Parenting is both an art and science of nurturing a child that comes very naturally to some. In today’s world, the fundamentals of parenting are getting challenged but it has been even more magnified during the coronavirus 2019 (COVID-19) pandemic. The mental health of children is bound to be affected by the stress related to COVID-19 owing to loss of usual routine, unpredictability, uncertainty. Various other social, economic, and environmental factors also threaten their mental well-being. Parents are the child’s first and longest-lasting context for development Positive parenting that involves sensitivity, responsivity, caring, communicating, and empowering would ensure positive developmental outcomes in children and adolescents. Positive parenting and self-care of parents would serve as a promotive and preventative intervention for child and adolescent mental health, especially during this crisis.

Although training in psychotherapy is an integral part of psychiatry training, standards in psychotherapy training have wide variation across and within countries. Post-graduate psychiatry training has been conducted in Nepal for over two decades, but little is known about its psychotherapy training provisions. An online survey was conducted with early career psychiatrists in Nepal. The findings show that the majority recognised psychotherapy training as important and were eager to pursue further training. However, two-thirds had no access to psychotherapy training opportunities. These results highlight the need to improve access to training in different psychotherapy modalities in Nepal.

Fifty children (mean age 8 years) with an absolute eosinophil count ranging from 1956 to 28,500 were studied in a tertiary hospital in Nepal. Most had multisystem involvement: 47 had constitutional symptoms; 38 had gastrointestinal symptoms; and 37 had respiratory symptoms. Abdominal pain, fever, cough and weight loss were the most common presentations while pleural effusion, ascites, pericardial effusion, abdominal nodes and high erythrocyte sedimentation rates were the common investigational findings.

Introduction: Training, practice and continuing professional development in neuropsychiatry and clinical neuroscience vary across different countries. However, little is known about the opinions of the Nepalese psychiatrists about the provision of neuropsychiatry training. This study evaluates the current training in neuropsychiatry and clinical neurosciences during the postgraduate psychiatry training and reflect on current practice. Material And Method: The participants were psychiatrists (qualified and psychiatry residents). An online questionnaire using Survey Monkey electronic Platform was emailed with a uniform resource locator (URL). Results: Sixty-four out of ninety-five participants responded with response rate of 65.3%. Two-third of the respondents were qualified psychiatrists. The duration of neurology rotation ranged from 1 to 3 months and it was reported to be mandatory. Two-thirds reported that there is no clinical neuropsychiatry training during psychiatry residency. On a ten-point Likert scale (with 10 being the highest possible score), the participants rated their neuropsychiatry training as 5.16±1.84 while they rated the necessity for further training in neuropsychiatry as 7.92±1.96. Two-thirds identified a lack of interest by the specialty society as an obstacle for the implementation of neuropsychiatry training for psychiatrists. More than half viewed that neuropsychiatry training to be incorporated into the existing psychiatry training scheme whereas three-fifths favoured a one-year specific training program in neuropsychiatry after completion of psychiatry training. Conclusion: The current psychiatry training is inadequate to meet substantial neuropsychiatry training opportunities for a high proportion of psychiatrists in Nepal. This finding may be used to improve and standardize neuropsychiatry training in postgraduate psychiatry training.

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