European Psychiatry - Volume 33 - March 2016

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24th European Congress of Psychiatry / European Psychiatry 33S (2016) S116–S348 S139
EW67
What do we share during a meal?
Exploratory study of shared stories in
ADHD children
A. Boulard ∗, C. Leclercq
1 Faculté de psychologie, logopédie et sciences de l’éducation, Liège,
Belgium
2 Centre Hospitalier Régional de La Citadelle, Child Psychiatry Unit,
Liège, Belgium
∗ Corresponding author.
Introduction Many research focus on the study of language in
ADHD children. However, the discourse is beyond the language
and provides access to child representations of the world, to its
own history. The aim of our study was to compare and analyze the
self-narratives during a family meal.
Method Speeches of 5 children (6–10 years) were recorded, ana-
lyzed and then compared to a strictly matched control group.
Once transcribed, the data were morphosyntactically annotated
and processed using multivariate exploratory techniques. A the-
matic analysis was also realized to understand how ADHD children
moved from one conversation topic to another.
Results Our first results showed that ADHD children have more
difficulty in producing self-narratives while they are doing some-
thing else (eat). Moments of sharing common stories are less
frequent compared to the control group. The transition from one
topic to another is made by direct associations (e.g. the child talks
about what he is eating, and this leads him to think about the
next day’s dinner). The construction of the self-narratives is poorer
compared to the control group, both in content and in length of
utterances.
Conclusion Interestingly, concerning ADHD children, it appears:
– That these self-narratives exist;
– but also that they are poorer;
– that they allow, less frequently than in the control group, projec-
tions into the future or recollection of past events.
If ADHD children cannot access to thesemoments, special attention
should be paid to this sharing of family history outside of daily
activities.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EW68
Aerobic exercise training reduces
anxiety in children
H. Budde ∗, F. Koutsandréou , M. Wegner
1 Medical School Hamburg, Faculty of Human Sciences, Hamburg,
Germany
2 University of Bern, Sportscience, Bern, Switzerland
∗ Corresponding author.
Introduction Aerobic exercise seems to decrease anxiety in
children. However, those studies are subject to methodological
deficiencies (e.g. no control group, cross-sectional study). There-
fore, we conducted a longitudinal studywherewe investigated how
10-week of aerobic or coordination training affects the anxiety of
primary school children.
Method Sixty-four children aged 9–10 years were randomly
divided into an aerobic (AE; n = 25), a coordinative (CE,n = 23) and a
control group (CON, n = 20). The intervention groups received three
times a week for 10 weeks for 45minutes additional physical edu-
cation. TheAE completed an aerobic exercise training at an intensity
of 60–70% of maximum heart rate (HRmax). The CE completed a
coordinative training, with an intensity of 55–65% of HRmax. Anxi-
ety was measured by the external version of the State-Trait Anxiety
Inventory for Children (STAIC PTD).
Results and discussion A repeated-measures ANOVA of group (AE,
CE, CON)× test time (pre, post) showed a significant reduction in
anxiety over time, F (1, 64) = 7.337, P = .009, 2 . = .103. The interac-
tion effect of group x test time was also significant, F (2, 64) = 3.445,
P = .037, 2 = .097. Only participants in the AE showed decreased
anxiety (P = .009). In the post-measurement, AE significantly dif-
fered from CE (P = .023); the difference to CON was marginally
significant (P = .081). The results are discussed in terms of exer-
cise type and the slightly different intensities of the experimental
groups.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EW69
Internment of the mentally ill
children in Spanish asylums (National
Asylum of Leganés, 1852–1952)
A. Conseglieri Gámez ∗, P. Vázquez de la Torre Escalera ,
R. Candela Ramirez
1 Hospital Universitario Infanta Cristina, Psiquiatría, Parla, Madrid,
Spain
2 Hospital Universitario de Fuenlabrada, Psiquiatría, Fuenlabrada,
Madrid, Spain
∗ Corresponding author.
Introduction The creation of a theoretical model and institutions
for “abnormal childhood” was a relevant issue in various areas
(medical and educational) in the first decades of the XXth century.
In 1910, the first “official” attempt was carried out with the creation
of the Patronato Nacional de Sordomudos, Ciegos y Anormales, and
in 1925 with la Escuela Central de Anormales, devoted to these
patients. Internment of infants in Spanish asylums was carried out
amongst polemic and structural deficiencies. The Internal Regula-
tion of the National Asylumof Leganés (1873 and 1885) established
different departments for childhood; however, in reality, there is
no evidence of an actual separation being carried out. In the Inter-
nal Regulation of 1941, the department disappeared, despite that
from the Dirección General de Sanidad, all psychiatric institutions
were obliged to have separate pavilions for children.
Objetives/aims Analyze the hospital admissions of children in the
national asylum of Leganés.
Study the regulation regarding admission of children.
Methods Children internment in the Asylum of Leganés is
analyzed (1852–1952), and compared with other Spanish asy-
lums (SPSSv21). State documents regarding institutionalization of
minors are reviewed.
Results During 1852–1952, this Asylum admitted 96 children
under 18 (mainly epilepsy and oligofrenia), without any specific
pavilion for them. Other institutions, such as Valladolid did have
separate pavilions.
Conclusions Children were admitted in Spanish asylums
although the Jefe de la Sección de Psiquiatría de la Dirección
General de Sanidad in 1943 denounced that few institutions
followed the regulation of having separate pavilions.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EW70
A longitudinal approach to the
contribution of trauma and external
shame on depressive symptoms in
adolescence
M. Cunha ∗, R. Almeida , S. Cherpe , S. Simões , M. Marques
1 Miguel Torga Institute, Clinical Psychology, Coimbra, Portugal