European Psychiatry - Volume 41 - April 2017

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25th European Congress of Psychiatry / European Psychiatry 41S (2017) S170–S237 S215
tors. The aim of this work is to introduce the preventive factors
in the reduction of conduct disorders, including 4 domains: indi-
vidual, family, school and community. The emphasis is placed on
preventive factors at the community level, which are covered by
the national, state and local policies that support programs oriented
towards children and young people. Good infrastructural commu-
nity support enable young people to participate in activities where
they have opportunities to make choices, make decisions and share
responsibility. These experiences help young people to develop
new skills, increase their self-confidence and make the difference,
while such programs help adults to create a basis for understanding
and working together with young and engaged people.
Conclusion The interest in the behavior of young people and their
perspective creates a culture of care for young people instead of a
culture of ignoring or even marking behavior among young peo-
ple as deviant and antagonistic, which has a significant preventive
effect on the development of behavior disorder.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EW0321
Evaluation of stress and support to
parents of children with
developmental disabilities–Our
experience
J. Kosti´c ∗, L. Milosavljevi´c , M. Stankovi´c
Health centar-Nis, Department for Child and adolescent psychiatry,
Nis, Serbia
∗ Corresponding author.
Introduction Stress is an integral part of parenting. The stress of
parenting is especially increased at parents of children with devel-
opmental disabilities, which can have negative effects on the health
of the parents, the relationship with the child and total parental
behavior. The objective of this work is to assess the level of stress
of parenting among parents of children with developmental dis-
abilities. Parents were involved in workshops support within a
regional project. The workshops were conducted twice a month, in
the duration of two hours, during the one-year period. The work-
shops were led by experts in various fields, and work with parents
was psycho-educational and supportive. The assessment was made
using the questionnaire Parenting Stress Index-Short Form, within
the two time frames, at the beginning of the project and after 12
months. The results showed that nearly two-thirds of parents of
children with disabilities were under clinically significant stress at
the beginning of the service. By retesting after twelve months, it
was found that parental stress decreased, and the decrease is par-
ticularly evident in the parental competence experience. Although
stress is reduced to some extent by the way the parent is expe-
riencing emotional exchange with the child, its level still remains
high.
Conclusion Our experience shows that supportive workshops,
which we participated in significantly, but insufficiently con-
tributed to the stress reduction among parents. This paper discusses
other possible interventions, which would specifically be aimed
at developing strategies for reductions of clinically high level of
parental stress.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EW0322
The impact of psychopedagogical
intervention on quality of life in
adolescents with attention deficit
hyperactivity disorder (ADHD) treated
with psychostimulant medication
C. Lima∗, D. Rodrigues , M. Silva , S. Rego
ForAll, Desenvolvimento Pessoal e Bem-Estar, Unipessoal, Lda.,
Psicologia, Paredes de Coura, Portugal
∗ Corresponding author.
Several studies have shown that ADHD has a significant nega-
tive impact on multiple domains of quality of life of children and
adolescents, particularly in terms of behavioral, emotional and psy-
chosocial quality of life. The psychopedagogical intervention can be
therapeutic, preventive and promote educational inclusion. More-
over, it aims to address the learning process, how it is developed and
how the individual relates himself to learning, both in the cogni-
tive, social and emotional domains. Our purpose was to understand
whether the psychopedagogical intervention influences the quality
of life of adolescents with ADHD considering their pharmacologi-
cal plans. The aim of this study was to evaluate the impact of a
psychopedagogical intervention on quality of life of a sample of
adolescents with ADHD taking into account their pharmacologi-
cal plans (rubifen, ritalin, and concerta). We used quantitative and
qualitative assessment measures: the KIDSCREEN-10, to measure
the quality of life of these adolescents, and a semi-structured inter-
view to assess the impact of a psychopedagogical intervention in
the lives of these adolescents and their parents, respectively. The
results showed that psychopedagogical intervention has a positive
impact on the quality of life of adolescents with ADHD, as well
as in the family dynamics. Due to the demands of school work
(homework) and their negative impact on the family dynamics and
consequently in the quality of life, the results corroborate the rele-
vance of a psychopedagogical intervention to improve these areas.
Thus, it appears that this type of intervention is very useful for
adolescents with ADHD.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EW0323
Faux pas: Assessing theory of superior
mind. A control-case study
E. Magallón-Neri ∗, J. Figueras , C. Amat , M. Benages
1 University of Barcelona, Faculty of Psychology, IR3c, Clinical
Psychology and Psychobiology, Barcelona, Spain
2 University of Barcelona, Clinical Psychology and Psychobiology,
Barcelona, Spain
3 Federació Espectre Autista, Asperger de Catalunya, Clinical
Assistance, Barcelona, Spain
∗ Corresponding author.
Often, children with autism spectrum disorder (ASD) can present
deficits for acquiring superior level of theory of mind (ToM) in the
detection of false beliefs o blunder situations. The objective of this
study is to assess 51 subjects with a primary education level (18
with ASD compared to 33 control subjects) comparing ToM level by
using the test of Faux Pas test by Baron-Cohen et al. (1999) in two
groups divided in 2 layers by age of 7 and 11 years. Results showed
significant differences in this construct (ToM) between control
group and ASD group only at the age of 11 years ( z-score = 2.26;
P = .023), but not at the age of 7 years (z-score = 1.89; P = .062). This
suggests that ToM’s superior capacity acquires greater expression
and maturity towards late childhood, just before transition to ado-
lescence stage.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.