Case-controlled field study of the ICD-11 clinical descriptions and diagnostic requirements for Bodily Distress Disorders

Clinical Utility of ICD-11 Clinical Descriptions and Diagnostic Requirements for the Classification of Mental, Behavioral or Neurodevelopmental Disorders: A Systematic Review

Case-controlled field studies, ecological implementation field studies, and qualitative or mixed methodology studies have been conducted to evaluate the clinical utility of the ICD-11 clinical descriptions and diagnostic requirements (ICD-11 CDDR) for the diagnosis of mental disorders. This systematic review sought to analyze and synthesize the clinical utility indices of these guidelines from the perspectives of mental health professionals (MHPs) and patients from different regions of the world. A systematic search was carried out in five databases Science Direct, Google Scholar, PubMed, Web of Science and Scopus. The relevant studies were subjected to explicit eligibility criteria, resulting in 19 included studies. The study characteristics were tabulated, methodological quality was assessed, and findings were summarized using convergent narrative synthesis. The overall findings indicated that the clinical utility of the ICD-11 CDDR was positive for the majority of studies (78.95%) that analyzed a wide range of mental disorders. Analyses at the level of the disorder groups also revealed the same trend. Almost only qualitative or mixed studies have identified negative aspects or obstacles of this diagnostic system. The clinical utility of the ICD-11 CDDR for the diagnosis of mental disorders is supported. Future research could resolve concerns regarding the isolated negative outcomes of ICD-11 CDDR performance. Finally, it is necessary to expand the scope of the training programs for MHPs and policymakers regarding the use of these guidelines in clinical practice.

Fibromyalgia syndrome-a bodily distress disorder/somatic symptom disorder?

Introduction

The debate addressing the classification of chronic widespread pain as a physical disorder (fibromyalgia syndrome) [FMS] or a somatoform disorder according to psychiatric classification systems has continued for decades.

Objectives

The review aims to line out the new perspectives introduced by the 11th version of the International Classification of Diseases (ICD 11) of the World Health Organization (WHO).

Methods

Critical review of the classification criteria of fibromyalgia syndrome and bodily distress disorder in ICD 11.

Results

Fibromyalgia syndrome has been eliminated from the chapter of diseases of the musculoskeletal system and is now included in a chapter "Symptoms, signs, clinical forms, and abnormal clinical and laboratory findings, not elsewhere classified". Previously, the ICD-10 diagnosis of somatoform disorder was often used by mental health care disciplines instead of the label FMS. Somatoform disorders category has been eliminated as a diagnostic category in the ICD-11 and the 5th version Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association (APA) and has been replaced with the new categories of bodily distress disorder (BDD) and somatic symptom disorder (SSD) respectively. For diagnosis, these latter mental disorders require at least one distressing somatic symptom (e.g. pain) plus positive psychobehavioral criteria, namely "excessive thoughts, feelings, or behaviours related to the somatic symptoms or associated health concerns", without the condition that distressing somatic symptoms have to be medically unexplained.

Conclusion

We argue that the psychobehavioral criteria of BDD/SSD are imprecisely defined and can be misinterpreted as for "Excessive health concerns" which may occur due to the many uncertainties surrounding FMS or "Excessive time devoted to the symptoms" which may be related to patient self-management strategies.

The Relationship Between Childhood Traumatic Experiences and Bodily Distress Syndrome: The Mediating Role of Somatoform Dissociation

This research aimed to investigate the relationship between childhood traumatic experiences and bodily distress syndrome, and the mediating role of somatoform dissociation. A total of 241 individuals living in Iran aged 20-40 years (M = 26.41 years, SD = 6.30; 74.7% females) were selected by convenience sampling to participate online in the research in March 2023. They answered the Childhood Trauma Questionnaire (CTQ-SF), the Bodily Distress Syndrome Checklist (BDS-25), and the Somatoform Dissociation Questionnaire (SDQ-20). The results of the structural equation modeling showed that the model had a good fit, and significant relationships were observed between childhood traumatic experiences and bodily distress syndrome, between childhood traumatic experiences and somatoform dissociation, and also between somatoform dissociation and bodily distress syndrome. The results indicated that somatoform dissociation partially mediates the relationship between childhood traumatic experiences and bodily distress syndrome. Furthermore, the prevalence of bodily distress syndrome was higher in the female than the male participants. The results thus highlight the role of childhood traumatic experiences and somatoform dissociation in creating bodily distress syndrome.

Surviving the shift: College student satisfaction with emergency online learning during COVID-19 pandemic

BACKGROUND

The coronavirus disease 2019 (COVID-19) epidemic disrupted education systems by forcing systems to shift to emergency online leaning. Online learning satisfaction affects academic achievement. Many factors affect online learning satisfaction. However there is little study focused on personal characteristics, mental status, and coping style when college students participated in emergency online courses.

AIM

To assess factors related to satisfaction with emergency online learning among college students in Hebei province during the COVID-19 pandemic.

METHODS

We conducted a cross-sectional survey of 1600 college students. The collected information included demographics, psychological aspects of emergent public health events, and coping style. Single factor, correlation, and multiple linear regression analyses were performed to identify factors that affected online learning satisfaction.

RESULTS

Descriptive findings indicated that 62.9% (994/1580) of students were satisfied with online learning. Factors that had significant positive effects on online learning satisfaction were online learning at scheduled times, strong exercise intensity, good health, regular schedule, focusing on the epidemic less than one hour a day, and maintaining emotional stability. Positive coping styles were protective factors of online learning satisfaction. Risk factors for poor satisfaction were depression, neurasthenia, and negative coping style.

CONCLUSION

College students with different personal characteristics, mental status, and coping style exhibited different degrees of online learning satisfaction. Our findings provide reference for educators, psychologists, and school administrators to conduct health education intervention of college students during emergency online learning.