693 / 916
25th European Congress of Psychiatry / European Psychiatry 41S (2017) S645–S709
S689
Introduction
Anxiety and depression is becoming an increas-
ingly important public health issue. The adolescents’ population
is among affected seriously.
Objectives
The objectives of the study was to investigate the
level of anxiety, depression and self-esteemamong adolescents and
explore links between.
Methodology
Participants were 99 adolescents randomly
selected in school, aged between 12 to 19 years (M= 14.88;
SD = 2.09); in terms of gender composition, there were girls
41.1% and boys 58.9%. The measures used included the Alba-
nian versions of depression self-rating scale for children, the
revised children’s manifest anxiety scale, and the rosenberg
self-esteem scale. All data has been analysed by SPSS 21 and Excel
2007.
Results
Results showed that clinical significant levels reported
10.3% of participants for anxiety and 22.4% for depression. With
low self-esteem scored 16.3% of participants. Self-esteem is signifi-
cantly negatively correlated onlywith depression (
r
= -.433,
P <
.00).
Mann-Whitney Test didn’t found significant differences in anxiety
based on self-esteem levels. Mann-Whitney Test found signifi-
cant differences in depression levels based on levels of self-esteem
(Md
low self-esteem
= 15;
n
= 16; Md
normal self-esteem
= 10;
n
= 81) as ado-
lescents with low self-esteem had significantly higher depression
as compared to adolescents with normal self-esteem (
z
= -2.876,
P <
.004).
Conclusions
Findings suggested that self-esteem and depression
links are present but not links self-esteem and anxiety. It is impor-
tant to investigate these relationships in future research aimed
identification/interventions programs.
Disclosure of interest
The authors have not supplied their decla-
ration of competing interest.
http://dx.doi.org/10.1016/j.eurpsy.2017.01.1204EV0875
Diagnoses among students, patients of
psychiatric outpatient ambulatory in
student health centre of ljubljana
university
E. Kajin
Student’s Health Centre of Ljubljana University,Aˇskerˇceva 4, 1000
Ljubljana, Slovenija
Introduction
Health care for students in Slovenia was organized
immediately after the WWII. It slowly developed and in late 1960’s
extended with specialist ambulatories, including psychiatric.
Objectives
Survey of primary psychiatric diagnoses in one school
year.
Method
Research of patient’s primary psychiatric diagnoses of
the school year 2015/2016.
Results
During 1.9.2015–31.8.2016, there were 1126 patients
diagnosed in the age group younger than 29 years, while number
of diagnoses was 90 (see
Table 1 ).Conclusions
Most patients were diagnosed with one among anx-
iety disorders, followed by one of the mood [affective] disorders
while the third most common diagnosis was one of schizophrenic
spectre. The findings are at least approximately consistent with
data elsewhere.
Table 1
Blocks of diagnostic
classifications
No. of
diagnoses in
certain blocks
No. of
patients
% of
patients
Mental disorders due
to PAS use
(F10-F19)
1
1
0.1
Schizophrenia,
schizotypal and
delusional
disorders
(F20-F29)
16
111
9.9
Mood [affective]
disorders
(F30-F39)
24
273
24.3
Neurotic,
stress-related and
somatoform
disorders
(F40-F48)
21
543
48.3
Behavioural
syndromes
. . .
(F50-F59)
7
31
2.6
Disorders of adult
personality and
behaviour
(F60-F69)
11
96
8.5
Disorders of
psychological
development
(F80-F89)
2
2
0.2
Behavioural and
emotional
disorders
. . .
(F90-F98)
2
60
5.3
Other non-mental
disorders
2
2
0.2
Z71.x (Counselling
and medical advice)
4
7
0.6
90 diagnoses 1126
patients
100
Disclosure of interest
The author has not supplied his/her decla-
ration of competing interest.
http://dx.doi.org/10.1016/j.eurpsy.2017.01.1205EV0876
Malingering and medicalization in
Israeli higher education: A critical
inquiry of students feigning learning
disorders
O. Katchergin
Oranim academic college, sociology and anthropology, Kiryat-Tivon,
Israel
This lecture stimulates new thinking about learning-disorders. Pre-
vious research in Israel regarding students with learning-disorders
didnot analyze the social processes throughwhich students acquire
the disability label. Therefore, the scenario of some students seek-
ing the learning-disorder label in order to gain academic advantage
has not been discussed in the professional literature within this
context. The lecture is based on forty in-depth interviews con-
ducted with self-testified malingering students who, nonetheless,
were diagnosed as learning-disordered. Using sociological and nar-
ratological frameworks, the lecture discusses the strategies used by
the students prior to, and during, their formal diagnoses, in order