.1016/j.neurenf.2012.04.534

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chool children’s stigmatising attitude towards peers withsthma in Nigeria.A. Ola , C. Ani ∗

Academic Unit Of Child And Adolescent Psychiatry, Imperial College ofcience, Technology and Medicine, London, UKCorresponding author.

ackground.– Stigmatising attitudes by school children towards asthma has noteen studied in Africa.ethodology.– Questionnaire survey of 205 secondary school students in Lagos

igeria aged 10–17 years (Mean 13 years). Stigmatising attitude was measuredy a modified Borgadus social distance scale.esults.– Stigmatising attitude towards asthma was generally low. For example,nly 8% of students believed their peers would not invite a child with asthma

Isib

l’enfance et de l’adolescence 60S (2012) S197–S253 S229

o their birthday party. Knowledge about asthma was also good; hence very fewtudents believed that asthma is infectious (8.8%). However, linear regressiondentified belief that asthma is infectious (� = –0.15, P = 0.043), and limitedamiliarity with the condition (� = –0.15, P = 0.036) as the significant predictorsf stigmatising attitudes towards asthma.onclusion.– Asthma is not highly stigmatised but the minority of childrenho believe it is infectious are more likely to hold a stigmatising view of the

ondition.

ttp://dx.doi.org/10.1016/j.neurenf.2012.04.535

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he future of special education in the 21st century. Pasternack

Special Education, Cambium Learning Group, Alexandria/VA, USA

lmost 7 million students receive special education in the USA. Despite spen-ing billions of dollars on special education, the academic results indicate thathe overwhelming majority of these students are not proficient in reading nor

athematics. This session will describe efforts to reduce inappropriate refer-als to special education by strengthening interventions provided to studentsho struggle in the general education setting. Promising practices that can besed in large and small schools will be described along with results indicatinghat students with disabilities can learn, if they are taught by effective teacherssing scientifically based, proven effective, powerful interventions in readingnd mathematics. Policies from the USA, which can be applied to other coun-ries, will be described by the former assistant secretary of education at thenited States Department of Education.

ttp://dx.doi.org/10.1016/j.neurenf.2012.04.536

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he identification of prolonged school non-attendance withevere social withdrawal in Taipei city. Chiang a,∗, L. Lin a, F. Liao b

Child And Adolescent Psychiatry Department, Taipei City Hospital, Songderanch, Taipei City, TaiwanTaipei City East Special Education Resource Center, Taipei City, TaiwanCorresponding author.

im.– The purpose of this research is to investigate the prevalence of prolongedchool non-attendance (SNA) with severe social withdrawal behaviors (SW) inhree educational stages after 3 months of school entry in Taipei City.

ethod.– Questionnaires were sent to all elementary, junior high, senior high andocational schools of Taipei City in November of 2011. Unauthorized or autho-ized non-attendance, related to environmental, social, or psychiatric conditionsere included, and excusable frequent absences due to major physical illnessere excluded.esults.– The response rate was 82.41%. Two hundred and seventy-seven chil-ren and adolescents of SNA with SW were identified. The estimated prevalences approximately 1.0 over 1,000. The problem was persistent and severe in1.66% and only 24.19% had psychiatric referral, which indicated that sub-tantially large number of SW are hidden in SNA and need active mental healthntervention.

ttp://dx.doi.org/10.1016/j.neurenf.2012.04.537

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he influence of psychology, psychoanalysis and/oreurology on the future of the education.L.C.F. Souto a,∗, D.R. Barriquello b

Diretoria Executiva Da Rede De Colégios - Derc, Associacão Brasileira deducacão e Cultura - ABEC, Curitiba, Parana, BrazilNucleo Educacional, Colegio Santa Maria, Curitiba, Parana, BrazilCorresponding author.

n Brazil, the National Politics for Special Education has as public only thetudents with deficiencies, global disturbs of development and giftedness. Themmediate consequence for the country was an excess of diagnostics that tookoth teacher and student to a land of cognitive and relational failure, due the