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Jul 2026 DOI 10.14302/issn.2379-7835.ijn-26-6094
Amanya Mutuli LucyCorresponding author
In early childhood, adequate dietary intake is essential for optimal growth, brain development, and the acquisition of cognitive skills. However, children with special needs often face increased nutritional vulnerability due to feeding difficulties, restricted diets, metabolic anomalies and limited access to health and care services. These challenges significantly compromise their access to optimal dietary intake that negatively impacts on their cognitive development and functioning. This baseline survey aimed at identifying the existing characteristics of dietary intake and cognitive developmental outcomes of children aged below five years with special needs in Kakamega County. We involved 90 mother/child caregiver-child pair, selected through stratified sampling from early childhood development centers in Kakamega County. Data was collected using 24-hour dietary recall, food frequency questionnaires, anthropometric and Bayley Scales of Infant and Toddler Development (BSIDIV) was used for assessment of cognitive development outcomes. Findings revealed high levels of micronutrient deficiencies, with 66.7 percent not meeting recommended intake for vitamin A, 76.7 percent for iron, and 89 percent for zinc. Only 47.7 percent met minimum dietary diversity score. Nutrition assessments showed 52.2 percent of children had normal weight and 6.7 percent were severely undernourished. Feeding dependence varied by disability with 100 percent of children with ADHD self-fed. Cognitive assessments showed that children with physical disabilities had the highest scores across all cognitive domains, while children with autism demonstrated lowest, particularly in communication and executive functioning. In conclusion, the prevalence of nutritional deficiencies as a consequence of sub-optimal dietary intake, particularly in essential micronutrients are closely linked to poor cognitive developmental outcomes. Low levels of nutrition education of parents and feeding dependency negatively impacts on cognitive development outcomes of children with special needs. Thus, implementation of special needs inclusive of nutrition interventions, caregivers’ training and early stimulation programs to support holistic development of these children is needed.
Dec 2025 DOI 10.14302/issn.2574-612X.ijpr-25-5849
Yılmaz GülsümCorresponding author
Bipolar disorder is a chronic condition marked by episodes of mania and depression, significant functional impairment, and challenges with treatment adherence. Current guidelines highlight the importance of both medication and psychosocial approaches in treatment. This review explores the primary psychosocial interventions for bipolar disorder. Psychoeducation helps recognize early symptoms, improves medication compliance, and prevents relapses. It is simple to implement and cost-effective. Family-Focused Therapy (FFT) enhances family communication, reduces emotional expression, and lowers the frequency of depressive episodes. Interpersonal and Social Rhythm Therapy (IPSRT) supports maintaining social stability by addressing disturbances in biological rhythms. Cognitive Behavioral Therapy (CBT) decreases depressive symptoms and boosts treatment adherence by restructuring automatic thoughts. Additionally, cognitive and functional rehabilitation programs improve attention, memory, and executive functioning. Peer support groups and digital e-health tools, though supportive, have limited evidence of effectiveness. In summary, multicomponent psychosocial interventions serve as a valuable addition to medication, helping to prevent relapses, improve functioning, and enhance quality of life in individuals with bipolar disorder.
Mar 2016 DOI 10.14302/issn.2476-1710.jdt-15-825
B Davalos DeanaCorresponding author
Department of Psychology, Colorado State University, Fort Collins, CO, USA, 1-970-491-6363, Fax 1-970-491-1032
The prevalence of young adults endorsing depressive symptomatology is thought to peak during late adolescence. While there has been a wealth of research assessing the relationship between decline of the prefrontal cortex and how this process impacts depression and therapy in older adults, very little is known about the relationship on the younger end of the continuum. The current study sought to explore whether there is also a significant relationship between executive functioning and depression in younger adults. In addition, different types of executive dysfunction were assessed to better understand the possible implications for therapy in younger adults with depressive symptomatology. Data from 1,730 college-aged participants were collected on measures of depression (Center for Epidemiological Studies-Depression, CES-D) and executive dysfunction (Dysexecutive Questionnaire, DEX). In addition, three factors of the DEX were assessed; Executive cognition (EC), emotional/ behavioral control (EMO), and metacognition (MC). Correlations between CES-D scores and the full DEX survey were statistically significant (R = .45, p < .001) as were correlations between CES-D scores and scores on each individual factor (p< .001). A multiple linear regression was run to demonstrate the predictive value of each individual DEX factor as a function of CES-D scores (p < .001). Results suggested that there was a clear relationship between depressive symptoms and executive dysfunction and that all factors of the DEX appeared to be affected by depressive symptoms in this population. The implications of these results for therapy, particularly the use of problem-solving therapy or complimentary executive functioning training are discussed.