Background: Child and adolescent mental health has scarcely been studied in developing countries, though it is an important aspect of health. Mental health problems in youth often continue into adulthood if not diagnosed or treated in time. Methods: The Sistema de Evaluación de Niños y Adolescentes (SENA) [Child and Adolescent Evaluation System] was used to evaluate mental health indicators in a sample of students in Northern Chile. Two age-appropriate versions of the assessment were applied to a total sample of 5,043 students, which included an elementary education sample of 1,953 schoolchildren from fourth grade through sixth grade (ages 8 to 13 years), and a Secondary School sample of 3,090 schoolchildren from seventh grade (the last year of elementary school) through the last year of Secondary school (senior high school) (ages 12 to 19 years). For each group, the version of the assessment used was determined by the students' grade level. Both samples included municipal, government-subsidized, and private schools. Results: In this student population, depression, anxiety, and behavioral disorders were the main mental health problems identified, and indicators revealed a progressive increase in cases over the years, coinciding with the global epidemiological scenario. Males showed a greater presence of externalizing behaviors related to mental health problems associated with aggression and defiant behavior. However, females showed the highest number of mental health issues overall, especially regarding problems related to internalization. There are significant differences between school types. Conclusions: Our sample population analysis indicates that early intervention is necessary for the diagnosis and treatment of youth, with the goal of reducing the probability that psychiatric disorders will be prolonged, evolving, and worsening in adulthood. Background Mental health problems during infancy, childhood, or adolescence affect the processes of adaptation and functionality in adulthood so mental health issues in the youth population should be considered a priority for the management of public health [1-3]. The prevalence of mental health problems in young children is estimated to be between 17% and 3 20% globally, with the first symptomatic manifestations observed before age 14 on average. In addition, it has been found that the highest prevalence rates are in developing countries [4-5]. However, intervention is complicated, as findings of high comorbidity rates of mental health disorders suggest that the complexity of diagnosis and treatment is a major challenge. Between 24% and 29% of the mental health problems usually diagnosed in young children, such as depression, anxiety, and behavioral disorders, often contain characteristics that are also present in other disorders [6, 7]. For example, depression in this age group is often comorbid with anxiety and/or behavioral disorders. It also often involves somatic symptoms, such as gastrointestinal discomfort, headaches, muscle aches, excessive tiredness, and slee...

The objective of this study was to determine whether humans could detect long-chain fatty acids when these lipid molecules are delivered to the oral cavity by edible taste strips. For suprathreshold studies, up to 1.7 umoles of stearic acid or linoleic acid were incorporated into 0.03 mm thick, one-inch square taste strips. Normalized taste intensity values for stearic acid were in the barely detectable range, with values equal to, or slightly above control strips. One-third of test subjects described the taste quality as oily/fatty/waxy. Approximately 75% of test subjects could detect the presence of linoleic acid when this fatty acid was incorporated into dissolvable strips. Normalized taste intensity values for linoleic acid were in the weak to moderate range. The most commonly reported taste quality responses for linoleic acid were fatty/oily/waxy, or bitter. When nasal airflow was obstructed, the perceived taste intensity of linoleic acid decreased by approximately 40 percent. Taste intensity values and taste quality responses for linoleic acid were then compared among tasters and non-tasters of 6-n-propylthiouracil (PROP). Individuals who could detect the bitter taste of PROP reported higher taste intensity values for linoleic acid compared with PROP non-tasters. However, taste quality responses for linoleic acid were similar among both PROP tasters and PROP non-tasters. These results indicate that humans can detect long-chain fatty acids by both olfactory and non-olfactory pathways when these hydrophobic molecules are delivered to the oral cavity by means of edible taste strips. These studies further show that genetic variation in taste sensitivity to PROP affects chemosensory responses to the cis-unsaturated fatty acid linoleic acid in the oral cavity.

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Purposes of this study were to (a) examine relationships among counselor educators' attitudes, behaviors, and perceptions of institutional support concerning race, gender, sexual orientation, and social class and (b) investigate the effects of attitudes and institutional perceptions on behaviors. A nationwide sample of 154 counseling faculty completed the Survey of Cultural Attitudes and Behaviors (K. L. . Faculty attitudes directly predicted behaviors. Perceptions of institutional support directly and indirectly predicted behaviors. The authors identify strategies for modifying discriminatory behaviors.

This study's goal was to quantify the effects pre-lecture online quizzes and student-initiated inquiries to the instructor, either virtually or in person, had on students' achievement. Pre-and post-course tests were also implemented to an experimental and a comparison section of the same course. The number of electronic administrative contacts was positively related to achievement, and the number of in-person contacts was negatively related. The number of quizzes taken in the first section of the course was positively related, while the number of quizzes taken in subsequent sections of the course was not related, nor was quiz performance. Perhaps providing the opportunity to take the quizzes prompted the students to become involved in the course earlier on, thus establishing a sound basis for the following material. Complementing traditional teaching methods was not intrusive to highly structured course content already in place.