Ganser syndrome: a case report from Thailand

Tassniyom, Kanida; Paholpak, Suchat; Tassniyom, Sompon; Krisanaprakornkit, Thawatchai; Unprai, Peerada

doi:10.1111/j.1758-5872.2009.00007.x

Cited by 3 publications

(5 citation statements)

References 7 publications

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“…The results showed that current states of community participation are at moderate levels while desirable community participation needs in enhancing community participation in CLCs in Cambodia are at high levels. The findings are in line with previous studies such as community learning centre development in Svay Rieng province in Cambodia, the contributions of CLCs to personal and community development, and community participation in health development in Thailand (Le, 2017; Pich, 2008; Tassniyom, 1997). Moreover, various methods and guidelines were also suggested by Shaeffer (1994) and Arnstein (1969).…”

Section: Discussionsupporting

confidence: 92%

Guidelines to enhance community participation in Community Learning Centres in the Kingdom of Cambodia

Neak¹,

นาก²,

Charungkaittikul³

et al. 2022

Journal of Adult and Continuing Education

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This research aims to (1) study the current state and needs of the community to enhance participation in community learning centers (CLCs) in Cambodia, and (2) consider the required coverage of guidelines to enhance community participation in CLCs. The research utilized a mixed-method design which conducted a survey with a sample of 28 CLC committee members and 197 community people using stratified random sampling. The quantitative data were analyzed through means [Formula: see text], standard deviation (SD), and Priority Need Index Modified (PNImodified). The in-depth interviews and Likert-scale questionnaires have been conducted with the experts to clarify and confirm the guidelines’ item validity and feasibility. The research found there were few practices and activities of CLC committee members and community people in CLCs as current states are at moderate levels ([Formula: see text] = 2.64, SD = 0.67). Whereas, there was a great demand from CLC committee members and community people to enhance their participation in CLCs as their desirable needs were at a high level ([Formula: see text] = 4.41, SD = 0.66). This study suggests requirements for guidelines which will enhance community participation in CLCs in Cambodia comprising of vision, goals, and guidelines that aim to transform CLCs to become lifelong learning centers by 2030.

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Section: Discussionsupporting

confidence: 92%

Guidelines to enhance community participation in Community Learning Centres in the Kingdom of Cambodia

Neak¹,

นาก²,

Charungkaittikul³

et al. 2022

Journal of Adult and Continuing Education

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“…They have claimed that community participation has three main components: planning, utilizing, and implementing the services in the target centers. Regarding participation in the Thai context, Kongkalaung (2007); Tassniyom (1997) mentioned community participation in health centers and community centers, which contained some components like using service, planning, implementing, diagnosing needs, and evaluating the programs. Besides, the Ministry of Education, Youth and Sports manifested some components of community participation in the learning centers and schools, such as using the services, contributing resources (materials, labors, lands, and finances), diagnosing needs, volunteering to implement programs, and assessing programs (MOEYS, 2014b;UNESCO, 2008).…”

Section: Guidelines Diagnosing Needsmentioning

confidence: 99%

“…They think that they do not have enough knowledge, so just let the CLCs committee members do their jobs, which is much better. ONIE (2015); Tassniyom (1997); UNESCO (2008) also pointed out the problems of community participation in planning programs in the health centers in Thailand in which most of the community people do not have the knowledge and understand of their participation. Remarkedly, the government granting a conducive environment for community people to participate in the centers is still limited, which causes the problem of community participation (Leicester & Parker, 2001;Lestari et al, 2015).…”

Section: Centers In Cambodiamentioning

confidence: 99%

“…It is crucial for the department of nonformal education considering extending the scopes of their training programs in the CLCs by not just solely focusing on non-formal and information education, but on the environment, business, tourism, market, and other life skills to attract more learners to attend in the CLCs (Broadbent et al, 2006;Uia et al, 2010). The government should link the CLCs with other CLCs and private sectors to building a network for learners to learn from other CLCs and enlarging their career prospectus; by so doing, the CLCs can link the learners to private sectors, which is suitable to their skills and knowledge after completing the training programs in the CLCs (Merriam et al, 2007;Shea et al, 2021;Tassniyom, 1997). The research finding proposes guidelines to enhance community participation in the CLCs in Cambodia to implement policy and direction, manpower, machine, material, method, and management (05 M), and professional development and capacity building.…”

