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25th European Congress of Psychiatry / European Psychiatry 41S (2017) S170–S237


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.


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.


Evaluation of stress and support to

parents of children with

developmental disabilities–Our


J. Kosti´c

, L. Milosavljevi´c , M. Stankovi´c

Health centar-Nis, Department for Child and adolescent psychiatry,

Nis, Serbia

Corresponding author.


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



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.


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.


Faux pas: Assessing theory of superior

mind. A control-case study

E. Magallón-Neri

1 ,

, J. Figueras


, C. Amat


, M. Benages



University of Barcelona, Faculty of Psychology, IR3c, Clinical

Psychology and Psychobiology, Barcelona, Spain


University of Barcelona, Clinical Psychology and Psychobiology,

Barcelona, Spain


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 (


-score = 2.26;


= .023), but not at the age of 7 years (


-score = 1.89;


= .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.