Section: Researchmentioning

confidence: 99%

“…There was a significant difference among the needs in informal education of people with diverse education levels at a significant level .05 in evaluation. The suggestive guidelines for organizing non-formal and informal education activities in Bangkok community learning centers were as follow:organizing the lively and conducive library, organizing suitable activities for all ages, providing pertinent information related to life skills, internet service, expanding size and areas of Bangkok community learning centers, graining the chances for community members to access information by public relation and having evaluation every day at the end of daily activity Tassniyom (1997). conducted a study on community participation in health development in Thailand as community participation recognized as the main components in health development in Thailand.…”

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confidence: 99%

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Guidelines to enhance community participation in community learning centers in the kingdom of Cambodia

Neak¹

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The study aims to 1) analyze components of community participation in the CLCs in Cambodia; 2) study current states and desirable needs of community participation in enhancing community participation in the CLCs in Cambodia; 3) propose guidelines to enhance community participation in the CLCs in Cambodia. A semi-structured interview with 5 Cambodian experts has been employed, and all the keywords have been coded to analyze community participation components in the CLCs. Moreover, this research utilized a survey with the selected samples of 28 CLC committee members and 197 people using stratified random sampling by analyzing data through Means (x̅), Standard Deviation (S.D.), and Modified Priority Needs (PNImodified) to study current states and desirable need of community people in the CLCs in Cambodia. Lastly, the in-depth interview and Likert-scale questionnaire have been conducted with the experts to clarify and confirm the proposed guidelines' validity and feasibility. The research findings are as follows. 1. The components of community participation in the CLCs in Cambodia consist of utilizing services, resource mobilization, attending programs, diagnosing needs, planning programs, monitoring, and evaluation, and decision making in the CLCs in Cambodia. 2. The current states in enhancing community participation in the CLCs are at the moderate level (x̅=2.64, S.D.=0.67) meaning that there are a few the CLC committee and members participating in the activities of the CLCs while the desirable needs in enhancing community participation in the CLCs are at the high levels (x̅=4.41, S.D.=0.66) meaning that there is a high need of the CLC committee and members a taking part in activities of the CLCs. 3. Guidelines to enhance community participation in the CLCs in Cambodia comprise of vision, goals, and guidelines. The vision is to transform the CLCs to become lifelong learning centers in promoting informal, non-formal, and lifelong learning by 2030. The goals are to enrich human resources, physical infrastructure, finances, and enhance community participation in the CLCs to achieve future sustainability and become lifelong learning centers. The guidelines enhance community participation in diagnosing needs, planning programs, implementing programs, monitoring and evaluation, and decision making in the CLCs in Cambodia. Key terms: Community Participation, Participation, sustainable community learning centers, Community, Guidelines

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Clinical mixed dissociative and post-traumatic stress disorders in a 10-year-old boy after a traffic accident

Mendelevich,

Sitdikov,

Abakarov

2024

Neurology bulletin

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The article presents the clinical case of 10-year-old Karim, whose behavior and mental status changed after a traffic accident in which the boy was hit by a car (without loss of consciousness and without traumatic brain injury). In addition to various motor paroxysms (convulsions) that did not meet the criteria for epileptic symptoms, the clinical picture included wave-like psychopathological symptoms and inappropriate behavior. The clinical picture could not be clearly attributed to the manifestation of dissociative disorders or post-traumatic stress disorder. Within two months after the accident, the clinical picture worsened — the "light intervals" during which Karim was completely adequate and critical became less frequent. Neurologists rejected the organic (epileptic) basis of the paroxysmal states. Examination and treatment by psychiatrists did not lead to stabilization of the mental state. In the opinion of the authors, the clinical case belongs to a rare polysyndromic variant of the dissociative subtype of PTSD, not described in the scientific literature, in which a mixture of various psychopathological symptoms was found - dissociative motor paroxysms, Ganser's syndrome, astasia-abasia, onirism, and flashbacks.

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Ganser syndrome: a case report from Thailand

Abstract: Ganser syndrome or ''syndrome of approximates'' is characterized by the patient giving incorrect answers to questions, despite showing an understanding of the questions, clouding of consciousness, perceptual abnormalities and symptoms of somatic conversion.

Cited by 3 publications

References 7 publications

Guidelines to enhance community participation in Community Learning Centres in the Kingdom of Cambodia

Guidelines to enhance community participation in Community Learning Centres in the Kingdom of Cambodia

Guidelines to enhance community participation in community learning centers in the kingdom of Cambodia

Clinical mixed dissociative and post-traumatic stress disorders in a 10-year-old boy after a traffic accident

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